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All carrot – no stick: an alternative award framework to enhance ‘international’ students’ sense of belonging and engagement in the extracurricular 只有胡萝卜,没有大棒:另一种奖励框架,以增强“国际”学生的归属感和对课外活动的参与
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.26
Harry Harrop, Stephanie Hoppitt
A sense of belonging and feeling at home at their institution are key factors in student success at university. Engaging with extracurricular activities is part of this dynamic, and an area in which ‘international’ students face additional barriers. These include institutional and psychological barriers to belonging, resulting in a shortage of meaningful opportunities to belong and a lack of motivation to take part. Increased belonging uncertainty and negative stereotype threat are among the potential concerns for such students. In response, we have developed the Student Extracurricular Engagement Award for pre-sessional undergraduate students at the University of Leeds Language Centre, UK. This scheme draws on theoretical approaches related to co-construction, participation, identity, opportunity and motivation. This innovative educational intervention seeks to address the issues affecting belonging by providing encouragement and guidance in engaging with the university’s extracurricular activities. By validating activities in areas other than academic language and literacies, the award raises student awareness of the value of their successes in those areas. This more holistic and rhizomatic approach to student learning is argued to bring a greater sense of belonging to ‘international’ students.
归属感和宾至如归的感觉是学生在大学取得成功的关键因素。参与课外活动是这种动态的一部分,也是“国际”学生面临额外障碍的领域。这些障碍包括归属的体制和心理障碍,导致缺乏有意义的归属机会和缺乏参与的动机。增加的归属感不确定性和负面刻板印象威胁是这些学生潜在的担忧。作为回应,我们为英国利兹大学语言中心的学前本科学生制定了学生课外参与奖。该方案借鉴了与共建、参与、身份、机会和动机相关的理论方法。这种创新的教育干预旨在通过鼓励和指导学生参与大学的课外活动来解决影响归属感的问题。通过认可学生在学术语言和文学以外的领域的活动,该奖项提高了学生对他们在这些领域取得成功的价值的认识。这种更全面、更根治性的学生学习方法被认为会给“国际”学生带来更大的归属感。
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引用次数: 0
Developing trauma-informed teacher education in England 在英国发展创伤知识教师教育
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.29
Mark Boylan, Lynne Truelove, Sally Pearse, Sue O’Brien, Helen Sheehan, Tony Cowell, Eleanor Long
Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large university in England. Through methods of teacher educator self-study and autoethnography, we examine the process of the course’s development and identify mechanisms, enablers and barriers to change in the current policy context of teacher education in England. Important factors that supported change were the gradual development, external collaboration, positive outcomes as a warrant and source of motivation, the development of champions and enthusiasts for trauma-informed practice, and departmental leadership support. Barriers to the development were the constraints of prescribed content on initial teacher education courses, prevailing practices in some schools and settings, challenges in adapting material suitably for all education phases, and some beginning teachers’ responses to personally relevant course content. The successful introduction of the short course demonstrates that inclusion of trauma-informed content in initial teacher education is possible even in an unfavourable policy environment.
在英国和国际上,创伤知情教育实践是一个越来越受关注的领域。在学校开展创伤知情实践需要将创伤和相关内容纳入教师教育。在八年的时间里,英国一所大型大学开发了一个短期课程,并将其纳入教师准备课程。通过教师教育自学和自我民族志的方法,我们考察了这门课程的发展过程,并确定了当前英国教师教育政策背景下变化的机制、推动因素和障碍。支持变革的重要因素是逐步发展、外部合作、作为保证和动力来源的积极成果、创伤知情实践的拥护者和热心者的发展以及部门领导的支持。发展的障碍是初级教师教育课程的规定内容的限制,一些学校和环境的普遍做法,适应所有教育阶段的材料的挑战,以及一些初级教师对个人相关课程内容的反应。短期课程的成功引入表明,即使在不利的政策环境下,在初级教师教育中纳入创伤知识内容也是可能的。
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引用次数: 0
Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework 几乎看得见吗?初步教师教育研究与卓越研究框架分析
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.24
A. Clapham, R. Richards, K. Lonsdale, Linda la Velle
In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education.
在英国,卓越研究框架是一种对高等教育机构的研究质量进行排名的机制。虽然对整个卓越研究框架以及更广泛的教育评估单元进行了分析,但对卓越研究框架中如何对初级教师教育进行研究的分析却很少。在本文中,我们报告了一个为期18个月的项目的第一阶段,该项目绘制了以教师教育为重点的初步研究被纳入2014年卓越研究框架的程度。采用一种新颖的方法和基于政策作为文本和话语的理论框架,我们确定了12所高等教育机构的样本,这些机构提供了初步的教师教育计划,并将产出返回到2014年的卓越研究框架。对1600多项产出的分析表明,在2014年的卓越研究框架中,只有5.5%的产出侧重于初级教师教育。我们讨论了方法方法、一些主要发现和未来研究的领域,认为这些为最初以教师教育为重点的研究文献增加了证据,这样做可以为学校、高等教育机构、卓越研究框架和政府层面的政策提供信息。我们得出的结论是,尽管卓越研究框架只涉及英国,但类似的实践在全球范围内变得越来越普遍,因此,2014年卓越研究框架中对初级教师教育的研究被边缘化的程度引起了所有关注教师教育的人的兴趣。
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引用次数: 1
(Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroom (一)居家:探索居家与身份认同——以伦敦高等教育课堂为例
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.33
Judith Rifeser, Donata Puntil, Elena Borelli
In this article we discuss the lived, embodied experience of home-making in relation to identity and belonging through the example of a service-learning project conducted during the Covid-19 pandemic in a higher education setting in London, UK. We also explore the notion of belonging-not-belonging as a cultural, material and embodied construct, inspired by critical pedagogy. We draw on posthumanism, new materialism, intercultural studies, (auto-)ethnography and creative practice research as possible lines of flight in deconstructing the dichotomy between home and a ‘foreign’ territory-other-than-home that sits at the core of intercultural discourses. We present this project as a possible alternative discourse to (un)do more traditional considerations of home-making as a much more complex construct; in the encounter with new territories, humans and other-than-human artefacts, objects, machines and landscapes, we argue that home-making is a continuous, never-finished process that moves the learner and their teachers continuously. We aim to bring to the forefront new emerging considerations of intercultural studies at the intersection with interdisciplinary, cross-disciplinary and cross-institutional discourses, breaking away from a more traditional and neoliberal view about what belonging means within the context of higher education.
在本文中,我们以英国伦敦一所高等教育机构在2019冠状病毒病大流行期间开展的服务学习项目为例,讨论了与身份和归属感相关的家庭生活体验。我们还探讨了归属-不归属的概念,作为一种文化、物质和具体化的结构,受到批判教学法的启发。我们利用后人文主义、新唯物主义、跨文化研究、(自动)民族志和创造性实践研究作为可能的路线,解构位于跨文化话语核心的家和“外国”领域之间的二分法。我们将这个项目作为一种可能的替代话语来呈现,(不)将更传统的家庭建设考虑为一个更复杂的结构;在与新的领域、人类和非人类的人工制品、物体、机器和景观的接触中,我们认为家庭建设是一个持续的、永无止境的过程,它不断地推动着学习者和他们的老师。我们的目标是将跨文化研究的新出现的考虑与跨学科,跨学科和跨机构的话语相结合,打破更传统和新自由主义的观点,在高等教育的背景下,归属感意味着什么。
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引用次数: 0
Narratives of home-making on a Colombian intercultural campus 哥伦比亚跨文化校园的家庭叙事
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.34
Alexánder Ramírez Espinosa
In an increasingly globalised society, the internationalisation of higher education has become a prime goal for many universities, which seek to promote the development of intercultural competencies and insert their actors in dynamics of academic cooperation, knowledge construction and negotiation of meanings in an environment of respect. What is sometimes overlooked, however, is the fact that university campuses are already intercultural spaces by nature, even in the absence of internationalisation initiatives; in other words, university campuses are places where diversity abounds, making it possible to experience intercultural encounters, leading to the development of intercultural competencies. This article presents the narratives of four students and their home-making experiences at a Colombian university. Through their stories, these students give us a glimpse of the intercultural challenges they face when they try to create a sense of belonging while developing, constraining or reaffirming their identities on campus. The article analyses the student narratives through the lenses of new materialism, social semiotics, intersectionality and intercultural communication to understand the complexity of building a home with others amid diversity and, sometimes, adversity.
在一个日益全球化的社会中,高等教育的国际化已经成为许多大学的首要目标,这些大学寻求促进跨文化能力的发展,并在尊重的环境中将他们的行动者插入学术合作、知识建设和意义谈判的动态中。然而,有时被忽视的是,大学校园本质上已经是跨文化空间,即使在没有国际化举措的情况下;换句话说,大学校园是一个充满多样性的地方,它使人们有可能经历跨文化的接触,从而促进跨文化能力的发展。这篇文章介绍了哥伦比亚一所大学的四名学生的故事和他们的家庭生活经历。通过他们的故事,这些学生让我们看到了他们在努力创造归属感的同时,在校园里发展、限制或重申自己的身份时所面临的跨文化挑战。本文通过新唯物主义、社会符号学、交叉性和跨文化交流的视角分析学生的叙事,以理解在多样性和逆境中与他人建立家园的复杂性。
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引用次数: 0
A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners 对职前教师在教授移民学习者时的信仰和实践的国际研究的批判性回顾
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.21
Helen Hanna
This article provides a critical qualitative review of 26 English-language journal articles from multiple countries that focus on research and practice among pre-service teachers, and their beliefs about, and experiences of, teaching migrant learners. The findings are organised around two themes. First, the review reveals that student teachers are more likely than not to hold negative beliefs and harbour anxieties about teaching migrant learners. While the cultural diversity of the country in which the student teachers are working does not seem to be a strong determinant of such beliefs, research suggests that such beliefs are more often linked to a lack of knowledge and training. Second, the review identifies a strong emphasis on belief in the value of empathy in learning to teach migrant learners, with the caveat that having a migrant background does not necessarily lead to a more empathetic student teacher. The wider discussion problematises empathy as a goal of training and highlights the challenges inherent in encouraging the development of critical self-reflection among pre-service teachers. The review ultimately questions the extent to which pre-service teacher education equips pre-service teachers to work effectively with migrant learners and proposes increased collaborations between researchers and pre-service teachers as a step towards expanding critical research and practice.
本文对来自多个国家的26篇英语期刊文章进行了批判性的定性回顾,这些文章主要关注职前教师的研究和实践,以及他们对教育移民学习者的信念和经验。调查结果围绕两个主题展开。首先,回顾显示,实习教师更有可能持有负面信念,并对教学移民学习者怀有焦虑。虽然实习教师工作的国家的文化多样性似乎并不是这种信念的强烈决定因素,但研究表明,这种信念往往与缺乏知识和培训有关。其次,该综述强调了移情在学习教授移民学习者中的价值,并警告说,拥有移民背景并不一定会导致一个更有同情心的学生教师。更广泛的讨论将移情作为培训的目标,并强调了鼓励职前教师发展批判性自我反思的内在挑战。该综述最终质疑职前教师教育在多大程度上使职前教师能够有效地与移民学习者合作,并建议增加研究人员和职前教师之间的合作,作为扩大批判性研究和实践的一步。
{"title":"A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners","authors":"Helen Hanna","doi":"10.14324/lre.21.1.21","DOIUrl":"https://doi.org/10.14324/lre.21.1.21","url":null,"abstract":"This article provides a critical qualitative review of 26 English-language journal articles from multiple countries that focus on research and practice among pre-service teachers, and their beliefs about, and experiences of, teaching migrant learners. The findings are organised around two themes. First, the review reveals that student teachers are more likely than not to hold negative beliefs and harbour anxieties about teaching migrant learners. While the cultural diversity of the country in which the student teachers are working does not seem to be a strong determinant of such beliefs, research suggests that such beliefs are more often linked to a lack of knowledge and training. Second, the review identifies a strong emphasis on belief in the value of empathy in learning to teach migrant learners, with the caveat that having a migrant background does not necessarily lead to a more empathetic student teacher. The wider discussion problematises empathy as a goal of training and highlights the challenges inherent in encouraging the development of critical self-reflection among pre-service teachers. The review ultimately questions the extent to which pre-service teacher education equips pre-service teachers to work effectively with migrant learners and proposes increased collaborations between researchers and pre-service teachers as a step towards expanding critical research and practice.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996341","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}
引用次数: 0
Socioscientific modelling as an approach towards justice-centred science pedagogy 社会科学建模是实现以正义为中心的科学教学法的一种方法
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.30
Rebecca R. Lesnefsky, Eric A. Kirk, Jasmyne Yeldell, T. Sadler, Li Ke
Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that introduce social dimensions of science in ways teachers feel confident navigating. In this article, we add to the justice-centred science pedagogy framework by offering tools to make sense of science and social factors and introduce socioscientific modelling as an instructional strategy for attending to social dimensions of science in ways that align with justice-centred science pedagogy. Socioscientific modelling offers an inclusive, culturally responsive approach to education in science, technology, engineering, the arts and mathematics through welcoming students’ diverse repertoires of personal and community knowledge and linking disciplinary knowledge with social dimensions. In this way, students can come to view content knowledge as a tool for making sense of inequitable systems and societal injustices. Using data from an exploratory study conducted in summer 2022, we present emerging evidence of how this type of modelling has shown students to demonstrate profound insight into social justice science issues, construct understandings that are personally meaningful and engage in sophisticated reasoning. We conclude with future considerations for the field.
有人建议,以公正为中心的科学教学法是支持教师将与文化相关的教学法引入科学课堂的有效框架;然而,现有的教学工具有限,无法以教师自信的方式介绍科学的社会维度。在本文中,我们通过提供理解科学和社会因素的工具来增加以正义为中心的科学教学法框架,并引入社会科学建模作为一种教学策略,以与以正义为中心的科学教学法相一致的方式关注科学的社会维度。社会科学建模为科学、技术、工程、艺术和数学教育提供了一种包容的、文化响应的方法,欢迎学生的个人和社区知识的多样性,并将学科知识与社会维度联系起来。通过这种方式,学生可以将内容知识视为理解不公平制度和社会不公正的工具。利用2022年夏季进行的一项探索性研究的数据,我们提出了新的证据,证明这种类型的建模如何显示学生对社会正义科学问题的深刻见解,构建对个人有意义的理解,并参与复杂的推理。最后,我们对该领域未来的考虑进行了总结。
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引用次数: 0
Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control 大流行期间的政策:失去机会,恢复“正常”,加强控制
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.23
C. Brooks, Jane Perryman
In this article, we examine education policymaking in England during the Covid-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as ‘truths’. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy – initial teacher education and inspection – we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular ‘truth’ about what needs to be done to improve education outcomes.
在本文中,我们研究了2019冠状病毒病大流行期间英国的教育政策制定,重点是2020年至2022年期间。我们认为,大流行虽然在物质上、经济上和心理上都造成了明显的破坏,但似乎为逐步改变提供了难得的机会,为重新校准和重新考虑被认为是“真理”的价值观提供了机会。然而,英国的政策制定似乎是由尽快恢复正常或加倍控制的愿望驱动的。通过对两个具体政策领域——初始教师教育和检查——的严格政策分析,我们审查了政策和部长讲话,以及学术论文、媒体文章和社交媒体博客,以分析政策形成在多大程度上是被动的,目的是保持稳定状态,尽快恢复大流行前的正常状态,并恢复之前声明的不妥协的政策立场。我们认为,这种政策形成反映了政策制定的一个更广泛的趋势,即寻求利用权力和维持特权,以构建的证据基础为基础,提出一个特定的“真相”,说明需要做些什么来改善教育成果。
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引用次数: 0
A reply to ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal 伊莱恩·昂特霍尔特和莱拉·卡迪瓦尔对《伦敦教育学院的教育、非殖民化和国际发展:一项历史分析》的回复
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.25
Palesa Molebatsi
In this reply, I make three comments on the article ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal (2022). Unterhalter and Kadiwal foreground the meanings and implications of the department’s changing organisational titles over time, illustrating that these titles can be interpreted as metonyms that symbolise shifting registers of colonial and post-colonial identification for the department as a whole, as well as among individual staff at the UCL Institute of Education (IOE), London, UK. Geographies and positionalities are extensively elaborated in the analysis. Expanding on this, I suggest that the authors’ initial line of thinking begins to show, and can show even more, the limited recognition at the IOE that decolonial identities and discourses are underlined by an affective dimension. This connects with Unterhalter and Kadiwal’s observation that although recently decolonial theories and praxis at the IOE have taken on a more nuanced, multidimensional perspective, further institutional and individual work is required. Thus, my response engages with questions around the modalities through which a narrative of history is constructed and naturalised.
在这个回复中,我对Elaine Unterhalter和Laila Kadiwal(2022)的文章“教育,非殖民化和国际发展在教育学院(伦敦):一个历史分析”做了三个评论。Unterhalter和Kadiwal强调了随着时间的推移,该部门不断变化的组织头衔的含义和影响,说明这些头衔可以被解释为转喻,象征着整个部门以及伦敦大学学院教育学院(IOE)个人员工对殖民和后殖民身份的转移。地理和位置在分析中得到了广泛的阐述。在此基础上,我认为作者最初的思路开始显示,并且可能会更多地显示,IOE对非殖民身份和话语被情感维度所强调的有限认识。这与Unterhalter和Kadiwal的观察相联系,尽管最近IOE的非殖民化理论和实践采取了更细致,多维的视角,但需要进一步的机构和个人工作。因此,我的回答围绕着历史叙事被构建和自然化的方式展开。
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引用次数: 0
The educational process of Ukrainian university students following the full-scale Russian invasion 俄罗斯全面入侵后乌克兰大学生的教育过程
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.31
Olena Polovko, Sergei Glotov
On 24 February 2022, Russia launched a full-scale invasion of Ukraine, which is now in its second year. The invasion disrupted higher education institutions across the country and forced both staff and students to adapt to the new reality. This article focuses on the experiences of university students to understand how their educational process was impacted by the invasion. The research data comprise written testimonies from 81 students at the Taras Shevchenko National University of Kyiv. Thematic analysis of the data resulted in three themes: organisation of studies by the university; self-organisation of studies; and personal experiences. The article concludes that the invasion shifted the educational process online; however, students are often prevented from accessing the virtual classrooms due to constant air raids, power outages and connectivity issues with the internet, thus leading students towards more self-studying.
2022年2月24日,俄罗斯对乌克兰发动了全面入侵,这是俄罗斯入侵乌克兰的第二年。这次入侵扰乱了全国的高等教育机构,迫使教职员工和学生适应新的现实。本文以大学生的经历为中心,了解他们的教育过程如何受到入侵的影响。研究数据包括基辅塔拉斯舍甫琴科国立大学81名学生的书面证词。数据的专题分析产生了三个主题:大学的研究组织;研究的自组织;还有个人经历。文章的结论是:网络入侵改变了在线教育的进程;然而,由于不断的空袭、停电和互联网连接问题,学生经常无法进入虚拟教室,从而导致学生更多地自学。
{"title":"The educational process of Ukrainian university students following the full-scale Russian invasion","authors":"Olena Polovko, Sergei Glotov","doi":"10.14324/lre.21.1.31","DOIUrl":"https://doi.org/10.14324/lre.21.1.31","url":null,"abstract":"On 24 February 2022, Russia launched a full-scale invasion of Ukraine, which is now in its second year. The invasion disrupted higher education institutions across the country and forced both staff and students to adapt to the new reality. This article focuses on the experiences of university students to understand how their educational process was impacted by the invasion. The research data comprise written testimonies from 81 students at the Taras Shevchenko National University of Kyiv. Thematic analysis of the data resulted in three themes: organisation of studies by the university; self-organisation of studies; and personal experiences. The article concludes that the invasion shifted the educational process online; however, students are often prevented from accessing the virtual classrooms due to constant air raids, power outages and connectivity issues with the internet, thus leading students towards more self-studying.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996771","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}
引用次数: 0
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London Review of Education
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