Pub Date : 2021-04-03DOI: 10.1080/10564934.2022.2034506
K. Dedousis, Laura Garcia Raga, Juan de Dios Bares Partal
Abstract This study offers a theoretical context for reading political education literature. Comparing the two classical cultural exemplars (Latin/Greek) we build our working framework upon the firm distinction between Republican and Democratic ideals and we suggest that the current political culture is shaped into the Republican mold. Setting these findings as our conceptual framework, we scrutinize the 2018’s democratic education proposal of the Council of Europe, which although represents modern Republican states, it rather employs concepts—participation, living-together, ethical competencies—extracted from the Democratic exemplar. Finally, we assess the effectiveness of our framework and the coherence of the CoE’s text.
{"title":"The Republican Nature of Modern Democracy: Implications on Educational Policy","authors":"K. Dedousis, Laura Garcia Raga, Juan de Dios Bares Partal","doi":"10.1080/10564934.2022.2034506","DOIUrl":"https://doi.org/10.1080/10564934.2022.2034506","url":null,"abstract":"Abstract This study offers a theoretical context for reading political education literature. Comparing the two classical cultural exemplars (Latin/Greek) we build our working framework upon the firm distinction between Republican and Democratic ideals and we suggest that the current political culture is shaped into the Republican mold. Setting these findings as our conceptual framework, we scrutinize the 2018’s democratic education proposal of the Council of Europe, which although represents modern Republican states, it rather employs concepts—participation, living-together, ethical competencies—extracted from the Democratic exemplar. Finally, we assess the effectiveness of our framework and the coherence of the CoE’s text.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"46 1","pages":"108 - 120"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78619752","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 : 2021-01-02DOI: 10.1080/10564934.2021.1971541
Armend Tahirsylaj, Fitore Fazliu
Abstract This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided the macro narrative and legitimation for the 2011 competence-based curriculum reform in Kosovo.
{"title":"From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo","authors":"Armend Tahirsylaj, Fitore Fazliu","doi":"10.1080/10564934.2021.1971541","DOIUrl":"https://doi.org/10.1080/10564934.2021.1971541","url":null,"abstract":"Abstract This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided the macro narrative and legitimation for the 2011 competence-based curriculum reform in Kosovo.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"167 1","pages":"1 - 14"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80805121","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 : 2021-01-02DOI: 10.1080/10564934.2021.1892955
Cathryn Magno, Anna Becker
How to support students to intellectually and emotionally untangle and grapple with systemic oppression in education is the subject of this media review. Especially for students carrying privilege, the micro(and macro-) aggressions toward historically marginalized groups that occur in classrooms and school yards and that reflect larger societal inequalities, can be opaque, confusing and unrelatable (Benson, 2013). Film can present the often intangible and multilayered oppression more viscerally, as a kind of language itself, that expresses lived experience, authenticity, and involvement across and through social relations (Agha, 2007) in ways textual documents can never do. Two films offer opportunities for examining theoretical concepts such as cultural capital (Bourdieu, 1991), integration (Ager & Strang, 2008), fugitivity (Campt, 2014) and heteroglossia (Bakhtin, 1981) through selected themes and characters across continents and decades: Entre les Murs (The Class) from 2008 France and The Hate U Give from 2018 United States. Unable to tackle all possible issues in this short review, we first summarize each film then briefly analyze the symbolic power of language (Bourdieu, 1991). To conclude we suggest additional critical questions and teaching tools for university-level education courses.
{"title":"Media Review of “Entre Les Murs (the Class)” and “The Hate U Give”","authors":"Cathryn Magno, Anna Becker","doi":"10.1080/10564934.2021.1892955","DOIUrl":"https://doi.org/10.1080/10564934.2021.1892955","url":null,"abstract":"How to support students to intellectually and emotionally untangle and grapple with systemic oppression in education is the subject of this media review. Especially for students carrying privilege, the micro(and macro-) aggressions toward historically marginalized groups that occur in classrooms and school yards and that reflect larger societal inequalities, can be opaque, confusing and unrelatable (Benson, 2013). Film can present the often intangible and multilayered oppression more viscerally, as a kind of language itself, that expresses lived experience, authenticity, and involvement across and through social relations (Agha, 2007) in ways textual documents can never do. Two films offer opportunities for examining theoretical concepts such as cultural capital (Bourdieu, 1991), integration (Ager & Strang, 2008), fugitivity (Campt, 2014) and heteroglossia (Bakhtin, 1981) through selected themes and characters across continents and decades: Entre les Murs (The Class) from 2008 France and The Hate U Give from 2018 United States. Unable to tackle all possible issues in this short review, we first summarize each film then briefly analyze the symbolic power of language (Bourdieu, 1991). To conclude we suggest additional critical questions and teaching tools for university-level education courses.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"53 1","pages":"57 - 60"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73534715","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 : 2021-01-02DOI: 10.1080/10564934.2021.1987151
H. Harro-Loit, Meedi Neeme, K. Palts
Abstract Among the variety of communication possibilities between home and school, face-to-face conferences. The present study focuses on a sub-genre that can be defined as a “students developmental conference”: a meeting involving the students, family representatives, and where the main goal is to support students’ development and self-analysis. We propose a genre matrix and analyze the genre knowledge of such conferences among Estonian teachers and parents by using focus group interviews.
{"title":"Students Development Conference Genre Knowledge among Estonian Teachers","authors":"H. Harro-Loit, Meedi Neeme, K. Palts","doi":"10.1080/10564934.2021.1987151","DOIUrl":"https://doi.org/10.1080/10564934.2021.1987151","url":null,"abstract":"Abstract Among the variety of communication possibilities between home and school, face-to-face conferences. The present study focuses on a sub-genre that can be defined as a “students developmental conference”: a meeting involving the students, family representatives, and where the main goal is to support students’ development and self-analysis. We propose a genre matrix and analyze the genre knowledge of such conferences among Estonian teachers and parents by using focus group interviews.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"39 1","pages":"31 - 44"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77531832","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 : 2021-01-02DOI: 10.1080/10564934.2021.1987839
Louis Volante, D. Klinger
Abstract The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). The discussion argues these outcomes can be associated with cases of policy inertia, avoidance, and refraction.
{"title":"PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction","authors":"Louis Volante, D. Klinger","doi":"10.1080/10564934.2021.1987839","DOIUrl":"https://doi.org/10.1080/10564934.2021.1987839","url":null,"abstract":"Abstract The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). The discussion argues these outcomes can be associated with cases of policy inertia, avoidance, and refraction.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"18 1","pages":"45 - 56"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91159851","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 : 2020-10-01DOI: 10.1080/10564934.2021.1890349
J. Ahn
{"title":"Childhood and Education in the United States and Russia: Sociological and Comparative Perspectives","authors":"J. Ahn","doi":"10.1080/10564934.2021.1890349","DOIUrl":"https://doi.org/10.1080/10564934.2021.1890349","url":null,"abstract":"","PeriodicalId":44727,"journal":{"name":"European Education","volume":"1 1","pages":"352 - 353"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76223989","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 : 2020-10-01DOI: 10.1080/10564934.2021.1885300
Jennifer S. Wistrand
Abstract Drawing on ethnographic data collected in Azerbaijan, this article examines the civics education program that existed in Azerbaijan in the 1990s and the early 2000s, prior to its incorporation into a newly created “life skills” (həyat bilgisi in Azerbaijani) course. It is argued that a disconnect between curriculum reform and classroom practice resulted in a missed opportunity for the “first cohort of post-Soviet Azerbaijanis” to benefit from a civics education program that could have had the capacity to impart a meaningful understanding of democracy and thereby useful democracy building skills.
{"title":"Civics Education and Democracy Building in Azerbaijan: A Missed Opportunity?","authors":"Jennifer S. Wistrand","doi":"10.1080/10564934.2021.1885300","DOIUrl":"https://doi.org/10.1080/10564934.2021.1885300","url":null,"abstract":"Abstract Drawing on ethnographic data collected in Azerbaijan, this article examines the civics education program that existed in Azerbaijan in the 1990s and the early 2000s, prior to its incorporation into a newly created “life skills” (həyat bilgisi in Azerbaijani) course. It is argued that a disconnect between curriculum reform and classroom practice resulted in a missed opportunity for the “first cohort of post-Soviet Azerbaijanis” to benefit from a civics education program that could have had the capacity to impart a meaningful understanding of democracy and thereby useful democracy building skills.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"50 1","pages":"338 - 351"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75825968","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 : 2020-10-01DOI: 10.1080/10564934.2020.1827958
Cristina Pennarola, Amelia Bandini
Abstract The global spread of degree courses taught in English as a Medium of Instruction raises questions about the identity or “branding” of English-taught degree programs in non-Anglophone countries and whether they differ from their equivalents in the national languages. To answer this question, we have examined a sample of master’s degree programs in the same domain, International Relations, across Italy, France and Germany from a quantitative and a qualitative perspective. Our findings suggest that they present a similar branding strategy in line with the standardization process of EU higher education, also reflecting the global trend toward the “entrepreneurial university.”
{"title":"Exploring Higher Education Pathways in Italy, France and Germany: A Linguistic Analysis of Master’s Degree Home Pages in English as a Medium of Instruction and the National Languages 1","authors":"Cristina Pennarola, Amelia Bandini","doi":"10.1080/10564934.2020.1827958","DOIUrl":"https://doi.org/10.1080/10564934.2020.1827958","url":null,"abstract":"Abstract The global spread of degree courses taught in English as a Medium of Instruction raises questions about the identity or “branding” of English-taught degree programs in non-Anglophone countries and whether they differ from their equivalents in the national languages. To answer this question, we have examined a sample of master’s degree programs in the same domain, International Relations, across Italy, France and Germany from a quantitative and a qualitative perspective. Our findings suggest that they present a similar branding strategy in line with the standardization process of EU higher education, also reflecting the global trend toward the “entrepreneurial university.”","PeriodicalId":44727,"journal":{"name":"European Education","volume":"50 1","pages":"324 - 337"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74981937","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 : 2020-07-02DOI: 10.1080/10564934.2020.1834198
B. Eklof, E. Lisovskaya
Abstract The articles in this cluster explore the past and present trajectories of educational change in Russia from the 18th century to the present day. The authors focus on the multiple social actors, visions, forces, and changes that in combination brought about Russia’s modern educational realities. The emphasis in these contributions is put upon the often-decisive role of local, grassroots-level actors vis-à-vis the state and its central apparatuses in modernizing the schools.1 We discuss the heterogeneity of modernizing projects, multi-directedness of their trajectories, and contradictory nature of their outcomes. This is why the title of our assemblage of articles refers to the involuted paths (plural) taken toward and within educational modernity. Intrinsic to our approach are comparative–historical and/or cross-national–perspectives that highlight both the distinctive nature of the Russia’s case and its similarities with developments elsewhere in the world.
{"title":"Russia’s Involuted Paths toward and within Educational Modernity","authors":"B. Eklof, E. Lisovskaya","doi":"10.1080/10564934.2020.1834198","DOIUrl":"https://doi.org/10.1080/10564934.2020.1834198","url":null,"abstract":"Abstract The articles in this cluster explore the past and present trajectories of educational change in Russia from the 18th century to the present day. The authors focus on the multiple social actors, visions, forces, and changes that in combination brought about Russia’s modern educational realities. The emphasis in these contributions is put upon the often-decisive role of local, grassroots-level actors vis-à-vis the state and its central apparatuses in modernizing the schools.1 We discuss the heterogeneity of modernizing projects, multi-directedness of their trajectories, and contradictory nature of their outcomes. This is why the title of our assemblage of articles refers to the involuted paths (plural) taken toward and within educational modernity. Intrinsic to our approach are comparative–historical and/or cross-national–perspectives that highlight both the distinctive nature of the Russia’s case and its similarities with developments elsewhere in the world.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"114 1","pages":"185 - 192"},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79235129","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 : 2020-07-02DOI: 10.1080/10564934.2020.1812402
B. Eklof
Abstract One neglected aspect of the Gorbachev perestroika era in Russia [1985–1991] was the remarkable “pedagogy of cooperation” (or pedagogika sotrudnichestva) movement, a renewal of the experimental tradition in education. Central to this was Edward Dneprov, a brilliant and forceful individual whose views and personality substantially shaped the Gorbachev-era educational reform movement. Dneprov, who served as Russian Minister of Education (1990–1992) was also a product of his times and his training as an historian These characteristics informed but also limited his ability to understand the forces at work resisting educational change—especially the resilience of “the culture of the classroom.”
{"title":"The Perils of the Historian: Edward Dneprov and Experimental Educational Reform in the Tsarist and Gorbachev Eras","authors":"B. Eklof","doi":"10.1080/10564934.2020.1812402","DOIUrl":"https://doi.org/10.1080/10564934.2020.1812402","url":null,"abstract":"Abstract One neglected aspect of the Gorbachev perestroika era in Russia [1985–1991] was the remarkable “pedagogy of cooperation” (or pedagogika sotrudnichestva) movement, a renewal of the experimental tradition in education. Central to this was Edward Dneprov, a brilliant and forceful individual whose views and personality substantially shaped the Gorbachev-era educational reform movement. Dneprov, who served as Russian Minister of Education (1990–1992) was also a product of his times and his training as an historian These characteristics informed but also limited his ability to understand the forces at work resisting educational change—especially the resilience of “the culture of the classroom.”","PeriodicalId":44727,"journal":{"name":"European Education","volume":"11 1","pages":"226 - 241"},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82381093","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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