Pub Date : 2023-10-25DOI: 10.1080/14767724.2023.2272168
Serkan Eti, Halim Baş
{"title":"Determining the social exclusion levels of international students from different regions using the MAIRCA and TOPSIS method","authors":"Serkan Eti, Halim Baş","doi":"10.1080/14767724.2023.2272168","DOIUrl":"https://doi.org/10.1080/14767724.2023.2272168","url":null,"abstract":"","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168409","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 : 2023-10-24DOI: 10.1080/14767724.2023.2272740
Jessica Oddy
This article asserts that the Black Radical Tradition (BRT), grounded in historical and structural inquiry, offers tools to reinterpret EiE radically—the BRT encompasses a tradition rooted in diverse African intellectual and activist inquiries, providing a multifaceted theoretical framework. Relevant to humanitarian scholarship, the BRT challenges omissions of colonisation, capitalism, and enslavement histories in forced migration and aid, shedding light on their roles in perpetuating ‘white saviours’. The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three BRT lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT's interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities. These lenses collectively illuminate the potential of Black radical thought to transform the EiE landscape. By tracing EiE's genealogies through Black radical historiography, the article advocates for sector-wide introspection, emphasising power redistribution, centring marginalised voices, and challenging prevailing hierarchies in humanitarian contexts.
{"title":"Retelling education in emergencies through the black radical tradition: on racial capitalism, critical race theory and fugitivity","authors":"Jessica Oddy","doi":"10.1080/14767724.2023.2272740","DOIUrl":"https://doi.org/10.1080/14767724.2023.2272740","url":null,"abstract":"This article asserts that the Black Radical Tradition (BRT), grounded in historical and structural inquiry, offers tools to reinterpret EiE radically—the BRT encompasses a tradition rooted in diverse African intellectual and activist inquiries, providing a multifaceted theoretical framework. Relevant to humanitarian scholarship, the BRT challenges omissions of colonisation, capitalism, and enslavement histories in forced migration and aid, shedding light on their roles in perpetuating ‘white saviours’. The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three BRT lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT's interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities. These lenses collectively illuminate the potential of Black radical thought to transform the EiE landscape. By tracing EiE's genealogies through Black radical historiography, the article advocates for sector-wide introspection, emphasising power redistribution, centring marginalised voices, and challenging prevailing hierarchies in humanitarian contexts.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135315679","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: 10.1080/14767724.2023.2272134
Janja Komljenovic, Ben Williamson, Rebecca Eynon, Huw C. Davies
Educational technology (Edtech) investors have become increasingly influential in education; however, they remain under-researched. We address this deficit and introduce the grammar and landscape of Edtech investment into education research. We empirically examine venture capital Edtech investors and argue that they are economic and political actors. Investors construct the Edtech industry through their investment and advancing particular imaginaries. They legitimate their authority in education through narratives of expertise and measures of social impact. They consolidate the Edtech industry by constructing social networks to perform the political work of futuring. The analysis provides original insights into the power of Edtech investors in education and proposes a research agenda examining new relations between the education, technology, and finance industries.
{"title":"When public policy ‘fails’ and venture capital ‘saves’ education: Edtech investors as economic and political actors","authors":"Janja Komljenovic, Ben Williamson, Rebecca Eynon, Huw C. Davies","doi":"10.1080/14767724.2023.2272134","DOIUrl":"https://doi.org/10.1080/14767724.2023.2272134","url":null,"abstract":"Educational technology (Edtech) investors have become increasingly influential in education; however, they remain under-researched. We address this deficit and introduce the grammar and landscape of Edtech investment into education research. We empirically examine venture capital Edtech investors and argue that they are economic and political actors. Investors construct the Edtech industry through their investment and advancing particular imaginaries. They legitimate their authority in education through narratives of expertise and measures of social impact. They consolidate the Edtech industry by constructing social networks to perform the political work of futuring. The analysis provides original insights into the power of Edtech investors in education and proposes a research agenda examining new relations between the education, technology, and finance industries.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"50 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135414394","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 : 2023-10-20DOI: 10.1080/14767724.2023.2269103
Noura Anwar
{"title":"Report review: Reimagining our futures together: a new social contract for educationReport review: Reimagining our futures together: a new social contract for education, edited by Mary de Sousa, Paris, United Nations Educational, Scientific and Cultural Organization (UNESCO), 2021, 186 pp., ISBN 978-92-3-100478-0","authors":"Noura Anwar","doi":"10.1080/14767724.2023.2269103","DOIUrl":"https://doi.org/10.1080/14767724.2023.2269103","url":null,"abstract":"","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617649","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 : 2023-10-20DOI: 10.1080/14767724.2023.2259675
Salim Vally, Mario Novelli, Rebecca Tarlau, Enver Motala
{"title":"Special issue introduction: social movement struggles, learning and knowledge-making: in memory of Aziz Choudry (1966–2021)","authors":"Salim Vally, Mario Novelli, Rebecca Tarlau, Enver Motala","doi":"10.1080/14767724.2023.2259675","DOIUrl":"https://doi.org/10.1080/14767724.2023.2259675","url":null,"abstract":"","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135618637","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 : 2023-10-18DOI: 10.1080/14767724.2023.2262404
Jennifer Bruder, Noor Hamwy, Abdellatif Sellami, Michael H. Romanowski
ABSTRACTUnderstanding teacher readiness for Sustainable Development Goal (SDG) instruction is crucial. This study investigated Qatar’s preparatory and secondary public and private school teachers’ perceived readiness to teach Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) across three dimensions: alignment, capabilities and engagement. Although all teachers surveyed (N = 965) self-reported high readiness rates (∼80%), important differences emerged between private and public school teachers. Private school teachers reported more alignment, enhanced capabilities and increased engagement with ESD/GCED than public school teachers. GCED themes were taught more frequently than ESD themes for both school systems. Detailed discussion regarding these results is provided.KEYWORDS: Education for sustainable developmentglobal citizenship educationteachersreadinessQatarpublic and private schools Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was funded in whole or in part by a National Priorities Research Program Grant [NPRP12C-0804-190009] from the Qatar National Research Fund (a member of The Qatar Foundation).
{"title":"Examining Qatar’s private and public-school teachers’ readiness for teaching about sustainability","authors":"Jennifer Bruder, Noor Hamwy, Abdellatif Sellami, Michael H. Romanowski","doi":"10.1080/14767724.2023.2262404","DOIUrl":"https://doi.org/10.1080/14767724.2023.2262404","url":null,"abstract":"ABSTRACTUnderstanding teacher readiness for Sustainable Development Goal (SDG) instruction is crucial. This study investigated Qatar’s preparatory and secondary public and private school teachers’ perceived readiness to teach Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) across three dimensions: alignment, capabilities and engagement. Although all teachers surveyed (N = 965) self-reported high readiness rates (∼80%), important differences emerged between private and public school teachers. Private school teachers reported more alignment, enhanced capabilities and increased engagement with ESD/GCED than public school teachers. GCED themes were taught more frequently than ESD themes for both school systems. Detailed discussion regarding these results is provided.KEYWORDS: Education for sustainable developmentglobal citizenship educationteachersreadinessQatarpublic and private schools Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was funded in whole or in part by a National Priorities Research Program Grant [NPRP12C-0804-190009] from the Qatar National Research Fund (a member of The Qatar Foundation).","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883196","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 : 2023-10-11DOI: 10.1080/14767724.2023.2267471
Jason van Tol
ABSTRACTEducational policy goals for 22 jurisdictions provide data to test and refine a social ecological model of education by analysing them for the mode of work expected to follow upper secondary school, classified according to the World Bank’s Development Indicators as either employment, entrepreneurship, or workers’ cooperatives. A global statistical analysis of rates of wage-labour, as a proxy for employment, versus educational achievement augments the policy analysis. The results are interpreted in terms of two contrasting conceptions of sustainable development, Brundtland’s versus Daly’s, based on their views of economic growth, suggesting the results support Brundtland’s sustainable development, but detract from Daly’s. The results support the social ecological model, particularly its emphasis on active citizenship education.KEYWORDS: Social ecologyschool-to-work transitionsustainable developmenteducational policyeconomic growthcitizenship education AcknowledgementsThis research is supported by an Australian Government Research Training Program Scholarship.Disclosure statementNo potential conflict of interest was reported by the author.
{"title":"Social ecology and the school-to-work transition: global prospects for sustainable development","authors":"Jason van Tol","doi":"10.1080/14767724.2023.2267471","DOIUrl":"https://doi.org/10.1080/14767724.2023.2267471","url":null,"abstract":"ABSTRACTEducational policy goals for 22 jurisdictions provide data to test and refine a social ecological model of education by analysing them for the mode of work expected to follow upper secondary school, classified according to the World Bank’s Development Indicators as either employment, entrepreneurship, or workers’ cooperatives. A global statistical analysis of rates of wage-labour, as a proxy for employment, versus educational achievement augments the policy analysis. The results are interpreted in terms of two contrasting conceptions of sustainable development, Brundtland’s versus Daly’s, based on their views of economic growth, suggesting the results support Brundtland’s sustainable development, but detract from Daly’s. The results support the social ecological model, particularly its emphasis on active citizenship education.KEYWORDS: Social ecologyschool-to-work transitionsustainable developmenteducational policyeconomic growthcitizenship education AcknowledgementsThis research is supported by an Australian Government Research Training Program Scholarship.Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211169","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 : 2023-10-10DOI: 10.1080/14767724.2023.2265854
Oudai Tozan
The Higher Education (HE) sector in Syria was established more than 100 years ago, with the first public university in the Arabic world. During these past 100 years, Syria has witnessed huge shifts in its political and social spheres which has been reflected in the governance of the sector. This paper reviews the evolution of the HE sector in Syria in light of these political and social shifts, and in particular, its political and social agendas. The paper argues that there are four critical stages in Syria's history that are important to understanding the evolution of the sector. Stage one – between 1918 and 1958 – was post-independence; stage two – 1958 and 2000 – defined by socialism; stage three – 2000 and 2011 – neo-liberalism, and finally stage four between 2011 and the present time defined by civil war. During these stages, the sector has moved from being a tool of independence through being a tool of political domination and indoctrination, a tool of neo-liberalism and finally, a tool of war.
{"title":"The evolution of the Syrian higher education sector 1918-2022: from a tool of independence to a tool of war","authors":"Oudai Tozan","doi":"10.1080/14767724.2023.2265854","DOIUrl":"https://doi.org/10.1080/14767724.2023.2265854","url":null,"abstract":"The Higher Education (HE) sector in Syria was established more than 100 years ago, with the first public university in the Arabic world. During these past 100 years, Syria has witnessed huge shifts in its political and social spheres which has been reflected in the governance of the sector. This paper reviews the evolution of the HE sector in Syria in light of these political and social shifts, and in particular, its political and social agendas. The paper argues that there are four critical stages in Syria's history that are important to understanding the evolution of the sector. Stage one – between 1918 and 1958 – was post-independence; stage two – 1958 and 2000 – defined by socialism; stage three – 2000 and 2011 – neo-liberalism, and finally stage four between 2011 and the present time defined by civil war. During these stages, the sector has moved from being a tool of independence through being a tool of political domination and indoctrination, a tool of neo-liberalism and finally, a tool of war.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136293476","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 : 2023-10-10DOI: 10.1080/14767724.2023.2264796
Jason Litzenberg, Anneka Fraser
ABSTRACTThe field of English Language Teaching (ELT) increasingly requires advanced qualifications. While learners benefit from instruction of trained pedagogues, many professionals are nevertheless forced to accept employment incommensurate to their qualifications. Indeed, recent graduates may discover that they are unable to engage in the field for which they have prepared. This insecurity places ELT professionals into the precariat, a socioeconomic classification that includes individuals who possess vocational qualifications yet lack a secure professional identity and must accept status and income below their qualifications. Reporting on the experiences of professionals who recently completed an ELT preparation program, this article seeks to understand why some individuals remain in the field while others leave; it connects these experiences to qualities of the precariat. The article provides insight into how the prospect of professional precarity undermines the attractiveness of ELT as a profession.KEYWORDS: Applied linguisticsELTlanguage teacherpedagogyprecariatqualifications Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"‘The least stable form of employment’: the professional (in)security of English Language Teaching","authors":"Jason Litzenberg, Anneka Fraser","doi":"10.1080/14767724.2023.2264796","DOIUrl":"https://doi.org/10.1080/14767724.2023.2264796","url":null,"abstract":"ABSTRACTThe field of English Language Teaching (ELT) increasingly requires advanced qualifications. While learners benefit from instruction of trained pedagogues, many professionals are nevertheless forced to accept employment incommensurate to their qualifications. Indeed, recent graduates may discover that they are unable to engage in the field for which they have prepared. This insecurity places ELT professionals into the precariat, a socioeconomic classification that includes individuals who possess vocational qualifications yet lack a secure professional identity and must accept status and income below their qualifications. Reporting on the experiences of professionals who recently completed an ELT preparation program, this article seeks to understand why some individuals remain in the field while others leave; it connects these experiences to qualities of the precariat. The article provides insight into how the prospect of professional precarity undermines the attractiveness of ELT as a profession.KEYWORDS: Applied linguisticsELTlanguage teacherpedagogyprecariatqualifications Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295722","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 : 2023-10-09DOI: 10.1080/14767724.2023.2265846
Hira Amin, Alina Zaman, Evren Tok
Countries in the Gulf Corporation Council (GCC) are undergoing tremendous social and economic change in a bid to transform their societies into thriving knowledge-based economies embedded within the global system. Education is at the heart of the agenda. This has led to sweeping, mainly neo-liberal educational reforms. Education for Sustainable Development (ESD) and, to a lesser extent global citizenship education (GCED), is a vital part of this shift to achieve post-carbon economies and economic diversification. This paper is a systematic literature review of ESD and GCED in the GCC. It aims to provide a comprehensive overview of the current state of the art and identify common themes, issues, and challenges in implementing ESD and GCED in the region. One important finding is that the vast majority of current studies focus on the multiple dimensions inside educational institutes, such as their students, faculty and curricula. New lines of research might explore alternative means for education and shaping people’s worldviews outside traditional educational settings. The second significant finding is that despite Gulf-specific trends, the broad overarching challenges, bottlenecks, and recommendations are strikingly similar to other countries, particularly Europe. This indicates a deeper structural and epistemological crisis within modern education systems itself.
{"title":"Education for sustainable development and global citizenship education in the GCC: a systematic literature review","authors":"Hira Amin, Alina Zaman, Evren Tok","doi":"10.1080/14767724.2023.2265846","DOIUrl":"https://doi.org/10.1080/14767724.2023.2265846","url":null,"abstract":"Countries in the Gulf Corporation Council (GCC) are undergoing tremendous social and economic change in a bid to transform their societies into thriving knowledge-based economies embedded within the global system. Education is at the heart of the agenda. This has led to sweeping, mainly neo-liberal educational reforms. Education for Sustainable Development (ESD) and, to a lesser extent global citizenship education (GCED), is a vital part of this shift to achieve post-carbon economies and economic diversification. This paper is a systematic literature review of ESD and GCED in the GCC. It aims to provide a comprehensive overview of the current state of the art and identify common themes, issues, and challenges in implementing ESD and GCED in the region. One important finding is that the vast majority of current studies focus on the multiple dimensions inside educational institutes, such as their students, faculty and curricula. New lines of research might explore alternative means for education and shaping people’s worldviews outside traditional educational settings. The second significant finding is that despite Gulf-specific trends, the broad overarching challenges, bottlenecks, and recommendations are strikingly similar to other countries, particularly Europe. This indicates a deeper structural and epistemological crisis within modern education systems itself.","PeriodicalId":47150,"journal":{"name":"Globalisation Societies and Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094555","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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