This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the importance of teachers’ personal and professional biography, political affiliations, religiosity, the sociopolitical context of schools, and the wider society of Cyprus.
{"title":"Navigating Between National Religious/Confessional Ideology and Interreligiosity: The Case of Greek-Cypriot Teachers in Religious Education","authors":"Michalinos Zembylas, Marios Antoniou, Loizos Loukaidis","doi":"10.1080/10564934.2019.1593047","DOIUrl":"https://doi.org/10.1080/10564934.2019.1593047","url":null,"abstract":"This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the importance of teachers’ personal and professional biography, political affiliations, religiosity, the sociopolitical context of schools, and the wider society of Cyprus.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"43 1","pages":"165 - 185"},"PeriodicalIF":0.8,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77415783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-26DOI: 10.1080/10564934.2019.1569470
Anne C. Campbell
Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs.
{"title":"Exploring the Relationship of Home Country Government Reforms and the Choices of International Higher Education Scholarship Program Participants","authors":"Anne C. Campbell","doi":"10.1080/10564934.2019.1569470","DOIUrl":"https://doi.org/10.1080/10564934.2019.1569470","url":null,"abstract":"Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"18 3 1","pages":"147 - 163"},"PeriodicalIF":0.8,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83566304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-21DOI: 10.1080/10564934.2018.1500487
Christine Beresniova
This article examines how broader cultural practices influence teachers teaching the Holocaust in Lithuania. This article uses the concept of the “cultural curriculum” to examine how community “stories” intersect with formal education. It finds that teachers feel they have become responsible for challenging long-standing cultural practices as well now. This is not always welcome because most are uncertain how to engage with community behaviors and preserve their place in the community at the same time.
{"title":"“Children Who Speak in Their Parents’ Clichés”: Exploring the Broader Social Relationship Between Cultural Practices and Teacher Identity in Lithuanian Holocaust Education","authors":"Christine Beresniova","doi":"10.1080/10564934.2018.1500487","DOIUrl":"https://doi.org/10.1080/10564934.2018.1500487","url":null,"abstract":"This article examines how broader cultural practices influence teachers teaching the Holocaust in Lithuania. This article uses the concept of the “cultural curriculum” to examine how community “stories” intersect with formal education. It finds that teachers feel they have become responsible for challenging long-standing cultural practices as well now. This is not always welcome because most are uncertain how to engage with community behaviors and preserve their place in the community at the same time.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"357 1","pages":"111 - 126"},"PeriodicalIF":0.8,"publicationDate":"2019-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76326541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-07DOI: 10.1080/10564934.2018.1520600
E. Boeren
This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.
{"title":"Foreign-Born Adults’ Participation in Educational Activities: Evidence From Europe","authors":"E. Boeren","doi":"10.1080/10564934.2018.1520600","DOIUrl":"https://doi.org/10.1080/10564934.2018.1520600","url":null,"abstract":"This article demonstrates that foreign-born adults in Europe tend to participate less in adult education activities compared to native-born adults living in the same country. However, this is mainly explained through the job-related nature of nonformal education. Foreign-born adults tend to participate more in formal adult education than native-born adults in a range of countries. Based on analyses using data from the Organization for Economic Cooperation and Development Programme on the International Assessment of Adult Competencies (PIAAC), this article shows that participation rates in European countries are mainly determined by adults’ educational attainment and having a job and that countries with overall high participation rates have higher participation rates among foreign-born adults as well. Exploring the participation in adult education of foreign-born adults in European countries is important, as it is known that those adults perceive difficulties in finding a job and having their foreign credentials recognized in the new country context. Participation in adult education courses might help them in learning new or maintaining their already existing skills.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"21 1","pages":"127 - 146"},"PeriodicalIF":0.8,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83900293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10564934.2018.1489729
Hanna Laalo, Heikki Kinnari, Heikki Silvennoinen
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.
{"title":"Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda","authors":"Hanna Laalo, Heikki Kinnari, Heikki Silvennoinen","doi":"10.1080/10564934.2018.1489729","DOIUrl":"https://doi.org/10.1080/10564934.2018.1489729","url":null,"abstract":"In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"10 1","pages":"110 - 93"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84742215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10564934.2018.1530060
J. McIntosh
This article examines whether the way that PISA models item outcomes in mathematics affects the validity of its country rankings. As an alternative to PISA methodology, a two-parameter logistic model is applied to PISA mathematics item data from Italy and Spain for the year 2009. In the estimation procedure, item difficulty and dispersion parameters were allowed to differ across the two countries and samples were restricted to respondents who actually answered items in a mathematics cluster. Different normalizations for identifying the distribution parameters were also considered. The choice of normalization is shown to be crucial in guaranteeing certain invariance properties required by item response models. The ability or proficiency scores obtained from the methods employed here are significantly higher for Spain, in sharp contrast to PISA results, which gave both countries virtually the same rank in mathematics (489 for Italy and 488 for Spain). These results raise serious questions about PISA methodology and the role that PISA results play in the formulation educational policy in member countries.
{"title":"PISA Country Rankings for Italy and Spain: Revised Results","authors":"J. McIntosh","doi":"10.1080/10564934.2018.1530060","DOIUrl":"https://doi.org/10.1080/10564934.2018.1530060","url":null,"abstract":"This article examines whether the way that PISA models item outcomes in mathematics affects the validity of its country rankings. As an alternative to PISA methodology, a two-parameter logistic model is applied to PISA mathematics item data from Italy and Spain for the year 2009. In the estimation procedure, item difficulty and dispersion parameters were allowed to differ across the two countries and samples were restricted to respondents who actually answered items in a mathematics cluster. Different normalizations for identifying the distribution parameters were also considered. The choice of normalization is shown to be crucial in guaranteeing certain invariance properties required by item response models. The ability or proficiency scores obtained from the methods employed here are significantly higher for Spain, in sharp contrast to PISA results, which gave both countries virtually the same rank in mathematics (489 for Italy and 488 for Spain). These results raise serious questions about PISA methodology and the role that PISA results play in the formulation educational policy in member countries.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"54 1","pages":"71 - 84"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82440980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10564934.2018.1556967
Simona Szakács-Behling
As a child of (post)socialism growing up in 1980s Romania and moving West for further education and work, I read this volume with a double sense of excitement and wonder: first – to find that I am ...
{"title":"Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life","authors":"Simona Szakács-Behling","doi":"10.1080/10564934.2018.1556967","DOIUrl":"https://doi.org/10.1080/10564934.2018.1556967","url":null,"abstract":"As a child of (post)socialism growing up in 1980s Romania and moving West for further education and work, I read this volume with a double sense of excitement and wonder: first – to find that I am ...","PeriodicalId":44727,"journal":{"name":"European Education","volume":"1 1","pages":"89 - 91"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87794857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10564934.2017.1401435
A. Dubbeld, N. D. Hoog, P. D. den Brok, M. de Laat
This study focuses on teachers’ general and diversity-related burnout in relation to teachers’ attitudes toward multiculturalism. Results are based on the responses of 120 teachers working at five different urban, ethnically diverse junior vocational high schools in the Netherlands. Analyses indicated that teachers with assimilative attitudes exhibited higher levels of general and diversity-related burnout, whereas there was no relationship between pluralistic attitudes and burnout. In addition, there were no relationships between teacher background variables and attitude and burnout, besides the finding that native teachers experienced less general burnout, and had less pluralistic attitudes, than nonnative teachers.
{"title":"Teachers’ Attitudes Toward Multiculturalism in Relation to General and Diversity-Related Burnout","authors":"A. Dubbeld, N. D. Hoog, P. D. den Brok, M. de Laat","doi":"10.1080/10564934.2017.1401435","DOIUrl":"https://doi.org/10.1080/10564934.2017.1401435","url":null,"abstract":"This study focuses on teachers’ general and diversity-related burnout in relation to teachers’ attitudes toward multiculturalism. Results are based on the responses of 120 teachers working at five different urban, ethnically diverse junior vocational high schools in the Netherlands. Analyses indicated that teachers with assimilative attitudes exhibited higher levels of general and diversity-related burnout, whereas there was no relationship between pluralistic attitudes and burnout. In addition, there were no relationships between teacher background variables and attitude and burnout, besides the finding that native teachers experienced less general burnout, and had less pluralistic attitudes, than nonnative teachers.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"15 1","pages":"16 - 31"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88255005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10564934.2017.1411764
P. Boyadjieva, Petya Ilieva-Trichkova
This article explores how the horizontal differentiation of upper secondary education affects students’ transitions after graduation. It builds upon the institutional perspective on education and draws on data from a nationally representative survey. The analysis shows a considerable variation in graduates’ patterns of transition according to the type of secondary education and that the type of secondary education program moderates the effect of the academic achievement and of students’ socioeconomic background on students’ patterns of transition.
{"title":"Horizontal Differentiation Matters: Moderating Influence of the Type of Upper Secondary Education on Students’ Transitions","authors":"P. Boyadjieva, Petya Ilieva-Trichkova","doi":"10.1080/10564934.2017.1411764","DOIUrl":"https://doi.org/10.1080/10564934.2017.1411764","url":null,"abstract":"This article explores how the horizontal differentiation of upper secondary education affects students’ transitions after graduation. It builds upon the institutional perspective on education and draws on data from a nationally representative survey. The analysis shows a considerable variation in graduates’ patterns of transition according to the type of secondary education and that the type of secondary education program moderates the effect of the academic achievement and of students’ socioeconomic background on students’ patterns of transition.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"3 1","pages":"32 - 50"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79654346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10564934.2017.1344503
Carmen Baumeler
This article addresses the question of whether the concept of competence-based vocational education and training (VET) is transferable from one cultural context to another. Drawing on theoretical concepts of comparative education and sociological neo-institutionalism, the competence-based VET is defined as a new paradigm and situated within its cultural context. Then a case study of an educational transfer from Switzerland to India is presented. The article concludes that the pedagogical concept of competence-based VET is not universally applicable but includes culturally coined ideas, which need to be taken into account when trying to implement it in distant institutional contexts.
{"title":"Competence-Based Vocational Education and Training and Its Cultural Context Sensitivity","authors":"Carmen Baumeler","doi":"10.1080/10564934.2017.1344503","DOIUrl":"https://doi.org/10.1080/10564934.2017.1344503","url":null,"abstract":"This article addresses the question of whether the concept of competence-based vocational education and training (VET) is transferable from one cultural context to another. Drawing on theoretical concepts of comparative education and sociological neo-institutionalism, the competence-based VET is defined as a new paradigm and situated within its cultural context. Then a case study of an educational transfer from Switzerland to India is presented. The article concludes that the pedagogical concept of competence-based VET is not universally applicable but includes culturally coined ideas, which need to be taken into account when trying to implement it in distant institutional contexts.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"1 1","pages":"1 - 15"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84735756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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