{"title":"照顾者是融入社会的导师：塞浦路斯的案例","authors":"Constantia A. Charalampous","doi":"10.2478/jped-2023-0010","DOIUrl":null,"url":null,"abstract":"Abstract Despite the progress in education in recent years, the marginalization of students identified as having special educational needs (SEN) persists. Students characterized as having SEN is one of the factors that could change the status quo and lead to greater inclusion. The current research project adopted a mixed methodology to investigate this possibility. The research was conducted in five secondary schools in Cyprus, and 138 people participated. As the research is now complete, we can conclude that carers of students characterized as having SEN can act as mentors of both SEN children and non-SEN childrens","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Carers as mentors in inclusion: The case of Cyprus\",\"authors\":\"Constantia A. Charalampous\",\"doi\":\"10.2478/jped-2023-0010\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Despite the progress in education in recent years, the marginalization of students identified as having special educational needs (SEN) persists. Students characterized as having SEN is one of the factors that could change the status quo and lead to greater inclusion. The current research project adopted a mixed methodology to investigate this possibility. The research was conducted in five secondary schools in Cyprus, and 138 people participated. As the research is now complete, we can conclude that carers of students characterized as having SEN can act as mentors of both SEN children and non-SEN childrens\",\"PeriodicalId\":38002,\"journal\":{\"name\":\"Journal of Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/jped-2023-0010\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jped-2023-0010","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Carers as mentors in inclusion: The case of Cyprus
Abstract Despite the progress in education in recent years, the marginalization of students identified as having special educational needs (SEN) persists. Students characterized as having SEN is one of the factors that could change the status quo and lead to greater inclusion. The current research project adopted a mixed methodology to investigate this possibility. The research was conducted in five secondary schools in Cyprus, and 138 people participated. As the research is now complete, we can conclude that carers of students characterized as having SEN can act as mentors of both SEN children and non-SEN childrens
期刊介绍：
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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