Pub Date : 2023-04-03DOI: 10.1080/09620214.2023.2209085
Sheng-Ju Chan, M. Liu, Chen Chang
This special issue aims to investigate the dynamic relationship between the current generation of young people and social movements that arise within the context of education. There is a rise in social movements around the globe, here, we focus on Asia, where young people have been central actors (Altbach & Luescher, 2019). In this special issue, we explore the ambivalent roles of higher education institutions as experiential sites for political citizenship education in the context of these large-scale social protests. Previous research on social movements in education has tended to focus on large societal forces and effects at system levels. Several studies have also indicated the need to pay attention to capitalism (Cini et al., 2017) and neoliberalism (Ibrahim, 2011; Sadlier, 2019; Torres & Jones, 2013; Torres, 2011) when investigating social movements. In the special issue of the International Studies in Sociology of Education (volumes 2 and 3), Torres and Jones (2013) suggested that the implementation of neoliberalism had triggered the ‘growing resistance movement’ (p.77). Though this scholarship provides a better understanding of how greater social-economic forces might have triggered social movements, there is still limited research on the unique roles and positioning of students within these (Gill & DeFronzo, 2009). Young people and students are often said to be indifferent to current political institutions and processes. However, based on European experiences, Flesher Fominaya (n.d..) pointed out that members of the younger generation prefer autonomous social movements instead of more traditional ones. An autonomous movement emphasizes direct democracy, selfgovernance, and a horizontal structure through consensus decisionmaking (Mikkelsen & Karpantschof, 2008). In fact, a greater connection to social movements might be a new form of deep participation in political
本期特刊旨在调查当代年轻人与教育背景下出现的社会运动之间的动态关系。全球范围内的社会运动正在兴起，在这里，我们关注的是亚洲，那里的年轻人一直是核心角色（Altbach&Luescher，2019）。在本期特刊中，我们探讨了在这些大规模社会抗议的背景下，高等教育机构作为政治公民教育的体验场所所扮演的矛盾角色。以前对教育中的社会运动的研究往往侧重于系统层面的大型社会力量和影响。几项研究也表明，在调查社会运动时，需要关注资本主义（Cini et al.，2017）和新自由主义（Ibrahim，2011；萨德利耶，2019；Torres和Jones，2013；Torres，2011）。在《教育社会学国际研究》（第2卷和第3卷）特刊中，Torres和Jones（2013）认为，新自由主义的实施引发了“日益增长的抵抗运动”（第77页）。尽管这项研究更好地理解了更大的社会经济力量是如何引发社会运动的，关于学生在其中的独特角色和定位的研究仍然有限（Gill&DeFronzo，2009）。年轻人和学生往往被认为对当前的政治制度和进程漠不关心。然而，根据欧洲的经验，Flesher Fominaya（n.d..）指出，年轻一代更喜欢自主的社会运动，而不是更传统的社会运动。自治运动强调直接民主、自治和通过共识决策的横向结构（Mikkelsen&Karpantschof，2008）。事实上，与社会运动建立更大的联系可能是深入参与政治的一种新形式
{"title":"Editorial for the Youth Generation and social movements within education in Asia","authors":"Sheng-Ju Chan, M. Liu, Chen Chang","doi":"10.1080/09620214.2023.2209085","DOIUrl":"https://doi.org/10.1080/09620214.2023.2209085","url":null,"abstract":"This special issue aims to investigate the dynamic relationship between the current generation of young people and social movements that arise within the context of education. There is a rise in social movements around the globe, here, we focus on Asia, where young people have been central actors (Altbach & Luescher, 2019). In this special issue, we explore the ambivalent roles of higher education institutions as experiential sites for political citizenship education in the context of these large-scale social protests. Previous research on social movements in education has tended to focus on large societal forces and effects at system levels. Several studies have also indicated the need to pay attention to capitalism (Cini et al., 2017) and neoliberalism (Ibrahim, 2011; Sadlier, 2019; Torres & Jones, 2013; Torres, 2011) when investigating social movements. In the special issue of the International Studies in Sociology of Education (volumes 2 and 3), Torres and Jones (2013) suggested that the implementation of neoliberalism had triggered the ‘growing resistance movement’ (p.77). Though this scholarship provides a better understanding of how greater social-economic forces might have triggered social movements, there is still limited research on the unique roles and positioning of students within these (Gill & DeFronzo, 2009). Young people and students are often said to be indifferent to current political institutions and processes. However, based on European experiences, Flesher Fominaya (n.d..) pointed out that members of the younger generation prefer autonomous social movements instead of more traditional ones. An autonomous movement emphasizes direct democracy, selfgovernance, and a horizontal structure through consensus decisionmaking (Mikkelsen & Karpantschof, 2008). In fact, a greater connection to social movements might be a new form of deep participation in political","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"288 - 292"},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46648694","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 : 2023-04-03DOI: 10.1080/09620214.2023.2216219
Aneta Hayes, S. Lomer
We were very pleased to curate this special issue on constructions of international students across Europe. We called for papers focusing on continental Europe, as whilst there now exists quite a large body of literature on representations of international students in countries such as the US, the UK, and Australia (e.g. Lee & Rice, 2007; Walker, 2014; Zhang & Tu, 2019), we wanted to expand this literature by focusing on international students in continental Europe. We considered this important, as an attempt to destablilise the dominance of English-majority speaking destinations in shaping thinking and scholarship, as well as unpack different political dynamics and tensions emerging in relation to international students. This is the first contribution of our special issue; the second revolves around a definition of internationalisation and the ‘international student’, and the uses of these definitions. There is in general a rapid expansion in literature on internationalisation, but much of it focuses on ‘international student experiences’ – weakly and broadly conceptualised (Deuchar, 2022). There is, however, much less critical investigation of the structural influences of policy, practices, and representations in constructing the international student and shaping their experiences (Lipura & Collins, 2020). The papers in this special issue, therefore, engage more directly with these influences, and suggests that the concept of ‘internationalised’, rather than ‘international’ students may be a more appropriate one. This enables the examination of internationalisation as a process that creates ‘internationalised’ experiences (in the same sense as students’ experiences can be racialised, classed, and gendered). Understood in this sense, we point to how students described by the authors in this special issue are internationalised into specific experiences
{"title":"International or international(-ised) students? Insights from continental Europe","authors":"Aneta Hayes, S. Lomer","doi":"10.1080/09620214.2023.2216219","DOIUrl":"https://doi.org/10.1080/09620214.2023.2216219","url":null,"abstract":"We were very pleased to curate this special issue on constructions of international students across Europe. We called for papers focusing on continental Europe, as whilst there now exists quite a large body of literature on representations of international students in countries such as the US, the UK, and Australia (e.g. Lee & Rice, 2007; Walker, 2014; Zhang & Tu, 2019), we wanted to expand this literature by focusing on international students in continental Europe. We considered this important, as an attempt to destablilise the dominance of English-majority speaking destinations in shaping thinking and scholarship, as well as unpack different political dynamics and tensions emerging in relation to international students. This is the first contribution of our special issue; the second revolves around a definition of internationalisation and the ‘international student’, and the uses of these definitions. There is in general a rapid expansion in literature on internationalisation, but much of it focuses on ‘international student experiences’ – weakly and broadly conceptualised (Deuchar, 2022). There is, however, much less critical investigation of the structural influences of policy, practices, and representations in constructing the international student and shaping their experiences (Lipura & Collins, 2020). The papers in this special issue, therefore, engage more directly with these influences, and suggests that the concept of ‘internationalised’, rather than ‘international’ students may be a more appropriate one. This enables the examination of internationalisation as a process that creates ‘internationalised’ experiences (in the same sense as students’ experiences can be racialised, classed, and gendered). Understood in this sense, we point to how students described by the authors in this special issue are internationalised into specific experiences","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"434 - 442"},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44432135","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 : 2023-03-02DOI: 10.1080/09620214.2023.2185902
Jonas Højgaard Frydenlund
{"title":"”Help them follow the proper path”","authors":"Jonas Højgaard Frydenlund","doi":"10.1080/09620214.2023.2185902","DOIUrl":"https://doi.org/10.1080/09620214.2023.2185902","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43476782","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 : 2023-02-22DOI: 10.1080/09620214.2023.2179523
Yeji Kim
{"title":"”Head in the clouds”: Global citizenship education in conflict-affected South Korea","authors":"Yeji Kim","doi":"10.1080/09620214.2023.2179523","DOIUrl":"https://doi.org/10.1080/09620214.2023.2179523","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022026","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 : 2023-01-02DOI: 10.1080/09620214.2023.2171901
Rachel Brooks, Achala Gupta, Sazana Jayadeva, Anu Lainio
ABSTRACT This special issue focuses on the concept of the ‘ideal’ higher education student. It explores how this concept is played out in different national contexts and the implications it has for particular groups of students and their experiences within higher education. In this editorial introduction, we introduce the seven papers that make up the special issue, and then discuss some of the cross-cutting themes – showing how the papers help to advance our knowledge in this area.
{"title":"Constructing ‘ideal’ students within contemporary higher education: editorial introduction","authors":"Rachel Brooks, Achala Gupta, Sazana Jayadeva, Anu Lainio","doi":"10.1080/09620214.2023.2171901","DOIUrl":"https://doi.org/10.1080/09620214.2023.2171901","url":null,"abstract":"ABSTRACT This special issue focuses on the concept of the ‘ideal’ higher education student. It explores how this concept is played out in different national contexts and the implications it has for particular groups of students and their experiences within higher education. In this editorial introduction, we introduce the seven papers that make up the special issue, and then discuss some of the cross-cutting themes – showing how the papers help to advance our knowledge in this area.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"1 - 10"},"PeriodicalIF":1.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46258916","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 : 2022-12-19DOI: 10.1080/09620214.2022.2154245
L. Gazeley
This paper draws on research conducted in four state schools with sixth forms to problematise two flagship ‘disadvantage’ policy agendas in the English context: the Pupil Premium (focusing on the narrowing of attainment gaps) and widen- ing participation (focusing on fairer university access). While such ‘priority’ policies necessarily incorporate the promise of change, it argues that multiple forms of incoherence militate against this, including: their relative agenda-setting power in a highly marketised system; the contested, constitutive power of different proxy indicators; competing policy preferences that under-attend to the intersections between educational opportunities and material disadvantage. In contrast, interviews with school staff highlighted the transformative potential of lived experiences of disadvantage and reinforced the importance of adopting a wider lens than that of the school. The paper concludes that the absence of an over-arching theory of change is part of ‘the problem’ and it suggests where the mapping of one might begin.
{"title":"Problematising flagship ‘disadvantage’ policies in English schools: agenda setting and incoherence in the absence of an over-arching theory of change","authors":"L. Gazeley","doi":"10.1080/09620214.2022.2154245","DOIUrl":"https://doi.org/10.1080/09620214.2022.2154245","url":null,"abstract":"This paper draws on research conducted in four state schools with sixth forms to problematise two flagship ‘disadvantage’ policy agendas in the English context: the Pupil Premium (focusing on the narrowing of attainment gaps) and widen- ing participation (focusing on fairer university access). While such ‘priority’ policies necessarily incorporate the promise of change, it argues that multiple forms of incoherence militate against this, including: their relative agenda-setting power in a highly marketised system; the contested, constitutive power of different proxy indicators; competing policy preferences that under-attend to the intersections between educational opportunities and material disadvantage. In contrast, interviews with school staff highlighted the transformative potential of lived experiences of disadvantage and reinforced the importance of adopting a wider lens than that of the school. The paper concludes that the absence of an over-arching theory of change is part of ‘the problem’ and it suggests where the mapping of one might begin.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694267","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 : 2022-12-15DOI: 10.1080/09620214.2022.2156910
Reza Gholami
The educational activities of migrant and/or minoritised communities, and the disadvantages those communities face in education have been of interest to sociologists for a long time. Although a strong conceptual vocabulary exists in the field, in my own work I have often found the concept of diaspora to be a powerful and generative analytical tool with which to approach the complex dynamics of racially, ethnically and religiously diverse educational contexts. Traditionally, ‘diaspora’ refers to the migration of groups or communities of people from a place of origin (a ‘homeland’) and their subsequent settlement in different parts of world. Importantly, however, it also references a set of complex and ongoing dynamics related to settlement, transnationality and hybridity which are significant for our unfolding understandings of social relations and collective and individual identities generally, but also specifically around educational practices (see, Demir, 2022; Tölölyan, 2007; Gholami, 2017a, 2017b). I began to explore the educational relevance of the diaspora concept in my research on so-called supplementary schools, including empirical research in Iranian schools in London. Based on this work, I developed in 2017 a definition and initial framework for ‘diasporic education’ whose aim was to act as a springboard for further theoretical, methodological and practical/pedagogical discussions. Diasporic education, I argued, refers to “concrete educational practices that:
{"title":"Thinking and working with ‘diasporic education’: the challenges and possibilities of a concept","authors":"Reza Gholami","doi":"10.1080/09620214.2022.2156910","DOIUrl":"https://doi.org/10.1080/09620214.2022.2156910","url":null,"abstract":"The educational activities of migrant and/or minoritised communities, and the disadvantages those communities face in education have been of interest to sociologists for a long time. Although a strong conceptual vocabulary exists in the field, in my own work I have often found the concept of diaspora to be a powerful and generative analytical tool with which to approach the complex dynamics of racially, ethnically and religiously diverse educational contexts. Traditionally, ‘diaspora’ refers to the migration of groups or communities of people from a place of origin (a ‘homeland’) and their subsequent settlement in different parts of world. Importantly, however, it also references a set of complex and ongoing dynamics related to settlement, transnationality and hybridity which are significant for our unfolding understandings of social relations and collective and individual identities generally, but also specifically around educational practices (see, Demir, 2022; Tölölyan, 2007; Gholami, 2017a, 2017b). I began to explore the educational relevance of the diaspora concept in my research on so-called supplementary schools, including empirical research in Iranian schools in London. Based on this work, I developed in 2017 a definition and initial framework for ‘diasporic education’ whose aim was to act as a springboard for further theoretical, methodological and practical/pedagogical discussions. Diasporic education, I argued, refers to “concrete educational practices that:","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"169 - 177"},"PeriodicalIF":1.3,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906691","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 : 2022-12-08DOI: 10.1080/09620214.2022.2155862
Le Cui
{"title":"Keeping a low profile and queering Chinese academia: gay academics’ strategies for conducting queer research in China","authors":"Le Cui","doi":"10.1080/09620214.2022.2155862","DOIUrl":"https://doi.org/10.1080/09620214.2022.2155862","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46328076","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 : 2022-11-21DOI: 10.1080/09620214.2022.2149607
Abdulrahman Bindamnan
{"title":"Schooling as uncertainty: an ethnographic memoir in comparative education","authors":"Abdulrahman Bindamnan","doi":"10.1080/09620214.2022.2149607","DOIUrl":"https://doi.org/10.1080/09620214.2022.2149607","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42275032","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 : 2022-11-16DOI: 10.1080/09620214.2022.2145335
R. Marvell, Samantha Child
ABSTRACT Care experienced and estranged students encounter profound material inequalities throughout their higher education journeys which demand our attention. However, cultural discriminations also pose problems. Both operate as social injustices which preclude them from being included, valued or seen as ‘ideal’ students, contributing towards inequitable outcomes. Drawing on feminist methodologies, this paper analyses 11 narratives of care experienced and estranged students at a post-1992 English university. This offers confirmatory evidence of material inequalities, including financial precarities and mismatched wellbeing provision. It also adds new insights into how such students are simultaneously subjected to processes of misrecognition. This includes being misinterpreted, disrespected or rendered invisible, excluding them from university lifeworlds and undermining a sense of belonging. Inspired by Nancy Fraser, the paper concludes that we must (continue to) tackle material exclusions alongside processes of misrecognition in order to further a social justice agenda for care experienced and estranged students in higher education.
{"title":"‘I have some trauma responses, but it’s not my identity’: furthering social justice for care experienced and estranged university students","authors":"R. Marvell, Samantha Child","doi":"10.1080/09620214.2022.2145335","DOIUrl":"https://doi.org/10.1080/09620214.2022.2145335","url":null,"abstract":"ABSTRACT Care experienced and estranged students encounter profound material inequalities throughout their higher education journeys which demand our attention. However, cultural discriminations also pose problems. Both operate as social injustices which preclude them from being included, valued or seen as ‘ideal’ students, contributing towards inequitable outcomes. Drawing on feminist methodologies, this paper analyses 11 narratives of care experienced and estranged students at a post-1992 English university. This offers confirmatory evidence of material inequalities, including financial precarities and mismatched wellbeing provision. It also adds new insights into how such students are simultaneously subjected to processes of misrecognition. This includes being misinterpreted, disrespected or rendered invisible, excluding them from university lifeworlds and undermining a sense of belonging. Inspired by Nancy Fraser, the paper concludes that we must (continue to) tackle material exclusions alongside processes of misrecognition in order to further a social justice agenda for care experienced and estranged students in higher education.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"96 - 117"},"PeriodicalIF":1.3,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47875627","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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