Pub Date : 2020-08-11DOI: 10.32674/jise.v9is(1).2010
Anabella Afra Boateng
When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.
{"title":"Reinstating the Inherent Dignity of Marginalized Communities in Ghana","authors":"Anabella Afra Boateng","doi":"10.32674/jise.v9is(1).2010","DOIUrl":"https://doi.org/10.32674/jise.v9is(1).2010","url":null,"abstract":"When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.32674/jise.v9is(1).1785
Michèle De Gastyne
This paper discusses creative and critical thinking across wide cultural and historical frameworks. It begins with an exploration of Socratic Dialectics in multiple contexts, highlighting the need for innovative views and investigative practices using Art and Culture. A major objective of this project is to use the Arts for finding the universal sources of culture through exploring diversity, with a particular focus on the role of Africa as the cradle of humanity and dynamic initiatives on the continent. Through collaborative advocacy and the interdisciplinary approach of Leonardo daVinci (1452-1519), relevant generalities for human rights education and humanitarian efforts, this paper contextualizes intercultural dialogue for universal equity in young people’s development. The paper also explores how education influences the political developments of learners. The paper then shows how humanistic and intercultural approaches to education are fostering creative and critical thinkers worldwide.
{"title":"Creative and Critical Thinking, and Ways to Achieve It","authors":"Michèle De Gastyne","doi":"10.32674/jise.v9is(1).1785","DOIUrl":"https://doi.org/10.32674/jise.v9is(1).1785","url":null,"abstract":"This paper discusses creative and critical thinking across wide cultural and historical frameworks. It begins with an exploration of Socratic Dialectics in multiple contexts, highlighting the need for innovative views and investigative practices using Art and Culture. A major objective of this project is to use the Arts for finding the universal sources of culture through exploring diversity, with a particular focus on the role of Africa as the cradle of humanity and dynamic initiatives on the continent. Through collaborative advocacy and the interdisciplinary approach of Leonardo daVinci (1452-1519), relevant generalities for human rights education and humanitarian efforts, this paper contextualizes intercultural dialogue for universal equity in young people’s development. The paper also explores how education influences the political developments of learners. The paper then shows how humanistic and intercultural approaches to education are fostering creative and critical thinkers worldwide.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46674605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Harriet B. Fox, Elizabeth D. Tuckwiller, Elisabeth L. Kutscher, Heather L. Walter
Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.
{"title":"What Makes Teachers Well?","authors":"Harriet B. Fox, Elizabeth D. Tuckwiller, Elisabeth L. Kutscher, Heather L. Walter","doi":"10.32674/jise.v9i2.2170","DOIUrl":"https://doi.org/10.32674/jise.v9i2.2170","url":null,"abstract":"Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48261513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this investigation, the degree to which student enrollment (i.e., school size) at elementary schools was related to student progress on the State of Texas reading and mathematics state-mandated assessments was examined for boys and for girls. Archival data available on the Texas Academic Performance Report were analyzed for the 2013-2014, 2014-2015, 2016-2017, and 2017-2018 school years. Inferential analyses revealed the presence of statistically significant differences, with below small to small effect sizes. Large-size schools had statistically significantly higher progress rates in reading than Small-size schools for boys and for girls. Large-size schools also had statistically significantly higher progress rates in mathematics for boys than Small-size schools. Results for progress rates in mathematics for girls was varied. Implications for policy and practice, as well as recommendations for future research, are provided.
{"title":"Elementary School Size and Differences in Student Progress by Gender: A Texas, Multiyear Statewide Analysis","authors":"Amy C. Busby, C. Martinez-Garcia, J. Slate","doi":"10.32674/jise.v9i2.1837","DOIUrl":"https://doi.org/10.32674/jise.v9i2.1837","url":null,"abstract":"In this investigation, the degree to which student enrollment (i.e., school size) at elementary schools was related to student progress on the State of Texas reading and mathematics state-mandated assessments was examined for boys and for girls. Archival data available on the Texas Academic Performance Report were analyzed for the 2013-2014, 2014-2015, 2016-2017, and 2017-2018 school years. Inferential analyses revealed the presence of statistically significant differences, with below small to small effect sizes. Large-size schools had statistically significantly higher progress rates in reading than Small-size schools for boys and for girls. Large-size schools also had statistically significantly higher progress rates in mathematics for boys than Small-size schools. Results for progress rates in mathematics for girls was varied. Implications for policy and practice, as well as recommendations for future research, are provided. \u0000 ","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46685528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Draupadi, the classical heroine of the Mahabharata, in an unavoidable way, forms the praxis of reference, comparison, and contrast with Mahasweta Devi’s tribal heroine Draupadi. As part of the collective mytho-cultural memory, the ancient lady invokes a process of analogy, and “deconstruction,” to use Spivak’s phrase, as does Mahasweta Devi’s Santal Draupadi against the backdrop of the West Bengal government’s anti-Naxalite campaigns and military operations in the late 1960s and early 1970s (383). This article will initially examine the comparative and contrastive aspects of the two Drapaudis, then attend to Spivak’s notion of complementariness of the latter Draupadi—her being “at once a palimpsest and a contradiction” (388). Finally, it will reach the conclusion that Veda Vaysa’s Draupadi remains a canon like the epic itself while Mahasweta Devi’s unorthodox Draupadi, despite growing under the overpowering shadow of the earlier, canonizes herself in a prototypal way simultaneously recognizing her classical namesake.
{"title":"Canonizing the Drapaudis in Mahasweta Devi’s “Draupadi”","authors":"S. Basak","doi":"10.32674/jise.v9i2.2522","DOIUrl":"https://doi.org/10.32674/jise.v9i2.2522","url":null,"abstract":"Draupadi, the classical heroine of the Mahabharata, in an unavoidable way, forms the praxis of reference, comparison, and contrast with Mahasweta Devi’s tribal heroine Draupadi. As part of the collective mytho-cultural memory, the ancient lady invokes a process of analogy, and “deconstruction,” to use Spivak’s phrase, as does Mahasweta Devi’s Santal Draupadi against the backdrop of the West Bengal government’s anti-Naxalite campaigns and military operations in the late 1960s and early 1970s (383). This article will initially examine the comparative and contrastive aspects of the two Drapaudis, then attend to Spivak’s notion of complementariness of the latter Draupadi—her being “at once a palimpsest and a contradiction” (388). Finally, it will reach the conclusion that Veda Vaysa’s Draupadi remains a canon like the epic itself while Mahasweta Devi’s unorthodox Draupadi, despite growing under the overpowering shadow of the earlier, canonizes herself in a prototypal way simultaneously recognizing her classical namesake.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46703282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1862
Vicki G. Mokuria, Diana Wandix-White
This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in Sao Paulo, Brazil, as well as volunteers through a program called “Soka Education in Action.” Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports students’ academic and personal growth and development, as well as educators’ professional identity and self-actualization. This study clarifies the essential qualities of Soka educators as understood and articulated by practitioners in the field. The narratives shared by study participants illuminate Soka education as a catalyst that fosters global citizenship by encouraging students to recognize their roles as agents of societal change and instruments of social justice.
{"title":"Care and Value-Creating Education Put Into Action in Brazil: A Narrative Inquiry","authors":"Vicki G. Mokuria, Diana Wandix-White","doi":"10.32674/jise.v9isi.1862","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1862","url":null,"abstract":"This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in Sao Paulo, Brazil, as well as volunteers through a program called “Soka Education in Action.” Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports students’ academic and personal growth and development, as well as educators’ professional identity and self-actualization. This study clarifies the essential qualities of Soka educators as understood and articulated by practitioners in the field. The narratives shared by study participants illuminate Soka education as a catalyst that fosters global citizenship by encouraging students to recognize their roles as agents of societal change and instruments of social justice.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44243934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1877
Joy Williams
Daisaku Ikeda proclaimed that Africa would be the beacon of hope for the world in the twenty-first century. Contemporaneously, Kwame Nkrumah was excited about the potentially galvanizing role a united Africa might play on the world scene. Nkrumah envisioned the reawakening of an African personality, which would provide the foundational essence for the United States of Africa and accelerate African psychological, political, and economic decolonization. Nkrumah’s conceptualizations of unity mesh with Ikeda’s paradigms of global citizenship. This paper shows how Ikeda’s philosophy of value-creating education for global citizenship could amalgamate Africana educational models toward global citizenship as a unifying factor in Africa and the diaspora and as an instrument for making Africana Humanism the spirit of the 21st century.
{"title":"Daisaku Ikeda’s Philosophy of Value Creating Global Citizenship Education and Africana Humanism","authors":"Joy Williams","doi":"10.32674/jise.v9isi.1877","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1877","url":null,"abstract":"Daisaku Ikeda proclaimed that Africa would be the beacon of hope for the world in the twenty-first century. Contemporaneously, Kwame Nkrumah was excited about the potentially galvanizing role a united Africa might play on the world scene. Nkrumah envisioned the reawakening of an African personality, which would provide the foundational essence for the United States of Africa and accelerate African psychological, political, and economic decolonization. Nkrumah’s conceptualizations of unity mesh with Ikeda’s paradigms of global citizenship. This paper shows how Ikeda’s philosophy of value-creating education for global citizenship could amalgamate Africana educational models toward global citizenship as a unifying factor in Africa and the diaspora and as an instrument for making Africana Humanism the spirit of the 21st century.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46134697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1899
S. Ntewusu, R. Awubomu, D. A. Ntewusu, G. Adasi
Using oral interviews, archival sources, observation, and published materials, we discuss the recruitment and training processes of the Okule Cult, an all-female cult. We analyze information obtained from the Nawuris of Northern Ghana to give insights into the relevance of Okule education practices to communities in Ghana. Knowledge about how members of the Okule cult educate new inductees and younger members advances our understanding of the continued importance of African Traditional Education. It would aid efforts to decolonize education on the African continent. The findings of our study can help educational authorities provide a balanced and holistic educational experience to learners.
{"title":"The Okule Cult Education and Practice in Ghana","authors":"S. Ntewusu, R. Awubomu, D. A. Ntewusu, G. Adasi","doi":"10.32674/jise.v9isi.1899","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1899","url":null,"abstract":"Using oral interviews, archival sources, observation, and published materials, we discuss the recruitment and training processes of the Okule Cult, an all-female cult. We analyze information obtained from the Nawuris of Northern Ghana to give insights into the relevance of Okule education practices to communities in Ghana. Knowledge about how members of the Okule cult educate new inductees and younger members advances our understanding of the continued importance of African Traditional Education. It would aid efforts to decolonize education on the African continent. The findings of our study can help educational authorities provide a balanced and holistic educational experience to learners.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42005278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1866
Jessica Bridges
This article will examine how various socialist values are promoted through the Cuban educational system. The voices represented vary generationally, racially, and gender. This research is not meant to generalize about all educational experiences in Cuba; rather, it represents a variety of experiences in the educational system. The research represented in this article was gathered in June 2015 in Havana, Cuba. This article begins with a brief historical background on education in Cuba after the triumph of the revolution in 1959, followed by data collection methods, representation of the data through vignettes and poetry, and finally an analysis of the diverse experiences through the framework of intersectionality. The primary finding was that Cuban society taught socialist values overtly within the educational system through school-based activities, such as the Junior Pioneers from the primary level, and through its emphasis on values formation as part of teacher training. The inculcation of these revolutionary values through the education system kept the revolutionary ideology alive across generations.
{"title":"The Intersection of Values and Social Reproduction: Lessons from Cuba","authors":"Jessica Bridges","doi":"10.32674/jise.v9isi.1866","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1866","url":null,"abstract":"This article will examine how various socialist values are promoted through the Cuban educational system. The voices represented vary generationally, racially, and gender. This research is not meant to generalize about all educational experiences in Cuba; rather, it represents a variety of experiences in the educational system. The research represented in this article was gathered in June 2015 in Havana, Cuba. This article begins with a brief historical background on education in Cuba after the triumph of the revolution in 1959, followed by data collection methods, representation of the data through vignettes and poetry, and finally an analysis of the diverse experiences through the framework of intersectionality. The primary finding was that Cuban society taught socialist values overtly within the educational system through school-based activities, such as the Junior Pioneers from the primary level, and through its emphasis on values formation as part of teacher training. The inculcation of these revolutionary values through the education system kept the revolutionary ideology alive across generations.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48245875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1860
C. M. Ongesa
Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind.
{"title":"Critical Thinking Skill Gap in the Kenyan Education Curriculum","authors":"C. M. Ongesa","doi":"10.32674/jise.v9isi.1860","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1860","url":null,"abstract":"Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind.","PeriodicalId":50177,"journal":{"name":"Journal of Information Science and Engineering","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43099384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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