Pub Date : 2024-07-10DOI: 10.1007/s11159-024-10104-7
Valdenildo Pedro da Silva
{"title":"Retratos da escola pública brasileira em tempos neoliberais","authors":"Valdenildo Pedro da Silva","doi":"10.1007/s11159-024-10104-7","DOIUrl":"https://doi.org/10.1007/s11159-024-10104-7","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141659806","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 : 2024-07-04DOI: 10.1007/s11159-023-10056-4
Jarin Akther
In 2017, Rohingya people experienced forced migration from their native land of Myanmar to the neighbouring country of Bangladesh. They fled in massive numbers and took shelter in Cox’s Bazar where they now live in a diaspora community. The qualitative study presented in this article aimed to illustrate and analyse the contemporary educational situation of the Rohingya community in Bangladesh, in light of Paulo Freire’s and Henry A. Giroux’s philosophies. Data were collected using document analysis, focus group discussions with 20 Rohingya community members, and in-depth interviews with three development workers, two Rohingya school teachers and a host country representative. Results were analysed and grouped into themes. The education of Rohingya appears to be in preparation for repatriation to their home country; however, the process and timeline remain uncertain. Meanwhile, their movement in Bangladesh is restricted, and they cannot go outside the refugee camps for any education or training purposes. They remain in a “culture of silence”, including a lack of acknowledgement of their opinions and voices. Political hegemony, absence of democracy, structural inequality and the language barrier deprive these Rohingya of access to state education and job opportunities. Cooperation between the Bangladeshi government and international non-governmental organisations could help to empower Rohingya people to develop more awareness about the structural oppression and encourage their emancipation through education.
2017 年，罗兴亚人被迫从祖国缅甸迁徙到邻国孟加拉国。他们大批逃离，在科克斯巴扎尔避难，目前散居在那里。本文介绍的定性研究旨在根据保罗-弗莱雷（Paulo Freire）和亨利-吉鲁（Henry A. Giroux）的哲学思想，说明和分析孟加拉国罗辛亚族的当代教育状况。收集数据的方法包括文件分析、与 20 名罗辛亚社区成员进行焦点小组讨论，以及与三名发展工作者、两名罗辛亚学校教师和一名东道国代表进行深入访谈。对结果进行了分析，并按主题进行了分组。罗辛亚人的教育似乎是在为遣返回国做准备；然而，遣返过程和时间表仍不确定。与此同时，他们在孟加拉国的行动受到限制，不能为任何教育或培训目的离开难民营。他们仍然处于一种 "沉默文化 "之中，包括他们的意见和声音得不到承认。政治霸权、缺乏民主、结构性不平等和语言障碍剥夺了这些罗辛亚人接受国家教育和就业的机会。孟加拉国政府与国际非政府组织之间的合作有助于增强罗辛亚人的能力，提高他们对结构性压迫的认识，鼓励他们通过教育获得解放。
{"title":"Educational inequality and emancipation: A Rohingya case study","authors":"Jarin Akther","doi":"10.1007/s11159-023-10056-4","DOIUrl":"https://doi.org/10.1007/s11159-023-10056-4","url":null,"abstract":"<p>In 2017, Rohingya people experienced forced migration from their native land of Myanmar to the neighbouring country of Bangladesh. They fled in massive numbers and took shelter in Cox’s Bazar where they now live in a diaspora community. The qualitative study presented in this article aimed to illustrate and analyse the contemporary educational situation of the Rohingya community in Bangladesh, in light of Paulo Freire’s and Henry A. Giroux’s philosophies. Data were collected using document analysis, focus group discussions with 20 Rohingya community members, and in-depth interviews with three development workers, two Rohingya school teachers and a host country representative. Results were analysed and grouped into themes. The education of Rohingya appears to be in preparation for repatriation to their home country; however, the process and timeline remain uncertain. Meanwhile, their movement in Bangladesh is restricted, and they cannot go outside the refugee camps for any education or training purposes. They remain in a “culture of silence”, including a lack of acknowledgement of their opinions and voices. Political hegemony, absence of democracy, structural inequality and the language barrier deprive these Rohingya of access to state education and job opportunities. Cooperation between the Bangladeshi government and international non-governmental organisations could help to empower Rohingya people to develop more awareness about the structural oppression and encourage their emancipation through education.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548938","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 : 2024-07-03DOI: 10.1007/s11159-023-10061-7
Mehrdad Yousefpoori-Naeim, Surina He, Ying Cui, Maria Cutumisu
In addition to pre- and in-service teacher education programmes, teachers’ autonomous reading of content related to their work contributes significantly to their professional development. This study investigated the factors that influenced the professional reading of 10,469 language teachers in the 2018 dataset of the Programme for International Student Assessment (PISA). Two machine learning models – logistic regression and Support Vector Machines (SVM) – were used to classify light and heavy readers. Nineteen variables related to teachers, including various aspects of their life, education and instructional practices, were used as predictors for classification. The results indicate that the two models had very similar accuracy scores around 65%. Moreover, the length of the reading texts that teachers assign to their students, instruction of reading comprehension strategies, and teachers’ own general reading habits were found to be the most important predictors of professional reading time.
{"title":"Predicting teachers’ research reading: A machine learning approach","authors":"Mehrdad Yousefpoori-Naeim, Surina He, Ying Cui, Maria Cutumisu","doi":"10.1007/s11159-023-10061-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10061-7","url":null,"abstract":"<p>In addition to pre- and in-service teacher education programmes, teachers’ autonomous reading of content related to their work contributes significantly to their professional development. This study investigated the factors that influenced the professional reading of 10,469 language teachers in the 2018 dataset of the Programme for International Student Assessment (PISA). Two machine learning models – logistic regression and Support Vector Machines (SVM) – were used to classify light and heavy readers. Nineteen variables related to teachers, including various aspects of their life, education and instructional practices, were used as predictors for classification. The results indicate that the two models had very similar accuracy scores around 65%. Moreover, the length of the reading texts that teachers assign to their students, instruction of reading comprehension strategies, and teachers’ own general reading habits were found to be the most important predictors of professional reading time.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548939","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 : 2024-06-13DOI: 10.1007/s11159-023-10058-2
K. Regmi
{"title":"The rise of learning technology in an unequal world: potentials and limitations in enhancing lifelong learning","authors":"K. Regmi","doi":"10.1007/s11159-023-10058-2","DOIUrl":"https://doi.org/10.1007/s11159-023-10058-2","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347508","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 : 2024-05-22DOI: 10.1007/s11159-023-10051-9
B. Parry
{"title":"“We’ve got a sisterhood …”: Understanding personal and peer empowerment capabilities in the narratives of South African women furthering their education while incarcerated","authors":"B. Parry","doi":"10.1007/s11159-023-10051-9","DOIUrl":"https://doi.org/10.1007/s11159-023-10051-9","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112759","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 : 2024-05-20DOI: 10.1007/s11159-023-10046-6
Noor Saadiah Mohd Ali, Muhammad Ashraf Fauzi, Nurhafizah Saidin, Nurur Raudzah Md Nor, Nur Farrah Syazwanie Ismail, Noor Asiah Aling
{"title":"Adoption of e-learning by pre-university students following the COVID-19 pandemic: An analysis based on the unified theory of acceptance and use of technology (UTAUT)","authors":"Noor Saadiah Mohd Ali, Muhammad Ashraf Fauzi, Nurhafizah Saidin, Nurur Raudzah Md Nor, Nur Farrah Syazwanie Ismail, Noor Asiah Aling","doi":"10.1007/s11159-023-10046-6","DOIUrl":"https://doi.org/10.1007/s11159-023-10046-6","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123412","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 : 2024-05-18DOI: 10.1007/s11159-024-10079-5
Mpoki Mwaikokesya
{"title":"“First we must educate adults”: Nyerere’s policy on adult education and its implications for modern-day Tanzania","authors":"Mpoki Mwaikokesya","doi":"10.1007/s11159-024-10079-5","DOIUrl":"https://doi.org/10.1007/s11159-024-10079-5","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141125269","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 : 2024-05-17DOI: 10.1007/s11159-024-10089-3
Heribert Hinzen, Maria Slowey, Huu Phuoc Khau
{"title":"Learning from the past for the future: Signposts and landmark anniversaries in adult learning and education","authors":"Heribert Hinzen, Maria Slowey, Huu Phuoc Khau","doi":"10.1007/s11159-024-10089-3","DOIUrl":"https://doi.org/10.1007/s11159-024-10089-3","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963192","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 : 2024-05-15DOI: 10.1007/s11159-023-10049-3
Felix von der Bank, Matthias Pilz, R. Venkatram
{"title":"Farming is charming: Informal learning of farmers in Coimbatore, Tamil Nadu, India","authors":"Felix von der Bank, Matthias Pilz, R. Venkatram","doi":"10.1007/s11159-023-10049-3","DOIUrl":"https://doi.org/10.1007/s11159-023-10049-3","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973649","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 : 2024-05-15DOI: 10.1007/s11159-024-10090-w
C. Behan
{"title":"Education behind the wall: Why and how we teach college in prison","authors":"C. Behan","doi":"10.1007/s11159-024-10090-w","DOIUrl":"https://doi.org/10.1007/s11159-024-10090-w","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974288","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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