Pub Date : 2023-10-17DOI: 10.1080/03057925.2023.2268515
Blanca Mendoza, Jordi Pàmies, Marta Bertran
ABSTRACTThis article examines the relationship between the upward educational and social mobility processes of young men and women of Moroccan descent in Catalonia, Spain. Through data obtained from two ethnographic research projects and life stories, we analyse and compare the experiences of twenty-four young men and women of Moroccan descent who are attending university or in the admissions process. From an intersectional perspective, we analyse how gender, religion, ethno-racial and class-based inequalities have conditioned their pathways and their opportunities for upward educational and social mobility. These young men and women use a ‘minority culture of mobility’ to establish various strategies and negotiations to gain better opportunities for academic continuity and social mobility. Our findings show that the benefits of upward educational and social mobility do not necessarily reflect ‘outside’ but rather ‘within’ their ethnic group.KEYWORDS: Upward educational mobilitysocial mobilityMoroccanMuslimintersectionality Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. See Pàmies et al. (Citation2010) and Mendoza (Citation2017).Additional informationFundingThis work was supported by the Agència de Gestió d'Ajuts Universitaris i de Recerca [2100 ARF100037]; Consejo Nacional de Ciencia y Tecnología [250955].
摘要本文考察了西班牙加泰罗尼亚摩洛哥裔青年男女的向上教育与社会流动过程之间的关系。通过从两个人种学研究项目和生活故事中获得的数据，我们分析和比较了24名正在上大学或正在入学的摩洛哥裔青年男女的经历。从交叉的角度来看，我们分析了性别、宗教、民族-种族和基于阶级的不平等如何制约了他们向上教育和社会流动的途径和机会。这些青年男女利用“流动的少数文化”来制定各种策略和谈判，以获得更好的学术连续性和社会流动性的机会。我们的研究结果表明，向上教育和社会流动的好处不一定反映在“外部”，而是反映在“内部”。关键词:向上教育流动;社会流动;摩洛哥-穆斯林;参见Pàmies et al. (Citation2010)和Mendoza (Citation2017)。本研究得到了Recerca ajuts Universitaris ag de Gestió [2100 ARF100037]的支持;国家科学委员会Tecnología[250955]。
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Pub Date : 2023-09-22DOI: 10.1080/03057925.2023.2254215
Yun You, Tae-Hee Choi
ABSTRACTThis paper investigates and compares the policy trajectories of two halted privatisation reforms – autonomous private high schools in South Korea (2002–2019) and converted schools in China (1992–2008). The two reforms, ambitiously announced, were put under scrutiny and ultimately halted, when the public discontent about education inequalities was widely expressed. We particularly focus on the profound entanglement between neoliberal forces and contextual specificities, and their conjoint influences on the two reforms. The non-linear trajectories are explained through their reified embrace of neoliberal discourses and strategies, deep-rooted ideologies, political systems, and legitimisation derived from the shared Confucian ideals of ‘benevolent governance’ and social stability. This paper argues that, in these contexts, the verb form ‘neoliberalising’ better captures the dynamics and openness of privatisation reforms and renders nuanced understandings beyond the currently dominant neoliberal frames of reference.KEYWORDS: Neoliberalismneoliberalisingautonomous private high school (jaripyeong saripgo)converted school (zhuanzhi xuexiao)educational equityeducational privatisation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Considering discursive and iterative nature of policy, this evaluation is based on the policy status at the point of the investigation.2. In South Korea, ‘private’ schools have received subsidy from the government except for those established by international entities. But APHSs did not gain such fund, in exchange for autonomy in highly regulated areas such as finance and curriculum.3. The decision to abolish APHSs was made in this year.4. While translating Tian into ‘Heaven’ and later renzheng into ‘benevolent governance’ is rather simplified, a sophisticated philosophical articulation of these two concepts is beyond the scope of this paper and has been well done by scholars like Hall and Ames (Citation1987).5. The current president Yoon Suk Yeol, who is affiliated with the conservative party, reappointed Lee Ju-ho as the Minister of Education. Lee cancelled the APHS abolishment policy in June 2023, but some teacher associations and educational governors are demanding the revocation of Lee’s decision (Kim Citation2023). The currently operating APHSs will remain open at least till 2023, when the delayed licence review will be conducted. Meanwhile, some APHSs are converting themselves to other types of schools (e.g., alternative education institutes) to avoid uncertainties.6. Evaluation of previous government interventions on private education in Korea shows that the rich could redistribute their wealth to alternative private after-school tutoring programs to keep their edge, and educational inequality would still remain (e.g. Choi Citation2021).7. There was no official explanation about ‘weak schools’. Nevertheless, according to Ding (Citation2012, 148), weak schools were thos
{"title":"The halted neoliberalising of public schools: policy trajectories of two ‘failed’ privatisation reforms in South Korea and China","authors":"Yun You, Tae-Hee Choi","doi":"10.1080/03057925.2023.2254215","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254215","url":null,"abstract":"ABSTRACTThis paper investigates and compares the policy trajectories of two halted privatisation reforms – autonomous private high schools in South Korea (2002–2019) and converted schools in China (1992–2008). The two reforms, ambitiously announced, were put under scrutiny and ultimately halted, when the public discontent about education inequalities was widely expressed. We particularly focus on the profound entanglement between neoliberal forces and contextual specificities, and their conjoint influences on the two reforms. The non-linear trajectories are explained through their reified embrace of neoliberal discourses and strategies, deep-rooted ideologies, political systems, and legitimisation derived from the shared Confucian ideals of ‘benevolent governance’ and social stability. This paper argues that, in these contexts, the verb form ‘neoliberalising’ better captures the dynamics and openness of privatisation reforms and renders nuanced understandings beyond the currently dominant neoliberal frames of reference.KEYWORDS: Neoliberalismneoliberalisingautonomous private high school (jaripyeong saripgo)converted school (zhuanzhi xuexiao)educational equityeducational privatisation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Considering discursive and iterative nature of policy, this evaluation is based on the policy status at the point of the investigation.2. In South Korea, ‘private’ schools have received subsidy from the government except for those established by international entities. But APHSs did not gain such fund, in exchange for autonomy in highly regulated areas such as finance and curriculum.3. The decision to abolish APHSs was made in this year.4. While translating Tian into ‘Heaven’ and later renzheng into ‘benevolent governance’ is rather simplified, a sophisticated philosophical articulation of these two concepts is beyond the scope of this paper and has been well done by scholars like Hall and Ames (Citation1987).5. The current president Yoon Suk Yeol, who is affiliated with the conservative party, reappointed Lee Ju-ho as the Minister of Education. Lee cancelled the APHS abolishment policy in June 2023, but some teacher associations and educational governors are demanding the revocation of Lee’s decision (Kim Citation2023). The currently operating APHSs will remain open at least till 2023, when the delayed licence review will be conducted. Meanwhile, some APHSs are converting themselves to other types of schools (e.g., alternative education institutes) to avoid uncertainties.6. Evaluation of previous government interventions on private education in Korea shows that the rich could redistribute their wealth to alternative private after-school tutoring programs to keep their edge, and educational inequality would still remain (e.g. Choi Citation2021).7. There was no official explanation about ‘weak schools’. Nevertheless, according to Ding (Citation2012, 148), weak schools were thos","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060709","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 : 2023-09-21DOI: 10.1080/03057925.2023.2254217
Abdullah Bağcı, Kasım Karakütük
ABSTRACTThis article discusses the impact of marketisation on the quality of research and education in Turkey and the USA based on the narratives of higher education scholars. It also compares the perception of Turkish and American scholars regarding the implications for Turkey and the USA. It is concluded that there is a link between marketisation and the quality of teaching and research in higher education. While the concerns of Turkish scholars associated with higher education are systemic and perennial regardless of the marketisation process, American scholars tend to associate quality problems in higher education more with the marketisation trend in the country.KEYWORDS: Marketisation of higher educationquality of teaching and researchTurkish higher educationAmerican higher education AcknowledgmentsWe wish to thank faculty members and higher education administrators who participated in the study for their contribution.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementNecessary ethics approvals were obtained from Hacettepe University Ethics Boards and Commissions (No: 35853172/240–624) and the University of Pittsburgh Institutional Review Board (IRB number: PRO16040609).Additional informationFundingThis research was supported by Hacettepe University Research Projects Coordination Office, Ankara, Turkey, under grant number [SB I-2015-7809].
{"title":"Marketisation in higher education and quality concerns","authors":"Abdullah Bağcı, Kasım Karakütük","doi":"10.1080/03057925.2023.2254217","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254217","url":null,"abstract":"ABSTRACTThis article discusses the impact of marketisation on the quality of research and education in Turkey and the USA based on the narratives of higher education scholars. It also compares the perception of Turkish and American scholars regarding the implications for Turkey and the USA. It is concluded that there is a link between marketisation and the quality of teaching and research in higher education. While the concerns of Turkish scholars associated with higher education are systemic and perennial regardless of the marketisation process, American scholars tend to associate quality problems in higher education more with the marketisation trend in the country.KEYWORDS: Marketisation of higher educationquality of teaching and researchTurkish higher educationAmerican higher education AcknowledgmentsWe wish to thank faculty members and higher education administrators who participated in the study for their contribution.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementNecessary ethics approvals were obtained from Hacettepe University Ethics Boards and Commissions (No: 35853172/240–624) and the University of Pittsburgh Institutional Review Board (IRB number: PRO16040609).Additional informationFundingThis research was supported by Hacettepe University Research Projects Coordination Office, Ankara, Turkey, under grant number [SB I-2015-7809].","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135899","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 : 2023-09-15DOI: 10.1080/03057925.2023.2254214
Sudeep Khanal, Shiva Pokhrel, Rebecca Dewey
ABSTRACTDalits in the Indian subcontinent region (such as India and Nepal) have low attainment in higher education. This study comprises a systematic review of 18 research papers to ascertain whether higher education institutions are disrupting or propagating caste inequalities in the Indian subcontinent. Guided by Amartya Sen’s concepts of capability development, this paper examines the Dalits’ freedom and opportunities to study in an inclusive and non-discriminatory higher education environment. The findings demonstrate that despite the government’s support for Dalit higher education, their freedom to study in an unbiased environment is limited because of the prejudiced practices of non-Dalits. The exclusion of Dalits from education is occurring through non-Dalit teachers’ and privileged peers’ prejudiced behaviour. Higher education should promote the freedom of Dalits by a) questioning the values which predominantly serve non-Dalits and b) disrupting caste-based discriminatory actions of non-Dalits.KEYWORDS: Higher educationcapability developmentcasteDalitsIndian subcontinent Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Propagation of inequality: an analysis of capability development opportunities of Dalits in higher education on the Indian subcontinent","authors":"Sudeep Khanal, Shiva Pokhrel, Rebecca Dewey","doi":"10.1080/03057925.2023.2254214","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254214","url":null,"abstract":"ABSTRACTDalits in the Indian subcontinent region (such as India and Nepal) have low attainment in higher education. This study comprises a systematic review of 18 research papers to ascertain whether higher education institutions are disrupting or propagating caste inequalities in the Indian subcontinent. Guided by Amartya Sen’s concepts of capability development, this paper examines the Dalits’ freedom and opportunities to study in an inclusive and non-discriminatory higher education environment. The findings demonstrate that despite the government’s support for Dalit higher education, their freedom to study in an unbiased environment is limited because of the prejudiced practices of non-Dalits. The exclusion of Dalits from education is occurring through non-Dalit teachers’ and privileged peers’ prejudiced behaviour. Higher education should promote the freedom of Dalits by a) questioning the values which predominantly serve non-Dalits and b) disrupting caste-based discriminatory actions of non-Dalits.KEYWORDS: Higher educationcapability developmentcasteDalitsIndian subcontinent Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135437188","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 : 2023-09-13DOI: 10.1080/03057925.2023.2254220
Ian M. McGregor
Human rights education (HRE) is increasingly finding its way into social studies curriculum in the U.S. In this growing field, there is little research on the challenges facing schools in the instantiation of HRE in relation to citizenship education (CE). This case study explores how a U.S. school is approaching and adapting to the growing presence of HRE within the context of CE and examines the research question: what challenges do educators tasked with CE face when implementing and maintaining a HRE programme? Three broad challenges emerged across the data; educators grappled with: (1) imbuing global citizenship into the curriculum; (2) maintaining relevance and connectedness; and (3) striving towards cosmopolitan citizenship.
{"title":"Teaching for global citizenship: a case study on the challenges of implementing a human rights course","authors":"Ian M. McGregor","doi":"10.1080/03057925.2023.2254220","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254220","url":null,"abstract":"Human rights education (HRE) is increasingly finding its way into social studies curriculum in the U.S. In this growing field, there is little research on the challenges facing schools in the instantiation of HRE in relation to citizenship education (CE). This case study explores how a U.S. school is approaching and adapting to the growing presence of HRE within the context of CE and examines the research question: what challenges do educators tasked with CE face when implementing and maintaining a HRE programme? Three broad challenges emerged across the data; educators grappled with: (1) imbuing global citizenship into the curriculum; (2) maintaining relevance and connectedness; and (3) striving towards cosmopolitan citizenship.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"63 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":"135741351","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 : 2023-09-13DOI: 10.1080/03057925.2023.2254209
Carolina Guzmán-Valenzuela
This paper critically examines narratives of internationalisation in higher education, highlighting three core narratives: a normative narrative that emphasises economic growth and quality education, a critical narrative that challenges internationalisation as a hegemonic market-based force, and a narrative that addresses colonial legacies, the latter two narratives with considerations from Latin America. The study analyses policy documents from international agencies and two influential books, revealing the dominance of normative, Western-rooted narratives and the marginalisation of critical voices that have limited impact on policy. The paper argues for challenging the normative narrative and its neglect of regional specificities and colonial histories in favour of redistributive logics and social inclusion. It highlights the dangers of conceiving of internationalisation as a ‘one size fits all’ approach, focusing exclusively on economic and quality aspects, and suggests that a critical evaluation of internationalisation can contribute to the decolonisation of higher education narratives.
{"title":"Unveiling the mainstream narrative and embracing critical voices in the era of internationalisation in higher education: considerations from Latin America","authors":"Carolina Guzmán-Valenzuela","doi":"10.1080/03057925.2023.2254209","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254209","url":null,"abstract":"This paper critically examines narratives of internationalisation in higher education, highlighting three core narratives: a normative narrative that emphasises economic growth and quality education, a critical narrative that challenges internationalisation as a hegemonic market-based force, and a narrative that addresses colonial legacies, the latter two narratives with considerations from Latin America. The study analyses policy documents from international agencies and two influential books, revealing the dominance of normative, Western-rooted narratives and the marginalisation of critical voices that have limited impact on policy. The paper argues for challenging the normative narrative and its neglect of regional specificities and colonial histories in favour of redistributive logics and social inclusion. It highlights the dangers of conceiving of internationalisation as a ‘one size fits all’ approach, focusing exclusively on economic and quality aspects, and suggests that a critical evaluation of internationalisation can contribute to the decolonisation of higher education narratives.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"85 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":"135742218","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 : 2023-09-12DOI: 10.1080/03057925.2023.2254208
Kenichi Doi
China’s influence is increasing in global education governance through multilateral cooperation. This paper argues that global education governance ‘with Chinese characteristics’ reflects China’s salient motivations, capacity and limitations, and features. This article articulates China’s global education governance commitment and its prospects, focusing on the evolution of China’s partnership with UNESCO. Global education governance ‘with Chinese characteristics’ is characterised by: party-state-centrism, diplomatisation, economic mobilisation, techno-nationalism and a catch-up mentality. In particular, China has significantly expanded its presence in the diplomatic aspects of global education governance by filling the vacuum in UNESCO caused by the absence of the US. This article extends the conventional scope of the world system analysis for the various education sector to delineate China’s current position as a semi-peripheral nation in global governance.
{"title":"Global education governance ‘with Chinese characteristics’: multilateralism in the ‘New Era’","authors":"Kenichi Doi","doi":"10.1080/03057925.2023.2254208","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254208","url":null,"abstract":"China’s influence is increasing in global education governance through multilateral cooperation. This paper argues that global education governance ‘with Chinese characteristics’ reflects China’s salient motivations, capacity and limitations, and features. This article articulates China’s global education governance commitment and its prospects, focusing on the evolution of China’s partnership with UNESCO. Global education governance ‘with Chinese characteristics’ is characterised by: party-state-centrism, diplomatisation, economic mobilisation, techno-nationalism and a catch-up mentality. In particular, China has significantly expanded its presence in the diplomatic aspects of global education governance by filling the vacuum in UNESCO caused by the absence of the US. This article extends the conventional scope of the world system analysis for the various education sector to delineate China’s current position as a semi-peripheral nation in global governance.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879092","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: 10.1080/03057925.2023.2252319
Eleni Christodoulou
{"title":"The development of UNESCO’s programmes for preventing violent extremism: educational norms, institutional politics and declining legitimacy","authors":"Eleni Christodoulou","doi":"10.1080/03057925.2023.2252319","DOIUrl":"https://doi.org/10.1080/03057925.2023.2252319","url":null,"abstract":"","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"49 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":"135980682","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: 10.1080/03057925.2023.2254222
Peter Mtika, Pamela Abbott
This article explores the quality of life of adults with poor literacy capabilities (reading, writing and numeracy) in western Rwanda. A concurrent mixed methods research design was used. Data was collected from respondents aged 18 years and over through a survey and focus group discussions. Quantitative results from linear regression analysis indicate a clear relationship between literacy and life satisfaction in that literacy has a direct and indirect path to explaining quality of life. Qualitative results from thematic analysis identify three main pathways in which subjective quality of life is impacted by illiteracy or low literacy capabilities, namely: economic, familial, intrapersonal and interpersonal. Access to, and participation in, quality adult literacy education has the potential to enhancing subjective quality of life by developing relevant literacy capabilities in individuals.
{"title":"Literacy and quality of life: a study of adults with poor literacy capabilities in western Rwanda","authors":"Peter Mtika, Pamela Abbott","doi":"10.1080/03057925.2023.2254222","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254222","url":null,"abstract":"This article explores the quality of life of adults with poor literacy capabilities (reading, writing and numeracy) in western Rwanda. A concurrent mixed methods research design was used. Data was collected from respondents aged 18 years and over through a survey and focus group discussions. Quantitative results from linear regression analysis indicate a clear relationship between literacy and life satisfaction in that literacy has a direct and indirect path to explaining quality of life. Qualitative results from thematic analysis identify three main pathways in which subjective quality of life is impacted by illiteracy or low literacy capabilities, namely: economic, familial, intrapersonal and interpersonal. Access to, and participation in, quality adult literacy education has the potential to enhancing subjective quality of life by developing relevant literacy capabilities in individuals.","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79085137","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 : 2023-09-05DOI: 10.1080/03057925.2023.2254210
Aizuddin Mohamed Anuar
{"title":"Instances of dis/juncture: STEM education and young people’s aspirations for development in the Malaysian luar bandar","authors":"Aizuddin Mohamed Anuar","doi":"10.1080/03057925.2023.2254210","DOIUrl":"https://doi.org/10.1080/03057925.2023.2254210","url":null,"abstract":"","PeriodicalId":47586,"journal":{"name":"Compare-A Journal of Comparative and International Education","volume":"98 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76982323","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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