Power and Education最新文献_第5页

Challenges facing Thai higher education institutions financial stability and perceived institutional education quality 泰国高等教育机构面临的挑战财政稳定和机构教育质量

IF 1.1

Power and Education Pub Date : 2022-11-24 DOI: 10.1177/17577438221140014

Timothy Scott, Wenyu Guan

{"title":"Challenges facing Thai higher education institutions financial stability and perceived institutional education quality","authors":"Timothy Scott, Wenyu Guan","doi":"10.1177/17577438221140014","DOIUrl":"https://doi.org/10.1177/17577438221140014","url":null,"abstract":"Thailand 4.0 is an ambitious reform strategy that seeks to offset the impact of the Thai aging population by transitioning the economy towards a knowledge-based society skilled in advanced technology. Education reforms are paramount for Thailand 4.0 to succeed; however, significant challenges exist that draw into question the capabilities and quality of the nation’s higher education institutions. The low perceived quality can be attributed to government inefficiencies, pronounced education inequality between rural and urban students, declining K12 students’ core curriculum performance, and a growing dependence on international students to support higher education institutions’ financial stability. This paper discusses the numerous challenges limiting higher education institutions from achieving an improved perception of academic quality both domestically and abroad. The recommendations proposed highlight the need for additional government oversight and educational funding. National and regional education policies must be promoted in a clear, consistent, and measurable method, emphasizing short, medium, and long-term goals. Improved national examinations and institutional collaboration will further support the necessary step to address festering conditions limiting any meaningful transition towards a knowledge-intensive workforce.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42531775","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}

引用次数: 4

The reproduction of inequality in Turkey: Power distribution in a primary class* 土耳其不平等的再生产:初级阶级的权力分配*

IF 1.1

Power and Education Pub Date : 2022-11-16 DOI: 10.1177/17577438221132245

Büşra TOMBAK-İLHAN, Mustafa Gndz

{"title":"The reproduction of inequality in Turkey: Power distribution in a primary class*","authors":"Büşra TOMBAK-İLHAN, Mustafa Gndz","doi":"10.1177/17577438221132245","DOIUrl":"https://doi.org/10.1177/17577438221132245","url":null,"abstract":"This paper aims to understand the nature of classrooms, “power containers” in Gidden’s words ( Giddens, 1986 , p.136), in terms of inequality and power share. Inequalities in education have been a by-passed subject in Turkey for a long time, and classroom practices remained “black boxes” ( Mehan, 1979 , p.4). Thus, after a brief summary of power issue in education, educational inequality discussions and their reflections in the Turkish context are discussed in the study. Then, the position teachers hold is discussed with references to history and society. Then, the 6-month observations and interviews conducted on the first grade are discussed both chronically and thematically. Beginning on the first day of school, the teacher held a higher position than the students and parents and distributed power share among students. Students were discriminated against according to their parents and cultural capital (language, strategies, communication style, and school materials). In accordance with the neoliberal policies, middle-class students and their parents were fronted in the classroom and they had more power than the others. However, lower-class students had little power and they were mostly criticized in the classroom. The strategies and advantages middle-class students had over lower-class ones are discussed in the study.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46054929","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}

引用次数: 0

Are dyslexic children involved in delinquency? Issues and recommendations for a more fulfilling life 阅读障碍儿童是否参与犯罪？实现更充实生活的问题和建议

IF 1.1

Power and Education Pub Date : 2022-11-03 DOI: 10.1177/17577438221137767

A. Azhar, Dolly Paul Carlo, Z. Hassan

{"title":"Are dyslexic children involved in delinquency? Issues and recommendations for a more fulfilling life","authors":"A. Azhar, Dolly Paul Carlo, Z. Hassan","doi":"10.1177/17577438221137767","DOIUrl":"https://doi.org/10.1177/17577438221137767","url":null,"abstract":"No dyslexic children are left behind; it takes a village to raise a child. Thus, fostering the achievement potential of dyslexic children and avoiding their engagement in delinquent conduct is none other than everyone’s responsibility. This research aimed to achieve a deeper understanding of the causes of delinquent behaviour in children with dyslexia and to provide solutions that would steer their attitudes and behaviour towards a more ethical and meaningful life. This qualitative study examined three samples representing dyslexic learning centres located in various places. The data were collected through online semi-structured interviews. Following that, the data were analysed utilising thematic analysis. It was discovered children with dyslexia face a variety of challenges. The community’s and parents’ stigma towards these children, such as being slow and lazy, were proven to have influenced them with deviant behaviour. It was recommended that children with learning difficulties get early detection and intervention, have a robust support system and adopt various pedagogical methods to ensure that all students could learn and guarantee dyslexics’ future success. In conclusion, early detection will enable children to get the proper intervention, preventing them from engaging in delinquent behaviours and assisting them in living in a more fulfilling life.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46048725","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}

引用次数: 0

Changing teacher educational contexts: global discourses in teacher education and its effect on teacher education in national contexts 教师教育语境的变化：教师教育的全球话语及其对国家语境下教师教育的影响

IF 1.1

Power and Education Pub Date : 2022-11-01 DOI: 10.1177/17577438221124744

Janet Douglas-Gardner, C. Callender

{"title":"Changing teacher educational contexts: global discourses in teacher education and its effect on teacher education in national contexts","authors":"Janet Douglas-Gardner, C. Callender","doi":"10.1177/17577438221124744","DOIUrl":"https://doi.org/10.1177/17577438221124744","url":null,"abstract":"Teacher education has gathered interest globally and nationally among teachers, educators, researchers and policy makers. Madalinska-Michalak, O ’Doherty and Assuno Flores (2018) observe that regional/ national, social, economic, political and historical factors impact upon teacher education and ‘it is also impacted by global problems and tendencies’ (pp. 567). This paper builds on these debates and examines the effects of global discourses of teacher education in the national contexts of developed and developing countries, for example, Guyana, Japan, South Africa, United States of America (USA) and the United Kingdom (UK). This includes consideration of teacher education and training before and during the current global Covid-19 pandemic (UNESCO, 2020). The paper concludes that teacher education continues to be under scrutiny due to global and national expectations, the demand of and how they are positioned in preparing teachers for the 21st century. Notwithstanding, as globalisation becomes more integrated in societies globally teacher education curricula not only has to retain its emphasis on standards, but equally its agility to ensure that the needs of all learners are met.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"66 - 84"},"PeriodicalIF":1.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601192","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}

引用次数: 2

Clustering of UK universities based on the research productivity of psychology departments 基于心理学系研究效率的英国大学聚类

IF 1.1

Power and Education Pub Date : 2022-10-26 DOI: 10.1177/17577438221130983

Gaurav Saxena, K. A. Lai, P. Allen

{"title":"Clustering of UK universities based on the research productivity of psychology departments","authors":"Gaurav Saxena, K. A. Lai, P. Allen","doi":"10.1177/17577438221130983","DOIUrl":"https://doi.org/10.1177/17577438221130983","url":null,"abstract":"Higher education institutions in the UK have organised into mission groups for the advocacy of shared interests and ideologies. Although research productivity is claimed as a key point of difference between these groups, this claim has received relatively little empirical scrutiny. The current study examined the clustering of UK universities based on the research productivity of academic psychologists. It found evidence for the Russell Group’s (RG’s) claim that it represents leading, research-intensive universities, at least with respects to the discipline of psychology. Productivity metrics of a representative sample of 1339 academic psychologists were extracted from Scopus and Scimago database and were averaged to derive department level productivity indicators. Results from cluster analysis provided evidence in favour of RG’s research superiority claim. Cluster level averages of the cluster comprising RG universities were approximately 50–300% higher than those of the cluster comprising non-RG universities. As anticipated, the universities of Oxford and Cambridge surpassed all others to form separate clusters representing an ‘elite’ within the RG.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849112","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}

引用次数: 0

State-university relations and its implication on internationalization of higher education 国校关系及其对高等教育国际化的启示

IF 1.1

Power and Education Pub Date : 2022-10-15 DOI: 10.1177/17577438221119323

Medini Hegde, N. Inamdar

{"title":"State-university relations and its implication on internationalization of higher education","authors":"Medini Hegde, N. Inamdar","doi":"10.1177/17577438221119323","DOIUrl":"https://doi.org/10.1177/17577438221119323","url":null,"abstract":"There has always been a power struggle regarding control over the administration of the university. In the Enlightenment era, the contenders were the State and the Church. However, as the role of the Church in modern educational institutes declined, the state clamoured for greater control ( Delanty, 2001b ; Rüegg, 1992 ). In the 1990s, academic autonomy was under the purview of the university. This in turn gave impetus to greater mobility of students across borders and to the larger process of Internationalization of Higher Education (IHE). However, in the post-democratic era, the autonomy of universities was severely restricted and research and curriculum were tainted with a protectionist attitude ( Altbach and De Wit, 2018 ; Jenkins et al., 2018 ). Emerging conflicts between the state and the university highlight the urgent need to understand and assess state-university relations in the new political climate. Under these circumstances, the process of IHE has borne the brunt and in the last decade, we have seen a decrease in international outbound student mobility, an increase in the cancellation of offshore campuses and other cross-border education activities. While the process of Internationalization of Higher Education is still maintained, the original aim of this process, to tackle global issues with a local perspective while providing an inter-cultural university education is at risk. This paper examines the changing dynamics of state-university relations and their implications on the process of IHE.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49237237","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}

引用次数: 0

What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood 我们还不明白的是什么?-关系教学法以及为什么关系和联系在儿童早期很重要

IF 1.1

Power and Education Pub Date : 2022-09-09 DOI: 10.1177/17577438221124296

J. Cliffe, C. Solvason

引用次数: 2

Higher education expansion in Kazakhstan and regime stability 哈萨克斯坦高等教育扩张与政权稳定

IF 1.1

Power and Education Pub Date : 2022-08-30 DOI: 10.1177/17577438221122499

Seiilkhan Tokbolat

{"title":"Higher education expansion in Kazakhstan and regime stability","authors":"Seiilkhan Tokbolat","doi":"10.1177/17577438221122499","DOIUrl":"https://doi.org/10.1177/17577438221122499","url":null,"abstract":"This research will analyze the ideological policy of the political regime of Kazakhstan in the field of higher education, which was supposed to find answers to the research question: why the Kazakhstan government is promoting the expansion of higher education. Thus, through the analysis of educational documents in the higher education system, an attempt will be made to identify the motives of the political regime in promoting the expansion of higher education in Kazakhstan. The study claims that the government of Kazakhstan promotes the expansion of higher education to maintain the regime stability. The Kazakhstan government's motives for promoting the expansion of higher education are based on taking control of a large number of school graduates by admitting them to Higher education institutions. In this way, these students will be socialized into the state’s dominant ideology. Thus, the study will use the Gramscian approach, which will allow us to understand the political purpose of the Kazakh government in expanding higher education. An analysis of official state documents and curricula of higher educational institutions shows that the entire content of youth upbringing programs and compulsory academic disciplines aims to form moral and loyal citizens.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"227 - 242"},"PeriodicalIF":1.1,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631531","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}

引用次数: 0

Disability as performance/curriculum: The subversives mechanization of teaching/performing disability 残疾作为表演/课程：颠覆者教学/表演残疾的机械化

IF 1.1

Power and Education Pub Date : 2022-08-19 DOI: 10.1177/17577438221114435

Brad Bierdz

{"title":"Disability as performance/curriculum: The subversives mechanization of teaching/performing disability","authors":"Brad Bierdz","doi":"10.1177/17577438221114435","DOIUrl":"https://doi.org/10.1177/17577438221114435","url":null,"abstract":"In this article, there is a cripped arugmentation towards and away from performance as curricular. In other words, what we are trying to more fully grapple with is how curriculum within the school and otherwise becomes and is embodied within the body as a performative action towards and away from “dis”ability as a means of essentializing, normalizing and reifying means of “dis”ability as disability—curriculum as a way of interpreting and enacting “dis”ability within the social as a continual re-performance of normed accesses and “real”ity. Moreover, this argumentation is not only about a curricular and performative connection within the realm of “dis”ability and the like, but in a more robust determination, the article is an issuance of “dis”ability itself as performance, as construction, as imposed “real”ity, rather than something that is simply empirical and taught to “others” for some sense of understanding. Further, such determinations of “dis”ability as performance and as curriculum within educational spaces and outside of them are intimately intertwined with crip theory and a constant questioning of regimentations of power that are subversive and insidious—unspoken, unseen narrativizations of “real”ity that instantiate reality in hegemonizing ways continually and differently.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"214 - 226"},"PeriodicalIF":1.1,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45177862","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}

引用次数: 0

Principals’ power for achieving quality education in secondary schools of Ethiopia 埃塞俄比亚中学校长实现优质教育的权力

IF 1.1

Power and Education Pub Date : 2022-08-17 DOI: 10.1177/17577438221117345

D. Mesfin

引用次数: 1