European Educational Research Journal最新文献_第4页

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

Where multilingualism and transnational education meet 多语言和跨国教育在哪里相遇

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-06-23 DOI: 10.1177/14749041231182559

Emmanuelle Le Pichon

引用次数: 0

Policy responses to diversity in early childhood education and care: Setting the agenda and meeting the challenges 应对幼儿教育和保育多样性的政策:制定议程，迎接挑战

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-06-22 DOI: 10.1177/14749041231181935

Maria Papakosma

{"title":"Policy responses to diversity in early childhood education and care: Setting the agenda and meeting the challenges","authors":"Maria Papakosma","doi":"10.1177/14749041231181935","DOIUrl":"https://doi.org/10.1177/14749041231181935","url":null,"abstract":"This article examines the contemporary Swedish policy responses to increased cultural and linguistic diversity in the field of early childhood education and care (ECEC). More specifically, it explores how national authorities and organizations initiate collaborations, use and produce policy knowledge and identify priorities and challenges. The analysis draws on a review of policy texts and in-depth interviews with high-level policy actors who act as an epistemic community. Using the concepts of representations and problematization, this study connects the generation of policy knowledge on diversity with the identification of solutions to address cultural and linguistic diversity. The findings suggest a consensus over the definitions of priorities for diversity policies in ECEC within this epistemic community. A core priority is emphasizing the importance of the Swedish language within a wider multilingual approach linked to increased participation in preschools, and to discourses of school readiness and societal integration. Yet, there is a tension between identifying policy priorities and structural challenges at different levels. Unequal conditions, residential segregation and lack of educated preschool staff present difficulties that require a more comprehensive approach than those taken by the official policy frames.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47340275","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

The spatially uneven effects of a desegregation education policy 取消种族隔离教育政策在空间上的不均衡影响

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-06-21 DOI: 10.1177/14749041231181717

Xavier Bonal, Sheila González Motos

引用次数: 1

How important are teacher characteristics to predict mathematics achievement in European countries? 在欧洲国家，教师特征对预测数学成绩有多重要?

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-06-14 DOI: 10.1177/14749041231180958

M. Sadak

{"title":"How important are teacher characteristics to predict mathematics achievement in European countries?","authors":"M. Sadak","doi":"10.1177/14749041231180958","DOIUrl":"https://doi.org/10.1177/14749041231180958","url":null,"abstract":"This study focused on the relationships between teacher characteristics and students’ mathematics achievement in EU countries, including Hungary, Italy, Lithuania, Malta, Slovenia, Sweden, and Turkey, which are the only EU countries participated in TIMSS 2015 at the eighth-grade level. The data consisted of the sample of 31,969 eighth-grade students and their teachers ( n = 1687) in TIMSS 2015. The Qualities of Effective Teachers were used as a conceptual framework for variable selection and 24 teacher characteristics were tested across these EU countries through Hierarchical Linear Modeling technique (HLM). As a result, 17 characteristics suggested as effective by previous researchers were found to have significant relationships with students’ mathematics achievement in the pooled sample while there were discrepancies when investigating countries individually. The characteristics found to have non-significant, or negatively-significant relationships as well as the discrepancies in the individual countries raised concerns regarding the implementation of these characteristics in the classroom environments, along with the scope of the study.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46920404","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

Language and education in transnational school careers: An introduction 跨国学校职业生涯中的语言与教育：导论

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-06-08 DOI: 10.1177/14749041221074878

Nadja Thoma, Anna Ercoli Schnitzer, Galina Putjata

{"title":"Language and education in transnational school careers: An introduction","authors":"Nadja Thoma, Anna Ercoli Schnitzer, Galina Putjata","doi":"10.1177/14749041221074878","DOIUrl":"https://doi.org/10.1177/14749041221074878","url":null,"abstract":"This special issue of the European Educational Research Journal (EERJ) addresses language and education in transnational school careers. The articles reflect an increased interest in transnationalization among members of the European Educational Research Association, Network on Language and Education (Network 31), and go back to a joint discussion in two sessions at the ECER 2019 Conference at the University of Hamburg. By focusing on research into multilingualism in transnational educational trajectories, the special issue links two research bodies that have so far existed separately: research on multilingualism and education, and research on transnational education. The contributions are situated in different national contexts and pursue a transnational perspective. They focus on different aspects in language-related transnational educational processes and center around challenges and possibilities that are encountered by individuals and families whose biographies are shaped by changes across national borders and educational systems. They also present and discuss different methodological frameworks and approaches, and a robust critique of monolingual educational institutions in Europe and beyond.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"459 - 462"},"PeriodicalIF":1.9,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44646183","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

Re-reading the 1972 Faure report as a policy repertoire: Advocacy of lifelong education as recurrent education with neoliberal tendencies 重读1972年福雷报告作为一套政策：倡导终身教育作为具有新自由主义倾向的重复教育

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-06-02 DOI: 10.1177/14749041231178854

B. Hake

{"title":"Re-reading the 1972 Faure report as a policy repertoire: Advocacy of lifelong education as recurrent education with neoliberal tendencies","authors":"B. Hake","doi":"10.1177/14749041231178854","DOIUrl":"https://doi.org/10.1177/14749041231178854","url":null,"abstract":"This paper explores transnational circulation during the early 1970s of lifelong education and recurrent education as ‘policy repertoires’ addressing redistribution of participation in organised (adult) learning throughout life. Focused on a re-reading of UNESCO’s 1972 report on lifelong education, the paper offers a critical analysis of the Faure Commission’s ‘position-taking’ with regard to its understanding of recurrent education as a policy repertoire. Frequently cited differences between the Commission’s policy recommendations for lifelong education and its position-taking regarding recurrent education are shown to have fragile empirical foundations. This paper argues that Faure’s report explicitly appropriated and openly incorporated arguments favouring recurrent education in its own policy recommendations for lifelong education. Mainstream interpretations of the Faure report are subsequently subjected to a critical analysis of putative neoliberal tendencies articulated by the Faure Commission’s own report. Key areas for further social-historical research regarding policy repertoires in the 1970s are identified.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064229","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

Beyond Bologna? Infrastructuring quality in European higher education 博洛尼亚之外？欧洲高等教育的基础设施建设质量

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-05-31 DOI: 10.1177/14749041231170518

Sotiria Grek, I. Russell

引用次数: 0