Pub Date : 2023-06-11DOI: 10.1177/14782103231181244
Gavin Meyer Furrey
This paper advances a theoretical analysis of the similarities and differences between critical theories of education and Indigenous theories of education along three main themes: epistemological and ontological groundings, the means of education, and political projects. While both schools of theory critique neoliberal and neoconservative tendencies in curriculum and in the political economy of education, and both promote pedagogies favoring freedom from oppression, respect, and sustainability divergences in the two schools of thought are important to grasp for theoretical and strategic reasons. This paper delineates these differences and arrives at the following broad conclusions: (1) while critical theories of education are epistemologically contentious, Indigenous theories of education are ontologically rebellious; (2) while critical scholars emphasize protecting and improving public schools in the name of preserving a public good, they largely ignore how the political economy of education and different political goals encourage Indigenous educators to turn towards options beyond the traditional public school for creating alternative educational spaces; and (3) while critical scholars promote a remaking of the public sphere to increase the participation and opportunities of all individuals within it, Indigenous scholars in education favor a model of schooling capable of raising citizens that are first citizens of their own communities, and then citizens of broader communities; this tension might be best illuminated by a liberal versus a communitarian political philosophy. This paper concludes in arguing that while the two bodies of literature have much in common, a pro-public school discourse, as well as new theories for intercultural pedagogy, should address the divergences evident in these themes.
{"title":"Pedagogical and strategic blind spots: Critical and Indigenous theories of education in dialogue","authors":"Gavin Meyer Furrey","doi":"10.1177/14782103231181244","DOIUrl":"https://doi.org/10.1177/14782103231181244","url":null,"abstract":"This paper advances a theoretical analysis of the similarities and differences between critical theories of education and Indigenous theories of education along three main themes: epistemological and ontological groundings, the means of education, and political projects. While both schools of theory critique neoliberal and neoconservative tendencies in curriculum and in the political economy of education, and both promote pedagogies favoring freedom from oppression, respect, and sustainability divergences in the two schools of thought are important to grasp for theoretical and strategic reasons. This paper delineates these differences and arrives at the following broad conclusions: (1) while critical theories of education are epistemologically contentious, Indigenous theories of education are ontologically rebellious; (2) while critical scholars emphasize protecting and improving public schools in the name of preserving a public good, they largely ignore how the political economy of education and different political goals encourage Indigenous educators to turn towards options beyond the traditional public school for creating alternative educational spaces; and (3) while critical scholars promote a remaking of the public sphere to increase the participation and opportunities of all individuals within it, Indigenous scholars in education favor a model of schooling capable of raising citizens that are first citizens of their own communities, and then citizens of broader communities; this tension might be best illuminated by a liberal versus a communitarian political philosophy. This paper concludes in arguing that while the two bodies of literature have much in common, a pro-public school discourse, as well as new theories for intercultural pedagogy, should address the divergences evident in these themes.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43488698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1177/14782103231180665
A. Castro-Zubizarreta, Adelina Calvo-Salvador
This article carries out a systematic review of the scientific literature on child participation in the formal education system in Spain between 2010 and 2022. Recognising the importance of child participation in the context of the European Union, the theoretical principles of this study are in line with the perspective that child participation involves recognising the fundamental right of children to be heard and taken into consideration from an early age and providing them with the opportunity to convert that listening into positive changes to aspects that affect their lives. Child participation has significant benefits, both from an individual point of view (the child’s own development and the recognition that all rights are for all children), and a social and collective point of view (the strengthening of democracy itself making the school a school for participation). The systematic review of the scientific literature was conducted according to the PRISMA statement 2020. The analysis of the selected articles was based on the Lundy model of child participation (2007) which considers four dimensions: space, voice, audience and influence. The results show that despite the Spanish scientific community’s growing interest in child participation in the field of early childhood education, school culture is still very adult-centric. Aspects related to the dimensions of voice, audience and influence could be improved for which more research is required. There is a clear need to broaden the techniques and instruments required for making child participation effective, and experiences that go beyond consultative participation should be developed. This would enable forms of child participation focused on improving their lives based on their own needs being heard and taken into consideration.
{"title":"Child participation in early childhood education in Spain: When having rights does not mean being able to exercise them","authors":"A. Castro-Zubizarreta, Adelina Calvo-Salvador","doi":"10.1177/14782103231180665","DOIUrl":"https://doi.org/10.1177/14782103231180665","url":null,"abstract":"This article carries out a systematic review of the scientific literature on child participation in the formal education system in Spain between 2010 and 2022. Recognising the importance of child participation in the context of the European Union, the theoretical principles of this study are in line with the perspective that child participation involves recognising the fundamental right of children to be heard and taken into consideration from an early age and providing them with the opportunity to convert that listening into positive changes to aspects that affect their lives. Child participation has significant benefits, both from an individual point of view (the child’s own development and the recognition that all rights are for all children), and a social and collective point of view (the strengthening of democracy itself making the school a school for participation). The systematic review of the scientific literature was conducted according to the PRISMA statement 2020. The analysis of the selected articles was based on the Lundy model of child participation (2007) which considers four dimensions: space, voice, audience and influence. The results show that despite the Spanish scientific community’s growing interest in child participation in the field of early childhood education, school culture is still very adult-centric. Aspects related to the dimensions of voice, audience and influence could be improved for which more research is required. There is a clear need to broaden the techniques and instruments required for making child participation effective, and experiences that go beyond consultative participation should be developed. This would enable forms of child participation focused on improving their lives based on their own needs being heard and taken into consideration.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1177/14782103231182741
Thomas Fan, Alfredo Bautista, D. Chan
In Hong Kong, the Education Bureau (EDB) is responsible for the quality assurance of kindergarten education services. EDB inspectors regularly conduct school visits to monitor kindergartens’ performance and publish a Quality Review (QR) report for each kindergarten. Given the limited research on pedagogical practices pertaining to physical activities in Hong Kong kindergartens, the current study analyzes the content concerning this learning area in the QR reports. We analyzed 164 QR reports (published between 2017 and 2020) according to four analytic dimensions: (1) Overall presence of content pertaining to physical activities; (2) References to specific forms of physical activities; (3) Positive feedback; and (4) Negative feedback and recommendations. The presence of physical activities in the QR reports was found to be low (5% on average). EDB inspectors alluded to physical activities generically, not specifying the motor skill(s) at hand. Both positive and negative feedback focused primarily on matters pertaining to the time of exposure to physical activities and teachers’ pedagogical quality. Our evidence suggests the existence of potential gaps between Hong Kong’s kindergarten policies and actual physical activity practices. Further professional development seems necessary to strengthen both teachers’ pedagogies and inspectors’ understandings of physical activities.
{"title":"Physical activities in Hong Kong kindergartens: A content analysis of the Quality Review reports","authors":"Thomas Fan, Alfredo Bautista, D. Chan","doi":"10.1177/14782103231182741","DOIUrl":"https://doi.org/10.1177/14782103231182741","url":null,"abstract":"In Hong Kong, the Education Bureau (EDB) is responsible for the quality assurance of kindergarten education services. EDB inspectors regularly conduct school visits to monitor kindergartens’ performance and publish a Quality Review (QR) report for each kindergarten. Given the limited research on pedagogical practices pertaining to physical activities in Hong Kong kindergartens, the current study analyzes the content concerning this learning area in the QR reports. We analyzed 164 QR reports (published between 2017 and 2020) according to four analytic dimensions: (1) Overall presence of content pertaining to physical activities; (2) References to specific forms of physical activities; (3) Positive feedback; and (4) Negative feedback and recommendations. The presence of physical activities in the QR reports was found to be low (5% on average). EDB inspectors alluded to physical activities generically, not specifying the motor skill(s) at hand. Both positive and negative feedback focused primarily on matters pertaining to the time of exposure to physical activities and teachers’ pedagogical quality. Our evidence suggests the existence of potential gaps between Hong Kong’s kindergarten policies and actual physical activity practices. Further professional development seems necessary to strengthen both teachers’ pedagogies and inspectors’ understandings of physical activities.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45006877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/14782103231180423
Jo Smith, F. Meyer, Heather McClure
While it seems the world has made significant social and political progress in the last 50 years by, for example, in many countries decriminalising homosexuality, ensuring greater freedom regarding gender identity, acknowledging women’s rights, or removing racist policies, in the last few years, the world seemed to have turned back into a direction that jeopardises the progress made. Educational institutions are often thought of as progressive spaces; however, the institutions themselves operate in a societal and political context that reflect beliefs – wrong or right – that societies hold. Education researchers and policymakers have attempted to conceptualise a response to address bias, but challenges remain. How policies that highlight the importance of inclusive learning environments, and a recognition and celebration of diversity translate into practice and whether the kind of change envisioned is actually taking place in classrooms and lecture theatres is not well documented. While studies have focussed on establishing the links between bias, teacher behaviour and student learning, few studies have documented effective and sustained efforts to dismantle bias in education. We take the stance in this paper that policies aimed at reducing bias can set parameters aimed at shifting practices, however, what is also needed are interventions at every level of the system to change biased beliefs of those implementing policies, leading in schools and teaching students in classrooms. However, typical professional development only highlights bias theoretically and is inadequate to change teachers’ beliefs. Without disrupting beliefs that perpetuate bias, policies remain aspirational, and intervention outcomes remain elusive. We know from decades of research that bias persists in educational systems, institutions and practices; what we need is research situated at the intersection of policy and practice so that we move from identifying inequities to documenting ways to address them.
{"title":"The persistence of bias in education: A call for research to move policy and practice from aspiration to results","authors":"Jo Smith, F. Meyer, Heather McClure","doi":"10.1177/14782103231180423","DOIUrl":"https://doi.org/10.1177/14782103231180423","url":null,"abstract":"While it seems the world has made significant social and political progress in the last 50 years by, for example, in many countries decriminalising homosexuality, ensuring greater freedom regarding gender identity, acknowledging women’s rights, or removing racist policies, in the last few years, the world seemed to have turned back into a direction that jeopardises the progress made. Educational institutions are often thought of as progressive spaces; however, the institutions themselves operate in a societal and political context that reflect beliefs – wrong or right – that societies hold. Education researchers and policymakers have attempted to conceptualise a response to address bias, but challenges remain. How policies that highlight the importance of inclusive learning environments, and a recognition and celebration of diversity translate into practice and whether the kind of change envisioned is actually taking place in classrooms and lecture theatres is not well documented. While studies have focussed on establishing the links between bias, teacher behaviour and student learning, few studies have documented effective and sustained efforts to dismantle bias in education. We take the stance in this paper that policies aimed at reducing bias can set parameters aimed at shifting practices, however, what is also needed are interventions at every level of the system to change biased beliefs of those implementing policies, leading in schools and teaching students in classrooms. However, typical professional development only highlights bias theoretically and is inadequate to change teachers’ beliefs. Without disrupting beliefs that perpetuate bias, policies remain aspirational, and intervention outcomes remain elusive. We know from decades of research that bias persists in educational systems, institutions and practices; what we need is research situated at the intersection of policy and practice so that we move from identifying inequities to documenting ways to address them.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/14782103231181241
Ellham Bahmanteymouri, Mohsen Mohammadzadeh
Neoliberalism has been the hegemonic ideology that has fundamentally transformed planning over the last four decades. Neoliberalism has significantly restructured pre-existing organisations, such as universities that were initially expanded during the period of industrial capitalism. From Foucault’s perspective, universities work as components of the dominant control apparatus to subjectively normalise people to docile bodies in the capitalist society. In planning schools, new planning students are introduced to the discipline and its values, norms, knowledge, and practices. This article explores how neoliberalism has changed planning education and subsequently practice in favour of the market operation by detaching planning from its intellectual and theoretical context, and used planning as its scapegoat to conceal its failures. Following the Global Financial Crisis (GFC) in 2008 and the global pandemic of COVID-19, several thinkers, economists and politicians have declared that ‘neoliberalism is dead’ and pointed to the necessity of a new doctrine to address the adverse side effects of neoliberalism that include social inequality and climate change. Planning was initially developed to address the environmental issues and social inequality that resulted from industrial capitalism. This article suggests that planning education should traverse neoliberalism by retrieving its critical and theoretical knowledge to redefine its role in the post-neoliberal era.
{"title":"‘Neoliberalism is dead’: Traversing neoliberal planning education is an exigency","authors":"Ellham Bahmanteymouri, Mohsen Mohammadzadeh","doi":"10.1177/14782103231181241","DOIUrl":"https://doi.org/10.1177/14782103231181241","url":null,"abstract":"Neoliberalism has been the hegemonic ideology that has fundamentally transformed planning over the last four decades. Neoliberalism has significantly restructured pre-existing organisations, such as universities that were initially expanded during the period of industrial capitalism. From Foucault’s perspective, universities work as components of the dominant control apparatus to subjectively normalise people to docile bodies in the capitalist society. In planning schools, new planning students are introduced to the discipline and its values, norms, knowledge, and practices. This article explores how neoliberalism has changed planning education and subsequently practice in favour of the market operation by detaching planning from its intellectual and theoretical context, and used planning as its scapegoat to conceal its failures. Following the Global Financial Crisis (GFC) in 2008 and the global pandemic of COVID-19, several thinkers, economists and politicians have declared that ‘neoliberalism is dead’ and pointed to the necessity of a new doctrine to address the adverse side effects of neoliberalism that include social inequality and climate change. Planning was initially developed to address the environmental issues and social inequality that resulted from industrial capitalism. This article suggests that planning education should traverse neoliberalism by retrieving its critical and theoretical knowledge to redefine its role in the post-neoliberal era.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48688593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/14782103231177483
P. O’Connor, N. Le Feuvre, Sevil Sümer
Insecurity and intense competition for permanent academic positions appear to be common experiences for early career researchers across the globe. With academic precarity now firmly on the international research and policy agenda, this article looks comparatively at postdoc precarity in three European countries: Ireland, Norway and Switzerland. It suggests that the career prospects and status of these early career stage researchers depend to a large extent on societal variations in academic career structures and research funding models. The article underlines the implications of an increasingly competitive academic labour market on postdoc precarity and identifies both common and specific (national and/or disciplinary) challenges facing postdocs in these different contexts.
{"title":"Cross-national variations in postdoc precarity: An inquiry into the role of career structures and research funding models","authors":"P. O’Connor, N. Le Feuvre, Sevil Sümer","doi":"10.1177/14782103231177483","DOIUrl":"https://doi.org/10.1177/14782103231177483","url":null,"abstract":"Insecurity and intense competition for permanent academic positions appear to be common experiences for early career researchers across the globe. With academic precarity now firmly on the international research and policy agenda, this article looks comparatively at postdoc precarity in three European countries: Ireland, Norway and Switzerland. It suggests that the career prospects and status of these early career stage researchers depend to a large extent on societal variations in academic career structures and research funding models. The article underlines the implications of an increasingly competitive academic labour market on postdoc precarity and identifies both common and specific (national and/or disciplinary) challenges facing postdocs in these different contexts.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46279410","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 : 2023-05-31DOI: 10.1177/14782103231180333
Sarah Meiklejohn, J. Morphet, Kristal Lee, M. Baird, W. Hodgson, C. Palermo, Brian Coffey
This article offers a critical exploration of the espoused purpose and implementation of accreditation of health professions programs in Australia from the perspectives of academics at an Australian university. It examines enactment of accreditation in supporting the development of work-ready graduates through outcome-based education. By drawing upon Yanow’s interpretive policy approach, this qualitative study identifies similarities in perceptions of accreditation across health professions and draws attention to key tensions that must be addressed in the pursuit of outcome-based education. Concerns related to the inflexibility of accreditors, time and administrative requirements, and processes for educational review and innovation are highlighted. The article concludes by offering suggestions for changing accreditation practices to ensure future-focused work-ready graduates.
{"title":"Academics’ perspectives of the purpose and enactment of accreditation of health professions programs in Australia: Using Yanow’s interpretive policy approach","authors":"Sarah Meiklejohn, J. Morphet, Kristal Lee, M. Baird, W. Hodgson, C. Palermo, Brian Coffey","doi":"10.1177/14782103231180333","DOIUrl":"https://doi.org/10.1177/14782103231180333","url":null,"abstract":"This article offers a critical exploration of the espoused purpose and implementation of accreditation of health professions programs in Australia from the perspectives of academics at an Australian university. It examines enactment of accreditation in supporting the development of work-ready graduates through outcome-based education. By drawing upon Yanow’s interpretive policy approach, this qualitative study identifies similarities in perceptions of accreditation across health professions and draws attention to key tensions that must be addressed in the pursuit of outcome-based education. Concerns related to the inflexibility of accreditors, time and administrative requirements, and processes for educational review and innovation are highlighted. The article concludes by offering suggestions for changing accreditation practices to ensure future-focused work-ready graduates.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131414","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 : 2023-05-31DOI: 10.1177/14782103231180675
Mercedes Llorent-Vaquero, Juan De Pablos-Pons, Irma Velez
This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.
{"title":"Digital learning and public policy in schools: A transformative paradigm for a changing world","authors":"Mercedes Llorent-Vaquero, Juan De Pablos-Pons, Irma Velez","doi":"10.1177/14782103231180675","DOIUrl":"https://doi.org/10.1177/14782103231180675","url":null,"abstract":"This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47614422","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 : 2023-05-30DOI: 10.1177/14782103231176363
Susan Shaw, Denise Atkins, Katharine Hoskyn, Todd Stretton, Helen Hamer
Healthcare in Aotearoa New Zealand is changing with the aim of becoming truly universal. Development of a new curriculum model in the education of health professionals can aid this goal through increased focus on community needs and flexibility for multiple health professional registrations. Universal healthcare and disability support are promoted as a defining feature of Aotearoa New Zealand, yet inequities are blatantly evident, with increasing calls for equity. Complexity of the issue and the multitude of stakeholders favour action research founded on Vision Matāuranga, a problem-solving philosophy which embraces the potential for innovation of Māori – people, knowledge and resources. Action research embraces collaboration with stakeholders to identify and implement solutions. Government ministries determine policy, with Responsible Authorities accrediting educational institutions, which in turn provide educational programs. Changing what and how students learn can increase their understanding of equity and community needs when they become practitioners, with the voice of service users being paramount.
{"title":"Enabling action: Re-envisaging education of health professionals in Aotearoa New Zealand","authors":"Susan Shaw, Denise Atkins, Katharine Hoskyn, Todd Stretton, Helen Hamer","doi":"10.1177/14782103231176363","DOIUrl":"https://doi.org/10.1177/14782103231176363","url":null,"abstract":"Healthcare in Aotearoa New Zealand is changing with the aim of becoming truly universal. Development of a new curriculum model in the education of health professionals can aid this goal through increased focus on community needs and flexibility for multiple health professional registrations. Universal healthcare and disability support are promoted as a defining feature of Aotearoa New Zealand, yet inequities are blatantly evident, with increasing calls for equity. Complexity of the issue and the multitude of stakeholders favour action research founded on Vision Matāuranga, a problem-solving philosophy which embraces the potential for innovation of Māori – people, knowledge and resources. Action research embraces collaboration with stakeholders to identify and implement solutions. Government ministries determine policy, with Responsible Authorities accrediting educational institutions, which in turn provide educational programs. Changing what and how students learn can increase their understanding of equity and community needs when they become practitioners, with the voice of service users being paramount.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643717","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 : 2023-05-30eCollection Date: 2023-05-01DOI: 10.1177/14782103231178644
Anh Ngoc Quynh Phan, Linh Thi Thuy 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":"Anh Ngoc Quynh Phan, Linh Thi Thuy Pham","doi":"10.1177/14782103231178644","DOIUrl":"10.1177/14782103231178644","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"21 1","pages":"405-422"},"PeriodicalIF":1.3,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10227545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66035851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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