Turbulence, Empowerment and Marginalisation in International Education Governance Systems最新文献_第2页

Prelims 预备考试

Turbulence, Empowerment and Marginalisation in International Education Governance Systems Pub Date : 2018-12-03 DOI: 10.1108/978-1-78754-675-220181001

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Appendix 2 附录2

Turbulence, Empowerment and Marginalisation in International Education Governance Systems Pub Date : 2018-12-03 DOI: 10.1108/978-1-78754-675-220181021

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The Turbulence Black, Asian, Minority Ethnicity Chief Executive Officers of Small, Medium and Empty MATs Face in England’s Education System; the Agency 英国教育体系中黑人、亚裔、少数族裔首席执行官、中小首席执行官和空席首席执行官面临的动荡该机构

Turbulence, Empowerment and Marginalisation in International Education Governance Systems Pub Date : 2018-12-03 DOI: 10.1108/978-1-78754-675-220181006

Alison Taysum

引用次数: 6

Index 指数

Turbulence, Empowerment and Marginalisation in International Education Governance Systems Pub Date : 2018-12-03 DOI: 10.1108/978-1-78754-675-220181019

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Epistemological Underpinnings and Methodologies for Researching Marginalised Groups in International Educational Governance Systems 国际教育治理体系中边缘化群体研究的认识论基础与方法论

Turbulence, Empowerment and Marginalisation in International Education Governance Systems Pub Date : 2018-12-03 DOI: 10.1108/978-1-78754-675-220181004

Alison Taysum, K. Arar, H. Imam

{"title":"Epistemological Underpinnings and Methodologies for Researching Marginalised Groups in International Educational Governance Systems","authors":"Alison Taysum, K. Arar, H. Imam","doi":"10.1108/978-1-78754-675-220181004","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181004","url":null,"abstract":"Abstract \u0000In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted. \u0000 \u0000Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems. \u0000 \u0000A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework? \u0000 \u0000Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40. \u0000 \u0000Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions ","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122932734","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}

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Turbulence in Efforts at Curriculum Renewal for Educational Equity: A Critical Analysis of a Primary Curriculum Review Exercise in Trinidad and Tobago 为教育公平而更新课程努力中的动荡:对特立尼达和多巴哥小学课程审查工作的批判性分析

Turbulence, Empowerment and Marginalisation in International Education Governance Systems Pub Date : 2018-12-03 DOI: 10.1108/978-1-78754-675-220181010

Freddy James, J. George

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引用次数: 2