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":"165 1","pages":""},"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

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":"31 1","pages":""},"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":"67 1","pages":""},"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

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":"90 1","pages":""},"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":"17 1","pages":""},"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

Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who ‘escaped the room’ 大流行病后的全纳教育：从 "逃出房间 "的主流教师和特殊教师身上汲取的经验教训

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-12 DOI: 10.1177/14749041241236895

Simoni Symeonidou, Maria Tsakiri, Katerina Mavrou

{"title":"Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who ‘escaped the room’","authors":"Simoni Symeonidou, Maria Tsakiri, Katerina Mavrou","doi":"10.1177/14749041241236895","DOIUrl":"https://doi.org/10.1177/14749041241236895","url":null,"abstract":"This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period. The study is contextualized with European and international studies and reports on teachers’ role in the inclusion of children with disabilities before and during the pandemic. The sample of the study comprised of 17 mainstream and special teachers based in public schools in the Republic of Cyprus. They were purposively selected due to their commitment to provide quality education. Following a thematic analysis of teachers’ interviews, some of the themes were mapped with Florian and Black-Hawkins’ Framework for Participation which was used as a tool to conceptualize how teachers promoted participation through ensuring access, collaboration and inclusive pedagogy in distance education. The discussion links the findings with key values of inclusive education, such as interdependence and belongingness and resistance of ableist policies. It is concluded that teachers’ inclusive responses during the pandemic may inform professionals who are committed to inclusive education to bring about change in competitive and individualistic education systems across Europe.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"17 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116407","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

The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s 自 2000 年代中期以来欧盟对教师的管理和衔接问题领域的演变

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-06 DOI: 10.1177/14749041241234695

Tore Bernt Sorensen, Xavier Dumay

{"title":"The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s","authors":"Tore Bernt Sorensen, Xavier Dumay","doi":"10.1177/14749041241234695","DOIUrl":"https://doi.org/10.1177/14749041241234695","url":null,"abstract":"Concerned with European Union (EU) governance of teachers since the mid-2000s, this paper makes an empirical as well as theoretical contribution to education policy studies in the context of EU governance. Drawing on neo-institutional field theory and an empirical material of policy documents and interviews, the paper analyses the consolidation and evolution of a field at the EU level that is focused on the governance of the teaching profession. We argue that this field constitutes a bridging issue field, spanning several policy domains, including education, employment and economy, and characterised by non-linear and relatively slow change. We demonstrate how the field since the mid-2000s has become elaborated via the strategic framing of teacher skills and careers as policy issues, the mobilisation of actors and networks, and an expanding institutional infrastructure of mechanisms and policy instruments. Theoretically, the paper advances the debate on EU governance by highlighting the epistemic gains of neo-institutional field theory in making sense of soft governance contexts and their trajectories as an outcome of the interplay between issue framings, different types of actors, and institutional infrastructure.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073847","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

How auctions shape the value of education: Tendering-based procurement as management tool in adult education 拍卖如何塑造教育价值：将招标采购作为成人教育的管理工具

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-05 DOI: 10.1177/14749041241234084

Diana Holmqvist

{"title":"How auctions shape the value of education: Tendering-based procurement as management tool in adult education","authors":"Diana Holmqvist","doi":"10.1177/14749041241234084","DOIUrl":"https://doi.org/10.1177/14749041241234084","url":null,"abstract":"Management tools do more than manage and organise – they classify and contribute to the construction of education-as-concept. This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate ‘education’ into measurable tender evaluation criteria. Drawing on the sociology of conventions approach and 47 procurement examples, I show that tendering evaluation criteria define what constitutes ‘desirable’ education through various degrees of commensuration. Further, I show how mechanisms intended to evaluate and compare bids also construct the value of education different – for example, promoting cost-efficiency as valuable; constructing education as an on-demand service; or by assuming a supply-and-demand approach and viewing value as fluid. Based on the exemplified commensurations and valuations, I discuss the consequences of education privatization via tendering-based procurement. Since competition is inherently built into the tool, it becomes valuable. Further, procurement recasts education stakeholders into market roles and reshapes their relationships. In short, the article underscores the importance of understanding how education privatization is organized and what role management tools play in shaping education, calling for critical education research to delve into their dynamics and impact.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046426","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