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“I’m Always in This Conflict” – Students’ Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland’s Higher Education “我总是在这场冲突中”——学生在瑞士高等教育中的多语身份表达、语言不安全感和同化的斗争
IF 0.8
European Education Pub Date : 2021-09-07 DOI: 10.1080/10564934.2021.1971542
Anna Becker-Cavallin
{"title":"“I’m Always in This Conflict” – Students’ Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland’s Higher Education","authors":"Anna Becker-Cavallin","doi":"10.1080/10564934.2021.1971542","DOIUrl":"https://doi.org/10.1080/10564934.2021.1971542","url":null,"abstract":"This article examines the connection among university students’ lived experiences of language, ideologies, and linguistic repertoires through visual and verbal representations. It demonstrates that linguistic repertoires are crucial for students’ identities, yet impeded by restricting, homogenizing policies, which reproduce the “monolingual habitus” even in officially multilingual contexts. It advocates multilingualism in Switzerland’s higher education to increase inclusive and equitable learning opportunities while addressing ideologies and their implications for students’ identities and academic trajectories.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75482320","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
Time Allocation of Academics in Ukraine: Degree and Gender Correlates in a Semi-peripheral State 乌克兰学术的时间分配:半边缘国家的学位和性别关系
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2021.1988858
Myroslava Hladchenko, D. Westerheijden
{"title":"Time Allocation of Academics in Ukraine: Degree and Gender Correlates in a Semi-peripheral State","authors":"Myroslava Hladchenko, D. Westerheijden","doi":"10.1080/10564934.2021.1988858","DOIUrl":"https://doi.org/10.1080/10564934.2021.1988858","url":null,"abstract":"Abstract This article, using the example of Ukraine, aims to explore the time allocation of academics at university in a semi-peripheral state sustaining means–ends decoupling. Data emanate from the responses of 205 academics in business studies. The analysis uses degrees (qualifications) and gender as main categorizations. Findings indicate that means–ends decoupling at the state and university levels hinders academics from allocating their time to activities prescribed by the research university model, specifically, research and service.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86341014","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: 1
Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach 欧洲“大学”的非殖民化:情感组合方法的理论和方法含义
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2022.2049974
Michalinos Zembylas
{"title":"Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach","authors":"Michalinos Zembylas","doi":"10.1080/10564934.2022.2049974","DOIUrl":"https://doi.org/10.1080/10564934.2022.2049974","url":null,"abstract":"Abstract The purpose of this paper is to discuss the theoretical and methodological implications of an affective assemblage approach in the study and practice of decolonizing “the University” in Europe. In particular, the analysis aims to better account for the affective dimensions of decolonizing “the University” in Europe, taking into consideration that neither “the University” in Europe assumes a monolithic institution nor “decolonization” constitutes a monolithic project. Although the paper is theoretical, it provides examples of the meaning and function of decolonizing “the University” in various settings within the European higher education context. The paper contributes to the critical problematics of ongoing efforts to decolonize universities in Europe by exploring the prospects of affective assemblages as a working concept that helps education theorists, researchers, and policymakers in European higher education come to terms with both the intellectual and affective demands of decolonization processes.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80888481","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
Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities 继续前进，换档还是原地不动:追踪三个欧洲城市中学教育路径中的社会不平等
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2021.2010096
Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja, J. Demanet
{"title":"Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities","authors":"Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja, J. Demanet","doi":"10.1080/10564934.2021.2010096","DOIUrl":"https://doi.org/10.1080/10564934.2021.2010096","url":null,"abstract":"Abstract It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show that social background has the greatest impact on destination in both Years 11 and 12 of upper secondary education, and engagement does not mediate this relationship. Further, we find more commonalities than differences between the cities, despite them representing different types of educational systems.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86193826","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: 1
The Republican Nature of Modern Democracy: Implications on Educational Policy 现代民主的共和本质:对教育政策的启示
IF 0.8
European Education Pub Date : 2021-04-03 DOI: 10.1080/10564934.2022.2034506
K. Dedousis, Laura Garcia Raga, Juan de Dios Bares Partal
{"title":"The Republican Nature of Modern Democracy: Implications on Educational Policy","authors":"K. Dedousis, Laura Garcia Raga, Juan de Dios Bares Partal","doi":"10.1080/10564934.2022.2034506","DOIUrl":"https://doi.org/10.1080/10564934.2022.2034506","url":null,"abstract":"Abstract This study offers a theoretical context for reading political education literature. Comparing the two classical cultural exemplars (Latin/Greek) we build our working framework upon the firm distinction between Republican and Democratic ideals and we suggest that the current political culture is shaped into the Republican mold. Setting these findings as our conceptual framework, we scrutinize the 2018’s democratic education proposal of the Council of Europe, which although represents modern Republican states, it rather employs concepts—participation, living-together, ethical competencies—extracted from the Democratic exemplar. Finally, we assess the effectiveness of our framework and the coherence of the CoE’s text.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78619752","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
From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo 从内容到能力课程——科索沃课程政策的教育解释
IF 0.8
European Education Pub Date : 2021-01-02 DOI: 10.1080/10564934.2021.1971541
Armend Tahirsylaj, Fitore Fazliu
{"title":"From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo","authors":"Armend Tahirsylaj, Fitore Fazliu","doi":"10.1080/10564934.2021.1971541","DOIUrl":"https://doi.org/10.1080/10564934.2021.1971541","url":null,"abstract":"Abstract This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided the macro narrative and legitimation for the 2011 competence-based curriculum reform in Kosovo.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80805121","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
Media Review of “Entre Les Murs (the Class)” and “The Hate U Give” 《课堂》与《你给的仇恨》媒体评论
IF 0.8
European Education Pub Date : 2021-01-02 DOI: 10.1080/10564934.2021.1892955
Cathryn Magno, Anna Becker
{"title":"Media Review of “Entre Les Murs (the Class)” and “The Hate U Give”","authors":"Cathryn Magno, Anna Becker","doi":"10.1080/10564934.2021.1892955","DOIUrl":"https://doi.org/10.1080/10564934.2021.1892955","url":null,"abstract":"How to support students to intellectually and emotionally untangle and grapple with systemic oppression in education is the subject of this media review. Especially for students carrying privilege, the micro(and macro-) aggressions toward historically marginalized groups that occur in classrooms and school yards and that reflect larger societal inequalities, can be opaque, confusing and unrelatable (Benson, 2013). Film can present the often intangible and multilayered oppression more viscerally, as a kind of language itself, that expresses lived experience, authenticity, and involvement across and through social relations (Agha, 2007) in ways textual documents can never do. Two films offer opportunities for examining theoretical concepts such as cultural capital (Bourdieu, 1991), integration (Ager & Strang, 2008), fugitivity (Campt, 2014) and heteroglossia (Bakhtin, 1981) through selected themes and characters across continents and decades: Entre les Murs (The Class) from 2008 France and The Hate U Give from 2018 United States. Unable to tackle all possible issues in this short review, we first summarize each film then briefly analyze the symbolic power of language (Bourdieu, 1991). To conclude we suggest additional critical questions and teaching tools for university-level education courses.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73534715","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
Students Development Conference Genre Knowledge among Estonian Teachers 学生发展会议爱沙尼亚教师体裁知识
IF 0.8
European Education Pub Date : 2021-01-02 DOI: 10.1080/10564934.2021.1987151
H. Harro-Loit, Meedi Neeme, K. Palts
{"title":"Students Development Conference Genre Knowledge among Estonian Teachers","authors":"H. Harro-Loit, Meedi Neeme, K. Palts","doi":"10.1080/10564934.2021.1987151","DOIUrl":"https://doi.org/10.1080/10564934.2021.1987151","url":null,"abstract":"Abstract Among the variety of communication possibilities between home and school, face-to-face conferences. The present study focuses on a sub-genre that can be defined as a “students developmental conference”: a meeting involving the students, family representatives, and where the main goal is to support students’ development and self-analysis. We propose a genre matrix and analyze the genre knowledge of such conferences among Estonian teachers and parents by using focus group interviews.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77531832","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
PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction PISA和欧洲教育改革:政策惯性、回避和折射的案例
IF 0.8
European Education Pub Date : 2021-01-02 DOI: 10.1080/10564934.2021.1987839
Louis Volante, D. Klinger
{"title":"PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction","authors":"Louis Volante, D. Klinger","doi":"10.1080/10564934.2021.1987839","DOIUrl":"https://doi.org/10.1080/10564934.2021.1987839","url":null,"abstract":"Abstract The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). The discussion argues these outcomes can be associated with cases of policy inertia, avoidance, and refraction.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91159851","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: 1
Childhood and Education in the United States and Russia: Sociological and Comparative Perspectives 美国和俄罗斯的童年和教育:社会学和比较的视角
IF 0.8
European Education Pub Date : 2020-10-01 DOI: 10.1080/10564934.2021.1890349
J. Ahn
{"title":"Childhood and Education in the United States and Russia: Sociological and Comparative Perspectives","authors":"J. Ahn","doi":"10.1080/10564934.2021.1890349","DOIUrl":"https://doi.org/10.1080/10564934.2021.1890349","url":null,"abstract":"","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76223989","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
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