A large body of work has demonstrated the substantial intergenerational mobility experienced by children of immigrants, yet the institutional determinants of incorporation are poorly understood. ...Building on insights from neo-classical assimilation theory, this article analyzes in-depth interviews with 62 high-achieving children of labor immigrants from Pakistan, Turkey, India, and Morocco and investigates how they maneuvered through Norway’s educational system and reached their current positions as medical doctors, lawyers, and business professionals. We show that these children of immigrants from low-income households capitalized on a series of institutional opportunity structures provided by Norway’s egalitarian welfare state, such as a school system with high standardization and low stratification, free higher education, and a cultural and institutional context that supports women’s employment. In line with neo-classical assimilation theory, we argue that the specific institutional structures and cultural beliefs in the Norwegian context shape the strategies and forms of adaptation chosen by ethnic minority groups. However, our analyses suggest the need for careful consideration of how such strategies and adaptations vary across national contexts.
In an education system that draws students from residentially based attendance zones, schools are local institutions that reflect the racial composition of their surrounding communities. However, ...with opportunities to opt out of the zoned public school system, the social and economic contexts of neighborhoods may affect the demographic link between neighborhoods and their public neighborhood schools. Using spatial data on school attendance zones, we estimate the associations between the racial composition of elementary schools and their local neighborhoods, and we investigate how neighborhood factors shape the loose or tight demographic coupling of these parallel social contexts. The results show that greater social distance among residents within neighborhoods, as well as the availability of educational exit options, results in neighborhood public schools that are less reflective of their surrounding communities. In addition, we show that suburban schools are more demographically similar to their neighborhood attendance zones than are urban schools.
The main objective of this edited volume is to offer pedagogically sound and creative ways of integrating elements of intercultural competence into class activities, tasks, and assignments in ...short-term faculty-led study abroad programs. The intercultural competencies, categorized in the areas of knowledge, skills, and attitudes, included characteristics such as awareness about self and other cultures, creative thinking, problem-solving, empathy, tolerance towards ambiguity, withholding judgment, to name a few. By purposefully embedding these characteristics in their course activities, faculty leaders could better assist their students in deepening intercultural and global competencies. These competencies prepared the students for a changing global work environment and helped them manage a more diverse workforce at home. This book is arranged into three sections. Section I provides the basic framework to understand short-term faculty-led study abroad programs both from a theoretical as well as administrative perspectives. Section II showcases 11 contributions from faculty leaders who share details regarding their programs demonstrating how intercultural competencies were strategically incorporated into the activities, tasks, and assignments of their study abroad curricula. Section III presents the conclusions with recommendations for faculty and administrators to plan and design short-term faculty-led study abroad programs. This book will contribute uniquely to the field by providing theoretically driven model courses from a broad spectrum of disciplines that would encourage the creation of new short-term faculty-led study abroad programs at the university level and empower current faculty leaders to strengthen or adapt their programs. The book will interest a broad readership of multidisciplinary study abroad educators, including faculty leaders, faculty leaders-in-training, faculty scholars, and administrators.
This paper explores how a novel university governance model at Southern University of Science and Technology (SUSTech), largely learned from the West, has been implemented in the highly ...institutionalised and centralised Chinese higher education system. For this purpose, we first constructed an analytical framework, integrating the conceptualisation of an innovation process in higher education and the concept of embedded agency. This framework was then applied to analyse eight interviews, seven policy documents and six news media reports in our empirical investigation of the case university. Our major research findings are: the governance model adopted by SUSTech was a disruptive innovation and it was mostly challenged by the incompatibility between the norms around the governance model and the institutional context of Chinese higher education; this challenge was mitigated through three agency strategies, labelled by the metaphors of
new wine in a new bottle
,
new wine in an old bottle
and
old wine in a new bottle
. Successfully implementing these strategies calls on the visions, skills of playing power games and social capital of those initiating the innovation. Finally, we discuss the theoretical contribution and practical implications of the study in the conclusion.
As the scholarship on youth grows, so does the focus on the predicaments youth face increases. In particular, the phenomenon of waithood, which refers to a prolonged period of transition from youth ...to adulthood, has been attracting much attention from researchers. This article builds upon this growing literature by examining the roles that soccer academies in Ghana and shelters for unaccompanied young migrants in South Africa play in creating, sustaining, and spreading the waithood of youth. Even though both institutions operate in different spaces and promote distinct activities, they share a mutual goal by presenting themselves as educational stepping stones for a better present and future for African youths. Nevertheless, given the gaps between what both institutions claimed to provide and what they provided in reality, we argue that they served as the root of waithood for their young residents. As the following ethnography reveals, with worsening basic living conditions, infrequent access to school, and unattainable dreams about universities and European soccer leagues, many youths in shelters and academies were left incapable of assuming adult responsibilities and enjoying adult privileges. Our findings suggest that, unlike common perception of waithood as a phenomenon that takes place after school and before formal employment, waithood is also an institution-based phenomenon that can be facilitated within the education system. Simultaneously, in contrast to the common scholarly portrayals of waithood as an individual experience, we argue that waithood is a communal social phenomenon. At South African shelters and Ghanaian academies, the period of suspension and the prolonged journey to adulthood trickled-down to wider social and familial circles. The youth's efforts to seek alternative paths for adulthood, as well as the support they get from relatives and friends, reduces the loneliness of their waithood, though their contributions are hampered by local economic and political challenges.
The global COVID-19 emergency disrupted educational systems and created internship crises for universities and students. In response, one west coast social work program's practicum education ...department developed virtual, interactive labs that addressed the Grand Challenges (GCs), increased interdisciplinary collaboration, and ensured the continuation of student practicum. The Experiential Learning Labs (ELLs) created an organic collective of academics, students, and practitioners who invested in student learning while advancing their pedagogy. Additionally, the ELLs aligned with the GCs by engaging with students virtually (Eradicate Social Isolation) and adapting practicum education standards to meet expectations (Create Social Responses to a Changing Environment). Finally, this conceptual article describes how skills were built and strategies identified for faculty members and students to increase interdisciplinary collaboration.
The growing prevalence of students affected by complex trauma, and the significant implications of unresolved trauma for these students later in life, highlights the imperative for a system-wide ...response to address the effects of complex trauma in student populations. An important step in this system-level response is increasing the knowledge of pre-service teachers in trauma-informed education practice through initial teacher education programs. Trauma-informed education settings are increasingly being recognised as critical in the resolution of complex trauma for impacted learners; however, trauma-informed training in pre-service teacher education is lacking. While a small body of recent research has shown promise in increasing pre-service teacher knowledge and confidence in teaching children and young people affected by complex trauma, there is scant longitudinal data that informs us of how pre-service teachers may be implementing the knowledge they have learnt in their practice after they have graduated. Through survey data, the current study explored the perceptions of 124 Australian pre-service teachers’ knowledge, self-efficacy, and resilience related to working with trauma-affected students before and after completing a 6-week initial teacher education unit in managing student behaviours related to complex trauma, and 1 year after graduating. Key findings indicated pre-service teachers’ knowledge, self-efficacy, and resilience in teaching students with complex trauma increased dramatically from pre- to post- study of the 6-week unit and this learning continued to be evident 1 year into their teaching career. However, the data also suggest that these attributes are not something that develops quickly or without ongoing professional learning and practice. Although pre-service and early career teachers seem keen to advance their trauma awareness, it is important they receive ongoing support to develop their skills into their early careers. These findings have implications for the design of trauma-informed initial teacher education and the importance of additional early career professional learning.
This article argues that since World War II, comparative education has worked in the service of two historic blocs: one focused on creating institutions and ideologies in support of internationalism ...and a second focused on containing the threat of communism. Both versions have supported and justified foreign intervention into domestic education systems, mirroring colonial practices and logics. Once the United States of America became politically and economically hegemonic, the field helped develop mental models and best-practices of 'efficient' education systems, justifying international development efforts of Washington and the interests of capital. As the global political economy shifts so too will the political project of comparative education. The article posits future directions for the field on the assumption that a new economic bloc will emerge as East Asia plays a larger role in the global economy.
This article argues that the worlds which comparative education has explored and is exploring are characterised by three main political patterns. The first and oldest is the competitive nation-state ...as the starting point of the comparison, an educationalised nation-state, one whose relative global strength in economy and military prowess is attributed to the education system. The second pattern, easily visible in the Cold War, is the idea of an almost standardised progression, linked to economic, military and thus geopolitical power. And the contemporary pattern is that this nexus of global potency and education can be broken down into comparative school performance tests (for example in PISA currently) through which reform needs (almost automatically) are formulated at home, and elsewhere. If this analysis and its history - which is illustrated in the following - is even approximately accurate, 'comparative education' may need to re-think some of its basic assumptions about itself.
Though often overlooked, parental navigations play an important role in the difficult pathways of rural children through changing eduscapes in northern Benin. Arguing that parents are deeply involved ...in their children’s trajectories towards making a living, I analyse the care and support parents see themselves as responsible for. A neoliberal and increasingly privatized schooling system creating unequal chances in combination with the demand of ‘Education for all’ responsibilizes parents for their children’s success, and a tight labour market makes it additionally difficult for youth to find positions in the urban space. In consequence, parents are more intensively investing in their children’s education and related costs than ever before, without feeling that these investments lead to what parents value as success. Due to the lack of parental experience in the neoliberal eduscapes and the lack of cultural and social capitals – parents describe it as ‘blindness’ – parental actions in the eduscapes could best be described as navigations which are entangled with those of their children. In these navigations, parents give their children what they never received from their own parents, but also expect or hope them to become what they never were. Both parents and children navigate, I argue, towards an unknown and uncertain future in ‘radical openness’.
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