International Journal of Bias, Identity and Diversities in Education最新文献

{"title":"Transformative Learning","authors":"Anne Pike, S. Hopkins","doi":"10.4018/IJBIDE.2019010104","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010104","url":null,"abstract":"On entering prison, prisoners lose their home, their possessions and their very identity as a person, becoming just a number. Transformative learning through Prison-based Higher-level Distance Learning (PHDL) can be the vehicle by which prisoners begin to find a new positive identity as a student. This article argues that PHDL, post-secondary self-study using distance-learning materials, is potentially transformative, leading to positive changes in personal and social identity and making a positive difference to learners' lives during and after incarceration. The study on which this article is based, investigates perceptions of transformative learning for ex-prisoners and prisoners (men and women) who were due for release from 10 prisons in England and Wales. Using the ‘voices' of the participants, this article describes their learning journeys, the motivation to study and the network of support required to overcome the extreme difficulties of study in prison. Although results varied from prison to prison, participation in PHDL produced psychological outcomes including, increased self-awareness, positive identity and resilience. The article concludes that PHDL encourages positive personal change in incarcerated students through transformative learning, with raised hope and realistic aspirations for continuation of learning, employment and a brighter future upon release.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122848527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prisoners' Basic Skills and Subsequent Education Involvement","authors":"O. Cara, B. Creese","doi":"10.4018/IJBIDE.2019010109","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010109","url":null,"abstract":"The Centre for Education in the Criminal Justice System (CECJS) at UCL Institute of Education recognises that, in order to design a coherent prison education system, it is necessary to have an informed understanding of the current educational levels of the learners. Until recently, information available on the levels of literacy and numeracy skills of the prison population was considerably out of date, and therefore unhelpful to the current context. However, from this current and ongoing work we are beginning to gain an updated picture of skill levels. In November 2015, CECJS released an initial analysis into prisoners' basic skills levels based on the ‘mandatory assessments' in English and maths in 2014/15. This paper builds on that analysis using the official data gleaned from the 2014/15 Individualised Learning Record database, which is both consistent with, and supplements, the information from the prison education providers. The paper is structured to first validate the overall findings of the initial report regarding skills level of the incoming prison population. It examines how the assessment data is used by providers to inform placement of prisoners on appropriate basic skill courses, and analyses the progression trajectories of prisoners. It then details the performance of prisoners on basic English and maths courses, including their progression and achievement. The findings suggest a system that is failing to deliver education to its most vulnerable learners in prison. The majority of prisoners, including those with the lowest skills levels of English and maths, do not progress to higher levels and are insufficiently challenged. Of those prisoners enrolled on courses of study, only half complete and often only at levels lower than their previously assessed levels. The conclusion provides recommendations for policy makers and urgently calls for more research.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133350469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inside Out Literacies","authors":"Alex Kendall, Thomas Hopkins","doi":"10.4018/IJBIDE.2019010106","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010106","url":null,"abstract":"Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in deficit models of the prisoner as learner that impose ‘spoiled educational identities' and fail to engage prisoners as active, agentic participants in their learning. In this article, the authors draw on data produced in the qualitative phase of a year-long study across the English prison estate of Shannon Trust's prison-based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner, and 37 mentor participants engaged in the Shannon Trust peer-reading programme. The authors listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson's concepts of educentricity and third space literacies to read participants' experiences of formal and informal literacy education. They make use of this analysis to identify and describe a ‘grounded pedagogy' approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. The authors conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131425651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Responding to the Needs of Prisoners with Learning Difficulties in Australia","authors":"J. Skues, J. Pfeifer, Alfie Oliva, L. Wise","doi":"10.4018/IJBIDE.2019010108","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010108","url":null,"abstract":"Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133239941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student-Teachers Reflecting on Student Diversity in Schools and Their Future Role as Teachers","authors":"Hermína Gunnþórsdóttir","doi":"10.4018/IJBIDE.2018070103","DOIUrl":"https://doi.org/10.4018/IJBIDE.2018070103","url":null,"abstract":"Icelandic society and schools are becoming more diverse than ever before and teachers need to be prepared and skilled to teach in multicultural and inclusive schools that account for student diversity. This article reports findings on how two groups of student-teachers see student diversity as an element in their future job as teachers in Icelandic schools. Data were gathered by reflective diaries through two terms in a mandatory course (fourth year/master) in the teacher education programme at the University of Akureyri in Iceland. The students reflected on the course reading material that was based on both international and local literature on inclusive education, bilingualism, multicultural education, social justice and democracy. The findings indicate that a majority of the student-teachers had not thought critically about how student diversity would affect their future work as teachers, but their ideas about their role as teachers show that they want and hope to be responsible for all students.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122768280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language Hierarchisations and Dehierarchisations","authors":"Petra Daryai-Hansen, Heidi Layne, S. Lefever","doi":"10.4018/IJBIDE.2018070105","DOIUrl":"https://doi.org/10.4018/IJBIDE.2018070105","url":null,"abstract":"This article describes how Nordic societies have become more diverse with regard to languages presented at school. However, strong language hierarchies can be identified, which position majority, migrant and minority languages in the schools differently. This article will present some findings from the DELA-NOBA project which focus on parents' perspective on plurilingualism and language awareness. In the project, a set of teaching activities focusing on language awareness and diversity were developed in schools in the participating countries in order to contribute to language dehierarchisations. The theoretical framing for this study is based on a conceptualisation of language hierarchisation and dehierarchisation, and the data used are from parents' pre- and post-questionnaires in Denmark, Iceland and Finland. An important aim of this study was to investigate parents' choices and representations concerning plurilingualism and plurilingual education. The results indicate that plurlingualism is strongly appreciated by the parents, but the recognition of language hierarchies needs more attention.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121883134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Democracy as Othering Within Finnish Education","authors":"Ashley Simpson","doi":"10.4018/IJBIDE.2018070106","DOIUrl":"https://doi.org/10.4018/IJBIDE.2018070106","url":null,"abstract":"The word democracy is frequently uttered by academics, politicians, and, generally within society. Phrases such as ‘democratic education', ‘democracy education' and ‘(student) participation' are often referred to within national curricula, policy briefings, and, teacher education/training and resources. Little critical attention has been given to the word within the context of Finnish education. In recent years the educational system of Finland has been described as a ‘miracle' and commentators have noted its ‘successes.' This article offers a deeper gaze within Finnish education by looking at the ways democracy discourses are uttered by practitioners. For the purposes of this article the author analyses two in-depth conversation extracts, one was from a youth participation conference in Helsinki in 2015, the other is a conversation from a conference held in February 2016. This article focuses on the uses and functions of discourse to uncover cultural stereotyping and othering in terms of how democracy is discussed and expressed within the context of Finland.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122275251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students of Vietnamese Heritage","authors":"A. Tran, H. Ragnarsdóttir","doi":"10.4018/IJBIDE.2018070102","DOIUrl":"https://doi.org/10.4018/IJBIDE.2018070102","url":null,"abstract":"Studies of immigrant students in upper secondary school in Iceland often highlight low attendance rates and early school departure. This article interrogates this view through an exploration of the perspectives of 13 students of Vietnamese heritage in two upper secondary schools. The article mobilizes multicultural education which sees education as inclusive, insisting on valuing diversity and equal opportunity regardless of gender, religion, belief, ethnicity, race, socioeconomic status, disability, or other statuses. Analysis of interviews shows that students, despite their positive feelings towards their teachers and their belief that their teachers were trying to do their best, understood that they were perceived to be deficient due to their lack of Icelandic language proficiency. Teachers' perceptions were thus limited, and they overlooked the students' academic and heritage resources that could have provided advantages in the learning process and contributed to student motivation and attainment.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129112847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community of Inquiry","authors":"Benjamin Brass, Heike de Boer","doi":"10.4018/IJBIDE.2018070104","DOIUrl":"https://doi.org/10.4018/IJBIDE.2018070104","url":null,"abstract":"This article establishes a connection between research-based learning and the development of inclusive practices in teacher education with a special focus on pre-service teachers' ways of talking in philosophical dialogues with children. Adopting an interactionist point of view on learning as a co-constructive process and a processual understanding of inclusion and exclusion on the classroom level, the fundamental importance of conversational practices to learning is carved out and then exemplified using transcripts from a teacher education project. Building on this analysis, inclusive conversational practices are identified. Moreover, it is shown how joint reflection and peer feedback in teacher education courses lead to changes in pre-service teachers' conversational practices. These findings lead to reflections on how research-based learning in teacher education can contribute to inclusive education by looking at habitual ways of talking in class.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134582699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Education and NGOs in the Reintegration of Inmates in Hungary","authors":"M. Miklósi, E. Juhász","doi":"10.4018/IJBIDE.2019010107","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019010107","url":null,"abstract":"The period of imprisonment in a penitentiary institution has four overall purposes: retribution, incapacitation, deterrence and rehabilitation. Retribution means punishment for crimes against society; it purportedly prevents future crime by removing the desire for personal avengement against the convict. Incapacitation refers to the removal of criminals from society so that they can no longer harm innocent people, and it prevents future crime by removing the convict from society. Deterrence means the prevention of future crime. Rehabilitation prevents future crime by modifying a convict's behavior and refers to those activities designed to change criminals into law abiding citizens. Rehabilitation may include providing educational and vocational programs in prison, teaching job skills and offering counselling with a psychologist or social worker. The rehabilitation does not necessarily come to an end at the moment of release, it can continue later. Recent scholarship indicates a shifting perspective on the responsibility of correctional institutions for successful reentry. Reentry begins on the first day of incarceration. Commonly, there are three phases of offender reentry programs: programs that take place during incarceration, which aim to prepare offenders for their eventual release; programs that take place during offenders' release period, which seek to connect ex-offenders with the various services they may require; and long-term programs that take place as ex-offenders permanently reintegrate back into their communities, which attempt to provide offenders with support and supervision. In Hungary, the first and second phases are known and used, but currently the system lacks long-term programmes. In the short period (maximum 1 year) after release, the activities of non-governmental, church and other charitable organizations greatly contribute to realizing reintegration. To reach the goals of reintegration, it is important that the inmate voluntarily and actively participate; that all sectors of prison life be purposefully coordinated, and that ‘free society' collaborate. This article describes how education is delivered in Hungarian prisons. The duty of correctional institutions is, along with detaining the convict, to facilitate inmates' reintegration into society in the greatest numbers possible. Reintegration and resocialization starts in the correctional facility and after release, the inmates are assisted by non-government organizations (NGOs). In Hungary, the actions of authorities and social organizations complement each other to facilitate inmate reentry. The situation is, however, exacerbated by the fact the rate of social involvement in Hungary is slight, which seriously hinders successful reintegration.","PeriodicalId":283814,"journal":{"name":"International Journal of Bias, Identity and Diversities in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123501617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}