Pub Date : 2021-06-21DOI: 10.1080/14681366.2021.1933144
Claire Birkenshaw, Anne Temple Clothier
ABSTRACT The recent inclusion of cultural capital into the English Ofsted Education Inspection Framework (2019) caused a ripple of discontent within some educational circles, with some suggesting it is indicative of ‘white, middle-class paternalism’. Here, we consider the political rise of Bourdieu’s concept of ‘cultural capital’ within the English Education Inspection Framework (2019), given that it now affects all English schools subject to Ofsted’s inspection. We alsoexplore how one of the 19th Century texts in the GCSE English literature curriculum can be analysed through a queer prism, to offer a thought-provoking inclusive interpretation of the narrative and release its queer cultural capital. Finally, we invite classroom practitioners to deliberate their current pedagogical actions and consider adopting a queer pedagogy to counteract the pervasive heteronormativity that embeds assumptions of heterosexuality within school ecosystems; thuschallenging the discomforting otherness and insidious silencing regimes that position LGBTQ identities as taboo and off topic.
{"title":"The strange case of querying gove’s cultural capital legacy","authors":"Claire Birkenshaw, Anne Temple Clothier","doi":"10.1080/14681366.2021.1933144","DOIUrl":"https://doi.org/10.1080/14681366.2021.1933144","url":null,"abstract":"ABSTRACT The recent inclusion of cultural capital into the English Ofsted Education Inspection Framework (2019) caused a ripple of discontent within some educational circles, with some suggesting it is indicative of ‘white, middle-class paternalism’. Here, we consider the political rise of Bourdieu’s concept of ‘cultural capital’ within the English Education Inspection Framework (2019), given that it now affects all English schools subject to Ofsted’s inspection. We alsoexplore how one of the 19th Century texts in the GCSE English literature curriculum can be analysed through a queer prism, to offer a thought-provoking inclusive interpretation of the narrative and release its queer cultural capital. Finally, we invite classroom practitioners to deliberate their current pedagogical actions and consider adopting a queer pedagogy to counteract the pervasive heteronormativity that embeds assumptions of heterosexuality within school ecosystems; thuschallenging the discomforting otherness and insidious silencing regimes that position LGBTQ identities as taboo and off topic.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"531 - 547"},"PeriodicalIF":2.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1933144","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49535291","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 : 2021-06-09DOI: 10.1080/14681366.2021.1937678
Peter Grootenboer, Christine Edwards-Groves, S. Kemmis
ABSTRACT This paper argues for reconceptualising an educational curriculum that locates its primacy in practices. The argument is framed around the core purpose of education: to help people ‘live well in a world worth living in’. Living well and learning about what this means is typically guided by epistemologically based curricula, and conversely, school curricula determine the substance of education. We argue that this understanding of education is too narrow, and as a consequence, it severs the relationship between knowing and practising. We propose that a curriculum of mathematical practices is required for human flourishing, where the focus is on mathematical practices rather than predominantly on knowledge. To demonstrate our position, we consider different kinds of mathematical practices needed during the Covid-19 crisis. We examine how a practice-approach forms the basis for a future-oriented curriculum which might better equip individuals and societies to respond to conditions which disrupt their everyday circumstances.
{"title":"A curriculum of mathematical practices","authors":"Peter Grootenboer, Christine Edwards-Groves, S. Kemmis","doi":"10.1080/14681366.2021.1937678","DOIUrl":"https://doi.org/10.1080/14681366.2021.1937678","url":null,"abstract":"ABSTRACT This paper argues for reconceptualising an educational curriculum that locates its primacy in practices. The argument is framed around the core purpose of education: to help people ‘live well in a world worth living in’. Living well and learning about what this means is typically guided by epistemologically based curricula, and conversely, school curricula determine the substance of education. We argue that this understanding of education is too narrow, and as a consequence, it severs the relationship between knowing and practising. We propose that a curriculum of mathematical practices is required for human flourishing, where the focus is on mathematical practices rather than predominantly on knowledge. To demonstrate our position, we consider different kinds of mathematical practices needed during the Covid-19 crisis. We examine how a practice-approach forms the basis for a future-oriented curriculum which might better equip individuals and societies to respond to conditions which disrupt their everyday circumstances.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"607 - 625"},"PeriodicalIF":2.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1937678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44908500","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 : 2021-06-08DOI: 10.1080/14681366.2021.1924239
Mai Trang Vu, T. T. Pham
ABSTRACT Gender bias in teaching materials may influence students’ development and contribute to social inequalities. This study investigates possible gender bias in a newly published English textbook series in Vietnam. Holding gender as a social construct, the research uses a multimodal critical approach to examine language and ideological systems. The results show despite some effort for gender equity, the making of textbooks in today’s Vietnam is still affected by patriarchal Confucian values. Males inhabit bigger verbal space and have more social properties. Females are portrayed as less independent; their choices are more limited, and with less resources. Textbook author interviews show the writing was influenced by conscious and unconscious bias, but they agreed gender equality is important, although male domination beliefs still seem to be deeply ingrained in the society. The study raises questions on challenging the status quo and creating a new cultural narrative for women’s rights recognition and enactment.
{"title":"Still in the shadow of Confucianism? Gender bias in contemporary English textbooks in Vietnam","authors":"Mai Trang Vu, T. T. Pham","doi":"10.1080/14681366.2021.1924239","DOIUrl":"https://doi.org/10.1080/14681366.2021.1924239","url":null,"abstract":"ABSTRACT Gender bias in teaching materials may influence students’ development and contribute to social inequalities. This study investigates possible gender bias in a newly published English textbook series in Vietnam. Holding gender as a social construct, the research uses a multimodal critical approach to examine language and ideological systems. The results show despite some effort for gender equity, the making of textbooks in today’s Vietnam is still affected by patriarchal Confucian values. Males inhabit bigger verbal space and have more social properties. Females are portrayed as less independent; their choices are more limited, and with less resources. Textbook author interviews show the writing was influenced by conscious and unconscious bias, but they agreed gender equality is important, although male domination beliefs still seem to be deeply ingrained in the society. The study raises questions on challenging the status quo and creating a new cultural narrative for women’s rights recognition and enactment.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"477 - 497"},"PeriodicalIF":2.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1924239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45411788","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 : 2021-06-06DOI: 10.1080/14681366.2021.1938187
R. Saul
ABSTRACT This article considers My Friend Dahmer as a pedagogical document of educational critique. A graphic novel memoir, My Friend Dahmer depicts the teenage life of Jeffrey Dahmer in the years before he gained notoriety as a serial killer. One of the memoir’s central tensions is that at Dahmer’s school, even a serial-killer-in-the-making struggles to be seen, in fact fails at it, instead becoming an unexceptional feature of its landscape. Focusing on three factors – invisibility, exclusion, and alienation – the article interrogates how normalised schooling structures can represent a series of hidden brutalities that are far more common, pervasive, and socially consequential than the exceptional, sensational, and thus more easily dismissible notion of brutality that Dahmer himself embodies. It suggests that My Friend Dahmer contributes to our cultural understandings of education to the extent that it helps to locate these hidden brutalities and render them visible in graphic novel form.
{"title":"The brutality of normalcy: schooling in My Friend Dahmer","authors":"R. Saul","doi":"10.1080/14681366.2021.1938187","DOIUrl":"https://doi.org/10.1080/14681366.2021.1938187","url":null,"abstract":"ABSTRACT This article considers My Friend Dahmer as a pedagogical document of educational critique. A graphic novel memoir, My Friend Dahmer depicts the teenage life of Jeffrey Dahmer in the years before he gained notoriety as a serial killer. One of the memoir’s central tensions is that at Dahmer’s school, even a serial-killer-in-the-making struggles to be seen, in fact fails at it, instead becoming an unexceptional feature of its landscape. Focusing on three factors – invisibility, exclusion, and alienation – the article interrogates how normalised schooling structures can represent a series of hidden brutalities that are far more common, pervasive, and socially consequential than the exceptional, sensational, and thus more easily dismissible notion of brutality that Dahmer himself embodies. It suggests that My Friend Dahmer contributes to our cultural understandings of education to the extent that it helps to locate these hidden brutalities and render them visible in graphic novel form.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"633 - 645"},"PeriodicalIF":2.0,"publicationDate":"2021-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1938187","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45631840","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 : 2021-05-30DOI: 10.1080/14681366.2021.1933577
Dolly Eliyahu-Levi, Michal Ganz-Meishar
ABSTRACT This article traces the actions and perceptions of preservice teachers who cope with cultural heterogeneity. The study used an interpretative qualitative method, which allowed us to examine the portfolios of 12 participants. Findings indicate that authentic experiences exposed the students to the reality of the pupils, enriched their knowledge, fostered intercultural competence, and allowed them to teach according to culturally relevant pedagogy. Findings have implications for the teacher training process, which must include experiences outside the school walls that will help teachers integrate cultural heritage into the classroom, preserve the students’ languages of origin, promote multicultural dialogue, and enhance the visibility of the other.
{"title":"K (student): ‘I need to think about new ways to bring their home and culture into the class’. Preservice Teachers Develop a Culturally Relevant Pedagogy","authors":"Dolly Eliyahu-Levi, Michal Ganz-Meishar","doi":"10.1080/14681366.2021.1933577","DOIUrl":"https://doi.org/10.1080/14681366.2021.1933577","url":null,"abstract":"ABSTRACT This article traces the actions and perceptions of preservice teachers who cope with cultural heterogeneity. The study used an interpretative qualitative method, which allowed us to examine the portfolios of 12 participants. Findings indicate that authentic experiences exposed the students to the reality of the pupils, enriched their knowledge, fostered intercultural competence, and allowed them to teach according to culturally relevant pedagogy. Findings have implications for the teacher training process, which must include experiences outside the school walls that will help teachers integrate cultural heritage into the classroom, preserve the students’ languages of origin, promote multicultural dialogue, and enhance the visibility of the other.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"549 - 567"},"PeriodicalIF":2.0,"publicationDate":"2021-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1933577","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571012","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 : 2021-05-30DOI: 10.1080/14681366.2021.1934892
Roy Weintraub, Nimrod Tal
ABSTRACT This article examines the key category defining multiculturalism in Israeli history education: the representation of North African and Middle Eastern Jewry, aka Mizrahim. Applying Nordgren’s and Johansson’s conceptualisation, the article explores the changes in this subject from the establishment of Israel to the present day. The diachronic textual analysis shows that social and educational transformations along with developments in the historical discipline have led to a significant change in the representation of Mizrahim. These changes, the conceptual framework reveals, were manifested not solely in adding content but reflected a profound acknowledgement of multicultural approaches. Nevertheless it became clear that the changes are limited, as constructing the Eurocentric Zionist historical consciousness remains the primary goal of the education process. Similar to controversies around the world, the limited nature of the changes–despite the sincere efforts involved–is the result of the rigid national framework that continues to shape Israel’s history education.
{"title":"Within the national confines: Israeli history education and the multicultural challenge","authors":"Roy Weintraub, Nimrod Tal","doi":"10.1080/14681366.2021.1934892","DOIUrl":"https://doi.org/10.1080/14681366.2021.1934892","url":null,"abstract":"ABSTRACT This article examines the key category defining multiculturalism in Israeli history education: the representation of North African and Middle Eastern Jewry, aka Mizrahim. Applying Nordgren’s and Johansson’s conceptualisation, the article explores the changes in this subject from the establishment of Israel to the present day. The diachronic textual analysis shows that social and educational transformations along with developments in the historical discipline have led to a significant change in the representation of Mizrahim. These changes, the conceptual framework reveals, were manifested not solely in adding content but reflected a profound acknowledgement of multicultural approaches. Nevertheless it became clear that the changes are limited, as constructing the Eurocentric Zionist historical consciousness remains the primary goal of the education process. Similar to controversies around the world, the limited nature of the changes–despite the sincere efforts involved–is the result of the rigid national framework that continues to shape Israel’s history education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"587 - 606"},"PeriodicalIF":2.0,"publicationDate":"2021-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1934892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43839621","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 : 2021-05-28DOI: 10.1080/14681366.2021.1934090
B. Leung
ABSTRACT A revised abstract is as follows: Cantonese operatic singing is widespread in Hong Kong with numerous amateurs learning in community club settings. However, limited research has been taken on how amateurs learn in the community. This article reports on an autoethnographic study of a community music club catering to Cantonese operatic singing in Hong Kong. The author joined the club for six years as a full member and attended weekly gatherings to identify the features characterising informal learning with participant observations and informal conversations as research methods. Trustworthiness of the study was built on developed rapport with three members and lengthy period of data collection. Influenced by Chinese traditional culture and beliefs, a proactive learning attitude with industry, a competency of self-learning, and the development of positive inter-personal relationships were keys to earning the respect of senior members for access of learning. This study implies a need to balance between informal learning and a systematic pedagogy.
{"title":"Informal learning of Cantonese operatic singing in Hong Kong: an autoethnographic study","authors":"B. Leung","doi":"10.1080/14681366.2021.1934090","DOIUrl":"https://doi.org/10.1080/14681366.2021.1934090","url":null,"abstract":"ABSTRACT A revised abstract is as follows: Cantonese operatic singing is widespread in Hong Kong with numerous amateurs learning in community club settings. However, limited research has been taken on how amateurs learn in the community. This article reports on an autoethnographic study of a community music club catering to Cantonese operatic singing in Hong Kong. The author joined the club for six years as a full member and attended weekly gatherings to identify the features characterising informal learning with participant observations and informal conversations as research methods. Trustworthiness of the study was built on developed rapport with three members and lengthy period of data collection. Influenced by Chinese traditional culture and beliefs, a proactive learning attitude with industry, a competency of self-learning, and the development of positive inter-personal relationships were keys to earning the respect of senior members for access of learning. This study implies a need to balance between informal learning and a systematic pedagogy.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"569 - 585"},"PeriodicalIF":2.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1934090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49236979","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 : 2021-05-17DOI: 10.1080/14681366.2021.1923559
J. Carter, Benjamin. Knight, Karan Vickers-Hulse
ABSTRACT This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the ‘other’. Analysis of questionnaire and interview data suggests that whilst these assertions have some validity, the issues are complex and nuanced. Findings indicate apparent shifts from object-based to relational views of the ‘other’, though these shifts were not always complete or fully developed. Sitting with uncertainty and discomfort prompted PSTs’ critical reflections demonstrating the interactive and dialogic nature of intercultural understanding and provided the pre-requisites for personal and professional development. We conclude that when appropriately orientated, teaching placements in the global South can encourage critical, relational pedagogies, intercultural understanding and a dialectical relationship with difference which can translate into positive shifts in PST beliefs and practice.
{"title":"Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project","authors":"J. Carter, Benjamin. Knight, Karan Vickers-Hulse","doi":"10.1080/14681366.2021.1923559","DOIUrl":"https://doi.org/10.1080/14681366.2021.1923559","url":null,"abstract":"ABSTRACT This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the ‘other’. Analysis of questionnaire and interview data suggests that whilst these assertions have some validity, the issues are complex and nuanced. Findings indicate apparent shifts from object-based to relational views of the ‘other’, though these shifts were not always complete or fully developed. Sitting with uncertainty and discomfort prompted PSTs’ critical reflections demonstrating the interactive and dialogic nature of intercultural understanding and provided the pre-requisites for personal and professional development. We conclude that when appropriately orientated, teaching placements in the global South can encourage critical, relational pedagogies, intercultural understanding and a dialectical relationship with difference which can translate into positive shifts in PST beliefs and practice.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"459 - 476"},"PeriodicalIF":2.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1923559","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41809185","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 : 2021-05-12DOI: 10.1080/14681366.2021.1924845
M. Pierlejewski
ABSTRACT In this paper, I use a debate between Albert Einstein and Henri Bergson about the nature of time as a heuristic tool to understand the nature of teacher subjectivity. This debate outlines notions of time as measurable and time as duration or flow. These two interpretations of reality, one from a physicist and one from a philosopher, are used to examine the bi-Discoursal nature of the teacher identity An ethnographic participatory action research project in a preschool class in England finds that teachers operate as both physicist and philosopher, sometimes simultaneously. At times, the teacher is a physicist, measuring the geometry of child development and comparing it to a fixed point of normative expectations. At other times, the teacher is a philosopher, existing in the moment with children. The simultaneous existence of these two identities is a cause of anguish, forming a conflicted and contested self.
{"title":"‘I feel like two different teachers’: the split self of teacher subjectivity","authors":"M. Pierlejewski","doi":"10.1080/14681366.2021.1924845","DOIUrl":"https://doi.org/10.1080/14681366.2021.1924845","url":null,"abstract":"ABSTRACT In this paper, I use a debate between Albert Einstein and Henri Bergson about the nature of time as a heuristic tool to understand the nature of teacher subjectivity. This debate outlines notions of time as measurable and time as duration or flow. These two interpretations of reality, one from a physicist and one from a philosopher, are used to examine the bi-Discoursal nature of the teacher identity An ethnographic participatory action research project in a preschool class in England finds that teachers operate as both physicist and philosopher, sometimes simultaneously. At times, the teacher is a physicist, measuring the geometry of child development and comparing it to a fixed point of normative expectations. At other times, the teacher is a philosopher, existing in the moment with children. The simultaneous existence of these two identities is a cause of anguish, forming a conflicted and contested self.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"515 - 530"},"PeriodicalIF":2.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1924845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42792616","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 : 2021-05-04DOI: 10.1080/14681366.2021.1924844
Justyna Kościńska
ABSTRACT Attitudes towards education vary between regions and countries. These differences cannot be fully explained by socio-economic inequalities or direct inputs such as teachers or class size. The persistence of historical institutions is also an important issue. In this paper, regional differences in attitudes towards education are investigated in reference to events that took place in 19th century Polish territories when Poland was partitioned by Prussia, Russia, and Habsburg Austria and their educational systems were imposed. The results of the quantitative and qualitative research suggest that historical processes have created different attitudes towards education. In some regions, education is seen as a key for gaining general knowledge, yet in other parts of the country, it is seen as a tool for improving practical and technical skills.
{"title":"School: a sad duty or an enriching necessity? Effects of long-term historical institutions on educational attitudes","authors":"Justyna Kościńska","doi":"10.1080/14681366.2021.1924844","DOIUrl":"https://doi.org/10.1080/14681366.2021.1924844","url":null,"abstract":"ABSTRACT Attitudes towards education vary between regions and countries. These differences cannot be fully explained by socio-economic inequalities or direct inputs such as teachers or class size. The persistence of historical institutions is also an important issue. In this paper, regional differences in attitudes towards education are investigated in reference to events that took place in 19th century Polish territories when Poland was partitioned by Prussia, Russia, and Habsburg Austria and their educational systems were imposed. The results of the quantitative and qualitative research suggest that historical processes have created different attitudes towards education. In some regions, education is seen as a key for gaining general knowledge, yet in other parts of the country, it is seen as a tool for improving practical and technical skills.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"499 - 513"},"PeriodicalIF":2.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1924844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47519771","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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