European Educational Research Journal最新文献_第3页

Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden 挪威和瑞典主流教育内外阿拉伯语扫盲教育的跨文化性

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-03-04 DOI: 10.1177/14749041241235718

Jonas Yassin Iversen

{"title":"Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden","authors":"Jonas Yassin Iversen","doi":"10.1177/14749041241235718","DOIUrl":"https://doi.org/10.1177/14749041241235718","url":null,"abstract":"In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora. However, European expectations of education in general and literacy education in particular influence the purposes, content and materials of the Arabic literacy classroom, which leads to a process of transculturation. The current study investigates how Arabic literacy education as part of two Arabic heritage language settings in Norway and Sweden serves as a site for transculturation and how the entirely different ways of organising heritage language education in the two settings influence the transculturation processes of Arabic literacy education. This exploratory investigation is carried out through ethnographically inspired fieldwork in three mainstream schools in Sweden and in one supplementary school in Norway. The findings suggest that the inclusion of Arabic literacy education in mainstream schools in Sweden likely leads to an education closely aligned with official Swedish expectations about literacy education, while the supplementary school in Norway, to a greater extent, maintains traditional approaches to Arabic literacy education.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"224 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032532","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

Are interest groups effective public action influencers in the field of education? Case studies of two school reforms in Switzerland 利益集团是教育领域有效的公共行动影响者吗？瑞士两所学校改革的案例研究

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2024-01-06 DOI: 10.1177/14749041231221468

Sonia Revaz

引用次数: 0

Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway 数字课程工具中支持与管理的纠葛：挪威教育改革案例

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-11-27 DOI: 10.1177/14749041231213902

Simona Bernotaite, Eli Ottesen

{"title":"Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway","authors":"Simona Bernotaite, Eli Ottesen","doi":"10.1177/14749041231213902","DOIUrl":"https://doi.org/10.1177/14749041231213902","url":null,"abstract":"Digital instruments developed to support education practices add new dimensions to education governance. Among such developments is the digitisation of the national curriculum through instruments that govern teachers’ planning practices. In this article, a semiotics of configurations approach is applied to analyse a digital instrument, the Curriculum Planning Tool (CPT), developed with a renewal of the Norwegian curriculum to close the gap between the national curriculum and local enactment. The findings demonstrate how the CPT produces a structured vision of the teaching planning process through a template-like arrangement of planning components. Simultaneously, through enabled forms of action, the instrument controls the teaching planning process while leaving a place for pedagogic autonomy to determine teaching and assessment forms within the limits of the national curriculum. Finally, the CPT operationalises the intentions of curriculum renewal by creating expectations for teacher collaboration which can also contribute to increased process control where teachers control each others’ practice. This article contributes to the understanding of the potential of digital curriculum support instruments to shape relations between hard and soft modes of governance.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231272","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 value of doctoral education in the intersection of the multiple purposes of higher education 博士教育在高等教育多重目的交汇中的价值

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-11-24 DOI: 10.1177/14749041231206197

Patrícia Alves, Amélia Lopes, Ricardo Cruz-Correia, Isabel Menezes

{"title":"The value of doctoral education in the intersection of the multiple purposes of higher education","authors":"Patrícia Alves, Amélia Lopes, Ricardo Cruz-Correia, Isabel Menezes","doi":"10.1177/14749041231206197","DOIUrl":"https://doi.org/10.1177/14749041231206197","url":null,"abstract":"In the knowledge society, conceptions about the value of DE have been challenged by transformations in its characteristics and finalities fostered by global drivers of change, including widening the purposes of higher education. This study explores the perceived value of DE in social and health sciences within the intersection of the purposes of higher education in the European knowledge society. Data were collected using 25 focus groups with members of scientific and monitoring commissions, supervisors, PhD candidates and holders from one Portuguese university's doctoral programmes in social and health sciences. The study identified three dimensions of the value of DE: personal, academic and career agency and development; knowledge and knowledge outputs and outcomes; and socioeconomic impact. These multiple dimensions of value coexist and interact in ways that may reinforce or hinder each other. Our findings reflect an ecological university constantly re-organising in the context of the knowledge society. The study stresses the need to strive for a better balance between the ecosystems involved in DE to foster its potential contribution to understanding and (re)creating a knowledge society that effectively strives for the betterment of the world.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"10 27","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240315","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

Do students’ ICT skills pay off in math performance? Examining the moderating role of countries’ ICT promotive environment 学生的ICT技能在数学表现上有回报吗?研究各国信息通信技术促进环境的调节作用

2区教育学

European Educational Research Journal Pub Date : 2023-10-24 DOI: 10.1177/14749041231201197

Renae Sze Ming Loh, Gerbert Kraaykamp, Margriet van Hek

{"title":"Do students’ ICT skills pay off in math performance? Examining the moderating role of countries’ ICT promotive environment","authors":"Renae Sze Ming Loh, Gerbert Kraaykamp, Margriet van Hek","doi":"10.1177/14749041231201197","DOIUrl":"https://doi.org/10.1177/14749041231201197","url":null,"abstract":"Students’ information and communication technology (ICT) skills have been shown to be a valuable resource for their educational performance, although to varying degrees across countries. Our paper adds to existing knowledge to understand how and why country-specific ICT characteristics make a difference to math performance benefits students glean from their ICT skills, thereby adding to a general understanding of how digital divides at different levels are interrelated. We home in specifically on two features that reflect a country’s ICT promotive environment, respectively national ICT access in education and government promotion of ICT. We specifically elaborate on how these country level features augment the learning and signaling function of student ICT skills. Multilevel linear regression analyses were conducted on a sample (PISA 2018) of 248,720 students across 43 countries, enriched with contextual information from the Networked Readiness Index 2016 and World Bank’s data. Congruent with past research our results indicate that student ICT skills serve as an education resource. This, our study reveals, is indeed dependent on the country’s ICT promotive environment, as students’ ICT skills translate to greater math performance gains in countries with higher levels of ICT access in educational environments.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135268358","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

‘It is more than just education. It’s also a peace policy’: (Re)imagining the mission of the European Higher Education Area in the context of the Russian invasion of Ukraine 这不仅仅是教育的问题。这也是一项和平政策:(重新)在俄罗斯入侵乌克兰的背景下想象欧洲高等教育区的使命

2区教育学

European Educational Research Journal Pub Date : 2023-09-21 DOI: 10.1177/14749041231200927

Iryna Kushnir

{"title":"‘It is more than just education. It’s also a peace policy’: (Re)imagining the mission of the European Higher Education Area in the context of the Russian invasion of Ukraine","authors":"Iryna Kushnir","doi":"10.1177/14749041231200927","DOIUrl":"https://doi.org/10.1177/14749041231200927","url":null,"abstract":"Following the launch of Russia’s full-scale invasion of Ukraine in February 2022, scholarship has not yet addressed the role of the European Higher Education Area (EHEA) in this context. This paper asks: What is the political role of the EHEA as an institution and the instrumentalisation of its higher education (HE) cooperation initiatives in the context of the invasion? To investigate this, the paper thematically analyses interviews with representatives from key HE stakeholders in three EHEA members – Germany, France and Italy, as well as key recent international communications related to the EHEA’s response to the war. The thematic analysis revealed two overarching themes leading us to consider that: (1) the EHEA has been regaining its lost significance through shaping and disseminating its response as an institution to the invasion of Ukraine; and (2) HE cooperation in the EHEA in the context of this war has been acquiring a new meaning. These themes lead us to conclude that the war has prompted the EHEA to re-establish its purpose, following the ebbing interest in standardising HE structures. Most importantly, the EHEA has begun to emerge as a platform for political cooperation beyond HE for the promotion of peace in the European region.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136235927","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

Academic housework in pandemic times: COVID-19 effects on the gendered distribution of academic work in Portugal 大流行时期的学术家务:COVID-19对葡萄牙学术工作性别分布的影响

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-08-22 DOI: 10.1177/14749041231191888

Mónica Lopes, Caynnã de Camargo Santos

{"title":"Academic housework in pandemic times: COVID-19 effects on the gendered distribution of academic work in Portugal","authors":"Mónica Lopes, Caynnã de Camargo Santos","doi":"10.1177/14749041231191888","DOIUrl":"https://doi.org/10.1177/14749041231191888","url":null,"abstract":"A large body of scientific literature has highlighted the gendered division of academic work, particularly the undervalued and invisible tasks that make up the less prestigious dimension of the academic professions. Informed by the concept of ‘academic housework’, this paper explores the effects of the COVID-19 pandemic on the gendered distribution of academic work, drawing from the results of a survey of 1750 lecturers and researchers from Portuguese public universities. Our results, based on a series of linear and categorical regressions, point to the reinforcement of gender inequalities in the division of academic labour during the pandemic. This is reflected in worsening imbalances in the allocation of time to unpaid, invisible ‘institutional housekeeping’ and to emotional, institutional care work, including mentoring and supporting students. The fact that women, regardless of their family or professional situation, bore the greater share of the effort associated with the increased material and emotional demands of teaching and academic service during this period is reflected in an increasing imbalance in the allocation of time to research, which involves fundamental activities for career advancement. Our findings underline the need to rethink the current neoliberal model of academic meritocracy and to begin to recognise and value the gendered and invisible work of academics.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42479865","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 view from the garden: Interrupting politics of attainment and re-orienting education towards sustainable futures 从花园看:打破成就政治，重新定位教育，走向可持续的未来

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-08-18 DOI: 10.1177/14749041231189967

Jonathan Hancock, Donald Gray, L. Colucci-Gray

{"title":"A view from the garden: Interrupting politics of attainment and re-orienting education towards sustainable futures","authors":"Jonathan Hancock, Donald Gray, L. Colucci-Gray","doi":"10.1177/14749041231189967","DOIUrl":"https://doi.org/10.1177/14749041231189967","url":null,"abstract":"There is growing recognition amongst scholars that addressing the current global ecological crisis requires a new ecological awareness, and a different model of education, in order to live together on a ‘planet under pressure’. Against this backdrop, several studies internationally have pointed to initiatives such as school gardens, with the capacity to address sustainability issues, enhance participation, engagement and responsibility of young people from different backgrounds and locales. However, questions remain about the extent to which garden spaces may leverage current educational discourses, and the work of schools, to meet the needs of all. This article draws upon interviews with teachers, head teachers and student teachers who had been involved in growing food with children in school garden spaces. Drawing on the concept of ‘learning ecology’, data illustrate the co-existence of multiple views and purposes of engaging children with gardening in school, and the impact of linear discourses of education framing the teachers’ gaze. Findings from the study are twofold: (i) they illustrate that gardens have the potential to interrupt economic discourses around attainment defined as cognitive gains and (ii) that such awareness is paramount to re-direct attention to that which is often marginalised and forgotten in educational policy discourses.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48982279","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

Introduction to the special issue ‘Return of the nation: Education in an era of rising nationalism and populism’ 《民族的回归：民族主义和民粹主义抬头时代的教育》特刊简介

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-07-29 DOI: 10.1177/14749041231188413

Nelli Piattoeva, Sofia Viseu, Jitka Wirthová

{"title":"Introduction to the special issue ‘Return of the nation: Education in an era of rising nationalism and populism’","authors":"Nelli Piattoeva, Sofia Viseu, Jitka Wirthová","doi":"10.1177/14749041231188413","DOIUrl":"https://doi.org/10.1177/14749041231188413","url":null,"abstract":"This Special Issue of the European Educational Research Journal (Special Issue) contributes to the ongoing debate on the relationship between education, nationalism and populism to enhance scholarly understanding of the construction and maintenance of nationalism. The special issue consists in total of six original articles that cover different sources, spaces and forms of nationalism: banal and virulent, strategic and habitual, reproduced by state actors and power elites versus individuals or groups who echo, subvert or extend the official narratives and nationalism as both nested in topographical spaces as well as in topological relations. It foregrounds the specificity of nationalism as a discursive-material-affective practice that unfolds contextually. The articles highlight, for instance, the relationships between nationalism and other `isms’ (populism, religious conservatism and authoritarianism) and the evolving processes such as climate emergency, improving recognition of indigenous rights, ambiguous expertisation or ubiquitous digitalisation. Overall, for the sociologies of education, the special issue highlights the importance of exploring both how education reproduces nationalism and how nationalism (as a strategy, practice, discourse, place-building and position-legitimating or affect) intervenes in and takes advantage of education.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"595 - 606"},"PeriodicalIF":1.9,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492267","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

Performing nationalism – Sámi culture and diversity in early education in Norway 表演民族主义——萨米文化与挪威早期教育的多样性

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-07-26 DOI: 10.1177/14749041231186835

H. Danielsen, Torjer A. Olsen, H. M. K. Eide

{"title":"Performing nationalism – Sámi culture and diversity in early education in Norway","authors":"H. Danielsen, Torjer A. Olsen, H. M. K. Eide","doi":"10.1177/14749041231186835","DOIUrl":"https://doi.org/10.1177/14749041231186835","url":null,"abstract":"Kindergartens are institutional arenas for raising the nation through educating children in an every-day setting. With the implementation of the Framework Plan of 2017 (FP), the notion of “Sàmi culture” became part of the mandatory curriculum in all Norwegian kindergartens for the first time. All kindergartens are now expected to ensure that children develop respect for, and solidarity with, the diversity of Sàmi culture. This paper based on policy analysis and interviews in kindergartens investigates how the notion of “Sàmi culture” is part of the national Framework Plan (FP) for kindergartens and how it is understood and implemented in kindergartens. The concept of everyday nationalism sheds light on tensions involved in including indigenous rights and perspectives in a national Framework Plan. Including indigenous rights and cultures as part of a national Framework Plan can widen the content of what it means to belong in a national state as well as sharpen the lines and maintain boundaries. Conceptions of diversity are an integral part of the messiness involved in drawing boundaries and in the making of the everyday nationalism, suggesting that the relationship between diversity and everyday nationalism deserves more interrogation.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"683 - 700"},"PeriodicalIF":1.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45166225","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