European Educational Research Journal最新文献_第2页

Conventions of skilling: The plural and prospective worlds of higher vocational education 技能培养的惯例：高等职业教育的多元世界和未来世界

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-07-25 DOI: 10.1177/14749041241262826

Rebecca Ye, Erik Nylander

{"title":"Conventions of skilling: The plural and prospective worlds of higher vocational education","authors":"Rebecca Ye, Erik Nylander","doi":"10.1177/14749041241262826","DOIUrl":"https://doi.org/10.1177/14749041241262826","url":null,"abstract":"When comparing lifelong learning systems in Europe, Swedish vocational education has been characterised as a statist, school-based ideal type, with strong emphasis on egalitarianism and social citizenship. However, the popularisation and expansion of higher vocational education (HVE), a post-secondary training form that has a mandate to train people to meet local labour market needs, complicates these composite descriptions. Building on conventions theory and pragmatic sociology, our analysis probes the plural worlds of HVE participation, beyond simplistic understandings of human capital accumulation or universalistic welfare. Drawing on interviews with participants and archival material, we analyse forms of justifications evoked by those engaged in this transforming skilling regime. Our analysis reveals that participants do not enrol merely for getting work or getting ahead. Rather, participation is described as a response to constraints, a means to challenge difficult circumstances encountered in the labour market, or related to contingencies. Taken together, HVE emerges as a flexible mode of governing vocational knowledge to match local labour market needs, with rivalling conventions of worth. We discuss the increasing significance of projection and anticipation for individuals and organisations involved in skilling regimes, and propose a prospective convention that underscores expectancy and promise.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776597","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

Place, space and time: A topological perspective of a forest school-based educational mode of existence 地点、空间和时间：从拓扑学角度看以森林学校为基础的生存教育模式

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-06-11 DOI: 10.1177/14749041241259888

Ruth Unsworth

{"title":"Place, space and time: A topological perspective of a forest school-based educational mode of existence","authors":"Ruth Unsworth","doi":"10.1177/14749041241259888","DOIUrl":"https://doi.org/10.1177/14749041241259888","url":null,"abstract":"This paper explores the question: ‘how do teachers shape children’s connections to forest places and establish educational ways of being and knowing (an educational mode of existence) during Forest School sessions?’. A Forest School ‘movement’ has grown in popularity in Europe over the last decade, alongside a marked expansion in the field of learning outside the classroom (LOTC). Part of this movement has focused on the importance of developing children’s relationship with nature. However, little literature speaks to how child-nature relationships manifest, nor implications for educational ways of being (and knowing). This paper steps outside of popularised notions of ‘nature deficit disorder’ to reimagine Forest Schooling as intentional construction of a specific educational mode of existence, reliant upon careful evolution of children’s connections to forest places. The term ‘place’ is necessarily complicated in this paper, arguing that only through recent developments in (social) topological perspectives and theories of modes of existence can we begin to fully understand place connection. Drawing on ethnographic data, this paper argues for greater focus on intersections between materiality and meaning constructed in multidimensional time and space in establishing educational modes of existence and related place connections.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356477","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

Historical development of job profiles in adult education in Germany through the interaction of intermediaries from a conventional-theoretical perspective 从传统理论的角度看德国成人教育中通过中介机构的互动而形成的工作概况的历史发展

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-06-07 DOI: 10.1177/14749041241257984

Matthias Alke, Laura Uhl, Francesca Baker

引用次数: 0

Becoming morally equipped: A study of children’s public expressions 成为有道德的人：儿童公开表达的研究

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-05-31 DOI: 10.1177/14749041241257027

Jan Frode Haugseth, Eli Smeplass

{"title":"Becoming morally equipped: A study of children’s public expressions","authors":"Jan Frode Haugseth, Eli Smeplass","doi":"10.1177/14749041241257027","DOIUrl":"https://doi.org/10.1177/14749041241257027","url":null,"abstract":"This article discusses the notion of a ‘morally equipped’ childhood and adolescence, and how such a notion can help us get a fresh perspective on the relation between young people’s participation and empowerment, and the formation of personal and the collective moral repertoires of modern society. Utilising a mixed-methods approach inspired by the sociology of conventions (SC) and the sociology of regimes of engagement (SRE), we analyse letters to the editor of the Norwegian children’s newspaper Aftenposten Junior, to investigate the formats of children’s generalised moral arguments. We demonstrate that our informants exhibit a broad moral sensibility in the letters we have analysed, particularly showing keen engagement with issues related to civic rights. We discuss the young participants’ expressions in the light of convention theory. We make a case for how becoming ‘morally equipped’ could be understood as being able to engage, challenge, and articulate the tensions and negotiations between personal formats of daily experiences and interactions, and collective formats, such as public expressions, throughout childhood and adolescence.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141195485","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

Non-profit organizations in training for employment: On the transformative potential of their critique of education 就业培训中的非营利组织：非营利组织的就业培训：关于其教育批判的变革潜力

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-05-28 DOI: 10.1177/14749041241257018

Mariángeles Molpeceres, Ignacio Martínez-Morales, Joan Carles Bernad, Fernando Marhuenda-Fluixá

{"title":"Non-profit organizations in training for employment: On the transformative potential of their critique of education","authors":"Mariángeles Molpeceres, Ignacio Martínez-Morales, Joan Carles Bernad, Fernando Marhuenda-Fluixá","doi":"10.1177/14749041241257018","DOIUrl":"https://doi.org/10.1177/14749041241257018","url":null,"abstract":"A sociology of conventions perspective is used in this paper to examine how non-profit organizations make sense of their educational action in the field of training for employment. Both critiques of education that such organizations voiced and compromises that they had to establish at the turn of the 21st century are revisited here in view of the transformations that the field of training for employment has experienced in recent years. We show empirical data illustrating their discourses on education 20 years ago that were obtained through in-depth, focused interviews with trainers and management of Spanish non-profit organizations. Some critiques are highlighted that were prominent in their discourse at the turn of the century, when the ‘third sector’ was regarded as a promising actor that could amend some of the most concerning inadequacies of the education system. However, the transformative potential of such critiques is critically re-examined in view of the transformations that such an increasingly hybrid field has experienced since, transformations that allow for a new perspective into those once change-promising discourses.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166585","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

Why do students resist assessment by group-work? Hearing critique in the complaint 学生为何抵制小组合作评价？在抱怨中聆听批评

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-04-24 DOI: 10.1177/14749041241249223

Kathryn Telling

{"title":"Why do students resist assessment by group-work? Hearing critique in the complaint","authors":"Kathryn Telling","doi":"10.1177/14749041241249223","DOIUrl":"https://doi.org/10.1177/14749041241249223","url":null,"abstract":"The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students’ purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students’ often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students’ resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664126","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

Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth 目标高远：德国高中教育的学习投资。移民青年与非移民青年之间的差异

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-04-03 DOI: 10.1177/14749041241235988

Markus Kohlmeier

{"title":"Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth","authors":"Markus Kohlmeier","doi":"10.1177/14749041241235988","DOIUrl":"https://doi.org/10.1177/14749041241235988","url":null,"abstract":"This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also explore additional social challenges to upward track mobility that might affect immigrant students in a particular way. As educational disparities are often interpreted as a cumulative consequence of class- and migration-specific educational choices, I develop a learning investment model that explains differences in learning investments between immigrant and non-immigrant youth. I introduce the essential mechanisms of psychological motivation theory into a subjective expected utility (SEU) model, which allows for a specific examination of the relationship between educational aspirations, motivation, and learning investments. Results show that newcomers to academic tracking are more likely to invest in learning. Yet, learning investments in upward mobility processes may be influenced by the different learning environments of stratified education and by family dynamics. Here, I find differences between immigrant and non-immigrant youth. Thus, introducing motivational factors into an SEU model helps to understand when youth invest in learning.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576189","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

A place for Basil Bernstein in the field: How applicable is Basil Bernstein’s theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic? 巴塞尔-伯恩斯坦在该领域的地位：巴塞尔-伯恩斯坦（Basil Bernstein）的代码和社会群体理论如何适用于理解 COVID-19 大流行第一年冰岛高中教育中的教育不公平现象？

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-23 DOI: 10.1177/14749041241235974

Ómar Örn Magnússon, Guðrún Ragnarsdóttir, Michael J Reiss, Amalía Björnsdóttir

{"title":"A place for Basil Bernstein in the field: How applicable is Basil Bernstein’s theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic?","authors":"Ómar Örn Magnússon, Guðrún Ragnarsdóttir, Michael J Reiss, Amalía Björnsdóttir","doi":"10.1177/14749041241235974","DOIUrl":"https://doi.org/10.1177/14749041241235974","url":null,"abstract":"In this article, key aspects of Basil Bernstein’s theory of elaborating and restricted codes are analysed within the Icelandic context to determine whether it can be employed when researching socio-economic inequities in upper-secondary education in Iceland during the COVID-19 pandemic. Drawing on empirical data, the article applies and tests the work of Bernstein on how understanding of restricted codes related to education controls access to the modalities of pedagogic discourse. According to Bernstein, different social groups have different access to education related to their socio-economic status. The analysis is based on a critical examination of the literature and an experiment where certain parts of Bernstein’s theoretical framework are tested. It is argued that Bernstein’s theory is useful in the chosen setting and exposes issues in parents’ different abilities to understand the information needed to be able to assist their children when studying at home during school closures due to COVID-19.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140204214","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

Analysis of joint action between trainer and teachers in an in-service training system through the prism of a comparative approach in didactics 从比较教学法的角度分析在职培训系统中培训者与教师之间的联合行动

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-19 DOI: 10.1177/14749041241238304

Fabienne Brière, Teresa Assude, Claire Guille-Biel Winder

引用次数: 0

After the ‘refugee crisis’ and the Yerevan Communiqué: Nationalism and empire as the not-so-hidden heart of European higher education 难民危机 "和《埃里温公报》之后：民族主义和帝国是欧洲高等教育并不隐秘的核心

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-19 DOI: 10.1177/14749041241237837

Simon Warren

引用次数: 0