Constructing Roma students as ethnic ‘others’ through orientalist discourses in Bulgarian schools     

Veselina Lambrev  Bozhin Traykov  Anna Kirova 《International Studies in Sociology of Education》2018,27(1):23-41

This article uses the case of Bulgarian, predominantly Roma, schools to illustrate the long history of stereotypes about Roma people dating back to modernity’s discursive binary oppositions of ‘civilized’ vs. ‘barbarians.’ The data from a longitudinal study with 12 Bulgarian educators showed the modes by which Roma as the Other is created in the school context as a universal cognitive category, internalized in social and individual identities that divide the world into ‘us’ and ‘them.’ The paper argues that Bulgarian teachers’ perceptions of attitudes, behavior, and values of Roma communities are, in fact, a projection of the discursive representations with which western European modernity has constructed the Balkan region. This research contributes to further explicating how the ideological paradigm of neoliberalism intersects with the old Enlightenment and post-Enlightenment dichotomy of civilized–barbarians and how it is reconfigured to construct those incapable of fitting within the entrepreneurial spirit of the free market efficiency as unwilling to democratize. The case of Bulgarian, predominantly Roma, schools serves to illustrate how peoples who are Othered in the western European discourse designate their own Other, and thus provides a fruitful approach to understanding how Roma’s social exclusion is constructed and situated.  相似文献   

The effects of student personality on perceptions of two-source transformational leadership     

Paul H. Jacques  Veselina Vracheva  John Garger 《Journal of Further & Higher Education》2019,43(3):321-332

This paper examines the role of student personality traits on student perceptions of an instructor’s and community partner’s leader behaviours in a service-learning context. Extant literature does not examine the role of an educator’s leadership in service-learning projects in conjunction with that of a community partner and does not consider the importance of student perceptions of these two sources of leadership. The present study demonstrates that the emergence of transformational leadership is not only an outcome of leaders’ personality and behaviours, as most of the transformational leadership literature suggests, but also to a degree a function of followers’ attributes. Thus, the development of effective transformational leaders must factor in followers’ personality traits. Specifically, the effects on perceptions of leadership of three personality traits were examined. Findings suggest that both agreeableness and conscientiousness correlate with service-learning participants’ perceptions of an instructor’s transformational leadership behaviours, but extraversion did not. Results also suggest that service-learning participants’ perceptions of an instructor’s transformational leadership behaviours correlate with their perceptions of a community partner’s similar behaviours.  相似文献   

Effects of early Leader–Member Exchange perceptions on academic outcomes     

Paul H. Jacques  John Garger  Michael Thomas  Veselina Vracheva 《Learning Environments Research》2012,15(1):1-15

This study tested a series of hypotheses linking college support and quality of student?Cinstructor relations with outcomes including student efficacy, social connectedness with peers, expectancies and academic performance. Early quality of exchanges with the instructor using Leader?CMember Exchange theory was found to be a key indicator of academic outcomes. In addition, perceived organisational support was linked to ratings of instructor?Cstudent quality of exchanges, and the quality of exchanges between instructors and students served as an antecedent to social integration and academic self-concept. Academic self-concept was found to correlate with early perceptions of academic performance which, in turn, predicted students?? actual academic performance. Implications of this research include support for individualised rather than universal communication and interactions between instructors and students, development of relationships at the dyadic rather than group levels, and leadership as a means to develop student performance in a classroom setting.  相似文献