Discrimination in the education world is not only incidental under certain conditions. The injustice sometimes "deliberately" slips into policy products that are not accessible to all groups. Public ...space and humanity are important to formulating a humane and fair. Policy products that are ambiguous and insensitive to dynamic technological developments create uncertainty for policy executors in implementing policies in the field. This research dissects the products of inclusive education policies from time to time using the theory of power relations to find the dimensions of humanity, technology, and public space and capture the visible social impacts of the implementation of educational policies both in real space and virtual space. The findings of this research are: first, the existing policy products indirectly include elements of humanity in general, but on the other hand, they leave aside technological developments which are very dynamic. The two existing policy products do not provide input and evaluate the weaknesses and strengths of the implemented policies.
Wie geht die Universität als privilegierter Ort der Wissenschaft mit den Erschütterungen der Covid-19-Pandemie um? Die Beiträger*innen beleuchten die deutsch-französische Forschungslandschaft sowie ...die Institution Universität während der Covid-19-Pandemie aus interdisziplinärer Sicht und zeigen: Mehr als sonst gerät die Universität ins zentrale Blickfeld gesellschaftlicher Aushandlungen. Das Jahrbuch dokumentiert außerdem das Treffen der Frankreich- und Frankophoniezentren Deutschlands zur 25-Jahr-Feier des Frankreichzentrums der Universität des Saarlandes sowie die französische Gastdozentur 2021 »Theaterarbeit transnational«. Rezensionen zu aktuellen wissenschaftlichen Werken aus dem deutsch-französischen Bereich komplettieren den Band.
The Programme for International Students Assessment (PISA) has become one of the most influential forces in global education. The growing influence has been accompanied by growing criticism. For ...nearly two decades since the first round of PISA was conducted in 2000, the global assessment program has been roundly scrutinized and criticized by education researchers all over the world. But the mounting criticism seems to have had little impact on PISA’s influence as evidenced by its growing power in global education policy and practice. The lack of impact of criticism does not mean the criticism is not valid or PISA has improved. It simply means that the criticism has been largely ignored. The lack of impact is no reason to give up exposing PISA as a flawed business that has great power to misguide education. The expanding influence of the PISA enterprise makes it more even more important to be critical of this juggernaut today. It is also important to consider more effective and more straightforward approaches to present the criticism. The purpose of this article is to present a summary of criticisms that reveal the most fundamental flaws of PISA in non-technical language in one place. Specifically, the article focuses on criticisms of PISA’s three fundamental deficiencies: its underlying view of education, its implementation, and its interpretation and impact on education globally.
In 2021, China implemented a series of unprecedented educational policies that sent devastating shockwaves across the industry. Following the changes, some foreign teachers felt that the general ...atmosphere and attitude towards English learning had noticeably deteriorated compared to previous years. The capricious political climate exacerbated by the COVID pandemic only added to the insecurities experienced by foreigners in China. To address if there was indeed a downward shift in attitudes, this study compared perceptions towards the English language before and after the reforms for a single cohort of students in a Chinese public high school. The participants completed a questionnaire that captured their perceptions towards English when they were in their first year, and again in their final year. Paired sample t-Tests results revealed that while there were no changes to how the students viewed the language learning process, they now viewed the language itself less favourably, and find it less useful and relevant as compared to two years ago. Though these findings provide some rudimentary evidence that suggest that the reforms could have contributed to the erosion of the attitudes toward English among Chinese students, more studies would have to be conducted to substantiate this hypothesis, and if the phenomenon extend to other foreign languages as well.
This article analyses the introduction of a mandatory learning management system (LMS) in Danish primary and lower secondary education. By thinking with Bourdieu’s concepts of field, capital and ...habitus, the study analyses key policy texts to identify the embedded logics that structure the field of education, reflecting relationships of domination and struggle and explores how these logics and conflicts influence process of policy change. A historical analysis of the conflict between legislators and the Teachers’ Union (TU) in Denmark is conducted based on 21 policy texts published between 2005 and 2020. The findings indicate that human capital is the predominant logic structuring the field of education. Legislators use the logics of other fields such as economics to support this predominance. Moreover, the findings suggest that changes in educational policy are the result of a protracted struggle between legislators and the TU, with legislators making ongoing adjustments to policies based on pressure from the TU. These modifications can be seen as a political concession.
This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands ...and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region. This is an open access book.
Epistemic Freedom in Africa is about the struggle for African people to think, theorize, interpret the world and write from where they are located, unencumbered by Eurocentrism. The imperial denial ...of common humanity to some human beings meant that in turn their knowledges and experiences lost their value, their epistemic virtue. Now, in the twenty-first century, descendants of enslaved, displaced, colonized, and racialized peoples have entered academies across the world, proclaiming loudly that they are human beings, their lives matter and they were born into valid and legitimate knowledge systems that are capable of helping humanity to transcend the current epistemic and systemic crises. Together, they are engaging in diverse struggles for cognitive justice, fighting against the epistemic line which haunts the twenty-first century.The renowned historian and decolonial theorist Sabelo J. Ndlovu-Gatsheni offers a penetrating and well-argued case for centering Africa as a legitimate historical unit of analysis and epistemic site from which to interpret the world, whilst simultaneously making an equally strong argument for globalizing knowledge from Africa so as to attain ecologies of knowledges. This is a dual process of both deprovincializing Africa, and in turn provincializing Europe. The book highlights how the mental universe of Africa was invaded and colonized, the long-standing struggles for 'an African university', and the trajectories of contemporary decolonial movements such as Rhodes Must Fall and Fees Must Fall in South Africa. This landmark work underscores the fact that only once the problem of epistemic freedom has been addressed can Africa achieve political, cultural, economic and other freedoms.This groundbreaking new book is accessible to students and scholars across Education, History, Philosophy, Ethics, African Studies, Development Studies, Politics, International Relations, Sociology, Postcolonial Studies and the emerging field of Decolonial Studies.
Meeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. ...Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning.
Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the social impact of Artificial Intelligence over the coming ...decades, specifically how this emerging technology will transform and disrupt our contemporary institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations, as well as the evolution of new industries overlapping robotics, biotechnology, space exploration, and clean energy. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning workplace learning for an algorithmic era. Ultimately the book discusses policy and planning for an augmented future, arguing that work and learning are undergoing a metamorphosis around creativity and innovation amid a new global era and the race against automating technologies. Bringing together expert perspectives from around the world, this exciting, informative collection of research and analysis helps educators, policymakers and analysts navigate the future of work and learning amid rapid and accelerating technological change.
Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about ...developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation.
