Pub Date : 2023-05-17DOI: 10.1177/14782103231175534
V. Buza, R. Shala, Blerina Haraqija
This study shows the way in which sustainable learning through cooperation with parents is achieved before, during and after the lockdown period (COVID19) by applying systematic formative assessment. Therefore, as a result of this cooperation, through the planning and realization of the formative assessment, students’ motivation is achieved, and this positively affects their sustainable learning. The study has a research character and points out the impact of feedback on student achievement from the perspective of parents and teachers. The study analysis is based on the quantitative data collected through a survey with parents ( N = 21), qualitative data collected by the teacher through planning and implementation of the formative assessment and cooperation with parents through written comments. Based on the results of the findings, it is concluded that through timely interventions by teachers and cooperation with parents, gaps can be filled in, so that the children are informed appropriately and a real, reliable and systematic assessment is carried by the teachers.
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Pub Date : 2023-05-17DOI: 10.1177/14782103231176587
Lydiah Nganga, Samara Madrid Akpovo, John Kambutu, Sapna Thapa, A. Mwangi
Educational policies and practices in the current age of heightened globalization are increasingly grounded on unjust binary curriculum approaches that favor educational designs from Minority-World countries at the expense of epistemologies of indigenous people in Majority-World nations that are typically deemed culturally inferior (Gupta, 2015). Essentially, those opposing binaries promote neocolonial and neoliberal ideologies while disregarding lived cultural contexts of people in Majority-World countries (Lee, 2012). To grapple with this conundrum, this ethnographic study examined how educators in Kenya and Nepal (N = 26) contested, constructed, and transformed educational practices in contexts of globalization, neocolonialism, and neoliberalism. Qualitative data from four schools in Kathmandu, Nepal (16 participants) and two schools in Kenya (10 participants) revealed that educators struggled with issues of intellectual imperialism. Therefore, they strived to deconstruct the existing unjust binary curricula policies by embracing pluralist educational discourses essential to sustaining indigenous languages and dialects. In doing so, those educators focused on advancing local cultural values, rights, and ideologies without antagonizing influential stakeholders from Minority-World nations.
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Pub Date : 2023-05-15DOI: 10.1177/14782103231175943
Jessica Schiltmans
In the past 15 years, the number of international students in tertiary education doubled to reach 5.6 million students in 2018 and is expected to grow to 6.9 million in 2030 (Choudaha and Van Rest, 2018). In the Netherlands, the percentage of international degree seeking students is relatively high and growing fast from 4% in 2010 to more than 10% in 2017 where the average in OECD countries was 6% (OECD, 2020). Initially, this growth was perceived as positive, seen as a sign of good quality of Dutch higher education, and it was stimulated by government policy. However in the past few years, this development has led to a public debate on the downsides of this growth; the accessibility- and the quality of higher education (IBO, 2019). The latter being impacted by increased pressure on HEI because of growing student numbers. The use of the English language is also part of the discussion on quality. The debate eventually resulted in a policy proposal called Taal en Toegankelijkheid which translates into Language and Accessibility that was sent to the House of Representatives by the Minister of Education, Culture and Science (OCW) in September 2019 (Van Engelshoven, 2019b). The aim of the bill is to safeguard the quality of education, promote Dutch language skills, to guarantee accessibility of higher education and to control the influx of international students in the Netherlands (Van Engelshoven, 2019a). Before the bill was approved by the Senate, the Dutch Cabinet stepped out of power in January 2021 and the bill was declared controversial which means no decision will be made until a new Cabinet is installed (Bikker, 2021). Using the Multiple Streams Framework (MSF), this paper unravels the agenda-setting process that has led to the aforementioned government policy proposal.
在过去的15年里，高等教育的国际学生人数翻了一番，2018年达到560万，预计到2030年将增长到690万（Choudaha和Van Rest，2018）。在荷兰，寻求国际学位的学生比例相对较高，并从2010年的4%快速增长到2017年的10%以上，经合组织国家的平均水平为6%（经合组织，2020）。最初，这种增长被认为是积极的，被视为荷兰高等教育质量良好的标志，并受到政府政策的刺激。然而，在过去几年中，这一事态发展引发了关于这种增长的负面影响的公开辩论；高等教育的可及性和质量（IBO，2019）。后者由于学生人数的增加而受到高等教育压力增加的影响。英语的使用也是关于质量的讨论的一部分。这场辩论最终产生了一项名为Taal en Toegankelijkheid的政策提案，该提案翻译为语言和无障碍，由教育、文化和科学部长于2019年9月发送给众议院（Van Engelshoven，2019b）。该法案的目的是保障教育质量，提高荷兰语技能，保障高等教育的可及性，并控制国际学生涌入荷兰（Van Engelshoven，2019a）。在该法案获得参议院批准之前，荷兰内阁于2021年1月下台，该法案被宣布有争议，这意味着在新内阁成立之前不会做出任何决定（Bikker，2021）。本文使用多流框架（MSF），揭示了导致上述政府政策提案的议程制定过程。
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Pub Date : 2023-05-15DOI: 10.1177/14782103231176360
B. Williams
Free schools were a flagship policy of the Conservative-Liberal Democrat coalition (2010–15), aligned with the broader academisation programme, yet both consolidating and transcending New Labour’s educational narrative between 1997 and 2010. Driven by political ‘modernisers’ such as Prime Minister David Cameron and his Education Secretary Michael Gove, these schools were framed as an innovative and revitalised educational policy approach, aspiring to eclipse previous ‘failed’ policies of both left and right. They proposed greater autonomy and liberation from statist bureaucracy, incorporating non-state bodies as providers, while remaining within the broader state educational structure. Primarily exported from Scandinavia as ‘all-ability’ schools, and with a distinctive autonomous and communitarian element, yet analysis and measurement of the impact of free schools both internationally and domestically has since been mixed. The article seeks (with the benefit of added hindsight and perspective) to focus on the circumstances in which this policy was implemented from 2010, assessing various challenges it faced within a coalition government environment, while ultimately analysing its overall impact on the English educational system in subsequent years.
{"title":"The 2010–15 coalition government and the legacy of free schools in England","authors":"B. Williams","doi":"10.1177/14782103231176360","DOIUrl":"https://doi.org/10.1177/14782103231176360","url":null,"abstract":"Free schools were a flagship policy of the Conservative-Liberal Democrat coalition (2010–15), aligned with the broader academisation programme, yet both consolidating and transcending New Labour’s educational narrative between 1997 and 2010. Driven by political ‘modernisers’ such as Prime Minister David Cameron and his Education Secretary Michael Gove, these schools were framed as an innovative and revitalised educational policy approach, aspiring to eclipse previous ‘failed’ policies of both left and right. They proposed greater autonomy and liberation from statist bureaucracy, incorporating non-state bodies as providers, while remaining within the broader state educational structure. Primarily exported from Scandinavia as ‘all-ability’ schools, and with a distinctive autonomous and communitarian element, yet analysis and measurement of the impact of free schools both internationally and domestically has since been mixed. The article seeks (with the benefit of added hindsight and perspective) to focus on the circumstances in which this policy was implemented from 2010, assessing various challenges it faced within a coalition government environment, while ultimately analysing its overall impact on the English educational system in subsequent years.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310191","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 : 2023-05-15DOI: 10.1177/14782103231176359
A. Naicker
The value of internationalization within the limits of mobility has become more pronounced during the COVID-19 pandemic. As reflection occurs on our own history, navigating a period of reset and renewal, this paper examines how to advance our thinking, and explore and transverse essential differences within the digital space. Hence, recalibrating the global north and south agenda to create inclusionary principles through virtual exchange. First, this ethnographic paper explores the sympoeitic relationship of creating opportunities and a sense of agency toward morphogenesis. Second, it focuses on the contextual rationale for Collaborative Online International Learning (COIL) within higher education. Third, it explores equity in the digital space through multiple engagements in COIL. The paper offers associated conclusions for critical virtual exchange to advance equity, inclusion, and social justice and suggests responsible pluralistic internationalization.
{"title":"Sustaining opportunities and mutual partiality through Collaborative Online International Learning in South Africa","authors":"A. Naicker","doi":"10.1177/14782103231176359","DOIUrl":"https://doi.org/10.1177/14782103231176359","url":null,"abstract":"The value of internationalization within the limits of mobility has become more pronounced during the COVID-19 pandemic. As reflection occurs on our own history, navigating a period of reset and renewal, this paper examines how to advance our thinking, and explore and transverse essential differences within the digital space. Hence, recalibrating the global north and south agenda to create inclusionary principles through virtual exchange. First, this ethnographic paper explores the sympoeitic relationship of creating opportunities and a sense of agency toward morphogenesis. Second, it focuses on the contextual rationale for Collaborative Online International Learning (COIL) within higher education. Third, it explores equity in the digital space through multiple engagements in COIL. The paper offers associated conclusions for critical virtual exchange to advance equity, inclusion, and social justice and suggests responsible pluralistic internationalization.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43322784","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 : 2023-05-05DOI: 10.1177/14782103231173615
Päivi Nilivaara, T. Soini
Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the curriculum. The study’s theoretical framework builds on the curriculum as a social practice model, which views curriculum work as interwoven layers and sites of practice. Another topical debate concerns the tension between powerful knowledge and competences in the curricula. This is explored through Young and Muller’s model of three types of knowledge: knowledge of power, tacit knowledge and powerful knowledge. The results show that Finnish comprehensive schools have various substantially divergent trends. In the three scenarios, the role of the teacher as a curriculum maker varies from non-existent to a strong interpreter. International policy flows can be transferred to schools to varying degrees. The three types of knowledge included in Young and Muller’s model can be recognised in the three scenarios. Competences can be identified as learning outcomes in all scenarios, but the intensity varies. Scenarios are not predictions of the future or policy recommendations but an efficient tool for provoking strategic debate, generating new visionary thinking and considering the need for system-wide change in education.
{"title":"Alternative futures of Finnish comprehensive school","authors":"Päivi Nilivaara, T. Soini","doi":"10.1177/14782103231173615","DOIUrl":"https://doi.org/10.1177/14782103231173615","url":null,"abstract":"Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the curriculum. The study’s theoretical framework builds on the curriculum as a social practice model, which views curriculum work as interwoven layers and sites of practice. Another topical debate concerns the tension between powerful knowledge and competences in the curricula. This is explored through Young and Muller’s model of three types of knowledge: knowledge of power, tacit knowledge and powerful knowledge. The results show that Finnish comprehensive schools have various substantially divergent trends. In the three scenarios, the role of the teacher as a curriculum maker varies from non-existent to a strong interpreter. International policy flows can be transferred to schools to varying degrees. The three types of knowledge included in Young and Muller’s model can be recognised in the three scenarios. Competences can be identified as learning outcomes in all scenarios, but the intensity varies. Scenarios are not predictions of the future or policy recommendations but an efficient tool for provoking strategic debate, generating new visionary thinking and considering the need for system-wide change in education.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222901","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 : 2023-05-03DOI: 10.1177/14782103231171977
Jennifer J. Chen
Since the 1990s, Hong Kong has been promoting globally-endorsed, Western-derived early childhood ideologies and approaches, such as the Project Approach ( *Chen et al., 2017 ). This orientation appears to be influenced by policies and practices linked to global neoliberalism and neocolonialism. To shed light on the state of knowledge concerning the implementability of the imported “foreign” practices by Hong Kong kindergarten teachers (teaching children ages 3–6), I conducted a research synthesis analyzing the 10 empirical articles that met the inclusion criteria. The analysis was guided by the two existing theoretical frameworks: (1) Tian Shi (timing/temporal), Di Li (context/spatial), Ren He (human capital) ( Chen and Li, 2023 ) and (2) the foreground-middle ground-background ( Chen, 2022 ) as well as the newly proposed globalization– localization interaction dynamics model. A content analysis revealed three salient findings. First, due to the lack of Tian Shi, Di Li, Ren He, Hong Kong kindergarten teachers’ implementation of the imported early childhood approaches with fidelity has been largely unsuccessful. Second, the evidence corroborates the foreground-middle ground-background theory, suggesting that a hybrid approach (combining both the local and global practices) represents the “best” implementable one. Third, the manner in which the teachers implemented the imported practices seemingly reflects a glocalization-dominant pattern. This pattern constitutes one of the four quadrants within my proposed globalization– localization interaction dynamics model. The four quadrants represent the specific degree of interactive dominance: (1) grobalization-dominant (high in globalization and low in localization); (2) glocalization-dominant (high in both localization and globalization); (3) non-committal (low in both globalization and localization); and (4) localization-dominant (low in globalization and high in localization).
自20世纪90年代以来，香港一直在推广全球认可的、源自西方的早期儿童意识形态和方法，如项目方法(*Chen et al.， 2017)。这种倾向似乎受到与全球新自由主义和新殖民主义有关的政策和做法的影响。为了阐明香港幼儿园教师(教3-6岁儿童)实施引进的“外国”实践的知识状况，我对符合纳入标准的10篇实证文章进行了研究综合分析。该分析以两个现有的理论框架为指导:(1)田仕(时间/时间)、迪丽(语境/空间)、任和(人力资本)(Chen and Li, 2023)和(2)前景-中间-背景(Chen, 2022)以及新提出的全球化-本土化互动动力学模型。内容分析揭示了三个突出的发现。首先，由于缺乏田石、迪丽、任赫等人，香港幼儿园教师在忠实地实施引进的幼儿教育方法方面基本上是不成功的。其次，证据证实了前景-中间-背景理论，表明混合方法(结合本地和全球实践)代表了“最佳”可实施的方法。第三，教师实施引进实践的方式似乎反映了一种全球本土化主导的模式。这种模式构成了我提出的全球化-本地化交互动力学模型中的四个象限之一。这四个象限代表了互动主导的具体程度:(1)全球化主导(全球化程度高，本地化程度低);(2)全球本地化主导型(本地化和全球化都很高);(3)不明确(全球化和本土化程度较低);(4)本地化主导型(全球化程度低、本地化程度高)。
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Pub Date : 2023-05-01DOI: 10.1177/14782103231178644
A. Phan, L. T. Pham
Teaching is often described as one of the most emotion-laden professions. In times of the COVID-19 pandemic, the conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Studying emotion from a poststructuralist lens, this study examines the emotional experiences of 10 language teachers in a university in Vietnam and their responses to the new teaching platforms. Analysis of the in-depth semi-structured interviews shows that the pedagogically and technologically distinctive features of online teaching aroused unique challenges for and emotions of the teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation which we term as in-the-moment and out-of-class emotion regulation. The study highlights the need for acknowledgment and support for teachers in terms of resources, policy and management of institutions in the “new normal situation,” while displaying teachers’ self-reliance and emotional self-regulation. The article calls for attention to teachers emotion as an integral dimension of the profession, regardless of the physical or virtual setting of the classroom.
{"title":"Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management","authors":"A. Phan, L. T. Pham","doi":"10.1177/14782103231178644","DOIUrl":"https://doi.org/10.1177/14782103231178644","url":null,"abstract":"Teaching is often described as one of the most emotion-laden professions. In times of the COVID-19 pandemic, the conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Studying emotion from a poststructuralist lens, this study examines the emotional experiences of 10 language teachers in a university in Vietnam and their responses to the new teaching platforms. Analysis of the in-depth semi-structured interviews shows that the pedagogically and technologically distinctive features of online teaching aroused unique challenges for and emotions of the teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation which we term as in-the-moment and out-of-class emotion regulation. The study highlights the need for acknowledgment and support for teachers in terms of resources, policy and management of institutions in the “new normal situation,” while displaying teachers’ self-reliance and emotional self-regulation. The article calls for attention to teachers emotion as an integral dimension of the profession, regardless of the physical or virtual setting of the classroom.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"21 1","pages":"405 - 422"},"PeriodicalIF":1.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66035851","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 : 2023-04-28DOI: 10.1177/14782103231173017
Laura Louise Sarauw, Søren SE Bengtsen, Ourania Filippakou
This article explores the increased concern with students’ well-being in higher education as a mode of governance that goes hand in hand with new mechanisms of exclusion. Focussing on a new student survey in Denmark that measures students’ well-being, we show how the well-being agenda is entangled with a new ‘taxonomy of attitudes and emotions’ that align with neoliberal ideals about the self-efficient and self-governing individual. Implied is a notion of learning as a smooth and effortless process, which may lead to individualization of structural challenges. With particular although not exclusive reference to the Danish case, we suggest that this new entanglement between well-being and learning represents a narrowing view on the role and purpose of higher education, which devalues the educational value of doubt, bewilderment and moments of uncertainty. Paradoxically, the well-being agenda may therefore lead to the pathologization of widespread student experiences.
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Pub Date : 2023-04-28DOI: 10.1177/14782103231172841
M. Sardoč, R. Wodak
This interview with Prof. Ruth Wodak discusses some of the most pressing issues associated with slogans, political discourse an education. The introductory section of the interview touches on Prof. Wodak’s work in critical discourse analysis. The central part of the interview examines slogans as one of the main vehicles of political propaganda and policy-making. In the concluding section of the interview, Prof. Wodak lays out her plans for future research.
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