INTERNATIONAL REVIEW OF EDUCATION最新文献_第2页

Educational inequality and emancipation: A Rohingya case study 教育不平等与解放：罗辛亚案例研究

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-07-04 DOI: 10.1007/s11159-023-10056-4

Jarin Akther

{"title":"Educational inequality and emancipation: A Rohingya case study","authors":"Jarin Akther","doi":"10.1007/s11159-023-10056-4","DOIUrl":"https://doi.org/10.1007/s11159-023-10056-4","url":null,"abstract":"In 2017, Rohingya people experienced forced migration from their native land of Myanmar to the neighbouring country of Bangladesh. They fled in massive numbers and took shelter in Cox’s Bazar where they now live in a diaspora community. The qualitative study presented in this article aimed to illustrate and analyse the contemporary educational situation of the Rohingya community in Bangladesh, in light of Paulo Freire’s and Henry A. Giroux’s philosophies. Data were collected using document analysis, focus group discussions with 20 Rohingya community members, and in-depth interviews with three development workers, two Rohingya school teachers and a host country representative. Results were analysed and grouped into themes. The education of Rohingya appears to be in preparation for repatriation to their home country; however, the process and timeline remain uncertain. Meanwhile, their movement in Bangladesh is restricted, and they cannot go outside the refugee camps for any education or training purposes. They remain in a “culture of silence”, including a lack of acknowledgement of their opinions and voices. Political hegemony, absence of democracy, structural inequality and the language barrier deprive these Rohingya of access to state education and job opportunities. Cooperation between the Bangladeshi government and international non-governmental organisations could help to empower Rohingya people to develop more awareness about the structural oppression and encourage their emancipation through education.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"67 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548938","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

Predicting teachers’ research reading: A machine learning approach 预测教师的研究性阅读：机器学习方法

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-07-03 DOI: 10.1007/s11159-023-10061-7

Mehrdad Yousefpoori-Naeim, Surina He, Ying Cui, Maria Cutumisu

引用次数: 0

Adult learning and education in the Mediterranean – a view from southern Europe 地中海地区的成人学习和教育--来自南欧的视角

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-05-06 DOI: 10.1007/s11159-024-10084-8

Peter Mayo

引用次数: 0

Paulo Freire: An educator of the present and the future 保罗-弗莱雷现在和未来的教育家

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-04-22 DOI: 10.1007/s11159-024-10083-9

Afonso Celso Scocuglia

{"title":"Paulo Freire: An educator of the present and the future","authors":"Afonso Celso Scocuglia","doi":"10.1007/s11159-024-10083-9","DOIUrl":"https://doi.org/10.1007/s11159-024-10083-9","url":null,"abstract":"This research note is based on the premise that Paulo Freire is an educator of the present and the future. Contrary to research that has confined him to the past, the author emphasises the construction of Freire’s thought-action in five historical periods, noting the timeliness and foresight of his ideas for the 21st century. From his first books (Educação e atualidade brasileira [1959] and Educação como prática da liberdade [1965]) to the last ones published during his lifetime (Pedagogia da esperança: um reencontro com a Pedagogia do oprimido [1992] and Pedagogia da Autonomia [1996]), the author of this research note discerns reconstructions of concepts, arguments and paradigms that bring Freire up to date and continue to impact educators and specialists around the world. The emphasis, here, is on the inseparability between education and politics and his radical humanism as central axes of his pedagogy. The relevance of dialogic-communicative action in the learning process and the valuing of the learners’ knowledge as the starting point for elaborated knowledge enhance the choice of freedom, autonomy and democracy. Freire’s defence of the pedagogy of the question and research against the pedagogy of belief and the deposit of knowledge, among other crucial proposals, remain current and are forward-looking. These and other theses, articles, speeches, courses and works recorded over 50 years of Freire’s career (1947–1997) justify his inclusion today among the most-cited thinkers in the human sciences, and Pedagogy of the Oppressed among the 100 most-read books in the English language. After the centenary of Paulo Freire’s birth (2021), references to his political-pedagogical legacy (both practical and theoretical) continue to grow, encourage dialogue with other current thinkers and reaffirm his hope for the work of educators of the present and the future.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"24 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636304","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

Learning from life: The value of everyday knowledge for empowerment and change 从生活中学习：日常知识对赋权和变革的价值

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-04-13 DOI: 10.1007/s11159-023-10057-3

Rajesh Tandon, Sumitra Srinivasan

{"title":"Learning from life: The value of everyday knowledge for empowerment and change","authors":"Rajesh Tandon, Sumitra Srinivasan","doi":"10.1007/s11159-023-10057-3","DOIUrl":"https://doi.org/10.1007/s11159-023-10057-3","url":null,"abstract":"The use of participatory research and participation to promote the empowerment of the poor and marginalised began in the 1970s and gained momentum in the early 1980s. The approach builds on the learning for change paradigm in which everyday experience is the basis for developing agency, and committing to and taking action to create change, both individually and collectively. The paradigm has been used over decades, and in several contexts (e.g. women’s literacy and political leadership, work health and safety, access to and control over natural resources, prevention of sexual harassment and violence against women, social accountability and participatory monitoring, access to basic services, and climate adaptation and resilience). In this research note, some of these contexts – work health and safety, women’s political leadership, the urban poor and gender-based violence – are used as practical exemplars of work conducted by the non-profit research and training organisation Participatory Research in Asia (PRIA) to support poor, excluded and marginalised communities. The experiences shared in this research note bear witness to the power of popular knowledge and the inclusion of marginalised voices for transformatory, people-centric development.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"124 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576619","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 role of adult learning and education in the Sustainable Development Goals 成人学习和教育在可持续发展目标中的作用

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-03-25 DOI: 10.1007/s11159-024-10066-w

Anke Grotlüschen, Alisa Belzer, Markus Ertner, Keiko Yasukawa

{"title":"The role of adult learning and education in the Sustainable Development Goals","authors":"Anke Grotlüschen, Alisa Belzer, Markus Ertner, Keiko Yasukawa","doi":"10.1007/s11159-024-10066-w","DOIUrl":"https://doi.org/10.1007/s11159-024-10066-w","url":null,"abstract":"The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring “inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all”, attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for the SDGs to boost the visibility and support of ALE. This article reports on a study that explored the role of ALE in lifelong learning in eight case study countries (Australia, Brazil, India, Jordan, Kyrgyzstan, South Africa, Thailand and Ukraine). It explores the literature and examines the supports for and challenges of ALE to better understand its potential in helping to realise SDG 4, using a mega-, macro-, meso- and micro-level theoretical framework. Twenty-seven experts in ALE from across the eight countries were interviewed, and data analysis was undertaken using a grounded theory approach. The findings indicate that while SDG 4 was not a strong driver for ALE activities in these countries, initiatives were focused on the same issues targeted by SDG 4. The analysis also points to the unequal policy support given to formal and non-formal ALE activities, and the critical role that ALE networks and associations can play in addressing some of the most ambitious SDG 4 targets.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"17 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300869","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

A design for democracy: Britain’s 1919 Report, the context of its creation and its relevance today 民主的设计：英国 1919 年报告、其创作背景及其对当今的意义

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-03-18 DOI: 10.1007/s11159-023-10018-w

Paul Stanistreet, Alan Tuckett

{"title":"A design for democracy: Britain’s 1919 Report, the context of its creation and its relevance today","authors":"Paul Stanistreet, Alan Tuckett","doi":"10.1007/s11159-023-10018-w","DOIUrl":"https://doi.org/10.1007/s11159-023-10018-w","url":null,"abstract":"The “1919 Report” of the British Ministry of Reconstruction’s Adult Education Committee, produced as the First World War was ending, reflects the optimism of its committee about the possibilities for a more socially just and democratic society and its concern to find an alternative to economic deprivation and disenfranchisement. Its central thesis is that adult education is “a permanent national necessity” for an active informed democracy, which should, therefore, be both “universal and lifelong”. Despite the report’s lukewarm initial reception, its influence on the development of adult education over a century in Britain and in other anglophone countries has been marked. As R. D. Waller argued in 1956, it “is probably the most significant single contribution made to the literature of adult education”, certainly in the United Kingdom. It may well also be the first major national report on adult education published anywhere to be grounded in a comprehensive survey of existing provision. This article examines the context of its creation, its core arguments and their strengths and deficiencies, as well as its reception and subsequent impact. The article ends with a consideration of the report’s contemporary relevance and how its core ideas of voluntarism and co-construction of knowledge can support democratic renewal through education.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"54 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155016","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 importance of literacy for rural seniors in the Republic of Korea: An investigation of its effect on social inclusion and mental health 识字对大韩民国农村老年人的重要性：调查扫盲对社会包容和心理健康的影响

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-26 DOI: 10.1007/s11159-023-10042-w

Sangjin Ma, Namhoon Kim, Sok An

引用次数: 0

Determining a framework for institutional support of instructors engaged in distance education programmes using the multiple-criteria decision-making method 利用多重标准决策法确定为从事远程教育课程的教师提供机构支持的框架

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-19 DOI: 10.1007/s11159-023-10045-7

Betül Tonbuloğlu

{"title":"Determining a framework for institutional support of instructors engaged in distance education programmes using the multiple-criteria decision-making method","authors":"Betül Tonbuloğlu","doi":"10.1007/s11159-023-10045-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10045-7","url":null,"abstract":"Distance education (DE) has a unique potential to ensure continuity of education in extraordinary circumstances such as pandemics and earthquakes, in addition to its advantages such as flexibility in terms of time and space and self-paced learning options. Institutional support provided for instructors engaged in DE programmes is one of the factors which directly affect the efficiency of DE and the quality of the education provided. This study aimed to determine the criteria of institutional support offered to DE instructors through document analysis, and to reveal the importance weights of those criteria by using the method of multi-criteria decision-making (MCDM). The author examined the standards published by a number of accreditation institutions and international educational organisations for DE, and determined the importance weights of those criteria by applying an analytic hierarchy process (AHP). She determined seven support criteria, namely (in order of importance): (1) technical training and orientation; (2) teaching material and resource support; (3) technical support; (4) professional development support; (5) support during the course; (6) evaluation and report submission support; and (7) career development, incentives and financial support. In presenting her study, the author provides an effective evaluation framework for DE support systems which includes a comprehensive set of indicators based on a literature review and feedback from experts.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"25 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139909872","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

Reimagining post-COVID distance education support services with achievement motives and career personality 以成就动机和职业个性重新构想 COVID 后远程教育支持服务

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-16 DOI: 10.1007/s11159-023-10038-6

{"title":"Reimagining post-COVID distance education support services with achievement motives and career personality","authors":"","doi":"10.1007/s11159-023-10038-6","DOIUrl":"https://doi.org/10.1007/s11159-023-10038-6","url":null,"abstract":"<h3>Abstract</h3> For a successful transition from distance learning to first careers, adolescents’ psychosocial and career decision-making will require analytics-driven support services. However, current distance-education support services in Ghana have yet to adopt psychometric techniques for effective career guidance and innovative pedagogy in the post-COVID period. Hence, the study presented here explored distance-education students’ career typologies and their need for achievement motives, using a cross-sectional survey design. John Holland’s Self-Directed Search (SDS) inventory, with high reliability coefficients, was administered to 523 first-year distance learners. Data were analysed using multivariate analysis of variance (MANOVA), multiple discriminant analysis (MDA), t-test, and binary logistic regression with relevant assumptions explored. The results indicate a significant relationship between open and distance learning (ODL) students’ need for achievement motivation and career personality typologies. Enterprising, Social, and Conventional (ESC) personality typology also emerged as the dominant three-letter career code for students. While gender was not found to be important for categorising career personality styles, significant differences were observed between age and students’ job experience. The study concludes that students’ achievement motives have a strong impact on their career personality scores, with ESC codes confirming digitally engineered post-COVID job environments that are demanding innovation, critical thinking, humanity and ethical competencies for students. Given that many adolescents are enrolling in ODL programmes, recommendations are offered for curriculum development, guidance and counselling interventions and distance-education administration to adopt psychometrics analysis for psychosocial and career personality-targeted education support services.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"112 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761192","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