Policy Futures in Education最新文献_第6页

Recommendations toward an antiracist engineering: Informing an institutional agenda to enhance Black engineering student experiences 对反种族主义工程的建议:告知机构议程以提高黑人工程学生的经验

IF 1.5

Policy Futures in Education Pub Date : 2023-08-02 DOI: 10.1177/14782103231184754

Brooke Coley, Debalina Maitra, Trevonte McClain

{"title":"Recommendations toward an antiracist engineering: Informing an institutional agenda to enhance Black engineering student experiences","authors":"Brooke Coley, Debalina Maitra, Trevonte McClain","doi":"10.1177/14782103231184754","DOIUrl":"https://doi.org/10.1177/14782103231184754","url":null,"abstract":"This qualitative study collected recommendations provided by Black doctoral students in engineering to explicitly inform the institutional efforts necessary to enhance their academic experiences. This process has informed what needs to be done to support Black students through their direct accounts that provided in-depth understanding of the impactful yet missing components in their engineering pursuits, and especially, at the Ph.D. level. Situated in the theories of racialized organizations, this community-based participatory action research project conducted semi-structured interviews with n = 24 Black doctoral students enrolled in engineering programs across the United States (and one abroad). Four recommendations themes emerged from our analysis: (1) a vital need for greater representation of Black scholars across roles in engineering communities; (2) capacity for awareness, acknowledgment, and accountability of/for the lived experience of Black scholars in engineering; (3) more intentional institutional efforts to support Black scholar communities and connection; and (4) a need for re-envisioning institutional policies and practices impacting Black scholars. This paper will address that which Black students identify as missing in engineering academic environments that, if addressed, could stand to drastically improve the lived experience of Black engineering students. Institutions must be proactive in their accountability for the wellness and success for all students and can start by taking heed to the recommendations of Black doctoral students, specifically.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42874325","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

Exploring materialities in children’s games: Revisiting the Javanese philosophy of laku in seeking knowledge 探索儿童游戏中的物质性:重新审视爪哇人在寻求知识中的拉库哲学

IF 1.5

Policy Futures in Education Pub Date : 2023-08-02 DOI: 10.1177/14782103231193061

R. Yuniasih

{"title":"Exploring materialities in children’s games: Revisiting the Javanese philosophy of laku in seeking knowledge","authors":"R. Yuniasih","doi":"10.1177/14782103231193061","DOIUrl":"https://doi.org/10.1177/14782103231193061","url":null,"abstract":"The provision of early childhood education (ECE) in Indonesia, often focuses on the children’s learning experience and overlooks the complexity of the learning process in children's activities. Children’s games, for instance, are seen as a learning tool to achieve particular learning objectives and developmental tasks. Therefore, without negating children’s roles in the games, this article proposes a new way of understanding learning in the context of children’s games. A new materialist concept of intra-active pedagogy is applied to unpack the complexity of learning processes. The discussion in this article is looking at jamuran, a Javanese game involving embodied movements. This will include an analysis of a case study of a multi-age classroom with children aged six to 7 years old. By reading narratives of the game diffractively, new insights emerge in understanding learning as joining forces and continuous movements of game elements. Interestingly, these insights align with the Javanese philosophy of laku in seeking knowledge. The implication of this finding at the micro-political level is that more attention should be paid to the active role of materialities in a learning event. At the macro level of ECE policy in Indonesia, it encourages revisiting traditional philosophies from a new perspective like new materialism. This would also be expected to create a space for negotiating global-local intertwining views in looking at the learning process in ECE settings.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501044","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

The influence of the Programme for International Student Assessment on educational governance situated in the institutional setting of South Korea 国际学生评估方案对韩国教育管理的影响

IF 1.5

Policy Futures in Education Pub Date : 2023-08-01 DOI: 10.1177/14782103231192741

Yong Kim, Tae-Hee Choi

引用次数: 1

Scaling through the pandemic: An analysis of international students’ experiences 跨越疫情：国际学生经历分析

IF 1.5

Policy Futures in Education Pub Date : 2023-07-26 DOI: 10.1177/14782103231192338

Suvi Jokila, Kalypso Filippou

引用次数: 0

A ‘good’ neoliberal citizen: A policy analysis of conceptions of young Singaporean citizens 一个“好”的新自由主义公民:新加坡年轻公民观念的政策分析

IF 1.5

Policy Futures in Education Pub Date : 2023-07-21 DOI: 10.1177/14782103231190696

S. Thaiyalan, Liyun Wendy Choo

{"title":"A ‘good’ neoliberal citizen: A policy analysis of conceptions of young Singaporean citizens","authors":"S. Thaiyalan, Liyun Wendy Choo","doi":"10.1177/14782103231190696","DOIUrl":"https://doi.org/10.1177/14782103231190696","url":null,"abstract":"Globalisation has driven the pursuit of more active citizenship forms. Many governments see educational policies as critical to preparing young citizens with the necessary skills, knowledge, attitudes, and behaviours to thrive in a changing global context. However, what active citizenship education is and means varies across countries. Little is known about how active citizenship is conceptualised in educational policies in Singapore and the kinds of citizens these policies and programmes aim to nurture. This article draws on an analysis of 20 Singapore policy texts, such as political speeches, press releases, and curriculum documents, to examine the kind of Singaporean citizens the Singapore government seeks to nurture. We argue that globalisation provides a critical context for local conceptualisations of citizenship, but the active Singapore citizen is not an individualistic nor a universal neoliberal citizen subject. In line with Asian conceptions of citizenship, which posit that ‘good’ people make good citizens, active citizenship in Singapore has a prevailing focus on ‘good’ character and an active citizen who prioritises the well-being of the collective, yet caught in a paradoxical pursuit of a neoliberal citizen.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47618918","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

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation 校长、选择标准与责任:教育政策执行的挑战

IF 1.5

Policy Futures in Education Pub Date : 2023-06-28 DOI: 10.1177/14782103231185698

J. Khanal, K. D. Regmi

引用次数: 0

Examination of globalisation’s clouts on Ghana’s tertiary education policy 全球化对加纳高等教育政策的冲击

IF 1.5

Policy Futures in Education Pub Date : 2023-06-27 DOI: 10.1177/14782103231184284

F. Boateng, U. Abonyi, Emmanuel Intsiful

{"title":"Examination of globalisation’s clouts on Ghana’s tertiary education policy","authors":"F. Boateng, U. Abonyi, Emmanuel Intsiful","doi":"10.1177/14782103231184284","DOIUrl":"https://doi.org/10.1177/14782103231184284","url":null,"abstract":"The paper examined and analysed the extent globalisation and its dimensions impinged Ghana’s tertiary education policy landscape in global and national historical and contemporary perspectives. Historical and contemporary policy documents and articles, that help to understand how globalisation and its antecedents have interwoven and permeated the dynamics underpinning Ghana’s tertiary education policy, were used as conduits for the analysis. Within the context of structural adjustment and democratisation juggernauts triggered by the West, neoliberal reforms were initiated in the early 1990s. They were characterised by the liberalisation of the sector for the establishment of private tertiary education institutions, creation of buffer agencies to ensure effective stakeholder control in policy and quality assurance of those institutions, initiating laissez-faire financial reforms and incorporating non-governmental financial responsibility. Nonetheless, they concomitantly spurred the tertiary education institutions to drift towards entrepreneurialism and innovation through activities such as research, fee policies and collaborations with vital stakeholders. Although the reforms were geared towards market, the Ghanaian system of tertiary education remains a quasi-market system with substantial governmental control.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41347431","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

Childism and philosophy: A conceptual co-exploration 儿童主义与哲学:概念上的共同探索

IF 1.5

Policy Futures in Education Pub Date : 2023-06-26 DOI: 10.1177/14782103231185178

Tanushree Biswas, J. Wall, Hanne Warming, Ohad Zehavi, D. Kennedy, K. Murris, W. Kohan, B. Saal, Toby Rollo

引用次数: 0

Some implications of the neoliberal massification of Colombian HE for achieving the sustainable development goals 哥伦比亚高等教育的新自由主义大众化对实现可持续发展目标的影响

IF 1.5

Policy Futures in Education Pub Date : 2023-06-26 DOI: 10.1177/14782103231186846

Lee Mackenzie

{"title":"Some implications of the neoliberal massification of Colombian HE for achieving the sustainable development goals","authors":"Lee Mackenzie","doi":"10.1177/14782103231186846","DOIUrl":"https://doi.org/10.1177/14782103231186846","url":null,"abstract":"This article draws on existing research, including publicly available data, to identify changes in Colombian HE which have led to its progressive massification and neoliberalisation. These include the introduction of standardised testing; endogenous and exogenous privatisation (Ball and Youdell, 2007); the expansion of the country’s non-income contingent loan scheme; cost-cutting and cost-sharing; and the Government of Colombia’s prioritisation of technical and technological (T&T) education. The article then explores some implications of this neoliberal massification of Colombian HE for the achievement of the UN’s sustainable development goals in general and more specifically Sustainable Development Target 4.3, which is the only target to explicitly reference inclusion in HE. The analysis suggests that although some neoliberal policies may have broadened access to HE for some Colombians from low-income and rural backgrounds, they are not consistent with a sustainable development agenda. Reasons for this include the large number of student loans recipients who are in arrears; the use of public money to finance students’ courses in private higher education institutions (HEIs); the prioritisation of T&T education which leaves limited room in Colombian HE for the ‘full development of the human personality’ (OHCHR, 2022: article 13.1); and the country’s overreliance on non-renewable resources for its economic prosperity. The paper ends with some proposals for disrupting the ongoing neoliberalisation of higher learning in Colombia such as the replacement of the country’s non-contingent loan scheme with an income-contingent model; improving the efficiency and accountability of state-run T&T programmes; the granting of student loans only for courses at accredited HEIs; the provision of loans to accredited private HEIs only in cases where no public alternative exists; the abolition of tuition fees in public HEIs for the poorest students; the introduction of stipend-supported internships; and the promotion of Civic Education.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42322753","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

Welcoming refugee children with a moral, rather than merely legal, right to education: Ideas for a cosmopolitan design of education 欢迎难民儿童，给予他们道德上而不仅仅是法律上的受教育权:世界性教育设计的构想

IF 1.5

Policy Futures in Education Pub Date : 2023-06-24 DOI: 10.1177/14782103231185621

Niclas Rönnström, Klas Roth

{"title":"Welcoming refugee children with a moral, rather than merely legal, right to education: Ideas for a cosmopolitan design of education","authors":"Niclas Rönnström, Klas Roth","doi":"10.1177/14782103231185621","DOIUrl":"https://doi.org/10.1177/14782103231185621","url":null,"abstract":"In this paper, we argue for the moral and not merely the legal right to education for refugee children. National education in many countries is challenged by refugee flows and influx of displaced people. However, there is a tendency to think of refugee flows as isolated events rather than parts of the dynamics of a world society that national education systems needs to respond responsibly to and build capacity for. Consequently, there is a gap between the legal right to education for refugee children and its practical realization, and granting refugee children access to national education systems is becoming part of the problem and not only a solution to the de-territorializing and cosmopolitan challenges of refugee flows and displaced people. We argue that education for children of refugees’ need to meet with a cosmopolitan design of education in order to respond responsibly to the right to education for refugee children. In the first part, we discuss the legal right to education for refugee children, and moral challenges with regard to its practical realization in nation-centred school systems and schools. In the second part, we discuss de-territorializing effects of refugees in education by reviewing research on refugee education, refugee children’s experiences of education and by discussing refugee education in Sweden as a case. In the final part, we discuss ideas for a cosmopolitan design of education. We argue for a moral commitment to the education of refugee children in order for us to respond responsibly to their legal and moral rights and situation, but also to the legal and moral rights, and situations of those affected in host countries. We also argue for the importance of critical cosmopolitan imagination in education that does not restrict education to norms of national loyalty and national integration, or to economic norms of competitiveness and effectiveness.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46691739","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