Pub Date : 2024-01-02DOI: 10.1177/14782103231224507
Selina Mayer, Reem Abou Refaie, Falk Uebernickel
The COVID-19 pandemic has severely disrupted traditional on-site education. One currently deployed alternative is hybrid education formats, which combine online and on-site elements. Educators, educational institutions, and policymakers need to understand the challenges and opportunities hybrid education can pose to both students and educators to orchestrate these formats successfully. This is especially true when hybrid education allows asynchrony of the learning location, for example, allowing students to choose whether to attend online or on-site. To understand these challenges and opportunities, we deployed a qualitative research design and identified three challenges and three opportunities of hybrid education, allowing location asynchrony, based on two data sources, interviews with educators and open-ended survey answers from students. First, we describe these findings and highlight three larger underlying themes (balancing flexibility with complexity, the challenge of interpersonal connectedness in highly diverse settings, and digital proficiency), including sometimes opposing perspectives of students and educators. As a second step, we matched existing policy guidelines from the European Union with the status quo from our data, and as a result, we identified and discussed four policy implications.
{"title":"The challenges and opportunities of hybrid education with location asynchrony: Implications for education policy","authors":"Selina Mayer, Reem Abou Refaie, Falk Uebernickel","doi":"10.1177/14782103231224507","DOIUrl":"https://doi.org/10.1177/14782103231224507","url":null,"abstract":"The COVID-19 pandemic has severely disrupted traditional on-site education. One currently deployed alternative is hybrid education formats, which combine online and on-site elements. Educators, educational institutions, and policymakers need to understand the challenges and opportunities hybrid education can pose to both students and educators to orchestrate these formats successfully. This is especially true when hybrid education allows asynchrony of the learning location, for example, allowing students to choose whether to attend online or on-site. To understand these challenges and opportunities, we deployed a qualitative research design and identified three challenges and three opportunities of hybrid education, allowing location asynchrony, based on two data sources, interviews with educators and open-ended survey answers from students. First, we describe these findings and highlight three larger underlying themes (balancing flexibility with complexity, the challenge of interpersonal connectedness in highly diverse settings, and digital proficiency), including sometimes opposing perspectives of students and educators. As a second step, we matched existing policy guidelines from the European Union with the status quo from our data, and as a result, we identified and discussed four policy implications.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139453291","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 : 2023-10-30DOI: 10.1177/14782103231210342
Maja Pucelj, Annmarie Gorenc Zoran
Education is a fundamental human right and essential to enable people to maximize their abilities to settle in a new country, adapt to a new environment, and become participating community members. As part of the challenges posed by immigration, the society aims to provide at least primary education to the children of immigrants. Statistical data show that in recent years, the number of students from other countries has increased in Slovenia. Slovenian educational institutions are confronted with a larger number of immigrant and refugee children with different cultural and linguistic backgrounds than Slovenian children. In order to explore what the challenges are in integrating immigrant students into Slovenian primary schools, we will try to answer the main research question of what challenges principals face in integrating immigrant children into primary education. This will be researched through an empirical analysis methodologically based on semi-structured interviews with school principals in selected primary schools.
{"title":"How do the principals perceive the challenges of integration of immigrant students into Slovenian primary school educational space","authors":"Maja Pucelj, Annmarie Gorenc Zoran","doi":"10.1177/14782103231210342","DOIUrl":"https://doi.org/10.1177/14782103231210342","url":null,"abstract":"Education is a fundamental human right and essential to enable people to maximize their abilities to settle in a new country, adapt to a new environment, and become participating community members. As part of the challenges posed by immigration, the society aims to provide at least primary education to the children of immigrants. Statistical data show that in recent years, the number of students from other countries has increased in Slovenia. Slovenian educational institutions are confronted with a larger number of immigrant and refugee children with different cultural and linguistic backgrounds than Slovenian children. In order to explore what the challenges are in integrating immigrant students into Slovenian primary schools, we will try to answer the main research question of what challenges principals face in integrating immigrant children into primary education. This will be researched through an empirical analysis methodologically based on semi-structured interviews with school principals in selected primary schools.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022491","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 : 2023-10-25DOI: 10.1177/14782103231209551
Fi Belcher
As global concerns about climate change deepen, Australian sustainability curriculum plays an increasingly significant role in the way students relate to concepts of home, belonging, and the future. Such futures are imagined in a local context shaped both by ongoing colonial processes and the continued presence of First Peoples, in which invader-settler futurity is the dominant force. As such, a global emphasis on Education for Sustainability raises questions of what types of relationships to place and country are produced through policy and curriculum, and what the implications are for students’ investments in the future of place and unceded Country. As a white invader/settler writing from the Country of the Kulin Nations (Melbourne, Australia), in this paper I offer an analysis of UN Education for Sustainability Declarations from the past five decades, alongside Australian national curriculum documents and its translation into state-level curriculum. In doing so, I reveal the ways that sustainability policy and curriculum works to collapse place and Country into the concept of ‘environmental resource’, largely oriented towards the future of the nation. I argue that in the global policy context, resources are framed to deliver equal distribution across nation states, functioning to obscure the operation of patriarchal white sovereignty within states such as Australia. I further identify that the ways this problem of resource management is deployed as a virtuous state policy through local curriculum, which functions to solidify invader-settler use of disembodied Indigenous knowledges, to secure futurity.
{"title":"Settler futurity in the local and global: Problematising education for sustainable development in the Australian curriculum","authors":"Fi Belcher","doi":"10.1177/14782103231209551","DOIUrl":"https://doi.org/10.1177/14782103231209551","url":null,"abstract":"As global concerns about climate change deepen, Australian sustainability curriculum plays an increasingly significant role in the way students relate to concepts of home, belonging, and the future. Such futures are imagined in a local context shaped both by ongoing colonial processes and the continued presence of First Peoples, in which invader-settler futurity is the dominant force. As such, a global emphasis on Education for Sustainability raises questions of what types of relationships to place and country are produced through policy and curriculum, and what the implications are for students’ investments in the future of place and unceded Country. As a white invader/settler writing from the Country of the Kulin Nations (Melbourne, Australia), in this paper I offer an analysis of UN Education for Sustainability Declarations from the past five decades, alongside Australian national curriculum documents and its translation into state-level curriculum. In doing so, I reveal the ways that sustainability policy and curriculum works to collapse place and Country into the concept of ‘environmental resource’, largely oriented towards the future of the nation. I argue that in the global policy context, resources are framed to deliver equal distribution across nation states, functioning to obscure the operation of patriarchal white sovereignty within states such as Australia. I further identify that the ways this problem of resource management is deployed as a virtuous state policy through local curriculum, which functions to solidify invader-settler use of disembodied Indigenous knowledges, to secure futurity.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219116","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 : 2023-10-23DOI: 10.1177/14782103231208854
Hani Yulindrasari, Vina Adriany
This paper aims to unpack the discourses of teachers’ professionalism and teachers’ organizations in the early childhood education settings in Indonesia. Using Foucault's notions of discourse and power, we are interested in exploring how both discourses have silenced the teachers. This paper adopts qualitative research conducted with nine teachers, all active members, and boards of ECE teachers’ organizations. The data were collected mainly through semi-formal interviews and focus group discussions. The data were analyzed using a thematic approach. The findings suggest how the teachers’ organization has acted as a form of panopticon that sustains the hegemonic definition of teachers’ professionalism. The findings also suggest that the teachers’ understanding of professionalism is also highly influenced by the local/Javanese values of halus, where teaching is seen as a noble and refined profession. Hence, teachers continue to create the binary between teaching and working. At the same time, the penetration of religious discourse has also situated them to accept their situation. This paper, therefore, serves as an invitation to rethink and reimagine the kind of policies and educational reform needed so that the teachers can have a space to voice their struggle.
{"title":"“We are not labors; we are teachers”: Indonesian early childhood teachers’ organizations as a form of a panopticon","authors":"Hani Yulindrasari, Vina Adriany","doi":"10.1177/14782103231208854","DOIUrl":"https://doi.org/10.1177/14782103231208854","url":null,"abstract":"This paper aims to unpack the discourses of teachers’ professionalism and teachers’ organizations in the early childhood education settings in Indonesia. Using Foucault's notions of discourse and power, we are interested in exploring how both discourses have silenced the teachers. This paper adopts qualitative research conducted with nine teachers, all active members, and boards of ECE teachers’ organizations. The data were collected mainly through semi-formal interviews and focus group discussions. The data were analyzed using a thematic approach. The findings suggest how the teachers’ organization has acted as a form of panopticon that sustains the hegemonic definition of teachers’ professionalism. The findings also suggest that the teachers’ understanding of professionalism is also highly influenced by the local/Javanese values of halus, where teaching is seen as a noble and refined profession. Hence, teachers continue to create the binary between teaching and working. At the same time, the penetration of religious discourse has also situated them to accept their situation. This paper, therefore, serves as an invitation to rethink and reimagine the kind of policies and educational reform needed so that the teachers can have a space to voice their struggle.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411991","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 : 2023-10-19DOI: 10.1177/14782103231209095
Moa Frid, Susanne Westman
In this article, a collaborative Deleuze-Guattarian-inspired cartography is produced with preschool practitioners to explore the assemblages of teaching in preschool. The aim is to map how teaching comes into being in preschool planning and reflection practices following the movements of territorialisation and re-/de-territorialisation. Unwinding from a policy change that 4 years ago introduced teaching to the Swedish preschool curriculum, the overarching question of what teaching is and could be to follows through the text. The preschool teaching assemblages are visited through three territories in which different continuums of (un)teaching unfold when staying with the emerging messiness. The movements of de-territorialisation open for divergent thinking, questioning traditions and assumptions of how to conduct teaching in preschool practice, in entanglement with both local and global movements.
{"title":"Entering the assemblage of (UN) teaching","authors":"Moa Frid, Susanne Westman","doi":"10.1177/14782103231209095","DOIUrl":"https://doi.org/10.1177/14782103231209095","url":null,"abstract":"In this article, a collaborative Deleuze-Guattarian-inspired cartography is produced with preschool practitioners to explore the assemblages of teaching in preschool. The aim is to map how teaching comes into being in preschool planning and reflection practices following the movements of territorialisation and re-/de-territorialisation. Unwinding from a policy change that 4 years ago introduced teaching to the Swedish preschool curriculum, the overarching question of what teaching is and could be to follows through the text. The preschool teaching assemblages are visited through three territories in which different continuums of (un)teaching unfold when staying with the emerging messiness. The movements of de-territorialisation open for divergent thinking, questioning traditions and assumptions of how to conduct teaching in preschool practice, in entanglement with both local and global movements.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667879","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 : 2023-10-03DOI: 10.1177/14782103231204098
Ann Stewart, Nidhi S Sabharwal, Renu Yadav
This article is concerned with an institutional initiative designed to encourage the development of an outreach culture which can support fairer, more equal, access to higher education (HE) in India. The initiative constituted the final impact phase of a 5-year Fair Chance Foundation (FCF) research project (2017–2022) which explored gendered pathways to fair access to HE in the northern Indian state of Haryana. We present the methodology used to prepare a toolkit, named an Outreach Activity Resource (OAR), which enabled staff in government colleges in Haryana to plan and conduct pilot ‘taster days’. The article provides an assessment of the outcome of these events. It argues that a practitioner as researcher methodology and a collaborative ‘bottom up’ research approach provide the basis for the development of contextually appropriate outreach activities to support fairer, more equal, access to higher education (HE). We argue that the adoption of ‘top down’ initiatives, in very different economic, social and cultural contexts to the those where they were originated, may fail to address the way in which the local ‘problem’ presents itself and may hinder the development of a contextually informed outreach culture which will support fairer, more equal access to HE. In contrast, initiatives such as the one presented here can contribute essential locally informed expertise, built on contextually informed research, to national and international policy making in relation to widening access to HE in an era in which massification is extending across the globe.
{"title":"Building an outreach culture for fairer access to higher education in Haryana, India: A ‘bottom up’ contribution to policy implementation","authors":"Ann Stewart, Nidhi S Sabharwal, Renu Yadav","doi":"10.1177/14782103231204098","DOIUrl":"https://doi.org/10.1177/14782103231204098","url":null,"abstract":"This article is concerned with an institutional initiative designed to encourage the development of an outreach culture which can support fairer, more equal, access to higher education (HE) in India. The initiative constituted the final impact phase of a 5-year Fair Chance Foundation (FCF) research project (2017–2022) which explored gendered pathways to fair access to HE in the northern Indian state of Haryana. We present the methodology used to prepare a toolkit, named an Outreach Activity Resource (OAR), which enabled staff in government colleges in Haryana to plan and conduct pilot ‘taster days’. The article provides an assessment of the outcome of these events. It argues that a practitioner as researcher methodology and a collaborative ‘bottom up’ research approach provide the basis for the development of contextually appropriate outreach activities to support fairer, more equal, access to higher education (HE). We argue that the adoption of ‘top down’ initiatives, in very different economic, social and cultural contexts to the those where they were originated, may fail to address the way in which the local ‘problem’ presents itself and may hinder the development of a contextually informed outreach culture which will support fairer, more equal access to HE. In contrast, initiatives such as the one presented here can contribute essential locally informed expertise, built on contextually informed research, to national and international policy making in relation to widening access to HE in an era in which massification is extending across the globe.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738532","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 : 2023-08-31DOI: 10.1177/14782103231199811
C. Mullen
The topic of this academic review is settler slogans that mandate colonial school policy in North America. Also discussed is Indigenous futurity as a strategy for transforming education and countering the educational harm that comes from weaponized language. Beginning in 1887, the US federal government authorized colonial schooling, using the dangerous educational cliché “Kill the Indian in him, and save the man.” The purpose of this article was to illuminate this weaponizing rhetoric in education, which served as a guiding principle for imposing Indigenous assimilation that manifested as federal policy in the Americas. Research questions were, How did the kill-and-save slogan shape US and Canadian education and policy? How can the concept of Indigenous futurity improve Indigenous education? Colonial settler efforts to control tribal nations with weaponizing rhetoric leveled at education policy, public perception,and compulsory boarding/residential schools are exposed. Peer-reviewed studies were read, with analysis of 51 sources, many authored by Indigenous academics. Resultant cultural genocide, systemic discrimination, and educational disparity are described. Indigenous resistance to settler ideologies, policies, and settlements, as well as assertions of tribal rights, freedom, and sovereignty, reflect patterns in the material analyzed. Modern-day empowerment of society’s most vulnerable ethnic group requires a deep rethinking of schooling processes. Debunking settler futurity, the lesser-known Indigenous view of futurity looks to sustaining Indigenous communities and calls on society for amends.
{"title":"Weaponizing settler slogans to mandate colonial school policy in the Americas: Transformation through Indigenous futurity","authors":"C. Mullen","doi":"10.1177/14782103231199811","DOIUrl":"https://doi.org/10.1177/14782103231199811","url":null,"abstract":"The topic of this academic review is settler slogans that mandate colonial school policy in North America. Also discussed is Indigenous futurity as a strategy for transforming education and countering the educational harm that comes from weaponized language. Beginning in 1887, the US federal government authorized colonial schooling, using the dangerous educational cliché “Kill the Indian in him, and save the man.” The purpose of this article was to illuminate this weaponizing rhetoric in education, which served as a guiding principle for imposing Indigenous assimilation that manifested as federal policy in the Americas. Research questions were, How did the kill-and-save slogan shape US and Canadian education and policy? How can the concept of Indigenous futurity improve Indigenous education? Colonial settler efforts to control tribal nations with weaponizing rhetoric leveled at education policy, public perception,and compulsory boarding/residential schools are exposed. Peer-reviewed studies were read, with analysis of 51 sources, many authored by Indigenous academics. Resultant cultural genocide, systemic discrimination, and educational disparity are described. Indigenous resistance to settler ideologies, policies, and settlements, as well as assertions of tribal rights, freedom, and sovereignty, reflect patterns in the material analyzed. Modern-day empowerment of society’s most vulnerable ethnic group requires a deep rethinking of schooling processes. Debunking settler futurity, the lesser-known Indigenous view of futurity looks to sustaining Indigenous communities and calls on society for amends.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502609","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 : 2023-08-16DOI: 10.1177/14782103231196282
Liat Biberman-Shalev, Orit Broza, Nurit Chamo, Shevi Govrin, K. Ettinger
The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled “1 of 4.” Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating overwork and harming sequential learning. TEs’ and STs’ recommendations for improvement revealed that the TEs and STs mainly expressed traditional dispositions regarding their roles and their expectations from the new BL timetable. The main conclusion posits that structural change is crucial, but it may only act as the first step in redesigning teacher preparation for the post-COVID-19 era.
{"title":"1 of 4: Evaluating a structural change in teacher college timetable as a post-COVID-19 response","authors":"Liat Biberman-Shalev, Orit Broza, Nurit Chamo, Shevi Govrin, K. Ettinger","doi":"10.1177/14782103231196282","DOIUrl":"https://doi.org/10.1177/14782103231196282","url":null,"abstract":"The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled “1 of 4.” Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating overwork and harming sequential learning. TEs’ and STs’ recommendations for improvement revealed that the TEs and STs mainly expressed traditional dispositions regarding their roles and their expectations from the new BL timetable. The main conclusion posits that structural change is crucial, but it may only act as the first step in redesigning teacher preparation for the post-COVID-19 era.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42121068","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 : 2023-08-02DOI: 10.1177/14782103231184754
Brooke Coley, Debalina Maitra, Trevonte McClain
This qualitative study collected recommendations provided by Black doctoral students in engineering to explicitly inform the institutional efforts necessary to enhance their academic experiences. This process has informed what needs to be done to support Black students through their direct accounts that provided in-depth understanding of the impactful yet missing components in their engineering pursuits, and especially, at the Ph.D. level. Situated in the theories of racialized organizations, this community-based participatory action research project conducted semi-structured interviews with n = 24 Black doctoral students enrolled in engineering programs across the United States (and one abroad). Four recommendations themes emerged from our analysis: (1) a vital need for greater representation of Black scholars across roles in engineering communities; (2) capacity for awareness, acknowledgment, and accountability of/for the lived experience of Black scholars in engineering; (3) more intentional institutional efforts to support Black scholar communities and connection; and (4) a need for re-envisioning institutional policies and practices impacting Black scholars. This paper will address that which Black students identify as missing in engineering academic environments that, if addressed, could stand to drastically improve the lived experience of Black engineering students. Institutions must be proactive in their accountability for the wellness and success for all students and can start by taking heed to the recommendations of Black doctoral students, specifically.
{"title":"Recommendations toward an antiracist engineering: Informing an institutional agenda to enhance Black engineering student experiences","authors":"Brooke Coley, Debalina Maitra, Trevonte McClain","doi":"10.1177/14782103231184754","DOIUrl":"https://doi.org/10.1177/14782103231184754","url":null,"abstract":"This qualitative study collected recommendations provided by Black doctoral students in engineering to explicitly inform the institutional efforts necessary to enhance their academic experiences. This process has informed what needs to be done to support Black students through their direct accounts that provided in-depth understanding of the impactful yet missing components in their engineering pursuits, and especially, at the Ph.D. level. Situated in the theories of racialized organizations, this community-based participatory action research project conducted semi-structured interviews with n = 24 Black doctoral students enrolled in engineering programs across the United States (and one abroad). Four recommendations themes emerged from our analysis: (1) a vital need for greater representation of Black scholars across roles in engineering communities; (2) capacity for awareness, acknowledgment, and accountability of/for the lived experience of Black scholars in engineering; (3) more intentional institutional efforts to support Black scholar communities and connection; and (4) a need for re-envisioning institutional policies and practices impacting Black scholars. This paper will address that which Black students identify as missing in engineering academic environments that, if addressed, could stand to drastically improve the lived experience of Black engineering students. Institutions must be proactive in their accountability for the wellness and success for all students and can start by taking heed to the recommendations of Black doctoral students, specifically.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42874325","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 : 2023-08-02DOI: 10.1177/14782103231193061
R. Yuniasih
The provision of early childhood education (ECE) in Indonesia, often focuses on the children’s learning experience and overlooks the complexity of the learning process in children's activities. Children’s games, for instance, are seen as a learning tool to achieve particular learning objectives and developmental tasks. Therefore, without negating children’s roles in the games, this article proposes a new way of understanding learning in the context of children’s games. A new materialist concept of intra-active pedagogy is applied to unpack the complexity of learning processes. The discussion in this article is looking at jamuran, a Javanese game involving embodied movements. This will include an analysis of a case study of a multi-age classroom with children aged six to 7 years old. By reading narratives of the game diffractively, new insights emerge in understanding learning as joining forces and continuous movements of game elements. Interestingly, these insights align with the Javanese philosophy of laku in seeking knowledge. The implication of this finding at the micro-political level is that more attention should be paid to the active role of materialities in a learning event. At the macro level of ECE policy in Indonesia, it encourages revisiting traditional philosophies from a new perspective like new materialism. This would also be expected to create a space for negotiating global-local intertwining views in looking at the learning process in ECE settings.
{"title":"Exploring materialities in children’s games: Revisiting the Javanese philosophy of laku in seeking knowledge","authors":"R. Yuniasih","doi":"10.1177/14782103231193061","DOIUrl":"https://doi.org/10.1177/14782103231193061","url":null,"abstract":"The provision of early childhood education (ECE) in Indonesia, often focuses on the children’s learning experience and overlooks the complexity of the learning process in children's activities. Children’s games, for instance, are seen as a learning tool to achieve particular learning objectives and developmental tasks. Therefore, without negating children’s roles in the games, this article proposes a new way of understanding learning in the context of children’s games. A new materialist concept of intra-active pedagogy is applied to unpack the complexity of learning processes. The discussion in this article is looking at jamuran, a Javanese game involving embodied movements. This will include an analysis of a case study of a multi-age classroom with children aged six to 7 years old. By reading narratives of the game diffractively, new insights emerge in understanding learning as joining forces and continuous movements of game elements. Interestingly, these insights align with the Javanese philosophy of laku in seeking knowledge. The implication of this finding at the micro-political level is that more attention should be paid to the active role of materialities in a learning event. At the macro level of ECE policy in Indonesia, it encourages revisiting traditional philosophies from a new perspective like new materialism. This would also be expected to create a space for negotiating global-local intertwining views in looking at the learning process in ECE settings.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501044","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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