Culture and Education最新文献

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Learning through reading and writing tasks in higher education: what do students use, paper or screen? (El aprendizaje a través de la lectura y la escritura en la educación universitaria: ¿qué usan los estudiantes, papel o pantalla?) 高等教育中通过阅读和写作任务学习:学生使用什么，纸上还是屏幕?(在大学教育中通过阅读和写作学习:学生用什么，纸还是屏幕?)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2022-01-02 DOI: 10.1080/11356405.2021.2006499

Núria Castells, Marta Minguela, Esther Nadal, Isabel Cuevas

Abstract The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks.

本研究的目的是识别和描述大学生在学习中执行的阅读和写作任务，考虑到学科(科学与人文)和使用的支持(印刷与数字)。404名学生完成了一份在线调查问卷，其中包括13项任务，包括阅读和写作，以了解主题的内容。这些任务根据其复杂程度、所需来源的数量和类型、所需的组成程度以及对来源的信息进行处理的程度而有所不同。学生们表示，更频繁地执行那些促进肤浅学习的任务。人文学科的学生提到了执行促进更深层次处理的任务。关于使用的材料格式，理科生报告更频繁地使用数字格式。然而，当学生执行任务以相对肤浅的方式学习科目内容时，印刷支持似乎更常用。相比之下，学生们使用数字格式来完成复杂的阅读和写作任务。

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引用次数: 1

Learning Spanish in a Nasa indigenous community (Aprendizaje del español en una comunidad indígena Nasa) 在Nasa土著社区学习西班牙语(Nasa土著社区学习西班牙语)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2022-01-02 DOI: 10.1080/11356405.2021.2010017

Iván-Darío Fajardo, Oliveiro Guetio, Natalia Cadavid-Ruiz

ABSTRACT The priority of the bilingual intercultural education of the Nasa community in Colombia is to teach Spanish as a second language; however, there are no studies that evaluate this process. For this reason, this study sought to describe the level of appropriation of Spanish by the monolingual Nasa Yuwe–speaking learners who are in the first to third grades at the indigenous rural school of Farallones in the community of Pueblo Nuevo, municipality of Silvia Cauca (Colombia). This description was made through the diagnostic evaluation of learning Nasa Yuwe as the mother tongue and Spanish as the new language, in addition to administering a sociolinguistic survey to the parents and holding an interview with the teacher in charge of teaching these languages. The results showed oral mastery of Nasa Yuwe and an emphasis on teaching the sublexical aspects of Spanish to learn how to read and write it. This information suggests that Spanish learning is approached as a foreign language, not a second language, as its context views it.

哥伦比亚Nasa社区的双语跨文化教育的优先事项是将西班牙语作为第二语言进行教学;然而，没有研究评估这一过程。因此，本研究试图描述哥伦比亚西尔维亚考卡市新普韦布洛社区Farallones土著农村学校一至三年级的单语Nasa育威语学习者对西班牙语的掌握程度。这一描述是通过对母语为Nasa裕威语、新语言为西班牙语学习的诊断性评估，以及对家长进行社会语言学调查和对负责这两种语言教学的老师进行访谈得出的。结果显示口语掌握了Nasa Yuwe，并强调教授西班牙语的亚词汇方面，以学习如何阅读和写作。这一信息表明，西班牙语学习被视为一门外语，而不是语境所认为的第二语言。

引用次数: 0

Reviewers for 2021 (Evaluadores del año 2021) 2021年评审员(2021年评审员)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2022-01-02 DOI: 10.1080/11356405.2022.2034324

引用次数: 0

Where do we stand? A plea for international comparative approaches in the struggle for adequate responses of education systems to migrant students (¿En qué punto nos encontramos? Un alegato en favor de un enfoque internacional comparativo para ofrecer respuestas adecuadas a los estudiantes migrantes por parte de los sistemas educativos) 我们的立场是什么？在努力争取教育系统对移民学生做出适当反应的过程中采用国际比较方法。在努力争取教育系统对移民学生做出适当回应的过程中，呼吁采用国际比较方法）。

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-13 DOI: 10.1080/11356405.2021.1973224

Barbara Herzog-Punzenberger

ABSTRACT

In this article, I will argue in favour of international comparative approaches in studying immigration and school education. After describing organizational frameworks of international comparisons, major results and disputes, I will put forward three arguments. (1) In many studies different groups of origin are compared within one country. To gain new insights, the focus from either the micro-level of the students and their families or the meso-level of groups should be shifted to the macro-level of national policies by comparing the situation of the same group of origin (also taking into account their socio-economic composition) in different countries. (2) Implementing this approach, the integration context theory and the migrant integration policy index MIPEX are examples and could be used as stepping stones for further research and policy-learning. (3) Initial teacher education in many countries, especially in Europe, has not yet taken on the necessary pivotal role as incubator for future teacher professionalism in an age of migration and diversity where cultural, linguistic and religious responsiveness are an important part.

ABSTRACTIn this article, I will argue in favour of international comparative approaches in studying immigration and school education.在介绍了国际比较的组织框架、主要成果和争议之后，我将提出三个论点。(1) 在许多研究中，对一个国家内的不同原籍群体进行比较。为了获得新的见解，应将重点从学生及其家庭的微观层面或群体的中观层面转移到国家政策的宏观层面，比较同一原籍群体在不同国家的情况（同时考虑他们的社会经济构成）。(2) 落实这一方法，融合背景理论和移民融合政策指数 MIPEX 就是范例，可作为进一步研究和政策学习的垫脚石。(3) 许多国家，特别是欧洲国家的初始师范教育尚未发挥必要的关键作用，在文化、语言和宗教敏感性成为重要组成部分的移民和多样性时代，培养未来教师的专业精神。

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引用次数: 0

The importance and necessity of researching emigration and its relationship with school education (La importancia y la necesidad de investigar sobre la emigración y su relación con la educación escolar) 研究移民及其与学校教育关系的重要性和必要性(研究移民及其与学校教育关系的重要性和必要性)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1987070

Fernando Hernández-Hernández, Juana M. Sancho-Gil, M. J. Arroyo-González

ABSTRACT Given the different migratory flows, studies point to the need to research the living conditions of immigrant children and youths and the procedures used by educational systems to integrate/include them. These proposals highlight the urgency of asking new questions around the approaches and strategies that policies and schools suggest to deal with issues related to the education of students with immigrant backgrounds in order to detect and meet their needs, bring out the tensions and suggest alternatives. Bearing this need in mind, this text introduces the logic guiding a monograph which contains 10 articles from the perspectives of researchers from seven countries which focus on meta-analyses of the studies conducted, the vision of the young migrants, the relationship between educational policies and practices and the evaluation of the educational experiences. These contributions are a chance to situate ourselves, open up new problems, pose challenges and contribute not only to revealing situations but also to changing educational systems’ policies and modes of interaction with immigrants.

鉴于不同的移民流动，研究指出有必要研究移民儿童和青年的生活条件以及教育系统用于整合/包括他们的程序。这些建议强调了围绕政策和学校提出的处理与移民背景学生教育相关问题的方法和策略提出新问题的紧迫性，以便发现和满足他们的需求，提出紧张局势并提出替代方案。考虑到这一需要，本文介绍了指导专著的逻辑，该专著包含来自七个国家的研究人员的观点的10篇文章，这些文章侧重于所进行的研究的荟萃分析，年轻移民的愿景，教育政策与实践之间的关系以及教育经验的评估。这些贡献是一个机会，让我们定位自己，开辟新的问题，提出挑战，不仅有助于揭示情况，而且有助于改变教育系统的政策和与移民的互动模式。

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引用次数: 2

Integration of migrant children in Slovenian schools (La integración de los niños migrantes en las escuelas eslovenas) 移徙儿童在斯洛文尼亚学校的融合(移徙儿童在斯洛文尼亚学校的融合)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1973222

Z. Medarić, Mateja Sedmak, Lucija Dežan, Barbara Gornik

ABSTRACT The article explores the gap between policies and practices of integration of migrant children in Slovenian schools while rejecting the perception of integration as merely passive assimilation or simple one-way adaptation to the new social reality. The paper draws on secondary sources, interviews, and focus groups with members of the educational community as well as with (migrant) children. The lack of a holistic, standardized, systematic and long-term approach to the integration of migrant children in education in Slovenia leads to inconsistent and different ways schools and individual educational staff approach the integration process. We argue for the need for systemic changes to reduce the current gap between non-binding policies addressing the issue of integration of migrant children in education and practices in schools. Implementing the principle of intercultural education at all levels would contribute towards better intercultural awareness, competencies and skills, not only for teachers and educators but for everyone — children, youths and adults, who are all part of culturally diverse societies.

本文探讨了斯洛文尼亚学校移民儿童融合政策和实践之间的差距，同时拒绝将融合视为仅仅是被动同化或简单的单向适应新社会现实的看法。本文借鉴了二手资料、访谈和与教育界成员以及(流动)儿童的焦点小组。由于在斯洛文尼亚缺乏使移徙儿童融入教育的整体、标准化、系统和长期办法，导致学校和个别教育工作人员处理融入进程的方式不一致和不同。我们认为有必要进行系统性的改革，以缩小目前解决流动儿童融入教育问题的非约束性政策与学校实践之间的差距。在各级实施跨文化教育原则将有助于提高教师和教育工作者的跨文化意识、能力和技能，而且有助于作为多元文化社会一部分的每个人——儿童、青年和成人。

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引用次数: 6

Implementing co-teaching to support the language socialization process of immigrant students (La práctica de la coenseñanza para fomentar el proceso de socialización lingüística de los alumnos inmigrantes) 实施共同教学以支持移民学生的语言社会化过程(促进移民学生语言社会化过程的共同教学实践)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1978152

Fernando Naiditch

ABSTRACT This study describes a project in a school district in New Jersey that aimed at preparing all teachers to understand and address the needs of immigrant students and English language learners (ELs). Co-teaching was implemented between the general education and the ESL teacher in elementary school classrooms to educate, inform and engage content area teachers in the education of ELs, to create a system of accountability by having both teachers share instructional responsibility for immigrant students and to facilitate the language socialization process of these students. We identify specific aspects of co-teaching that support the development of content-based English language proficiency of immigrant students while also promoting more teacher collaboration and engagement with linguistically and culturally diverse students. By engaging in co-teaching, teachers needed more common planning time, learned to use specific scaffolding and instructional strategies and made language an object of study in the classrooms.

本研究描述了新泽西州一个学区的一个项目，该项目旨在帮助所有教师了解并解决移民学生和英语学习者(el)的需求。在小学课堂中，通识教育和ESL教师之间实施联合教学，以教育、告知和吸引内容区教师参与ESL教育，并通过两名教师共同承担移民学生的教学责任来建立一个问责制，并促进这些学生的语言社会化过程。我们确定了合作教学的具体方面，以支持移民学生基于内容的英语语言能力的发展，同时也促进教师与语言和文化不同的学生进行更多的合作和参与。通过合作教学，教师需要更多的共同规划时间，学会使用特定的框架和教学策略，使语言成为课堂上的研究对象。

引用次数: 1

Immigrant students’ knowledge and experiences around the school: a relational, child-centred approach (Saberes y experiencias del alumnado inmigrante en torno a la escuela: aproximación relacional y centrada en la infancia) 移民学生在学校的知识和经验:一种关系的、以儿童为中心的方法

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1975455

J. M. Sancho-Gil, Sandra Soler-Campo, Maria Domingo-Coscollola, Fernando Hernández-Hernández

ABSTRACT This article is part of the European project MiCREATE, whose purpose is to investigate the reception of immigrant minors in educational systems and society from a child-centred approach. This text builds on one of the phases in the project in which three case studies were conducted in three primary schools in Barcelona. It focuses on the activities of 75 children aged 11–12 at these schools, who were questioned about the notion of ‘voice’ and ‘giving voice’ as the epistemic and ethical referents of this perspective, adopting a decolonizing position. Using the participants’ contributions through artistic methods, they reveal their knowledge and experiences on three particularly significant dimensions in their lives inside and outside school: socialization, care and interaction, and play. These contributions are compared to other studies, suggesting the need for perspectives that avoid imposing views on children in research and education.

本文是欧洲项目MiCREATE的一部分，该项目旨在从以儿童为中心的角度调查教育系统和社会对未成年移民的接收情况。本文建立在项目的一个阶段，其中三个案例研究在巴塞罗那的三所小学进行。它的重点是这些学校的75名11-12岁儿童的活动，他们被问及“声音”和“发出声音”的概念作为这一观点的认知和伦理参照，采取了非殖民化的立场。通过艺术的方式，他们展示了他们在学校内外生活中三个特别重要的方面的知识和经验:社会化，关怀和互动，以及游戏。将这些贡献与其他研究进行比较，表明在研究和教育中需要避免将观点强加给儿童。

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引用次数: 1

Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas) 西班牙移民和学校二十年研究:总结一些经验教训(西班牙移民和学校二十年研究:总结一些经验教训)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1974218

M. J. Arroyo-González, Ignacio Berzosa-Ramos

Abstract The purpose of our study is to conduct a systematic review of the research conducted on immigrant students in the school context in Spain from 2000 to 2020 contained in the SCOPUS and Web of Science databases. Our intention is to analyse the arc of Spanish research on immigration and school over these years. To do so, we have evaluated the emerging topics through content analysis, organizing the studies found according to the topics they discuss: (1) the social construction of immigrant students; (2) schooling processes; (3) educational measures at school; (4) teachers; (5) managing multilingualism at school; (6) the process of adapting to school and society; (7) family and school; (8) educational trajectories and school success; and (9) relations between educational policies and practices. The analysis helps us to understand the situation of educational research in this field, as well as to identify the challenges still pending which may guide both future studies and school practices in order to contribute to the real educational inclusion of these students.

本研究的目的是对SCOPUS和Web of Science数据库中2000年至2020年对西班牙学校背景下移民学生的研究进行系统回顾。我们的目的是分析这些年来西班牙移民和学校研究的弧线。为此，我们通过内容分析对新兴主题进行了评估，并根据他们讨论的主题对发现的研究进行了组织:(1)移民学生的社会建构;(2)学校教育过程;(三)学校教育措施;(4)教师;(5)管理学校的多种语言;(6)适应学校和社会的过程;(七)家庭和学校;(8)教育轨迹与学业成就;(9)教育政策与实践的关系。分析有助于我们了解这一领域的教育研究现状，并确定仍然存在的挑战，这些挑战可能指导未来的研究和学校实践，以促进这些学生真正的教育包容。

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引用次数: 2

Migration and schooling in Brazil: an exploratory study on the governmental response to the educational inclusion of contemporary migrants (Migración y escolarización en Brasil: estudio exploratorio de la respuesta gubernamental a la inclusión educativa de la población migrante contemporánea) 巴西的移民与教育:政府对当代移民教育包容的反应的探索性研究(巴西的移民与教育:政府对当代移民教育包容的反应的探索性研究)

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Culture and Education

Pub Date : 2021-10-02 DOI: 10.1080/11356405.2021.1973288

Rodrigo Lages, Gabriela Bulla

ABSTRACT This paper discusses migrant welcoming strategies in the Brazilian public education system and offers critical reflection on the underlying concepts. We argue that the redemocratized Brazilian government provides centralizing, non-specific legal frameworks and policies tending to see vulnerable persons as a social problem; racial and economic biases place migrants from peripheral countries as part of this problem. The data collected to investigate this hypothesis were: (a) the 2019 Brazilian School Census; (b) an inquiry sent to the State Department of Education of all 27 Federative Units of Brazil; and (c) the official state government websites. Our analysis indicated that, in the absence of a federal education policy attentive to the specificities of contemporary migrants, the state governments undervalue migrants and disregard their cultural, economic, social and intellectual potential. The data also confirm that public policies have been slowly changing this outlook into an equitable appreciation of difference but still do not impact the education of migrants. Finally, the notion of Brazil as a welcoming country is challenged.

本文讨论了巴西公共教育系统中的移民欢迎策略，并对其基本概念进行了批判性反思。我们认为，重新民主化的巴西政府提供了集中的、非具体的法律框架和政策，倾向于将弱势群体视为一个社会问题;种族和经济偏见使来自边缘国家的移民成为这个问题的一部分。为调查这一假设而收集的数据是:(a) 2019年巴西学校普查;(b)向巴西所有27个联邦单位的国家教育部发出调查报告;(c)州政府官方网站。我们的分析表明，在缺乏关注当代移民特点的联邦教育政策的情况下，州政府低估了移民的价值，忽视了他们的文化、经济、社会和智力潜力。数据还证实，公共政策一直在缓慢地将这种观点转变为对差异的公平评价，但仍然没有影响到移民的教育。最后，巴西作为一个受欢迎国家的观念受到了挑战。

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引用次数: 1

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