European Educational Research Journal最新文献_第6页

Vocational education and training systems in Europe: A cluster analysis 欧洲职业教育和培训体系:聚类分析

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-02-01 DOI: 10.1177/14749041221151189

Manuel Salas‐Velasco

{"title":"Vocational education and training systems in Europe: A cluster analysis","authors":"Manuel Salas‐Velasco","doi":"10.1177/14749041221151189","DOIUrl":"https://doi.org/10.1177/14749041221151189","url":null,"abstract":"European countries differ widely in terms of vocational education and training (VET) tradition and the delivery of VET at the upper secondary level. A statistical approach to build a classification of VET systems in Europe is presented in the present article on the grounds of the size of the vocational enrollment, on the one hand, and the percentage of vocational enrollment in programs in which work and school are combined, on the other hand. Twenty-two European countries with full available information are considered in the study: 18 European Union (EU) countries, three Schengen Area (non-EU) countries (Iceland, Norway, and Switzerland), and the UK (non-EU state outside Schengen). Cluster analysis is a quantitative form of classification. The country groupings emerging from the K-means analysis performed in this paper allow us to distinguish mainly between vocational-oriented countries with high vocational specificity (e.g. Germany, Switzerland, and Austria), highly vocational-oriented countries with traditionally school-based VET programs (e.g. the Czech Republic and Slovakia), and less vocationally-oriented countries (general education-oriented countries such as Estonia and Spain).","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65828539","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

Negotiations of language(s) and inequalities in transnational family biographies 跨国家族传记中语言与不平等的谈判

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-30 DOI: 10.1177/14749041221147970

Anna Ercoli Schnitzer

{"title":"Negotiations of language(s) and inequalities in transnational family biographies","authors":"Anna Ercoli Schnitzer","doi":"10.1177/14749041221147970","DOIUrl":"https://doi.org/10.1177/14749041221147970","url":null,"abstract":"Families that live in a new environment after having fled or migrated go through transformation processes that are connected to various challenges and possibilities. The focus of this paper is on negotiations of language policies in family biographies and family language practices, comparing cases of migrant families who arrived to Switzerland in different legal contexts of migration. The article addresses how these transnational families negotiate the meaning of (family) languages against the background of hegemonic language and migration policies. Questions of how these policies are experienced and dealt with and in what ways they do enable or disable possibilities for action are addressed using a qualitative analysis of narrative family interviews and participant observations in transnational families that now live in German-speaking Switzerland. On the basis of the analyses of interview transcriptions and field notes, I show how families deal with experiences of social and educational inequalities in the context of transnational pathways of education and how these are negotiated in the families. Language learning appears not only as an (un)available possibility, but it also requires one to return to the status of a student. At the same time, it is accompanied by a deep struggle for identity and belonging.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"496 - 516"},"PeriodicalIF":1.9,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183715","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

Interrogating “the nation” in European online education: Topological forms and movements 欧洲在线教育中对“国家”的质疑：拓扑形式与运动

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-23 DOI: 10.1177/14749041221148234

Karmijn van de Oudeweetering, Mathias Decuypere

{"title":"Interrogating “the nation” in European online education: Topological forms and movements","authors":"Karmijn van de Oudeweetering, Mathias Decuypere","doi":"10.1177/14749041221148234","DOIUrl":"https://doi.org/10.1177/14749041221148234","url":null,"abstract":"This paper was inspired by empirical encounters with students and teacher-administrators who engaged with an online European education initiative, which raised questions about whether and how their practices were situated as local, transnational, or national(ist) endeavors. The conceptual, theoretical, and methodological resources of social topology and critical border studies guided our inquiry by a focus on bordering practices and how these generate spatiotemporal forms and movements, and evoked a typical national form which is characterized as a singular, stable, linear, and flat “topography.” An innovative methodology is deployed to scrutinize how practices with this online, European initiative continue, challenge or complement that typical national form. The findings demonstrate how the use of topographical indexes and tropes (re-)materialized characteristics of these typical national forms, while the combination with topological relations introduced multiplicities and “levels” in these forms. Moreover, spherical forms, bouncing movements, and tunneling movements challenged the singularity, stability, linearity, and flatness of the typical national form. Building on these findings, the paper sets forth the argument that this online European education initiative mainly challenges the enactment of nationalism in classrooms by encouraging learning and thinking through translocalities, which accentuates distances and differences that are being crossed without appealing to the typical imaginary of the “nation” with linear, stable, flat borders.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"607 - 625"},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294150","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

Knowledge for sale: The construction of desired knowledge and identities in edu-marketing 出售知识：教育营销中所需知识和身份的构建

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-23 DOI: 10.1177/14749041221148232

M. Serder

{"title":"Knowledge for sale: The construction of desired knowledge and identities in edu-marketing","authors":"M. Serder","doi":"10.1177/14749041221148232","DOIUrl":"https://doi.org/10.1177/14749041221148232","url":null,"abstract":"The aim of this study is to examine how a particular object for consumption, professional development for teachers and principals, is marketed to schools, and what propositions and understandings are embedded in such offers. Adopting a conceptualization of marketing as a “perpetual questioning machine,” the study deploys and develops a theoretical approach from marketing studies to a new context: edu-marketing. The study is guided by the assumption that marketing functions as projection screen for the products and services offered to schools, but, also as a social and cultural space where dreams and desires are performed and governed. As such, marketing to school is not exclusively about selling things; but about what to be or who to become. Besides the theoretical contribution, the study contributes with empirical knowledge about (1) what concerns and desires this marketing “questioning machine” mobilizes and circulates and (2) how objects for consumption are de/stabilized in the education market. Thereby, it demonstrates some of the intricate relations between the growing education market and the values that those who work in schools are invited to strive for. It is argued that consumption at the education market-place is a question of identity, and therefore of branding and possible success.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872943","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

Ethnic stratification in the Spanish education system 西班牙教育体系中的种族分层

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-13 DOI: 10.1177/14749041221143017

Alberto Álvarez-Sotomayor, David Gutiérrez-Rubio

引用次数: 0

Asylum seekers’ experiences of participatory barriers in the educative pre-integrational programmes 寻求庇护者在融入社会前教育方案的参与障碍方面的经验

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-12 DOI: 10.1177/14749041221142419

Ville R. Hartonen, S. Pöllänen, Liisa Karlsson, Pertti Väisänen

引用次数: 0

Teacher training reform in French-speaking Belgium: A controversial translation process 比利时法语区教师培训改革：一个有争议的翻译过程

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-12 DOI: 10.1177/14749041221141739

Farah Dubois-Shaik

{"title":"Teacher training reform in French-speaking Belgium: A controversial translation process","authors":"Farah Dubois-Shaik","doi":"10.1177/14749041221141739","DOIUrl":"https://doi.org/10.1177/14749041221141739","url":null,"abstract":"A major reform of teacher training has been underway for the past three decades in French-speaking Belgium, in response to the low quality of teacher training and the consequences for school teaching and learning deemed to be in deep crises. Using a number of eclectic methods (metaphors, typologies, timelines, network maps), we map controversies that arise during four steps of the policy translation process—problematization, interessement, enrolment and mobilization—by various types of actors (people, texts, working groups, institutions, etc.). Scientific and pedagogical problematizations framed by two interest groups of field level policy actors can produce objects and devices that are transformed and negotiated by political and administrative actors. However, the translation process is rendered controversial and complex as political decision-making is also flavored with backdoor political interests that are negotiated. Administrative policy actors in stakeholder institutions are trying to barter their institutional “share” in the reform implementation, adding some operational problems on the level of organizing the reform, thus reframing some of the original objectives.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49598730","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

Deconstructing autonomy: The case of principals in the North of Europe 解构自治:以北欧校长为例

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-11 DOI: 10.1177/14749041221138626

Wieland Wermke, D. Nordholm, Annika I Anderson, Riitta Kotavuopio-Olsson

引用次数: 4

A “three-legged model”: (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System “三条腿的模式”：（德）意大利国家评估体系中的学校自主性、问责制和创新性建构

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-11 DOI: 10.1177/14749041221148280

Laura Mentini, A. Levatino

{"title":"A “three-legged model”: (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System","authors":"Laura Mentini, A. Levatino","doi":"10.1177/14749041221148280","DOIUrl":"https://doi.org/10.1177/14749041221148280","url":null,"abstract":"The widespread adoption of school autonomy with accountability reforms in education has generated debate regarding the relationship between autonomy, innovation and accountability. While at the policy design level, these three elements are highly related, several authors highlight the contradictions among them. By analyzing key documents and interviews, this paper aims to identify the program ontology behind the current Italian National Evaluation System (SNV), with a focus on the way in which autonomy, accountability and innovation have been conceptualized and linked together. The paper also aims to explore whether pitfalls and/or tensions exist that might hamper the achievement of the SNV goals. The findings highlight the peculiarities of the Italian autonomy with accountability system, which has resulted from the involvement of different stakeholders in the design and implementation of the reforms. The findings also reveal contradictions regarding some of its premises. Various rationales (improvement, efficiency, equity and transparency) emerge that seem to have acted as drivers of the reforms, however, the influence of globalizing discourses on international competition and the benefits of datafication also appears significant. A number of contextual aspects are finally considered which hamper the expected change mechanisms, highlighting the discontinuous ground in which such policy dispositifs operate.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158836","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

Absence of education in civil defence education: Nationalising education and its actors and knowledge 国防教育中的教育缺失：民族主义教育及其行动者和知识

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-05 DOI: 10.1177/14749041221141742

Jitka Wirthová, T. Barták

{"title":"Absence of education in civil defence education: Nationalising education and its actors and knowledge","authors":"Jitka Wirthová, T. Barták","doi":"10.1177/14749041221141742","DOIUrl":"https://doi.org/10.1177/14749041221141742","url":null,"abstract":"This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence education (CDE). It was abandoned in 1989 but recently, many new and contradictory calls for its return have appeared. We aim to gain an understanding of what the nationalising of education does with actorship in educational governance and how agency is achieved in pushing or criticising nationalist claims in education. The dataset consists of media entries, strategic documents, and interviews. We argue that the populist repertoire intervened significantly in defining what is the problem that some groups wanted to solve by a renewal of CDE. This situation stabilised the position of security-military expertise as reasonable knowledge, which concealed the educational nature of the problem and thus denied educational actors a role in agency. The role of the state structures responsible for education was problematised and set the difference of the Czech case in the European context regarding educational governance. We conclude that contemporary nationalists’ claims concerning education may be seen as a sign of the changing role of expert knowledge that camouflaged defence education as an educational problem.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"626 - 645"},"PeriodicalIF":1.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004196","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