European Educational Research Journal最新文献

Situated Learning in Young Romanian Roma Successful Learning Biographies 罗马尼亚罗姆青年的情境学习成功学习传记

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-17 DOI: 10.2304/eerj.2014.13.3.311

Nicolae Nistor, Dorin Stanciu, Cornelia Vanea, Virginia Maria Sasu, Maria Dragotâ

引用次数: 0

Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers' Perceptions of Their Professional Change 新自由主义政策时代的教师变革：对教师职业变化看法的新制度分析

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-17 DOI: 10.2304/eerj.2014.13.3.360

Magnus Rye Ramberg

引用次数: 0

‘Engaging People and Ideas’: Memories, Meaning Making and the European Educational Research Association 人与思想的互动"：记忆、创造意义与欧洲教育研究协会

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-15 DOI: 10.2304/eerj.2014.13.4.434

Gyöngyvér Pataki

{"title":"‘Engaging People and Ideas’: Memories, Meaning Making and the European Educational Research Association","authors":"Gyöngyvér Pataki","doi":"10.2304/eerj.2014.13.4.434","DOIUrl":"https://doi.org/10.2304/eerj.2014.13.4.434","url":null,"abstract":"This article seeks to reveal patterns of the discursive and interpretative culture of the European Educational Research Association (EERA) in an attempt to contribute directly to the discussion about the social and cultural integrity of the association. It looks beyond the network and community approaches of transnational research associations and suggests instead that the communicative aspects of the organisation should be considered. Within this framework the article aims to address the questions to what extent can EERA be considered as an intellectual home, and what motivates researchers to be engaged with EERA activities? In 2013 four group interviews and 26 semi-structured interviews were carried out in an effort to delineate what lends stability and intimacy to a broad European umbrella organisation. Respondents were asked to share their experiences with EERA and their reflection on their contribution to it. The data reveal that there is a delicate balance between activity and representation within the association and that there is a constant reflection on, as well as a desire towards, inclusiveness in terms of both ideas and colleagues. The data show that researchers enter EERA seeking their research identity and slowly realise that the only way to establish their belonging to the association is their constant contribution. It is possible to discern that a dynamic element — constant contribution in communication — gives EERA its integrity and intimacy.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gender equity in academic knowledge production: the influence of politics, power and precarity 学术知识生产中的性别平等：政治、权力和不稳定性的影响

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-15 DOI: 10.1177/14749041241277932

Barbara Read

引用次数: 0

Pragmatic sociology and the economics of convention: Introducing a ‘novel’ approach to English-speaking education research 实用社会学和传统经济学：为英语教育研究引入 "新颖 "方法

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-14 DOI: 10.1177/14749041241284004

Diana Holmqvist, Kathryn Telling

{"title":"Pragmatic sociology and the economics of convention: Introducing a ‘novel’ approach to English-speaking education research","authors":"Diana Holmqvist, Kathryn Telling","doi":"10.1177/14749041241284004","DOIUrl":"https://doi.org/10.1177/14749041241284004","url":null,"abstract":"This special issue brings together current work in education research that engages with a pragmatic, yet critical theoretical tradition sprung from the French context during the 1980s. Based on a particular understanding of existence, perception, reality and the dynamics of social life, this theoretical tradition has continuously been developed over the past four decades in a variety of fields, such as law, economic studies, political sciences, education research and sociology. Despite its rich history, this approach has until recently only garnered limited attention from English-speaking research communities. Consequently, our aim is to introduce the approach to the European Education Research Journal readership and demonstrate the tradition’s richness and range of use for education research. By showing the many ways in which this perspective can be utilised in education research, we hope to inspire more scholars who publish in English-speaking contexts to engage with us and explore what insights this ‘novel’ perspective can bring to our research field. In this editorial, we briefly explain the perspective’s base assumptions and key features, discuss the potential relevance of this approach for education research, and introduce the articles of the special issue. First, however, we want to address the issue of naming.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enforced freedoms: Testing art students’ artistic engagements in a folk high school 强制自由：测试民间高中艺术生的艺术参与度

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-10 DOI: 10.1177/14749041241276568

Henrik Fürst, Filippa Millenberg, Erik Nylander

引用次数: 0

Towards models of language supportive pedagogy in Sub-Saharan Africa: Comparing and analysing curricula and practice 在撒哈拉以南非洲建立语言支持教学模式：比较和分析课程与实践

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-09-07 DOI: 10.1177/14749041241272676

Mats Deutschmann, Justin Zelime, Angeline Mbogo Barrett, Eliakimu Sane, Maryam Jaffar Ismail

{"title":"Towards models of language supportive pedagogy in Sub-Saharan Africa: Comparing and analysing curricula and practice","authors":"Mats Deutschmann, Justin Zelime, Angeline Mbogo Barrett, Eliakimu Sane, Maryam Jaffar Ismail","doi":"10.1177/14749041241272676","DOIUrl":"https://doi.org/10.1177/14749041241272676","url":null,"abstract":"A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils, something which in turn results in failures and early drop-out. The current paper takes up some of the challenges, dilemmas and consequences of current medium of instruction (MoI) policies as illustrated by theories and previous studies. Part 2 gives an outline of the analytical framework being developed under the Understanding project financed by the Swedish research Council. The purpose of the framework is to help reveal strengths, shortcomings and mismatches in current language-in-education policies. Focus lies on how different policy levels acknowledge the challenges involved in learning and teaching through a second language in SSA contexts. The model provides a systematic framework for explorations of how language-in-education policy outcomes (mis)match intentions. The framework, though adapted for SSA contexts, has direct relevance to the analysis of language-in-education polices in Western education systems.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitators and barriers to policy implementation: A mixed-method study on the plurilingual policy in Luxembourg 政策实施的促进因素和障碍：关于卢森堡多语言政策的混合方法研究

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-08-31 DOI: 10.1177/14749041241272504

Kevin Simoes Loureiro, Andreas Hadjar

{"title":"Facilitators and barriers to policy implementation: A mixed-method study on the plurilingual policy in Luxembourg","authors":"Kevin Simoes Loureiro, Andreas Hadjar","doi":"10.1177/14749041241272504","DOIUrl":"https://doi.org/10.1177/14749041241272504","url":null,"abstract":"This study examines implementation factors of a pioneering plurilingual policy designed to foster language development in early childhood education and care in Luxembourg. Using a mixed-method design, combining qualitative expert interviews and a quantitative survey, it offers insights from both policy- and practice-level perspectives on factors that may facilitate or hinder policy implementation. The study shows horizontal and vertical sectorial disparities among ministerial stakeholders at the policy level, and disparities between different organizational forms at the practice level. These multi-level variations highlight the complex nature of policy implementation and the factors acting as facilitators or barriers to its success. This research suggests (1) a more tailored approach to policy implementation to consider organizational diversity; (2) a more epistemological framework for policy guidelines to avoid ambiguities between policy and practice; and (3) promotion of continuous professional development and exchange groups among different practice-level sectors to facilitate policy implementation in practice.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revaluing and devaluing higher education beyond neoliberalism: Elitist, productivist, and populist policy and rhetoric in a field of conflict 超越新自由主义的高等教育价值重估与贬值：冲突领域中的精英主义、生产主义和民粹主义政策与言论

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-08-28 DOI: 10.1177/14749041241272627

Nick Turnbull, Shaun Wilson, Greg Agoston

{"title":"Revaluing and devaluing higher education beyond neoliberalism: Elitist, productivist, and populist policy and rhetoric in a field of conflict","authors":"Nick Turnbull, Shaun Wilson, Greg Agoston","doi":"10.1177/14749041241272627","DOIUrl":"https://doi.org/10.1177/14749041241272627","url":null,"abstract":"The transformation of higher education provision by neoliberal values has been well documented. However, recent criticisms and even attacks upon higher education indicate a new politics extending beyond neoliberalism. This article draws on the sociology of conventions to unpick the distinctions at work in these new criticisms of universities. By distinguishing between values based in the market world, industrial world and civic world, we elaborate the political basis of recent value controversies around higher education (HE), reflected in policy and rhetoric. Looking to reject aspects of the neoliberal HE model, some critics have sought to revalue higher education upon productivist values, attacking universities for failing to generate ‘use’ value for students and society. Populist actors have launched stronger criticisms, aiming to revalue higher education on nationalistic and traditional values. This has generated the devaluation of higher education in national public spheres. As higher education has expanded globally, this new politics emerges from conflicts within and between conservative and liberal elites. Trends in Hungary and Brazil indicate the successes and failures of populist attacks on universities. Trends in the United Kingdom and Australia reflect productivist revaluations of market-based HE. Elite revaluation and devaluation is producing an emerging new global politics of HE.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Justification regimes and crisis practices: International educational collaboration amidst pandemic and war 理由制度和危机实践：大流行病和战争中的国际教育合作

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-08-28 DOI: 10.1177/14749041241275274

Henna Juusola, Terhi Nokkala

{"title":"Justification regimes and crisis practices: International educational collaboration amidst pandemic and war","authors":"Henna Juusola, Terhi Nokkala","doi":"10.1177/14749041241275274","DOIUrl":"https://doi.org/10.1177/14749041241275274","url":null,"abstract":"This research investigates how international educational collaboration (IEC) as a social activity adapts to global crises: COVID-19 and the Russian’s invasion in Ukraine. We focus on Finnish higher education institutions (HEIs) and non-governmental organisations (NGOs) that actively provide IEC activities, such as student exchange, education export and educational capacity building abroad. Drawing from the sociology of conventions (SC) and the concept of social practices, we formulate a multidimensional framework that connects regimes of justification, and social practices that emerge in crises. Considering crises as a critical test, we analyse how IEC cope with unexpected situations that require establishing new justifications of public accountability and morality, and practices that fit the crises situation. Our empirical data collected through a two-stage open-ended questionnaire in 2021 and 2022 enables us to consider the recent trends and potential future(s) of IEC. Empirically, we conclude that coping with global crises requires IEC actors to make changes in IEC practices. Analytically, we theorise that regimes of justification and social practices that emerge during crises (crisis practices) are interconnected. Thus, this study contributes to practice-oriented frame by considering accountability of practices in the unexpected circumstances, enhancing the understanding of how different organisations adapt to turbulent times.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0