European Educational Research Journal最新文献_第10页

Can participation in learning abroad mobility support pro-European Union attitudes among youth? 参与海外学习的流动性能否支持青年中亲欧盟的态度？

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-04-06 DOI: 10.1177/14749041221084849

Yakup Öz, L. Van Praag

{"title":"Can participation in learning abroad mobility support pro-European Union attitudes among youth?","authors":"Yakup Öz, L. Van Praag","doi":"10.1177/14749041221084849","DOIUrl":"https://doi.org/10.1177/14749041221084849","url":null,"abstract":"The role of education in the development of pro-EU attitudes is often examined by focusing on the association of educational attainment and the development of pro-EU attitudes. However, student exchanges and youth mobility have also become pillars of the foundation of the European Higher Education Area, figuring out the Maastricht Treaty and the Bologna Declaration. Accordingly, based on a utilitarian approach, the current study investigates the role of participation in learning abroad mobility in the development of positive views on the EU. In doing so, Flash Eurobarometer 478 data was used and multinomial logistic regression analyses were performed by student and non-students groups of youth in the new (NMS) and old (EU15) member states. The findings show that the role of participation depends on the degree of positive views, and it makes a significant contribution to having Very Positive views on the EU among non-students in both national groups and students in the NMS. Findings also demonstrate that participation is more important than consideration in the development of Very Positive views. So, even if respondents could have already been supportive of the EU before participation, participation also takes their positive views on the EU to a higher level.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588259","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: 2

Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland 比较历史、地理和公民教育课程中的国家认同话语:以法国和爱尔兰为例

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-04-06 DOI: 10.1177/14749041221086378

Adrien Sautereau, Daniel Faas

{"title":"Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland","authors":"Adrien Sautereau, Daniel Faas","doi":"10.1177/14749041221086378","DOIUrl":"https://doi.org/10.1177/14749041221086378","url":null,"abstract":"National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045683","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: 3

UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda 2020年后英国加入欧洲高等教育区：“欧洲化”议程

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-03-16 DOI: 10.1177/14749041221083073

I. Kushnir, Ruby Brooks

{"title":"UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda","authors":"I. Kushnir, Ruby Brooks","doi":"10.1177/14749041221083073","DOIUrl":"https://doi.org/10.1177/14749041221083073","url":null,"abstract":"The European Higher Education Area (EHEA) is an international initiative for the harmonisation of higher education (HE) systems in 49 countries. Literature about UK’s participation in the EHEA is limited, and the role of EHEA’s membership for the UK, particularly after the end of the Brexit transitional period, has not been researched. The originality of the study reported in this paper is in addressing this gap by exploring the perspectives of key UK HE actors on the strategic significance of UK’s memberships in the EHEA post-2020 for the UK. The paper draws on the theoretical ideas of rational choice neo-institutionalism, differentiated Europeanisation and internationalisation, and a thematic analysis of 19 official communications of key stakeholders and six in-depth interviews with their representatives. The findings contribute to filling in a significant gap in the literature about Bologna in the UK in making a distinction between its two memberships in the EHEA and the differences and complexities of the roles they play in constructing UK’s overarching agenda in HE particularly in the post-Brexit context. The article has also contributed to the literature about Bologna more widely, presenting an investigation into differentiated Europeanisation that has been taking place within one unique post-EU country.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47578644","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: 3

Learning lessons from the collaborative design of guidance for new build schools 新建学校协同设计指导的经验教训

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-03-11 DOI: 10.1177/14749041221080892

H. Daniels, Ian Thompson, H. Tse, J. Porter

{"title":"Learning lessons from the collaborative design of guidance for new build schools","authors":"H. Daniels, Ian Thompson, H. Tse, J. Porter","doi":"10.1177/14749041221080892","DOIUrl":"https://doi.org/10.1177/14749041221080892","url":null,"abstract":"This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildings, and those currently involved, engaged in workshops to discuss their experiences of the process and designed guidance for those who would be involved in the future. This collaborative process pointed to possibilities but also significant potential risks involved in innovative school design. Theoretically, an activity theory framework was adopted to explore patterns of interaction and contradictions in the collaborative processes of the design, construction and occupation of new school builds and how these should be captured in a guidance document. We problematise the concept of innovation in the design of new build schools and the related risks. We suggest that collaborative school design calls for a new conception of collective action.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063067","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: 1

Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration 编辑:欧洲及其他地区教学职业的多样化。(被迫)移民背景下的矛盾认知

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-03-03 DOI: 10.1177/14749041221078139

Henrike Terhart, Lisa Rosen

{"title":"Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration","authors":"Henrike Terhart, Lisa Rosen","doi":"10.1177/14749041221078139","DOIUrl":"https://doi.org/10.1177/14749041221078139","url":null,"abstract":"The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. This Special Issue focuses on the ambivalent structures of recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a family migration history on the other. Addressing these teachers’ experiences of migration discourses and structural barriers in the respective societies, without framing them as ‘the other’ teachers, is central to the intertwining of the teaching profession and migration. First, the topic of teacher diversification is introduced as a policy issue on a European level as well as on a national level in European countries. Second, recognition as an ambivalent theoretical concept is presented. Third, we use this perspective to point out dimensions of ambivalence of recognition for migrant teachers that become visible in the research presented in this Special Issue from Australia, Austria, Germany, Ireland, Sweden and Switzerland: formal (non-)recognition of professional certificates and experiences of international teachers, social recognition and misrecognition as well as recognition as a (powerful) practice of subject constitution in the context of migration research.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398482","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

Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts 课程政策与教学规划:教师在不同学校情境下的自主性

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-02-23 DOI: 10.1177/14749041221075156

Alessandra Dieudé, T. Prøitz

{"title":"Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts","authors":"Alessandra Dieudé, T. Prøitz","doi":"10.1177/14749041221075156","DOIUrl":"https://doi.org/10.1177/14749041221075156","url":null,"abstract":"International trends promoting school diversity and choice have reshaped education across Europe, leading towards a multiplicity in ownership structures and varied governance configurations. More recently, this can also be seen in European countries with a long history of state-owned and governed public schools, such as in the Nordic states. The aim of this article is to explore autonomy and curriculum control in teacher’s work in public and independent schools within a country context where there are long traditions of ‘one public school for all’. The article draws on interviews with school leaders and teachers on a Waldorf school, an IB school, and a Norwegian public school as well as analysis of local school documents. The analysis shows that varying school contexts present both different and overlapping characteristics of curriculum control and teacher autonomy. All schools have accommodated to educational outcome governed regimes, however, teacher autonomy in the school context appears to differ. Teacher autonomy is more related to teachers’ practices, not the educational outcomes required. The study shows how policies intending for the standardisation of schooling may work in conflict with policy intentions of educational diversity, provided by independent schools of different character.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44009374","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: 6

How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes 后博洛尼亚政策如何构建高等教育和学生向硕士课程过渡的目标

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-02-22 DOI: 10.1177/14749041221076633

Heather Mendick, Anne-Kathrin Peters

{"title":"How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes","authors":"Heather Mendick, Anne-Kathrin Peters","doi":"10.1177/14749041221076633","DOIUrl":"https://doi.org/10.1177/14749041221076633","url":null,"abstract":"In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of ‘global policyspeak’ are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42966154","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: 6

Relations and locations: New topological spatio-temporalities in education 关系与位置：教育中的新拓扑时空

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-02-21 DOI: 10.1177/14749041221076323

B. Lingard

{"title":"Relations and locations: New topological spatio-temporalities in education","authors":"B. Lingard","doi":"10.1177/14749041221076323","DOIUrl":"https://doi.org/10.1177/14749041221076323","url":null,"abstract":"This paper provides an account of the topological and its description of contemporary culture and use as a research methodology, a topological lens, generally, and in education research specifically. Some commentary is proffered on the relationships between the topological and the topographical, between relations and locations. A critical account is then provided on each of the papers in the special issue on the topological in education research and the specific contributions of each. The editors of the special issue make the important point that the topological is a spatio-temporal phenomenon, not just a spatial one. The topological does not exist in time and space, but rather constructs both and they change in a conjoint manner. As such, a topological lens rejects a construction of space as static and of time (and the temporal) as simply linear and chronological. The topological has been facilitated and articulated by and through practices of commensuration, datafication and digitalisation, flows and scapes, global connectivities and new relations, mobilities of various kinds and multiple networks. The paper argues that much greater emphasis has been given to the spatial in topological research; that is, there has been some neglect of the temporal in the spatio-temporal character of topologies.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608456","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: 1

Introduction―Space-and time-making in education: Towards a topological lens 导论:教育中的空间与时间制造:朝向拓扑透镜

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-02-16 DOI: 10.1177/14749041221076306

Mathias Decuypere, Sigrid Hartong, Karmijn van de Oudeweetering

{"title":"Introduction―Space-and time-making in education: Towards a topological lens","authors":"Mathias Decuypere, Sigrid Hartong, Karmijn van de Oudeweetering","doi":"10.1177/14749041221076306","DOIUrl":"https://doi.org/10.1177/14749041221076306","url":null,"abstract":"Over the last decades, the way we think about space and time in relation to the field of education has changed substantially. New societal evolutions have urged scholars to come to grips with the increasing difficulty of approaching educational practices in terms of existing “static” (e.g. topographical) representations of space and “linear” (e.g. chronological) models of time. As a result, different lines of research have been developed that seek to extend our spatiotemporal understanding not only conceptually and theoretically, but also through novel methodologies and new kinds of empirical analyses. This Special Issue extensively discusses and further elaborates on one approach informing these lines of research: (social) topology. In this editorial, we outline the topological lens and discuss its origins in the field of mathematics. After discussing how topology was adopted in the broad field of the social sciences, we show how it has gradually come to inform educational research as well. We argue that the topological lens is particularly fruitful to investigate the (mutual) construction of space and time. Briefly discussing each contribution in the Special Issue, we show how the Special Issue contributes to the further development, and making accessible, of topology as an educational research approach.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46786032","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: 1

Diversification of the teaching profession in Europe and beyond: Ambivalences of recognition in the context of (forced) migration 欧洲及其他地区教师职业的多样化：（被迫）移民背景下承认的歧义

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-02-15 DOI: 10.1177/14749041211072633

Henrike Terhart, Lisa Rosen

{"title":"Diversification of the teaching profession in Europe and beyond: Ambivalences of recognition in the context of (forced) migration","authors":"Henrike Terhart, Lisa Rosen","doi":"10.1177/14749041211072633","DOIUrl":"https://doi.org/10.1177/14749041211072633","url":null,"abstract":"The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. Despite the support of a diverse teaching force by different stakeholders on a national and European level, a critical discourse explores the problematic implications of political aspirations associated with the recruitment of migrant teachers: in their introduction to the pan-European anthology Diversifying the Teaching Force in Transnational Contexts, Schmidt and Schneider (2016) emphasise that the minority or ethnic or linguistic backgrounds of the teachers should not become the main criterion for recruiting them, because most teachers do not want to be hired (primarily) on this basis, but rather for their professional qualifications (p. xii). In this context, it is not only the othering processes (Said, 1978; Spivak, 1985) of teachers that need to be seen critically, but also the homogenisation of teachers’ (professional) perspectives, experiences and interests, which are very diverse – not only in relation to the teachers’ own migration experiences and those of their families. In addition to the aforementioned attribution dynamics, if political aspirations are realisable, the respective national migration policies must also be taken into account. Regarding teachers that wish to return to the teaching profession after migration – hereafter named international teachers1 – the question of formal recognition of the (EU and nonEU) foreign qualifications is of central importance to be able to work as a teacher again. Besides the formal national prerequisites, the image of oneself and others of what a ‘typical teacher’ in a country should be, look and sound like are a major factor in the (discriminatory) experience of teachers in the respective school system. This Special Issue focuses on the ambivalent structures of recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45051190","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