Pub Date : 2022-09-05DOI: 10.1080/09620214.2022.2118809
J. Nieminen
ABSTRACT In scholarly research, disabilities are predominantly understood as something that obscures assessment rather than enriches it. In this study, I examine how research on assessment adjustments (e.g. extra time in tests and separate testing rooms) portrays disabled students. I discuss how this area of research plays a role in constructing an image of ‘the ideal student’ and its shadow, the ‘non-ideal student’. I conduct a critical review to analyse how 26 assessment adjustment studies portray their object, disabled students, as being ontologically different from normal and ideal students. The ‘disabled examinee’ is portrayed as ‘a spanner in the works’ that endangers the objectivity of the assessment systems in higher education. Disabled students are framed as ‘Others’ who pose a danger for academic standards and integrity: assessment adjustments are thus seen as safeguarding academia from this danger. I argue that this portrayal contributes to marginalising disabled students in higher education.
{"title":"A spanner in the works: the portrayal of disabled students in assessment adjustment research","authors":"J. Nieminen","doi":"10.1080/09620214.2022.2118809","DOIUrl":"https://doi.org/10.1080/09620214.2022.2118809","url":null,"abstract":"ABSTRACT In scholarly research, disabilities are predominantly understood as something that obscures assessment rather than enriches it. In this study, I examine how research on assessment adjustments (e.g. extra time in tests and separate testing rooms) portrays disabled students. I discuss how this area of research plays a role in constructing an image of ‘the ideal student’ and its shadow, the ‘non-ideal student’. I conduct a critical review to analyse how 26 assessment adjustment studies portray their object, disabled students, as being ontologically different from normal and ideal students. The ‘disabled examinee’ is portrayed as ‘a spanner in the works’ that endangers the objectivity of the assessment systems in higher education. Disabled students are framed as ‘Others’ who pose a danger for academic standards and integrity: assessment adjustments are thus seen as safeguarding academia from this danger. I argue that this portrayal contributes to marginalising disabled students in higher education.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"30 - 55"},"PeriodicalIF":1.3,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42720469","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 : 2022-07-28DOI: 10.1080/09620214.2022.2104337
Vicente Chua Reyes
ABSTRACT This article analyses the youth social movements in Hong Kong employing ‘conscientisation’ popularized by Paulo Freire. It is argued that the youth, as historical beings, promote humanisation by seeking to effect structural changes with the help of the social media. However, the youth-led movements in Hong Kong differ from Freire’s ideas in two significant ways. First, the increasingly violent nature of the protests departs from Freire’s emphasis on peaceful resistance. Secondly, Freire’s call for loving dialogue is not evident in Hong Kong despite meetings between the authorities and protesters. Hong Kong highlights the usefulness of the notion of conscientisation in shedding light on the youth social movement in an Asian context. At the same time, the developments in Hong Kong extend the existing literature on Freirean thought by situating it in a Confucian cultural setting.
{"title":"A Freirean Analysis of the Youth Social Movements in Hong Kong","authors":"Vicente Chua Reyes","doi":"10.1080/09620214.2022.2104337","DOIUrl":"https://doi.org/10.1080/09620214.2022.2104337","url":null,"abstract":"ABSTRACT This article analyses the youth social movements in Hong Kong employing ‘conscientisation’ popularized by Paulo Freire. It is argued that the youth, as historical beings, promote humanisation by seeking to effect structural changes with the help of the social media. However, the youth-led movements in Hong Kong differ from Freire’s ideas in two significant ways. First, the increasingly violent nature of the protests departs from Freire’s emphasis on peaceful resistance. Secondly, Freire’s call for loving dialogue is not evident in Hong Kong despite meetings between the authorities and protesters. Hong Kong highlights the usefulness of the notion of conscientisation in shedding light on the youth social movement in an Asian context. At the same time, the developments in Hong Kong extend the existing literature on Freirean thought by situating it in a Confucian cultural setting.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"360 - 378"},"PeriodicalIF":1.3,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46250389","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 : 2022-07-25DOI: 10.1080/09620214.2022.2104743
Tristan Bunnell, N. Savvides
{"title":"The united world college experience and its framing: the evidence from a residential short course","authors":"Tristan Bunnell, N. Savvides","doi":"10.1080/09620214.2022.2104743","DOIUrl":"https://doi.org/10.1080/09620214.2022.2104743","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45244034","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 : 2022-07-11DOI: 10.1080/09620214.2022.2099444
R. Tambunan
standing of the continuing inequality as well as recent changes toward social justice in Japanese education. Okano’s expert knowledge of both Japan and abroad makes the book accessible and interesting for both Japanese and non-Japanese readers. It is highly recommended for students as an introductory book on Japanese education as well as for anyone interested in learning about Japan’s current educational challenges and diversity.
{"title":"Educating the reasonable: political liberalism and public education","authors":"R. Tambunan","doi":"10.1080/09620214.2022.2099444","DOIUrl":"https://doi.org/10.1080/09620214.2022.2099444","url":null,"abstract":"standing of the continuing inequality as well as recent changes toward social justice in Japanese education. Okano’s expert knowledge of both Japan and abroad makes the book accessible and interesting for both Japanese and non-Japanese readers. It is highly recommended for students as an introductory book on Japanese education as well as for anyone interested in learning about Japan’s current educational challenges and diversity.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"583 - 585"},"PeriodicalIF":1.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41441720","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 : 2022-07-03DOI: 10.1080/09620214.2022.2094616
Miri Yemini, Laura C. Engel, C. Maxwell
International research in sociology of education provides many opportunities to look at realities of education through a critical lens, revealing what may be hidden in the shadows and often giving voice to those who are frequently silenced and inaudible, whose difficulties are sometimes invisible to the public and sometimes explained by personal and deficit-oriented factors. Sociological approaches to education allow us to unveil the context and to identify the mechanisms of discrimination and social reproduction, thus provoking a discussion of the need for education policy and practice changes at the local, national, regional or global levels that will support social mobility and social transformation. The collection of articles on this issue demonstrates the diversity and depth of discussions in the field of sociology of education, with reference to different national contexts. This issue includes studies dealing with the populations of Finland, Israel, Denmark, Taiwan, India and Sweden. In each of the national contexts, there is an emphasis on a different population and exposure to various social structures at play in education, from those that contribute to the exclusion and discrimination of underprivileged populations to those that allow for agency and change. The first article in this collection by Katariina Mertanenhttps, Kalle Mäkelä, and Kristiina Brunila analyzes youth policies as governed by a framing of the problematisation of young people in Finland today. Based on their analysis, the authors argue that such a framing of the ‘youth problem’ is produced through two conflicting rationalities: neoliberalism and paternalism. What can, however, be seen as a shared view in both modes of governing is the perception of young people as a group whose members have seemingly similar characteristics of immaturity, vulnerability and dependence, which makes them different from the rest of society. The authors show that in Finnish education policies, young people are expected to be proactive and responsible for their own future and if they fail to do so, they are directed to various education and training programmes, unpaid work internships, and other forms of engagement. In the second article, Ruo-Fan Lui describes how the Taiwanese college admission system is not understood similarly by students from various social classes. It is argued that cultural knowledge employed by middleclass youth provides them with chances to interpret the seemly transparent admission criteria and therefore obtain an advantage in college applications. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NO. 3, 261–263 https://doi.org/10.1080/09620214.2022.2094616
{"title":"Editorial","authors":"Miri Yemini, Laura C. Engel, C. Maxwell","doi":"10.1080/09620214.2022.2094616","DOIUrl":"https://doi.org/10.1080/09620214.2022.2094616","url":null,"abstract":"International research in sociology of education provides many opportunities to look at realities of education through a critical lens, revealing what may be hidden in the shadows and often giving voice to those who are frequently silenced and inaudible, whose difficulties are sometimes invisible to the public and sometimes explained by personal and deficit-oriented factors. Sociological approaches to education allow us to unveil the context and to identify the mechanisms of discrimination and social reproduction, thus provoking a discussion of the need for education policy and practice changes at the local, national, regional or global levels that will support social mobility and social transformation. The collection of articles on this issue demonstrates the diversity and depth of discussions in the field of sociology of education, with reference to different national contexts. This issue includes studies dealing with the populations of Finland, Israel, Denmark, Taiwan, India and Sweden. In each of the national contexts, there is an emphasis on a different population and exposure to various social structures at play in education, from those that contribute to the exclusion and discrimination of underprivileged populations to those that allow for agency and change. The first article in this collection by Katariina Mertanenhttps, Kalle Mäkelä, and Kristiina Brunila analyzes youth policies as governed by a framing of the problematisation of young people in Finland today. Based on their analysis, the authors argue that such a framing of the ‘youth problem’ is produced through two conflicting rationalities: neoliberalism and paternalism. What can, however, be seen as a shared view in both modes of governing is the perception of young people as a group whose members have seemingly similar characteristics of immaturity, vulnerability and dependence, which makes them different from the rest of society. The authors show that in Finnish education policies, young people are expected to be proactive and responsible for their own future and if they fail to do so, they are directed to various education and training programmes, unpaid work internships, and other forms of engagement. In the second article, Ruo-Fan Lui describes how the Taiwanese college admission system is not understood similarly by students from various social classes. It is argued that cultural knowledge employed by middleclass youth provides them with chances to interpret the seemly transparent admission criteria and therefore obtain an advantage in college applications. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NO. 3, 261–263 https://doi.org/10.1080/09620214.2022.2094616","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"261 - 263"},"PeriodicalIF":1.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47333761","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 : 2022-07-01DOI: 10.1080/09620214.2022.2095295
Neha Miglani
{"title":"‘Pedagogic bodies’: embodied teaching-learning in the field of well-being","authors":"Neha Miglani","doi":"10.1080/09620214.2022.2095295","DOIUrl":"https://doi.org/10.1080/09620214.2022.2095295","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45643774","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 : 2022-06-27DOI: 10.1080/09620214.2022.2128852
T. Wulf-Andersen
ABSTRACT This article focuses on students’ experiences of psychosocial problems and how these problems relate to the ideas of ‘good students’ in higher education. The empirical basis of the article is a qualitative research project following Danish students with a range of psychosocial problems. Forty-seven students were followed for up to 2 years, in several rounds of in-depth interviewing. A key finding of the research is that students with problems often meet the attitude that they are not ‘proper’ students or ‘suitable’ for university. Psychosocial problems seem to be understood as antithetical to the prevalent, culturally normative ideas of the ‘good student’, producing a range of (extra) problems for the students in question. The article discusses this, unfolding two students’ examples, pointing out how (academic) self-understanding, individual and independent working routines and dilemmas of getting support challenged them in higher education as they ‘climbed Mount Adversity’.
{"title":"‘Climbing Mount Adversity’: students’ experiences of psychosocial problems in higher education","authors":"T. Wulf-Andersen","doi":"10.1080/09620214.2022.2128852","DOIUrl":"https://doi.org/10.1080/09620214.2022.2128852","url":null,"abstract":"ABSTRACT This article focuses on students’ experiences of psychosocial problems and how these problems relate to the ideas of ‘good students’ in higher education. The empirical basis of the article is a qualitative research project following Danish students with a range of psychosocial problems. Forty-seven students were followed for up to 2 years, in several rounds of in-depth interviewing. A key finding of the research is that students with problems often meet the attitude that they are not ‘proper’ students or ‘suitable’ for university. Psychosocial problems seem to be understood as antithetical to the prevalent, culturally normative ideas of the ‘good student’, producing a range of (extra) problems for the students in question. The article discusses this, unfolding two students’ examples, pointing out how (academic) self-understanding, individual and independent working routines and dilemmas of getting support challenged them in higher education as they ‘climbed Mount Adversity’.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"11 - 29"},"PeriodicalIF":1.3,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290856","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 : 2022-06-20DOI: 10.1080/09620214.2022.2090414
M. Jorge Cardoso
{"title":"Policymaking to the test? How international large-scale assessments (ILSAs) influence repetition rates","authors":"M. Jorge Cardoso","doi":"10.1080/09620214.2022.2090414","DOIUrl":"https://doi.org/10.1080/09620214.2022.2090414","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45379859","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 : 2022-06-20DOI: 10.1080/09620214.2022.2089714
K. Ren, Gerardo L. Blanco, Yilan Xu
{"title":"‘You want to be better in almost every aspect:’ a narrative inquiry of male tongzhi university student identities in China","authors":"K. Ren, Gerardo L. Blanco, Yilan Xu","doi":"10.1080/09620214.2022.2089714","DOIUrl":"https://doi.org/10.1080/09620214.2022.2089714","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59603402","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 : 2022-06-17DOI: 10.1080/09620214.2022.2089715
Manuel T. Valdés
{"title":"The academic advantage of having university-educated parents decreases with the proportion of university-educated parents in a society: evidence from Spain","authors":"Manuel T. Valdés","doi":"10.1080/09620214.2022.2089715","DOIUrl":"https://doi.org/10.1080/09620214.2022.2089715","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48002344","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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