Pub Date : 2022-03-21DOI: 10.1080/11356405.2022.2031785
Ekmel Geçer, Hakkı Bağci
Abstract The novel coronavirus (COVID-19) has affected the education system at all levels around the world. Coping with the essentialities of online teaching and learning throughout the COVID-19 pandemic, this study aims to give insights into the interpretation of online teaching during the lockdown in Turkey. We applied an ‘opinions regarding online education’ survey (n = 1,007) to examine students’ attitudes towards online education. The participants were students having online classes due to COVID-19 lockdown at different universities in Turkey. Results showed that COVID-19 quarantine has influenced the academic performance of most participants to fluctuating degrees. Yet, most participants believed that online classes could not replace actual classes (n = 725; 72.0%), while only 10.1% of them believed online classes could replace face-to-face classes. Besides, students regularly attending the online classes have positive online education attitudes higher than those of the students who sometimes or never attend the lessons. Thus, this study presents a general illustration of ongoing online education activities during the lockdown and subsequently gives recommendations for future digital learning activities.
{"title":"Examining students’ attitudes towards online education during COVID-19: evidence from Turkey (Análisis de las actitudes de los estudiantes hacia la educación en línea durante la pandemia de COVID-19. Evidencia de un estudio realizado en Turquía)","authors":"Ekmel Geçer, Hakkı Bağci","doi":"10.1080/11356405.2022.2031785","DOIUrl":"https://doi.org/10.1080/11356405.2022.2031785","url":null,"abstract":"Abstract The novel coronavirus (COVID-19) has affected the education system at all levels around the world. Coping with the essentialities of online teaching and learning throughout the COVID-19 pandemic, this study aims to give insights into the interpretation of online teaching during the lockdown in Turkey. We applied an ‘opinions regarding online education’ survey (n = 1,007) to examine students’ attitudes towards online education. The participants were students having online classes due to COVID-19 lockdown at different universities in Turkey. Results showed that COVID-19 quarantine has influenced the academic performance of most participants to fluctuating degrees. Yet, most participants believed that online classes could not replace actual classes (n = 725; 72.0%), while only 10.1% of them believed online classes could replace face-to-face classes. Besides, students regularly attending the online classes have positive online education attitudes higher than those of the students who sometimes or never attend the lessons. Thus, this study presents a general illustration of ongoing online education activities during the lockdown and subsequently gives recommendations for future digital learning activities.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"14 1","pages":"297 - 324"},"PeriodicalIF":1.1,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81861105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-21DOI: 10.1080/11356405.2022.2031786
Anabel Moriña, Inmaculada Orozco
ABSTRACT This paper explores the most effective methodological strategies used by inclusive faculty from different knowledge areas to ensure that all students learn and succeed in their courses. A qualitative study was carried out and interviews were held with 119 Spanish faculty members from arts and humanities, STEM, health sciences, social and legal sciences and education sciences. The results are presented by knowledge area, followed by an analysis of the differences and similarities between them. The findings reveal that, despite belonging to different disciplines, inclusive faculty members use similar methodological strategies that welcome all students and do not differentiate in their practice between students with and without disabilities. The findings also indicate that faculty use a variety of methodological strategies, with active and participatory ones being considered most effective. This study shows that the methodological strategies that are effective for students in general are also effective for those with disabilities.
{"title":"Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas (Estrategias de aprendizaje inclusivo en la universidad: la perspectiva del profesorado español de distintas áreas de conocimiento)","authors":"Anabel Moriña, Inmaculada Orozco","doi":"10.1080/11356405.2022.2031786","DOIUrl":"https://doi.org/10.1080/11356405.2022.2031786","url":null,"abstract":"ABSTRACT This paper explores the most effective methodological strategies used by inclusive faculty from different knowledge areas to ensure that all students learn and succeed in their courses. A qualitative study was carried out and interviews were held with 119 Spanish faculty members from arts and humanities, STEM, health sciences, social and legal sciences and education sciences. The results are presented by knowledge area, followed by an analysis of the differences and similarities between them. The findings reveal that, despite belonging to different disciplines, inclusive faculty members use similar methodological strategies that welcome all students and do not differentiate in their practice between students with and without disabilities. The findings also indicate that faculty use a variety of methodological strategies, with active and participatory ones being considered most effective. This study shows that the methodological strategies that are effective for students in general are also effective for those with disabilities.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"98 1","pages":"231 - 265"},"PeriodicalIF":1.1,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85330735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1080/11356405.2021.2006500
Yingzhi Wang, Olga Matvieieva, Qing-Wen Zheng
ABSTRACT
The purpose of the study is to examine the level of the development of musical abilities of children studying music based on the ideas of Orff and Kodaly compared to a standard curriculum. In order to examine the level of musical ability before and after the experiment, the Primary Measures of Music Audiation (PMMA) method was used. Based on the t-test, it was determined that there was no statistically significant difference between the pre- and post-test results of the groups. In the experimental group, the percentage of children with a high level of musical ability in the post-test increased by 5.1% (p = .047). As a result of the study, it was determined that learning based on the Orff and Kodaly methods contributes to the development of rhythm. The difference between the pre- and post-test indicators in the experimental group has a positive trend and is statistically significant (p = .041). The results have also confirmed the importance of developing musical abilities within the music education programme.
ABSTRACTThe study is to examine the level of development of musical abilities of children studying based on the ideas of Orff and Kodaly compared to a standard curriculum.为了考察实验前后的音乐能力水平，采用了音乐听觉初级测量法（Primary Measures of Music Audiation，PMMA）。根据 t 检验，确定各组的前后测试结果在统计上没有显著差异。在实验组中，后测中音乐能力水平高的儿童比例增加了 5.1%（p = .047）。研究结果表明，基于奥尔夫和柯达伊方法的学习有助于节奏感的培养。实验组的前后测试指标之间的差异呈正趋势，且在统计学上有显著意义（p = .041）。结果也证实了在音乐教育课程中培养音乐能力的重要性。
{"title":"Effectiveness of the Orff and Kodaly methods for the development of musical ability in preschool children compared to a standard curriculum (La eficacia de los métodos Orff y Kodaly para el desarrollo de las habilidades musicales en los niños preescolares en comparación con el currículum estándar)","authors":"Yingzhi Wang, Olga Matvieieva, Qing-Wen Zheng","doi":"10.1080/11356405.2021.2006500","DOIUrl":"https://doi.org/10.1080/11356405.2021.2006500","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>The purpose of the study is to examine the level of the development of musical abilities of children studying music based on the ideas of Orff and Kodaly compared to a standard curriculum. In order to examine the level of musical ability before and after the experiment, the Primary Measures of Music Audiation (PMMA) method was used. Based on the <i>t</i>-test, it was determined that there was no statistically significant difference between the pre- and post-test results of the groups. In the experimental group, the percentage of children with a high level of musical ability in the post-test increased by 5.1% (<i>p</i> = .047). As a result of the study, it was determined that learning based on the Orff and Kodaly methods contributes to the development of rhythm. The difference between the pre- and post-test indicators in the experimental group has a positive trend and is statistically significant (<i>p</i> = .041). The results have also confirmed the importance of developing musical abilities within the music education programme.</p>","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"36 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139093609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2021.2007616
Miguel Fernández-Labayen, Irene Gutierrez, T. Moya-Jorge
ABSTRACT This article presents the experience of Viaje de ida y vuelta (Round Trip, 2018–2020), an audiovisual workshop whose aim is to produce a collective documentary in which adolescents of various nationalities and backgrounds reflect on their diasporic identity. The activity was conducted in conjunction with the educational project 12Nubes, an initiative that collaborates with schools in Vitoria-Gasteiz (Basque Country, Spain) to explore integral education as a tool for social transformation in contexts of exclusion. Framing communication technologies as a source of community-based self-expression, we explore the processes of adolescents’ audiovisual materialization of life stories and family memory during the two-year workshop, as well as their subsequent projection in cultural circuits and social networks as a form of agency. Based on this experience, we advocate the need for cooperation among public institutions (secondary schools, city councils, universities and conservatories, among other centres) and the development of a decolonial pedagogy focused on the life experiences of young migrants and/or descendants of migrants with the aim of enhancing intercultural education both inside and outside school.
本文介绍了Viaje de ida y vuelta(往返，2018-2020)的经历。Viaje de ida y vuelta是一个视听工作坊，旨在制作一部集体纪录片，让不同国籍和背景的青少年反思他们的流散身份。该活动是与教育项目12Nubes一起进行的，该项目与西班牙巴斯克地区的学校合作，探索将整合教育作为排斥背景下社会转型的工具。在为期两年的研讨会中，我们将通信技术作为社区自我表达的来源，探索青少年对生活故事和家庭记忆的视听物化过程，以及它们随后作为一种代理形式在文化回路和社会网络中的投射。根据这一经验，我们主张公共机构(中学、市议会、大学和音乐学院等中心)之间需要进行合作，并发展一种以年轻移民和/或移民后代的生活经历为重点的非殖民化教学法，目的是加强校内外的跨文化教育。
{"title":"Migration and educational network: self-mediation as an intercultural practice (Migración y red educativa: la automediación como práctica intercultural)","authors":"Miguel Fernández-Labayen, Irene Gutierrez, T. Moya-Jorge","doi":"10.1080/11356405.2021.2007616","DOIUrl":"https://doi.org/10.1080/11356405.2021.2007616","url":null,"abstract":"ABSTRACT This article presents the experience of Viaje de ida y vuelta (Round Trip, 2018–2020), an audiovisual workshop whose aim is to produce a collective documentary in which adolescents of various nationalities and backgrounds reflect on their diasporic identity. The activity was conducted in conjunction with the educational project 12Nubes, an initiative that collaborates with schools in Vitoria-Gasteiz (Basque Country, Spain) to explore integral education as a tool for social transformation in contexts of exclusion. Framing communication technologies as a source of community-based self-expression, we explore the processes of adolescents’ audiovisual materialization of life stories and family memory during the two-year workshop, as well as their subsequent projection in cultural circuits and social networks as a form of agency. Based on this experience, we advocate the need for cooperation among public institutions (secondary schools, city councils, universities and conservatories, among other centres) and the development of a decolonial pedagogy focused on the life experiences of young migrants and/or descendants of migrants with the aim of enhancing intercultural education both inside and outside school.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"97 1","pages":"164 - 179"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81630917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2021.2006909
O. Incognito, C. Tarchi, G. Pinto
ABSTRACT The aim of this study was to investigate the association between mixed-SES kindergartens and emergent literacy in Italian children. The independent contributions of parents’ occupational (SES-PO) and educational level (SES-PE) on emergent literacy were separately analysed. Three emergent literacy skills were assessed in 189 children twice, at the beginning and the end of the last year of kindergarten. Firstly, repeated-measures MANCOVA has shown that only SES-PE was significantly associated with the increase of all emergent literacy skills over the school year. Secondly, robust-methods ANOVA has shown what type of mix of family-PE is optimal at a school level for children to achieve significant improvements after one year of kindergarten. Creating mixed-SES learning environments may improve children’s emergent literacy skills. Policymakers should specifically target parental educational levels, rather than occupational levels, when addressing the issue of SES in schools.
{"title":"The association between school-level SES and emergent literacy in Italy (La relación entre el nivel socioeconómico a nivel de centro escolar y la alfabetización emergente en Italia)","authors":"O. Incognito, C. Tarchi, G. Pinto","doi":"10.1080/11356405.2021.2006909","DOIUrl":"https://doi.org/10.1080/11356405.2021.2006909","url":null,"abstract":"ABSTRACT The aim of this study was to investigate the association between mixed-SES kindergartens and emergent literacy in Italian children. The independent contributions of parents’ occupational (SES-PO) and educational level (SES-PE) on emergent literacy were separately analysed. Three emergent literacy skills were assessed in 189 children twice, at the beginning and the end of the last year of kindergarten. Firstly, repeated-measures MANCOVA has shown that only SES-PE was significantly associated with the increase of all emergent literacy skills over the school year. Secondly, robust-methods ANOVA has shown what type of mix of family-PE is optimal at a school level for children to achieve significant improvements after one year of kindergarten. Creating mixed-SES learning environments may improve children’s emergent literacy skills. Policymakers should specifically target parental educational levels, rather than occupational levels, when addressing the issue of SES in schools.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"74 1","pages":"102 - 139"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86356733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2021.2006910
Yulia Solovieva, Ana-M. Baltazar-Ramos, Luis Quintanar-Rojas, Eduardo-Alejandro Escotto-Córdova, Anastasia Sidneva
ABSTRACT The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.
{"title":"Analysis of mathematics teaching programmes at preschool age based on activity theory (Análisis de programas de enseñanza de las matemáticas en la edad preescolar desde la teoría de la actividad)","authors":"Yulia Solovieva, Ana-M. Baltazar-Ramos, Luis Quintanar-Rojas, Eduardo-Alejandro Escotto-Córdova, Anastasia Sidneva","doi":"10.1080/11356405.2021.2006910","DOIUrl":"https://doi.org/10.1080/11356405.2021.2006910","url":null,"abstract":"ABSTRACT The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"46 1","pages":"72 - 101"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80976990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2021.2007617
Goretti Faya-Ornia, Natalia Barranco-Izquierdo, Teresa Calderón-Quindós, Carmen Quijada-Diez
ABSTRACT Translation and subtitle creation have been proven to enhance communicative skills in a foreign language (FL). Also, aligned parallel corpora have been previously used as a didactic tool in FL learning. However, the conjunction of these aspects is innovative as it has not been implemented in a teaching environment before to foster students’ competence in an FL. Thus, the project described here focuses on the combination of both aspects to foster students’ competence in an FL. This manuscript aims to describe the in-class tasks to be done by students and assess the impact of participating in the project, as well as to compile a vast electronic linguistic corpus.
{"title":"Subtitle creation and subtitle alignment as didactic resources for foreign language teaching (Creación de subtítulos y alineación de segmentos como recursos didácticos para la enseñanza de una lengua extranjera)","authors":"Goretti Faya-Ornia, Natalia Barranco-Izquierdo, Teresa Calderón-Quindós, Carmen Quijada-Diez","doi":"10.1080/11356405.2021.2007617","DOIUrl":"https://doi.org/10.1080/11356405.2021.2007617","url":null,"abstract":"ABSTRACT Translation and subtitle creation have been proven to enhance communicative skills in a foreign language (FL). Also, aligned parallel corpora have been previously used as a didactic tool in FL learning. However, the conjunction of these aspects is innovative as it has not been implemented in a teaching environment before to foster students’ competence in an FL. Thus, the project described here focuses on the combination of both aspects to foster students’ competence in an FL. This manuscript aims to describe the in-class tasks to be done by students and assess the impact of participating in the project, as well as to compile a vast electronic linguistic corpus.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"20 1","pages":"180 - 187"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89593293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2022.2034326
N. Veresov
The development of a journal is [. . .] inextricably linked to the development of the community it serves. Today, the scientific community is globalized — and its main language for communication, its lingua franca, is English. The steps outlined above have helped us to create elements of shared identity within the globalized community. But as far as identity elements go for a journal, the name is right at the top of the list. We are delighted to take this last step. As of 2020, the titles of all our journals will be in English. The previous titles will be kept as subtitles, enabling identification to both language communities (p. 3) 1 .
{"title":"Incoming editor’s comment (Editorial del editor entrante)","authors":"N. Veresov","doi":"10.1080/11356405.2022.2034326","DOIUrl":"https://doi.org/10.1080/11356405.2022.2034326","url":null,"abstract":"The development of a journal is [. . .] inextricably linked to the development of the community it serves. Today, the scientific community is globalized — and its main language for communication, its lingua franca, is English. The steps outlined above have helped us to create elements of shared identity within the globalized community. But as far as identity elements go for a journal, the name is right at the top of the list. We are delighted to take this last step. As of 2020, the titles of all our journals will be in English. The previous titles will be kept as subtitles, enabling identification to both language communities (p. 3) 1 .","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"60 1","pages":"5 - 13"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82796982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2021.2017720
A. Maidansky
Abstract In recent years, Vygotsky’s theory of the historical development from the ‘primitive’ through the ‘cultural man’ and on to the ‘superhuman’ has been subjected to keen criticism. In the concept of the primitive, colonialistic arrogance and even racism are discovered, and the concept of the superhuman is attributed to the influence of Nietzsche and Marxist revolutionary utopias. Vygotsky’s criticism of the modern ‘cultural man’ is virtually ignored. This article reveals the actual content of these concepts in the theory of Vygotsky and clears them of the latest ideological connotations. The historical framework for the existence of the primitive man is defined as the following: from the start of labouring life to the invention of ‘signification’. The era of the superhuman will come as a result of the ‘polytechnization of labor’, i.e., the transformation of labour into an applied science. The psychology of the future will become the ‘theory and practice of the superhuman’. It aims to form a free, universally developed personality that creates the conditions of its own life and regulates its psychological functions.
{"title":"Vygotsky on cultural-historical development: from the primitive to the superhuman (Vygotski y el desarrollo histórico-cultural: del hombre primitivo al superhombre)","authors":"A. Maidansky","doi":"10.1080/11356405.2021.2017720","DOIUrl":"https://doi.org/10.1080/11356405.2021.2017720","url":null,"abstract":"Abstract In recent years, Vygotsky’s theory of the historical development from the ‘primitive’ through the ‘cultural man’ and on to the ‘superhuman’ has been subjected to keen criticism. In the concept of the primitive, colonialistic arrogance and even racism are discovered, and the concept of the superhuman is attributed to the influence of Nietzsche and Marxist revolutionary utopias. Vygotsky’s criticism of the modern ‘cultural man’ is virtually ignored. This article reveals the actual content of these concepts in the theory of Vygotsky and clears them of the latest ideological connotations. The historical framework for the existence of the primitive man is defined as the following: from the start of labouring life to the invention of ‘signification’. The era of the superhuman will come as a result of the ‘polytechnization of labor’, i.e., the transformation of labour into an applied science. The psychology of the future will become the ‘theory and practice of the superhuman’. It aims to form a free, universally developed personality that creates the conditions of its own life and regulates its psychological functions.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"35 1","pages":"188 - 210"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77079980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/11356405.2022.2034325
Liliana Tolchinsky
Seven years ago, in 2014, we took over the stewardship of Culture and Education with a twofold commitment: to guarantee the quality of the publications and to promote the internationalization of the journal. The goal was to continue publishing studies that further our understanding of educational processes throughout the lifespan, bearing in mind the different cultural contexts underlying them. The contributions were to provide relevant, innovative, theoretically and methodologically consistent information. Faithful to the journal’s origins and identity, we defined an editorial line around the analysis and discussion of the different topics linking education and culture, with a renewed emphasis on the development of language and literacy in the broad sense, including digital literacy, in a host of formal and informal teaching–learning scenarios. At the same time, we broadened the formats of articles that the journal would accept, including not only research reports but also duly evaluated teaching experiences, original educational projects and position articles. Most importantly, we refined the peer review process, which is the best guarantee of the publication’s quality. These publication formats were complemented by important monographic issues on a range of topics, each overseen by international guest editors who were experts in their respective fields. The monographs examined everything from advanced strategies for statistical data processing to the role of education in the dissemination of fake news, inclusive university education and fundamental considerations on immigration and the educational system. In parallel, the decision of the Fundación Infancia y Aprendizaje to undertake a bilingual English–Spanish publication contributed to internationalizing a publication which was already a benchmark in the Spanish-speaking world. This decision led to the publication of articles from a variety of places, including China, Turkey, the United States and Israel. Even though the majority of articles continue to come from Spain and Latin America, the bilingual publication made it possible to disseminate it in different non-Spanish-speaking milieus. Nothing of what has been done would have been possible without the colossal assistance of Nayme Salas, who has been in charge of the editorial coordination of Culture and Education over these seven years. Nayme effectively and creatively resolved the different predicaments that arose in the management of the digital platform, as well as the often unusual inquiries of authors and reviewers. Nayme deserves all my gratitude for the quality of her collaboration. Two teams of associate editors worked successively during this period. All their members were researchers and faculty members who joined their full-time work at their respective
{"title":"Outgoing Editor’s comment (Editorial de la Editora Saliente)","authors":"Liliana Tolchinsky","doi":"10.1080/11356405.2022.2034325","DOIUrl":"https://doi.org/10.1080/11356405.2022.2034325","url":null,"abstract":"Seven years ago, in 2014, we took over the stewardship of Culture and Education with a twofold commitment: to guarantee the quality of the publications and to promote the internationalization of the journal. The goal was to continue publishing studies that further our understanding of educational processes throughout the lifespan, bearing in mind the different cultural contexts underlying them. The contributions were to provide relevant, innovative, theoretically and methodologically consistent information. Faithful to the journal’s origins and identity, we defined an editorial line around the analysis and discussion of the different topics linking education and culture, with a renewed emphasis on the development of language and literacy in the broad sense, including digital literacy, in a host of formal and informal teaching–learning scenarios. At the same time, we broadened the formats of articles that the journal would accept, including not only research reports but also duly evaluated teaching experiences, original educational projects and position articles. Most importantly, we refined the peer review process, which is the best guarantee of the publication’s quality. These publication formats were complemented by important monographic issues on a range of topics, each overseen by international guest editors who were experts in their respective fields. The monographs examined everything from advanced strategies for statistical data processing to the role of education in the dissemination of fake news, inclusive university education and fundamental considerations on immigration and the educational system. In parallel, the decision of the Fundación Infancia y Aprendizaje to undertake a bilingual English–Spanish publication contributed to internationalizing a publication which was already a benchmark in the Spanish-speaking world. This decision led to the publication of articles from a variety of places, including China, Turkey, the United States and Israel. Even though the majority of articles continue to come from Spain and Latin America, the bilingual publication made it possible to disseminate it in different non-Spanish-speaking milieus. Nothing of what has been done would have been possible without the colossal assistance of Nayme Salas, who has been in charge of the editorial coordination of Culture and Education over these seven years. Nayme effectively and creatively resolved the different predicaments that arose in the management of the digital platform, as well as the often unusual inquiries of authors and reviewers. Nayme deserves all my gratitude for the quality of her collaboration. Two teams of associate editors worked successively during this period. All their members were researchers and faculty members who joined their full-time work at their respective","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"30 1","pages":"1 - 4"},"PeriodicalIF":1.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81422774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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