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1.
This paper analyzes the parent decision-making processes underlying school selection in Nepal. The analysis is based on primary survey and focus group data collected from parent meetings in diverse local education markets in two districts of Nepal in 2011. It highlights three main arguments that are less frequently discussed in the context of school choice, including in developing countries. First, children who go to public schools play a significant role in their own decision-making on schooling; this complicates the currently predominant conceptualization that schooling decisions are primarily made by parents and school officials. Second, the gradual growth in private schools has led to significant sorting of students and created a stigma around public education. Finally, in contexts such as Nepal, that suffer from political conflict, and poor conditions for law and order, a school’s proximity to their home becomes a greater priority for students and families.  相似文献   

2.
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3.
Unique cross-national data on adolescents’ civic skills, knowledge, and political attitudes are used to examine the democratic processes of modern mass schooling, effects of national political systems, and patterns of youth political socialization in 27 nations. Compared to the generally weak reported effects on mathematics and reading achievement, we find robust effects of schooling on youths’ civics knowledge, skills, and attitudes. Secondly, there is empirical support for the importance of a supra-national political culture, beyond that of unique national cultures, in the political socialization of youth. Lastly, there is evidence of an emerging common polity among youth across nations. The results extend notions of the institutional influence of mass public schooling on the political socialization of youth.  相似文献   

4.
This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is neither equal nor equitable. After an analysis of the primary extant discourses, we argue for a more comprehensive and more openly political vision of the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.  相似文献   

5.
This paper examines recent privatisation practices in New Zealand public schooling. The standard political rhetoric is that free publicly provided schooling is guaranteed by statute. This position may be challenged by reference to two apparently insignificant practical examples of the way in which policy gives effect to privatisation in public schooling: (1) the commissioning of national assessment strategy policy advice, and (2) the award of contestable funding for the provision of support services to schools. It is argued that such practices advance neoliberal theories of schooling at the expense of the previous social democratic liberal settlement. The paper considers some possible consequences of increased privatisation of policy advice and service provision for understandings of and commitments to public schooling.  相似文献   

6.
Violent Political Contexts and the Emotional Concerns of Township Youth   总被引：1，自引：0，他引：1  
This article presents the findings of a series of studies that examine the perceptions of black South African youth about township life and the civil conflict and violence it encompasses. The studies were conducted with comparable samples of 58–82 youth at 3 points in South Africa's history, all characterized by high levels of violence but differing in terms of their political contexts. These contexts were overt State-community conflict, covert opposition and political repression, and intracommunity violence. The data revealed that in all 3 contexts youth reported a high exposure to violence, but only when violence occurred in the context of intracommunity conflict was it subjectively construed to be the most problematic. Reasons for this may include the real increase in more extreme forms of violence, including deaths, that occurs in intracommunity violence and the blurring of the distinction between political and criminal violence in this context.  相似文献   

7.
This paper presents the findings and implications of a qualitative study conducted in Guatemala, which focused on rural, indigenous parents’ perceptions of their children’s schooling and educational quality. For these parents, the simple fact that their children had improved access to school signifies a satisfactory educational accomplishment; this conceptualization is shaped in large part by their own limited experiences with formal education. Although these parents recognized the importance of education, they held low expectations of and aspirations for their children’s academic performance, likely reflecting their own low educational levels. They identified homework as a key indicator for learning, and parental involvement in homework should be a point of departure in fostering learning environments that help improve student outcomes. The social organization and corresponding family responsibilities of children and youth dictate much of the parents’ thinking with respect to schooling and the children’s future.  相似文献   

8.
We know that homelessness creates conditions of risk for homeless children and youth (e.g., malnutrition, missing parental support, affiliation with deviant peers, disconnect from schooling, and so forth). Researchers also document that these states of risk have devastating physical, emotional, social, and educational impacts on young people. In this article, we explore the final issue—how displacement affects the educational well-being of homeless children and youth. We begin our review with a variable—mobility—that has a good deal of explanatory power for the educational impacts examined. We conclude with the consequences of homelessness that follow displaced children and youth into adulthood. In between we discuss an assortment of outcome factors: placement in special education, attendance, academic success, and graduation.  相似文献   

9.
This paper is a theoretical exploration of the relationship between schooling and the root causes of contemporary conflicts in low-income and weak states in sub-Saharan Africa. It does so by exploring three predominant theoretical strands on contemporary intrastate conflict and their implications to education: (1) the ‘grievance’ explanation; (2) an alternative economic explanation, focusing on the idea of the ‘opportunity cost of rebellion’; and (3) a political explanation that shows the role of the ruling elites and the state. The article suggests some theoretical and conceptual insights on examining the ways in which education fuels into the root causes of conflict in low-income and weak states.  相似文献   

10.
Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society.
  This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community.
  In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appraisal of the main arguments in the debate and it will also outline a possible research agenda for future inquiry in this sector of educational studies.  相似文献   

11.
This paper attempts to argue that using market forces to raise education standards casts doubts to quality education, although this is seemingly an international trend, for such practice presents challenges to many issues such as equity. Using Hong Kong as a case, the paper analyses the practices of quality school education by focusing in particular on the difficulties that newly arrived children encounter. A multi-level framework is employed to critically examine the current government policy on quality education with reference to nine schools from five levels: individual student, institutional, government, societal and professional learning community. Discrepancies between policy goals and school practices are highlighted. The paper then addresses options for improvement and consideration if quality education is to be the hallmark of Hong Kong schooling.  相似文献   

12.
ABSTRACT

This article explores how mosque pedagogy was imported from Turkey through imams who were appointed to the Netherlands, and textbooks developed and printed in Turkey. Furthermore, this article examines how a range of contextual factors have reshaped the imported pedagogy in mosque classes. The factors identified in the analysis include language policies, the influence of pedagogical practices in mainstream Dutch schools, concerns about student motivation, and in the backdrop of fears of cultural alienation and assimilation in a Western context, the imperative of nurturing an Islamic and Turkish identity among ethnic minority children. This paper is based on a case study in a Turkish mosque in the Netherlands. The findings demonstrate how a myriad of individual, societal, cultural and institutional factors reshaped imported pedagogy. At the same time, this paper highlights how mosque pedagogy is not only an educational matter but increasingly immersed within competing societal and political agendas of two states.  相似文献   

13.
Meeting the Challenge: The Jewish schooling phenomenon in the UK   总被引：1，自引：0，他引：1  
The development of a Jewish schooling system in the UK has reflected sociological, political and historical situations spanning four centuries. In recent years there has been a dramatic increase in the proportions of Jewish children receiving full time Jewish education. The causes of this change, and its impact on both the Jewish and wider community will be considered in this article, which seeks, within a historical framework, to understand the factors which have led to a resurgence of commitment to Jewish schooling in the past 25 years. The unique relationship of Jewish schooling to the State as it exists in the UK will also be explored as a means of contextualising the Jewish school system within a state denominational system.  相似文献   

14.
In their search for magic bullets to fix failing schools, policymakers seldom directly address powerful ecological factors impacting schooling. This article identifies several major demographic, societal, economic, and educational changes and trends in U.S. society over the past several years; analyzes their impact on schoolchildren; and offers a series of policy recommendations for public sector reform initiatives that show promise in ameliorating these conditions, which in turn would improve the educational prospects for all children, particularly those most at risk.  相似文献   

15.
Communities and families that substantially exist outside of mainstream society because of a different world view must cope with a range of difficulties in accessing formal education for their children. In the stronger economies however it should be expected that inclusive public systems of education, health, transport and housing are made available for all citizens regardless of background. This paper indicates that for UK Roma Gypsies and Indigenous Australians this is often not the case. Socio-cultural and economic factors that distinguish various communities set up major contradictions with systems of schooling that frustrate and alienate children and which distract from learning. Drawing on national and international scholarship, a number of epistemological principles are discussed that may assist both groups to participate in schooling, recognising that adoption of such principles will require significant educational change. The concepts of ‘discursive learning’ and ‘bricolage’ are advanced as a philosophical framework for researching and guiding policy and practice as the basis of more equitable and democratic schooling for all children.  相似文献   

16.
In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.  相似文献   

17.
This article aims to theorise a storyline account of a collaborative three-year action research project into schooling re-engagement using a Bourdieusian framework. In the article we discuss how we (two teachers and a social worker) developed an alternative senior secondary school that re-engaged a sizable minority of marginalised young people back into formalised learning and consider how this school became a significant and sustainable educational alternative. Our work during this developmental period drew us into community-based activism enacting socially just curricular and pedagogical experiments. Through networked political action for schooling justice in concert with critical friends (our university partners), the marginalised young people we worked with and supportive regional youth stakeholders, we reconstructed our professional habitus as professionals into a more enabling rendering and strived to proffer through our relational, pedagogical and curricular work with students more of a transformative habitus. Our curricular and activist work inside the community extended the field of schooling relations into a more socially just orientation. This more enabling community field merged with our schooling field and enabled us to source political capital engendering secure, recurrent school funding and a purpose-built schooling facility. We claim that the market logics of schooling significantly influenced our beginning enrolment growth trajectory, and discuss how these logics compromised our ability to break through Bourdieu’s notion of the ‘destiny effect’. Since its inception in 2003, the Second Chance Community College has offered a comprehensive senior secondary schooling programme for more than 1000 young people. Throughout its 12-year history, the majority of students have gone on to secure work, apprenticeships and tertiary study but only 10% of students have successfully completed their final year of schooling.  相似文献   

18.
This study examined how societal changes associated with modernization are related to cognitive development. Data were from 4 cultural communities that represented a broad range of traditional and modern elements: the Garifuna (Belize), Logoli (Kenya), Newars (Nepal), and Samoans (American Samoa). Naturalistic observations and the performances of 3‐, 5‐, 7‐, and 9‐year‐old children (N = 192) on 7 cognitive measures were examined. Results replicated age‐related improvement on all measures. Contributions of modernity were evident in children’s play behaviors and cognitive performances, especially in skills related to schooling. Modernization and schooling independently predicted differences on most of the measures. Results are discussed in relation to the Flynn effect, the worldwide increase in cognitive scores across generations, and the ways in which societal modernization may contribute to cognitive development.  相似文献   

19.
Youth ‘at risk’ is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth ‘at risk’ has tended to simplistically focus on personal attributes of young people. Moreover, this identification has set up a false distinction between a supposed problematic minority versus a ‘normal’ majority. Thus, the dominant conceptualization of youth ‘at risk’ draws attention to what is wrong with these youth, rather than to what may be wrong with schooling. This paper examines both empirical observations and discursive conceptualizations to critique the ‘youth at risk’ label, and proposes use of the concept of ‘marginalized students’ instead, which identifies individuals not through their personal characteristics but through their relationship with schooling. This approach allows recognition that marginalization is at least in part a product of schools and society, and requires action in those arenas.  相似文献   

20.
This paper investigates the relative role of family wealth and other family characteristics in determining schooling decisions. Instead of employing a common approach that focuses on certain education levels, an alternative method is proposed that allows a study of the entire schooling attainment distribution for youths in different wealth quartiles. Even without access to a direct measure of scholastic ability, the study finds that differences in the “long-run” family factors perceived to be important in shaping cognitive ability account for the bulk of inequality in schooling attainment in the 1991 youth cohort. However, a decline in the relative importance of family backgrounds is observed in later cohorts. The surge in the relative importance of family wealth on college enrollment could be caused by either the increasing cost of college education or by the relatively rich and academically less able individuals taking a larger share of recent increases in college enrollment.  相似文献   

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