Pub Date : 2023-09-07DOI: 10.1080/03055698.2023.2256920
Carlos Monge, David Montalvo, Fabiano Santos, Juan Carlos Torrego
{"title":"Teaching innovation factors: analysis from three Iberoamerican countries","authors":"Carlos Monge, David Montalvo, Fabiano Santos, Juan Carlos Torrego","doi":"10.1080/03055698.2023.2256920","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256920","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45178924","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 : 2023-09-06DOI: 10.1080/03055698.2023.2255339
Masood Alamineisi, Fateme Vakili Sadeghi
{"title":"The impact of sibling size on children’s academic performance; a case study of female high school students in Tehran","authors":"Masood Alamineisi, Fateme Vakili Sadeghi","doi":"10.1080/03055698.2023.2255339","DOIUrl":"https://doi.org/10.1080/03055698.2023.2255339","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42931466","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 : 2023-09-04DOI: 10.1080/03055698.2023.2255343
Fayrouz Ramadan Elwakil
{"title":"Social entrepreneurship and career adaptability: the mediating effect of pre-service teachers’ self-efficacy","authors":"Fayrouz Ramadan Elwakil","doi":"10.1080/03055698.2023.2255343","DOIUrl":"https://doi.org/10.1080/03055698.2023.2255343","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45999308","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 : 2023-08-21DOI: 10.1080/00131946.2023.2235446
Brian Gibbs
Abstract This article describes two Socratic Seminar discussions, one focused on questioning just war and the other offering a perspective on how to end war. These discussions are the focus of this article because they show the complex and nuanced thinking and questioning students engaged in about what might constitute a just war (if anything) and how war can be ended by determined humans.
{"title":"“We Need to Talk about This More”: Students on Just War and How to End War","authors":"Brian Gibbs","doi":"10.1080/00131946.2023.2235446","DOIUrl":"https://doi.org/10.1080/00131946.2023.2235446","url":null,"abstract":"Abstract This article describes two Socratic Seminar discussions, one focused on questioning just war and the other offering a perspective on how to end war. These discussions are the focus of this article because they show the complex and nuanced thinking and questioning students engaged in about what might constitute a just war (if anything) and how war can be ended by determined humans.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47367218","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 : 2023-07-13DOI: 10.1080/03055698.2023.2235049
Jasmine Alvarado, Alisha Butler
{"title":"“Close and desirable for whom?”: parents traversing racialised spaces and places in gentrifying U.S. schools","authors":"Jasmine Alvarado, Alisha Butler","doi":"10.1080/03055698.2023.2235049","DOIUrl":"https://doi.org/10.1080/03055698.2023.2235049","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49055176","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 : 2023-07-04DOI: 10.1080/00131946.2023.2217309
T. Elon Dancy, Christopher M. Wright
Abstract In this R. Freeman Butts Lecture, the authors engage this year’s AESA theme, “Dreaming of Otherwise Worlds and Alternate Nows: Unsettling Colonialisms and Racism in the Social Foundations of Education,” through a set of Black knowledge traditions and schools of thought and how these implicate our ideologies about education, specifically the university, and broader concerns about life and death, freedom, insurgency, and coalitional politics. As a contribution to the undertheorized field of Black critical educational studies, we read and dialogue about the university’s liberal-multicultural, so-called “anti-racist” intervention following global uprisings after George Floyd’s suffering and death at the hands of a structure that invented Derek Chauvin and the state police force. We query what is to be done about the university, drawing from nearly two years of collaborative research. In this effort, we discuss Black educational study, antiblackness as a scholarly lens, and offer a way it helps us think about policy and practice.
{"title":"Institutional Diversity and Its Discontents: Antiblackness, University Political Economy, and George Floyd Uprising Statements","authors":"T. Elon Dancy, Christopher M. Wright","doi":"10.1080/00131946.2023.2217309","DOIUrl":"https://doi.org/10.1080/00131946.2023.2217309","url":null,"abstract":"Abstract In this R. Freeman Butts Lecture, the authors engage this year’s AESA theme, “Dreaming of Otherwise Worlds and Alternate Nows: Unsettling Colonialisms and Racism in the Social Foundations of Education,” through a set of Black knowledge traditions and schools of thought and how these implicate our ideologies about education, specifically the university, and broader concerns about life and death, freedom, insurgency, and coalitional politics. As a contribution to the undertheorized field of Black critical educational studies, we read and dialogue about the university’s liberal-multicultural, so-called “anti-racist” intervention following global uprisings after George Floyd’s suffering and death at the hands of a structure that invented Derek Chauvin and the state police force. We query what is to be done about the university, drawing from nearly two years of collaborative research. In this effort, we discuss Black educational study, antiblackness as a scholarly lens, and offer a way it helps us think about policy and practice.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41993824","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 : 2023-07-04DOI: 10.1080/00131946.2023.2233761
Michael A. Baugh
Abstract This text, like many, accepts that the academy (and more specifically the PWI) is rife with an enduring phenomenon found to continuously bedevil Black faculty. However, unlike other investigations this text uniquely identifies and articulates that that which plagues Black faculty can be described as religious in nature and can be read through somewhat of a religious lens. Most salient, this text asserts that what plagues Black faculty is this: The PWI operates as a house of worship, a distinctly cloaked church of the state that perpetuates the state’s official religion. This official religion is the religion of anti-Blackness that holds in its bosom a covenant between men (those who are not Black). Within Gothic architectural structures, this pillar of society (the academy) preaches its gospel, and everyone—from students to faculty—plays a designated role in the unfolding of this perpetual anti-Black religious crusade.
{"title":"The Ark of the Ontological Covenant: Anti-Blackness & the University","authors":"Michael A. Baugh","doi":"10.1080/00131946.2023.2233761","DOIUrl":"https://doi.org/10.1080/00131946.2023.2233761","url":null,"abstract":"Abstract This text, like many, accepts that the academy (and more specifically the PWI) is rife with an enduring phenomenon found to continuously bedevil Black faculty. However, unlike other investigations this text uniquely identifies and articulates that that which plagues Black faculty can be described as religious in nature and can be read through somewhat of a religious lens. Most salient, this text asserts that what plagues Black faculty is this: The PWI operates as a house of worship, a distinctly cloaked church of the state that perpetuates the state’s official religion. This official religion is the religion of anti-Blackness that holds in its bosom a covenant between men (those who are not Black). Within Gothic architectural structures, this pillar of society (the academy) preaches its gospel, and everyone—from students to faculty—plays a designated role in the unfolding of this perpetual anti-Black religious crusade.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46489124","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 : 2023-07-04DOI: 10.1080/00131946.2023.2248328
S. Maistry, L. le Grange
Abstract In 1994, South Africa’s political governance changed from being a White minority-controlled apartheid state to a democracy—a relatively peaceful transition underpinned by a social cohesion and reconciliation ideology, namely, that all (both perpetrators and the oppressed) were victims requiring healing in the new proverbial “rainbow nation.” Reconciling racial fractures, anti-Blackness and unevenness of the higher education landscape, however, remains elusive. In this paper, we engage narrative inquiry to reflect as academics of color on our experiences in the last two and a half decades, of negotiating a mutating higher education space still haunted by residual racial hegemony and anti-Blackness in almost every sphere of the fraternity. We draw on Grosfoguel’s Fanonian-inspired constructs, namely, the “zones of being and non-being” and his conception of racism as beyond mere color racism but as a “dehumanization related to the materiality of domination.” We argue that color racism as it relates to the traditional apartheid plantation model has morphed into a neoliberal plantation in the higher education space with new colonial masters (managerial elites in the zone of being) and that Black students and Black academics continue to experience the university as alien as they assimilate hegemonic western Eurocentric culture and epistemology. We consider how we might stand in the cracks, look through and prise open such cracks in agentic contemplation of a resistance to emerging new forms of racism and anti-Blackness that present in South African higher education and how we might respond to student activism (the #RhodesMustFall movement) that calls for curriculum transformation and decolonization. An agenda at risk of subversion by the neoliberal grand narrative.
{"title":"South African Higher Education as Mutating Plantation: Critical Reflections on Navigating a Racialized Space","authors":"S. Maistry, L. le Grange","doi":"10.1080/00131946.2023.2248328","DOIUrl":"https://doi.org/10.1080/00131946.2023.2248328","url":null,"abstract":"Abstract In 1994, South Africa’s political governance changed from being a White minority-controlled apartheid state to a democracy—a relatively peaceful transition underpinned by a social cohesion and reconciliation ideology, namely, that all (both perpetrators and the oppressed) were victims requiring healing in the new proverbial “rainbow nation.” Reconciling racial fractures, anti-Blackness and unevenness of the higher education landscape, however, remains elusive. In this paper, we engage narrative inquiry to reflect as academics of color on our experiences in the last two and a half decades, of negotiating a mutating higher education space still haunted by residual racial hegemony and anti-Blackness in almost every sphere of the fraternity. We draw on Grosfoguel’s Fanonian-inspired constructs, namely, the “zones of being and non-being” and his conception of racism as beyond mere color racism but as a “dehumanization related to the materiality of domination.” We argue that color racism as it relates to the traditional apartheid plantation model has morphed into a neoliberal plantation in the higher education space with new colonial masters (managerial elites in the zone of being) and that Black students and Black academics continue to experience the university as alien as they assimilate hegemonic western Eurocentric culture and epistemology. We consider how we might stand in the cracks, look through and prise open such cracks in agentic contemplation of a resistance to emerging new forms of racism and anti-Blackness that present in South African higher education and how we might respond to student activism (the #RhodesMustFall movement) that calls for curriculum transformation and decolonization. An agenda at risk of subversion by the neoliberal grand narrative.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588730","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 : 2023-06-28DOI: 10.1080/03055698.2023.2216826
A. Akın
{"title":"Let me make mathematics and music together: A meta-analysis of the causal role of music interventions on mathematics achievement","authors":"A. Akın","doi":"10.1080/03055698.2023.2216826","DOIUrl":"https://doi.org/10.1080/03055698.2023.2216826","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45821011","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 : 2023-06-16DOI: 10.1080/03055698.2023.2218518
J. Faddar, S. de Maeyer, J. Vanhoof
{"title":"Answering it or skipping it: predicting item nonresponse in school self-evaluation questionnaires","authors":"J. Faddar, S. de Maeyer, J. Vanhoof","doi":"10.1080/03055698.2023.2218518","DOIUrl":"https://doi.org/10.1080/03055698.2023.2218518","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46267976","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：