International Studies in Sociology of Education最新文献

{"title":"International students and Ukrainian universities: dilemmas of agency and change","authors":"A. Oleksiyenko, Ielyzaveta Shchepetylnykova","doi":"10.1080/09620214.2021.1995777","DOIUrl":"https://doi.org/10.1080/09620214.2021.1995777","url":null,"abstract":"ABSTRACT This paper examines the agency of international students in the context of university transformations in post-Soviet Ukraine. Conflict-driven political, social and economic changes in the country have laid the groundwork for the redesign of institutional policies related to the internationalization of Ukraine’s higher education. However, it is not clear to what extent local universities have managed to engage the creative power and agency of international students in these transformations. By examining how international students’ agency is constructed at 12 public universities, and triangulating comparative findings with data from the Ukrainian State Centre for International Education at the Ministry of Education and Science of Ukraine, and from publicly available sources including social media, this study delves into the complexities of student agency development in the postcolonial discourses at Ukrainian universities. On a theoretical level, this paper enriches the knowledge base on tensions between institutional and human agencies in international higher learning.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728163","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":"We are each other’s breath: tracing interdependency through critical poetic inquiry","authors":"Karen Zaino, J. Bell","doi":"10.1080/09620214.2021.1997628","DOIUrl":"https://doi.org/10.1080/09620214.2021.1997628","url":null,"abstract":"ABSTRACT In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry’s capacity to highlight literacy’s critical power and its emergent potential. We found ourselves implicated in each other’s lives in new ways; we found our relationship both strengthened and tested. Such relational indeterminacy creates methodological challenges in literacy research. We found critical poetic inquiry to be a uniquely useful method for expressing the ambiguity and incommensurability of literacy as ‘affective encounters’ (Lenters, 2016), particularly during the Covid-19 pandemic, as our interdependency and mutual obligation is highlighted.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500553","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":"Emotional capital, student’s behavior and educational inequality","authors":"Katerina Bodovski, Yeon-Sook Lee, J. Ahn, Hengyu Hu","doi":"10.1080/09620214.2021.1997350","DOIUrl":"https://doi.org/10.1080/09620214.2021.1997350","url":null,"abstract":"ABSTRACT Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students’ demographic characteristics and emotional capital on one hand, and the relationships between emotional capital and student behavior, on the other. We found that higher SES students and girls possessed higher levels of emotional capital. Stronger feelings of engagement and school belonging were associated with reduced internalizing and externalizing behavior problems, and improved approaches to learning. Grit and peer social support were associated with reduced internalizing behavior problems and improved approaches to learning. Higher level of life satisfaction was associated with reduced externalizing behavior problems. We discuss the implications of these findings to educational policy and practice.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47395901","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":"Moving beyond linguistic bordering: Utopian designs for new futures","authors":"Bryce L. C. Becker, Kris D. Gutiérrez","doi":"10.1080/09620214.2021.1990784","DOIUrl":"https://doi.org/10.1080/09620214.2021.1990784","url":null,"abstract":"ABSTRACT We examine learning as movement as a utopian methodological approach that reorients how we shape and understand literacy learning ecologies with youth who are racialized as non-white. Understanding linguistic practice as integral to learning, and to common beliefs of what it means to be human, we consider how static notions of language are deployed as border-marking tools within settler coloniality, supporting a logic that justifies pernicious racial subordination. Within education, these ideologies frame certain learners as illegitimate and deviant, with particular implications for literacy learning. The learning sciences are uniquely positioned to re-signify what it means to be a literate body and to design learning ecologies in which youth move across these borders. Aligning ourselves with decolonial scholars, we argue that utopian methodology with a learning as movement frame allows us to forefront expansive learning design as we work alongside youth from otherized backgrounds toward alternate epistemic futures.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43102407","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":"Effecting change in English language teaching: exposing collaborators and culprits in Japan","authors":"Natsuno Funada","doi":"10.1080/09620214.2021.1997351","DOIUrl":"https://doi.org/10.1080/09620214.2021.1997351","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44854163","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":"Perfectly accomplished? Biographical trajectories and the production of inequality among exclusive boarding school alumni in Germany","authors":"U. Deppe","doi":"10.1080/09620214.2021.1981772","DOIUrl":"https://doi.org/10.1080/09620214.2021.1981772","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44283189","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":"Pursuing a literacy research in precarious times","authors":"Suriati Abas","doi":"10.1080/09620214.2021.1967773","DOIUrl":"https://doi.org/10.1080/09620214.2021.1967773","url":null,"abstract":"ABSTRACT Multiple literacy practices, such as writing, texting, blogging and journaling, are intertwined in a crisis. Although many studies have been conducted on literacy practices arising from crises such as a divorce, a disaster and social activism , most of them are focused on a single event. In this chapter, I propose a method for examining literacy practices in dual-layered crises. Drawing from huge data (collected from March 2016–2019), during a commemoration, which doubled up as a protest in Buenos Aires, Argentina, this paper illustrates how the works of literacy or signs in open public spaces can be documented using photographic dat. While there is no one fix method, I argue for a systematic approach by asking researchers to think about the subjectivities of managing huge data sets.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695003","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":"Education and social mobility: possibilities, reproductive structures, discourse and materiality","authors":"Laura Engel, C. Maxwell, Miri Yemini, A. Koh","doi":"10.1080/09620214.2021.1995778","DOIUrl":"https://doi.org/10.1080/09620214.2021.1995778","url":null,"abstract":"Schools have long been identified by sociologists as core institutions within society, responsible for contributing to the national, public good; contributing to the structural glue that holds together diverse national populations; developing the human capital that fuels the engines of the nation-state; and socializing young people into the structures that govern society. Sociologists of education have explored the relationship between schooling and social reproduction, particularly the ways that both micro and macro processes of social reproduction operate; the relationships between home and school in these processes; and the extent to which schools can in fact disrupt such reproductive tendencies. The final issue of 2021 is brought together to further examine the relationship between education, social mobility, and social reproduction across a multitude of educational sites around the world and from the perspective of various stakeholders: Teachers, parents, and students. Collectively, the articles pose a set of key questions: How is educational success of young people related to the very spaces in which education takes place? How do young people understand what contributes to their own sense of educational success? How do parents across social class boundaries bolster those successes at home? How are belonging, diversity, and inclusion fostered and understood in different school settings? The first article focuses on the nature of the relationship between education practices and the design of school facilities. By illuminating notions of place and education as they pertain to an alternative high school in Israel, Amitay and Rahav help develop perspectives on how teaching and learning processes are affected by the architectural and physical layout, and various components of the school. By making the place and space of the school itself visible and linking it to the pedagogical characteristics of the educational environment, it becomes possible to envision the kinds of emancipatory spaces that would enable improved educational practices for at risk youth, including those that have left the general schooling system. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2021, VOL. 30, NO. 4, 359–361 https://doi.org/10.1080/09620214.2021.1995778","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709196","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":"‘Guarding the gate’: the hidden practices behind admission to an Elite Traditional International School in Japan","authors":"Tristan Bunnell, James M. Hatch","doi":"10.1080/09620214.2021.1981771","DOIUrl":"https://doi.org/10.1080/09620214.2021.1981771","url":null,"abstract":"This paper explores the admissions practices of an ‘Elite Traditional International School’ (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g....","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596749","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":"Magic(al)ing in a time of COVID-19: becoming literacies and new inquiry practices","authors":"Candace R. Kuby, J. Rowsell","doi":"10.1080/09620214.2021.1966826","DOIUrl":"https://doi.org/10.1080/09620214.2021.1966826","url":null,"abstract":"ABSTRACT This article conceptualizes the notion of magic(al)ing in relation to post-pandemic ways of thinking about data production and analyses. Revisiting old data produced pre-COVID-19 and engaging with new data produced during COVID-19, we consider the possibilities and potential of magic(al)ing as a theoretical concept. We think with several ideas informed by feminist ‘new’ materialists and post-inspired philosophies to conceptualize magic(al)ing: monism, spacetimemattering, blooms spaces and the pedagogy of an affective world. Over a year, we embarked on a reading/thinking inquiry about magic and literacies and their combined strength in locating literacies as embodied, relational, and sensory. Magic(al)ing has the potential to frame literacy moments as socio-material instances filled with affective flows and intensities. The concept of magic(al)ing fosters a space to not only rethink literacy but also to explore humans in relation to literacies. Kuby returns to an orange-paper-frog-puppet , a magic(al)ing moment that she often comes back to when thinking of the be(com)ing of literacies, especially in the uncertain times we find ourselves in a pandemic. Rowsell returns to a flowery artifact by a little girl who took part in a makerspace study in April 2019, speculating on how the same research could be conducted during lockdown. We also think-with new, unexpected data produced during COVID-19. As we engage again with these magic(al)ing moments, we explore the guest editors’ question: What methodological approaches are possible, and which kinds of research collaborations are appropriate?","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437362","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}