Pub Date : 2023-07-04DOI: 10.1080/03054985.2023.2213884
L. Rival
ABSTRACT In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO’s 2020 approach to education and its vital role in radically reconfiguring humanity’s place and agency on planet Earth.
{"title":"Pedagogies for the future: ethnographic reflections on two Latin American learning journeys","authors":"L. Rival","doi":"10.1080/03054985.2023.2213884","DOIUrl":"https://doi.org/10.1080/03054985.2023.2213884","url":null,"abstract":"ABSTRACT In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO’s 2020 approach to education and its vital role in radically reconfiguring humanity’s place and agency on planet Earth.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"555 - 568"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865359","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 : 2023-07-04DOI: 10.1080/03054985.2023.2223921
Elizabeth Rahman, Françoise Barbira Freedman, Fernando Antonio García Rivera, Meredith Castro Rios
ABSTRACT This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap’s 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds.
{"title":"Formabiap’s Indigenous educative community, Peru: a biosocial pedagogy","authors":"Elizabeth Rahman, Françoise Barbira Freedman, Fernando Antonio García Rivera, Meredith Castro Rios","doi":"10.1080/03054985.2023.2223921","DOIUrl":"https://doi.org/10.1080/03054985.2023.2223921","url":null,"abstract":"ABSTRACT This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap’s 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"536 - 554"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41998199","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 : 2023-05-30DOI: 10.1080/03054985.2023.2211254
Nikki S. Rickard, Tan-Chyuan Chin, Donna Cross, John Hattie, Dianne A. Vella-Brodrick
Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs.
{"title":"Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context","authors":"Nikki S. Rickard, Tan-Chyuan Chin, Donna Cross, John Hattie, Dianne A. Vella-Brodrick","doi":"10.1080/03054985.2023.2211254","DOIUrl":"https://doi.org/10.1080/03054985.2023.2211254","url":null,"abstract":"Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"36 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":"135643074","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 : 2023-05-30DOI: 10.1080/03054985.2023.2203376
Gale Macleod, Marshall Dozier, Rosa Marvell, Gerri Matthews-Smith, Malcolm R. Macleod, Jing Liao
This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. Initial searches found 9,814 potentially relevant studies which were reduced to 693 for analysis. The machine learning approach was successful in reducing time without compromising accuracy. We conclude that this methodological approach is appropriate for similar reviews within education. Findings show a dominance of research into professional education programmes; a majority of research with PGT as the context rather than focus; a small number of comparative and large-scale studies; and substantial research categorised as ‘scholarship of teaching’. While further research is required to ascertain if the findings are transferable to other national contexts, this study provides a reproducible methodology and identifies areas for future research to examine.
{"title":"Identifying a research agenda for postgraduate taught education in the UK: lessons from a machine learning facilitated systematic scoping review","authors":"Gale Macleod, Marshall Dozier, Rosa Marvell, Gerri Matthews-Smith, Malcolm R. Macleod, Jing Liao","doi":"10.1080/03054985.2023.2203376","DOIUrl":"https://doi.org/10.1080/03054985.2023.2203376","url":null,"abstract":"This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. Initial searches found 9,814 potentially relevant studies which were reduced to 693 for analysis. The machine learning approach was successful in reducing time without compromising accuracy. We conclude that this methodological approach is appropriate for similar reviews within education. Findings show a dominance of research into professional education programmes; a majority of research with PGT as the context rather than focus; a small number of comparative and large-scale studies; and substantial research categorised as ‘scholarship of teaching’. While further research is required to ascertain if the findings are transferable to other national contexts, this study provides a reproducible methodology and identifies areas for future research to examine.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"34 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":"135692186","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 : 2023-05-22DOI: 10.1080/03054985.2023.2203375
Daria Khanolainen, Victoria Cooper, D. Messer, E. Revyakina
{"title":"The complexity of student-led research: from terminology to practice in a case study of three countries","authors":"Daria Khanolainen, Victoria Cooper, D. Messer, E. Revyakina","doi":"10.1080/03054985.2023.2203375","DOIUrl":"https://doi.org/10.1080/03054985.2023.2203375","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48795550","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 : 2023-05-12DOI: 10.1080/03054985.2023.2211255
C. Millward
{"title":"Improving but not equalising opportunity: the objective and effect of regulating fair access to higher education in England, and their implications for understanding higher education policy","authors":"C. Millward","doi":"10.1080/03054985.2023.2211255","DOIUrl":"https://doi.org/10.1080/03054985.2023.2211255","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41864514","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 : 2023-05-12DOI: 10.1080/03054985.2023.2207817
Mobarak Hossain
{"title":"Perceptions of key education actors towards PISA: the case of Scotland","authors":"Mobarak Hossain","doi":"10.1080/03054985.2023.2207817","DOIUrl":"https://doi.org/10.1080/03054985.2023.2207817","url":null,"abstract":"","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49061264","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 : 2023-05-04DOI: 10.1080/03054985.2022.2085086
Lauren Hammond
ABSTRACT This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge turn’ in England – in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling – the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people’s narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach.
{"title":"Who are the children we teach? Considering identities, place and time-space in education","authors":"Lauren Hammond","doi":"10.1080/03054985.2022.2085086","DOIUrl":"https://doi.org/10.1080/03054985.2022.2085086","url":null,"abstract":"ABSTRACT This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge turn’ in England – in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling – the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people’s narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"342 - 359"},"PeriodicalIF":2.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47568330","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 : 2023-05-02DOI: 10.1080/03054985.2023.2197203
Elif Manuoğlu, Elis Güngör
Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and Covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between Covid-specific worry and pressure/tension. The data of the present study depends on students' academic (learning climate) and also non-academic (Covid worry) experiences during the pandemic. Methodological limitations concerning the research design are discussed.
{"title":"Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective","authors":"Elif Manuoğlu, Elis Güngör","doi":"10.1080/03054985.2023.2197203","DOIUrl":"https://doi.org/10.1080/03054985.2023.2197203","url":null,"abstract":"Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and Covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between Covid-specific worry and pressure/tension. The data of the present study depends on students' academic (learning climate) and also non-academic (Covid worry) experiences during the pandemic. Methodological limitations concerning the research design are discussed.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846749","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 : 2023-05-02DOI: 10.1080/03054985.2023.2194621
D. Vella-Brodrick, Kent J. Patrick, Rowan Jacques-Hamilton, Amanda Ng, Tan-Chyuan Chin, M. O’Connor, N. Rickard, D. Cross, J. Hattie
ABSTRACT Co-design and youth participatory action research are promising methodologies for increasing youth engagement in well-being interventions. The current study included 10 recent high school graduates employed as youth advisors to co-design a youth-friendly positive psychology intervention targeting the post-school transition. The youth advisors received foundational training in positive psychology, psychological needs theory and emerging adulthood. They held regular meetings to develop a Positive Transitions programme (PTP) text messaging intervention, informed by discussion of key themes, issues and relevant practical tips. This paper aims to examine the co-design process from the perspective of the youth advisors. Each youth advisor completed a survey, and six of the advisors also participated in a focus group exploring their co-design experiences. Youth advisors noted a range of personal benefits from the co-design experience including learning, enjoyment, teamwork, achievement, and pride. Areas for improvement included clarity of the project scope and the provision of support and feedback. Insights from this process are discussed, with the aim of guiding future work seeking to design youth-friendly well-being interventions.
{"title":"Youth experiences of co-designing a well-being intervention: reflections, learnings and recommendations","authors":"D. Vella-Brodrick, Kent J. Patrick, Rowan Jacques-Hamilton, Amanda Ng, Tan-Chyuan Chin, M. O’Connor, N. Rickard, D. Cross, J. Hattie","doi":"10.1080/03054985.2023.2194621","DOIUrl":"https://doi.org/10.1080/03054985.2023.2194621","url":null,"abstract":"ABSTRACT Co-design and youth participatory action research are promising methodologies for increasing youth engagement in well-being interventions. The current study included 10 recent high school graduates employed as youth advisors to co-design a youth-friendly positive psychology intervention targeting the post-school transition. The youth advisors received foundational training in positive psychology, psychological needs theory and emerging adulthood. They held regular meetings to develop a Positive Transitions programme (PTP) text messaging intervention, informed by discussion of key themes, issues and relevant practical tips. This paper aims to examine the co-design process from the perspective of the youth advisors. Each youth advisor completed a survey, and six of the advisors also participated in a focus group exploring their co-design experiences. Youth advisors noted a range of personal benefits from the co-design experience including learning, enjoyment, teamwork, achievement, and pride. Areas for improvement included clarity of the project scope and the provision of support and feedback. Insights from this process are discussed, with the aim of guiding future work seeking to design youth-friendly well-being interventions.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"838 - 857"},"PeriodicalIF":2.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587564","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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