Pub Date : 2022-11-02DOI: 10.1080/00131946.2022.2132391
Romina S. Peña-Pincheira, Alexandra Allweiss
Abstract This paper is a call for “counter-pedagogies of cruelty” and memory as counteractions to colonial technologies of violence, erasure, loss, and linear spatio-temporalities and notions of “progress.” In this paper, the authors move across geographic locations in Abya Yala to expose and unpack overlapping and often unnamed colonialities, violences, and racialized border logics. Centering a series of moments from our work and engagements in the nation-states of Chile, Guatemala, and the United States, we bring Segato’s concept of “pedagogies of cruelty” together with settler colonialism, decolonial feminisms, and decolonial geographies as central frameworks to illuminate ongoing colonial structures, violence, and resistance social movements across Abya Yala. We explore the ways “pedagogies of cruelty” are embodied, contested, and made visible when we move across borders and center the knowledges and demands of those most impacted. These frameworks also push us to think and move with and to an “otherwise” no longer beholden to modern/colonial frameworks. We center the “otherwise” as a future already present and past, that challenges neoliberal colonial temporalities and attends to the ways borders and the gratuitous nature of modern/colonial violences permeate schools and classrooms and the urgency of these disruptions.
{"title":"Counter-Pedagogies of Cruelty across Abya Yala: A Move with Otherwise Present-Futurities","authors":"Romina S. Peña-Pincheira, Alexandra Allweiss","doi":"10.1080/00131946.2022.2132391","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132391","url":null,"abstract":"Abstract This paper is a call for “counter-pedagogies of cruelty” and memory as counteractions to colonial technologies of violence, erasure, loss, and linear spatio-temporalities and notions of “progress.” In this paper, the authors move across geographic locations in Abya Yala to expose and unpack overlapping and often unnamed colonialities, violences, and racialized border logics. Centering a series of moments from our work and engagements in the nation-states of Chile, Guatemala, and the United States, we bring Segato’s concept of “pedagogies of cruelty” together with settler colonialism, decolonial feminisms, and decolonial geographies as central frameworks to illuminate ongoing colonial structures, violence, and resistance social movements across Abya Yala. We explore the ways “pedagogies of cruelty” are embodied, contested, and made visible when we move across borders and center the knowledges and demands of those most impacted. These frameworks also push us to think and move with and to an “otherwise” no longer beholden to modern/colonial frameworks. We center the “otherwise” as a future already present and past, that challenges neoliberal colonial temporalities and attends to the ways borders and the gratuitous nature of modern/colonial violences permeate schools and classrooms and the urgency of these disruptions.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"581 - 595"},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46817314","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 : 2022-10-31DOI: 10.1080/03055698.2022.2138268
Waleed Dallasheh, Ihab Zubeidat
ABSTRACT This study examined the relationship between special education teachers'emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predict the learning motivation among students with specific learning disorders.
{"title":"The relationship between emotional intelligence and the learning motivation of students with specific learning disorders moderated by the inclusion ability of special education teachers in Arab minority in Israel","authors":"Waleed Dallasheh, Ihab Zubeidat","doi":"10.1080/03055698.2022.2138268","DOIUrl":"https://doi.org/10.1080/03055698.2022.2138268","url":null,"abstract":"ABSTRACT This study examined the relationship between special education teachers'emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predict the learning motivation among students with specific learning disorders.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"49 1","pages":"451 - 472"},"PeriodicalIF":0.9,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930720","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 : 2022-10-27DOI: 10.1080/00131946.2022.2132392
Lia Pinheiro Barbosa
Abstract The historical process of consolidation of a Latin American and Caribbean critical social theory is framed, to a great extent, in interpreting our socio-historical formation, identifying the axes that structure the great regional and national problems, with the intention of constructing analytical categories destined to contribute to social transformation. The emergence of popular education and participatory action research strengthened this process, shedding light on education's political dimensions and liberatory implications. Popular movements incorporate the philosophical foundations of social theory and Latin American and Caribbean pedagogical thought into their political struggles and in the formation of a historical subject. Likewise, they advance a social theory rooted in an onto-epistemic paradigm for and by the countryside, which includes a set of knowledges, ways of knowing, and being born in struggle. The objective of this article is to analyze this process and highlight what the popular movements of the region have taught us in terms of a social conceptualization and interpretation that must also be recognized as part of a Social Theory of the Oppressed complemented by a pedagogy of the oppressed.
{"title":"Onto-Epistemic Paradigm of the Countryside and Social Theory: What Do Popular Movements of Latin America and the Caribbean Teach Us?","authors":"Lia Pinheiro Barbosa","doi":"10.1080/00131946.2022.2132392","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132392","url":null,"abstract":"Abstract The historical process of consolidation of a Latin American and Caribbean critical social theory is framed, to a great extent, in interpreting our socio-historical formation, identifying the axes that structure the great regional and national problems, with the intention of constructing analytical categories destined to contribute to social transformation. The emergence of popular education and participatory action research strengthened this process, shedding light on education's political dimensions and liberatory implications. Popular movements incorporate the philosophical foundations of social theory and Latin American and Caribbean pedagogical thought into their political struggles and in the formation of a historical subject. Likewise, they advance a social theory rooted in an onto-epistemic paradigm for and by the countryside, which includes a set of knowledges, ways of knowing, and being born in struggle. The objective of this article is to analyze this process and highlight what the popular movements of the region have taught us in terms of a social conceptualization and interpretation that must also be recognized as part of a Social Theory of the Oppressed complemented by a pedagogy of the oppressed.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"620 - 640"},"PeriodicalIF":0.9,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41637267","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 : 2022-10-13DOI: 10.1080/03055698.2022.2133958
Michal Levi-Keren, Rinat Michael, M. Efrati-Virtzer
{"title":"The role of cooperating teachers and the training program in the development of professional identity among pre-service special education teachers","authors":"Michal Levi-Keren, Rinat Michael, M. Efrati-Virtzer","doi":"10.1080/03055698.2022.2133958","DOIUrl":"https://doi.org/10.1080/03055698.2022.2133958","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44038907","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 : 2022-10-12DOI: 10.1080/03055698.2022.2133959
Sevda Katıtaş, S. Yildiz, Sibel Doğan
{"title":"The effect of shared leadership on job satisfaction: the mediating role of teacher self-efficacy*","authors":"Sevda Katıtaş, S. Yildiz, Sibel Doğan","doi":"10.1080/03055698.2022.2133959","DOIUrl":"https://doi.org/10.1080/03055698.2022.2133959","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138034","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 : 2022-10-12DOI: 10.1080/03055698.2022.2133957
Julie Lindsay, P. Redmond
{"title":"Online collaborative learning starts with the global collaborator mindset","authors":"Julie Lindsay, P. Redmond","doi":"10.1080/03055698.2022.2133957","DOIUrl":"https://doi.org/10.1080/03055698.2022.2133957","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810350","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 : 2022-10-08DOI: 10.1080/03055698.2022.2132815
Shelly Xueting Ye, Jia Shi
{"title":"Comparing the impact of word writing and typing via mobile devices on L2 vocabulary learning","authors":"Shelly Xueting Ye, Jia Shi","doi":"10.1080/03055698.2022.2132815","DOIUrl":"https://doi.org/10.1080/03055698.2022.2132815","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44280632","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 : 2022-10-08DOI: 10.1080/03055698.2022.2130178
W. Botha
{"title":"Academic literacy skills and the challenge for Australian higher education","authors":"W. Botha","doi":"10.1080/03055698.2022.2130178","DOIUrl":"https://doi.org/10.1080/03055698.2022.2130178","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47615896","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 : 2022-10-03DOI: 10.1080/03055698.2022.2128992
Alberto Ruiz-Ariza, Sara Suárez-Manzano, Alberto Mezcua-Hidalgo, E. J. Martínez-López
{"title":"Effect of an 8-week programme of active breaks between classes on cognitive variables in secondary school","authors":"Alberto Ruiz-Ariza, Sara Suárez-Manzano, Alberto Mezcua-Hidalgo, E. J. Martínez-López","doi":"10.1080/03055698.2022.2128992","DOIUrl":"https://doi.org/10.1080/03055698.2022.2128992","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44949961","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 : 2022-09-29DOI: 10.1080/03055698.2022.2128993
Nan Wu, Jian Wang
{"title":"Mathematics teaching and student algebra and geometry performances in Hong Kong, Chinese Taipei, and US","authors":"Nan Wu, Jian Wang","doi":"10.1080/03055698.2022.2128993","DOIUrl":"https://doi.org/10.1080/03055698.2022.2128993","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41390725","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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