Pub Date : 2023-09-13DOI: 10.1080/00071005.2023.2258193
Malcolm Tight
This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity.
{"title":"SHOULD THE MORE HIGHLY EDUCATED GET MORE VOTES? EDUCATION, VOTING AND REPRESENTATION","authors":"Malcolm Tight","doi":"10.1080/00071005.2023.2258193","DOIUrl":"https://doi.org/10.1080/00071005.2023.2258193","url":null,"abstract":"This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/00071005.2023.2251151
Martin M. Sjøen
The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions and dissent in democratic engagement. This article analyses how selected educators in Norway describe encountering and engaging with extremist students for educational interventional purposes. Previous research suggests that educational efforts to counter violent extremism can be exclusionary from the perspective of target audiences. In contrast, this study draws on agonistic pluralism to provide an alternative to understand educational approaches that may help students disengage from violent extremism. The findings show that the selected educators argue the importance of trust, support and tolerance when engaging with extremist students. For these professionals, education should not downplay radical or extreme emotions but rather place them at the centre of educational engagement. Furthermore, it is suggested that educators’ empathic engagement may open the path for young people to disengage from violent extremism.
{"title":"ENGAGING WITH THE ELUSIVENESS OF VIOLENT EXTREMISM IN NORWEGIAN SCHOOLS – THE PROMISE AND POTENTIAL OF AGONISTIC LISTENING","authors":"Martin M. Sjøen","doi":"10.1080/00071005.2023.2251151","DOIUrl":"https://doi.org/10.1080/00071005.2023.2251151","url":null,"abstract":"The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions and dissent in democratic engagement. This article analyses how selected educators in Norway describe encountering and engaging with extremist students for educational interventional purposes. Previous research suggests that educational efforts to counter violent extremism can be exclusionary from the perspective of target audiences. In contrast, this study draws on agonistic pluralism to provide an alternative to understand educational approaches that may help students disengage from violent extremism. The findings show that the selected educators argue the importance of trust, support and tolerance when engaging with extremist students. For these professionals, education should not downplay radical or extreme emotions but rather place them at the centre of educational engagement. Furthermore, it is suggested that educators’ empathic engagement may open the path for young people to disengage from violent extremism.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/00071005.2023.2245438
C. Jørgensen, Thomas Perry, Rosanna Lea
{"title":"THE ENACTMENT OF COGNITIVE SCIENCE-INFORMED APPROACHES IN THE CLASSROOM – TEACHER EXPERIENCES AND CONTEXTUAL DIMENSIONS","authors":"C. Jørgensen, Thomas Perry, Rosanna Lea","doi":"10.1080/00071005.2023.2245438","DOIUrl":"https://doi.org/10.1080/00071005.2023.2245438","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42699625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/00071005.2023.2251297
Can Tao
{"title":"Education, curriculum and nation-building: contributions of comparative education to the understanding of nations and nationalism","authors":"Can Tao","doi":"10.1080/00071005.2023.2251297","DOIUrl":"https://doi.org/10.1080/00071005.2023.2251297","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43628620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1080/00071005.2023.2247475
Michael Adorjan, Rose Ricciardelli, Mohana Mukherjee
{"title":"RESPONDING TO CYBER-RISK WITH RESTORATIVE PRACTICES: PERCEPTIONS AND EXPERIENCES OF CANADIAN EDUCATORS","authors":"Michael Adorjan, Rose Ricciardelli, Mohana Mukherjee","doi":"10.1080/00071005.2023.2247475","DOIUrl":"https://doi.org/10.1080/00071005.2023.2247475","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45185553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/00071005.2023.2234456
John Jerrim
ABSTRACT Young people are facing an ever-increasing array of online dangers. One of the most common is receipt of a phishing email. This paper presents new evidence on the characteristics of young people most likely to respond to such emails. I find approximately one-in-seven 15-year-olds are at risk of responding to a phishing email, rising to one-in-five amongst those from disadvantaged socio-economic backgrounds. Such risks are particularly high amongst young people with low levels of cognitive skill. Unfortunately, students who are taught about the dangers posed by phishing emails at school are just as likely to take inappropriate actions following their receipt as their peers who have not. I thus conclude that greater emphasis and higher quality instruction needs to be provided to young people about the online risks they face, particularly to those from disadvantaged socio-economic backgrounds and low academic achievers.
{"title":"WHO RESPONDS TO PHISHING EMAILS? AN INTERNATIONAL INVESTIGATION OF 15-YEAR-OLDS USING PISA DATA","authors":"John Jerrim","doi":"10.1080/00071005.2023.2234456","DOIUrl":"https://doi.org/10.1080/00071005.2023.2234456","url":null,"abstract":"ABSTRACT Young people are facing an ever-increasing array of online dangers. One of the most common is receipt of a phishing email. This paper presents new evidence on the characteristics of young people most likely to respond to such emails. I find approximately one-in-seven 15-year-olds are at risk of responding to a phishing email, rising to one-in-five amongst those from disadvantaged socio-economic backgrounds. Such risks are particularly high amongst young people with low levels of cognitive skill. Unfortunately, students who are taught about the dangers posed by phishing emails at school are just as likely to take inappropriate actions following their receipt as their peers who have not. I thus conclude that greater emphasis and higher quality instruction needs to be provided to young people about the online risks they face, particularly to those from disadvantaged socio-economic backgrounds and low academic achievers.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45771246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01Epub Date: 2023-06-07DOI: 10.1007/s40471-023-00323-1
Nancy Mervish, Carolina Valle, Susan L Teitelbaum
{"title":"Epidemiologic Advances Generated by the Human Health Exposure Analysis Resource Program.","authors":"Nancy Mervish, Carolina Valle, Susan L Teitelbaum","doi":"10.1007/s40471-023-00323-1","DOIUrl":"10.1007/s40471-023-00323-1","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"10 1","pages":"148-157"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10840994/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80660942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1080/00071005.2023.2242452
G. Biesta
ABSTRACT In this paper, based on an invited keynote given at the 2022 Colloquium of the Society for Educational Studies, I explore the question of the integrity of educational studies. I ask is whether educational studies in their current configuration are able to offer resistance to the instrumentalisation of education and the push towards empirical research that is only interested in finding out what works, but is unable to engage with this question in a properly educational way. Through a reconstruction of the history of educational studies in the English-speaking world, I show how educational studies are predominantly configured as an ‘applied field’. The problem with this configuration is that educational studies lack the resources for generating educational questions about and an educational perspective on education. I show why this is a problem, also in relation to ongoing misunderstandings and misrepresentations of education. In the final part of the paper I outline two approaches, one focusing on educational concepts and one highlighting the unique and distinctive form of education, that may help to build a stronger identity for educational studies. I see this as a major challenge for the future of educational studies in the English-speaking world.
{"title":"THE INTEGRITY OF EDUCATION AND THE FUTURE OF EDUCATIONAL STUDIES","authors":"G. Biesta","doi":"10.1080/00071005.2023.2242452","DOIUrl":"https://doi.org/10.1080/00071005.2023.2242452","url":null,"abstract":"ABSTRACT In this paper, based on an invited keynote given at the 2022 Colloquium of the Society for Educational Studies, I explore the question of the integrity of educational studies. I ask is whether educational studies in their current configuration are able to offer resistance to the instrumentalisation of education and the push towards empirical research that is only interested in finding out what works, but is unable to engage with this question in a properly educational way. Through a reconstruction of the history of educational studies in the English-speaking world, I show how educational studies are predominantly configured as an ‘applied field’. The problem with this configuration is that educational studies lack the resources for generating educational questions about and an educational perspective on education. I show why this is a problem, also in relation to ongoing misunderstandings and misrepresentations of education. In the final part of the paper I outline two approaches, one focusing on educational concepts and one highlighting the unique and distinctive form of education, that may help to build a stronger identity for educational studies. I see this as a major challenge for the future of educational studies in the English-speaking world.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"493 - 515"},"PeriodicalIF":1.9,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43256962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/00071005.2023.2242909
Victoria Kot, Miri Yemini
ABSTRACT We examined perceptions of precarity in higher education by conducting interviews with a cohort of academics in Israel. The participants were 1.5 generation immigrants who were born in the former Soviet Union (FSU) and then moved to Israel as children or teenagers with their family, typically in the 1990s. Using a narrative research approach, we examined the personal perceptions of 43 academics employed at colleges and universities in Israel. Despite differences in their employment status and contract conditions, our findings made clear that all the academics in our cohort had experienced employment precarity. Using a Bourdieusian framework, we attribute Israeli academic precarity to a deficiency in the cultural and social capital necessary for establishing relevance. Although they had been relatively successful in integrating into Israeli society, and had decades of living within it, our interviewees from all types of academic institutions reported feelings and experiences of extreme precarity. This precarity was ascribed by interviewees to the structure of the Israeli higher education market, which is characterized by an unstable, hyper-competitive, and neoliberal environment, leaving minority groups employed within it particularly vulnerable.
{"title":"Precarity in Higher Education: Perspectives from the 1.5 Generation in Israel","authors":"Victoria Kot, Miri Yemini","doi":"10.1080/00071005.2023.2242909","DOIUrl":"https://doi.org/10.1080/00071005.2023.2242909","url":null,"abstract":"ABSTRACT We examined perceptions of precarity in higher education by conducting interviews with a cohort of academics in Israel. The participants were 1.5 generation immigrants who were born in the former Soviet Union (FSU) and then moved to Israel as children or teenagers with their family, typically in the 1990s. Using a narrative research approach, we examined the personal perceptions of 43 academics employed at colleges and universities in Israel. Despite differences in their employment status and contract conditions, our findings made clear that all the academics in our cohort had experienced employment precarity. Using a Bourdieusian framework, we attribute Israeli academic precarity to a deficiency in the cultural and social capital necessary for establishing relevance. Although they had been relatively successful in integrating into Israeli society, and had decades of living within it, our interviewees from all types of academic institutions reported feelings and experiences of extreme precarity. This precarity was ascribed by interviewees to the structure of the Israeli higher education market, which is characterized by an unstable, hyper-competitive, and neoliberal environment, leaving minority groups employed within it particularly vulnerable.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1080/00071005.2023.2243747
L. Barnes
{"title":"Religion in schools: learning lessons from Wales","authors":"L. Barnes","doi":"10.1080/00071005.2023.2243747","DOIUrl":"https://doi.org/10.1080/00071005.2023.2243747","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43922172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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