European Educational Research Journal最新文献_第7页

Educating to belong: Policy and practice of mother-tongue instruction for migrant students in the Danish welfare state 为归属而教育:丹麦福利国家移民学生母语教学的政策与实践

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-01 DOI: 10.1177/14749041211054953

Jin Li, Nanna Ramsing Enemark

{"title":"Educating to belong: Policy and practice of mother-tongue instruction for migrant students in the Danish welfare state","authors":"Jin Li, Nanna Ramsing Enemark","doi":"10.1177/14749041211054953","DOIUrl":"https://doi.org/10.1177/14749041211054953","url":null,"abstract":"This article explores how the development of mother-tongue instruction (MTI) policies in the Danish welfare state have created varying notions of difference and sameness in the schooling of migrant students and how they experience these notions locally in practice. Based on an analysis of MTI’s policy history and oral history interviews with former migrant students, we analyse MTI policy development within the Danish welfare state as a primary case and discusses whether these developments seem to be unique to the Danish welfare state by considering (West) Germany, the Netherlands and Sweden as a comparative perspective. Noting the paradoxes and dynamics of the welfare-state policy of ‘school for all under one roof’ at the intersections between the policy and practice level, we posit that migrant students are regulated as a homogeneous group that is expected to be ‘the same’ but is simultaneously considered to be ‘different’ from other, majority students. The findings thus reveal the paradox of welfare-state education policies and practice: while macro scale policy for migrant education aims to emphasise difference through MTI, the social consequences at the micro level show the opposite; namely, that MTI produces feelings of sameness and belonging among migrant students.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"114 - 132"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46616563","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

Stability or change? Social inequality at the transition from bachelor’s to master’s degree programmes in Germany. Empirical evidence from four graduate cohorts 稳定还是改变?德国从学士学位到硕士学位的转变过程中的社会不平等。来自四个研究生队列的经验证据

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-12-20 DOI: 10.1177/14749041221101293

David Reimer, U. Schwabe

{"title":"Stability or change? Social inequality at the transition from bachelor’s to master’s degree programmes in Germany. Empirical evidence from four graduate cohorts","authors":"David Reimer, U. Schwabe","doi":"10.1177/14749041221101293","DOIUrl":"https://doi.org/10.1177/14749041221101293","url":null,"abstract":"For German higher education, the introduction of a two-cycle study structure resulted in a new transition stage after the completion of the bachelor’s degree. In contrast to some other countries, this structural change was stretched over a relatively long period. At the same time, the number of students enrolled in higher education has increased substantially. Existing empirical evidence indicates that starting a master’s degree programme is socially selective – in favour of students with tertiary qualified parents. Against this backdrop, we analyse how the level of social inequality at the new transition from the bachelor’s to the master’s level has developed over the course of the past two decades. Drawing on data from large-scale DZHW graduate surveys (graduate cohorts from the years 2005, 2009, 2013, 2017), we are able to replicate previous findings showing considerable social inequality at the transition to the master’s level. However, this inequality could not be detected for the 2005 graduate cohort, the ‘early adopters’. It seems that after an initial period of turmoil and uncertainty in the early stages of the implementation process, established patterns of inequality had re-emerged by the 2009 graduate cohort. We discuss the implications of our results for further research and policy-making.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"170 - 197"},"PeriodicalIF":1.9,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41886215","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

What can explain the socio-economic gap in international student mobility uptake? Similarities between Germany, Hungary, Italy, and the UK 如何解释国际学生流动吸收方面的社会经济差距?德国、匈牙利、意大利和英国的相似之处

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-12-08 DOI: 10.1177/14749041221135080

Sylke V Schnepf, Elena Bastianelli, Z. Blaskó

{"title":"What can explain the socio-economic gap in international student mobility uptake? Similarities between Germany, Hungary, Italy, and the UK","authors":"Sylke V Schnepf, Elena Bastianelli, Z. Blaskó","doi":"10.1177/14749041221135080","DOIUrl":"https://doi.org/10.1177/14749041221135080","url":null,"abstract":"International student mobility (ISM) prepares young people for the challenges of global and multicultural environments. However, disadvantaged students have lower participation rates in mobility schemes and, hence, benefit less from their positive impacts on career progression. Therefore, policymakers aim to make mobility programs more inclusive. Nevertheless, it is far from clear how policy design can achieve this aim. This study investigates factors driving inequality in international student mobility uptake. The study’s novelty is twofold: first, in contrast to most existing studies it does not only investigate individual but also university characteristics as possible drivers of unequal uptake. This is possible due to the use of rich graduate survey and administrative data merged with university-level European Tertiary Education Register (ETER) data. Second, the study compares results across four European countries. Results show that the socio-economic mobility gap remains still sizable even when taking university characteristics into account. However, universities matter considerably and especially student compositions in terms of socio-economic background and ability contribute to unequal ISM uptake. As a consequence, intergovernmental policies should aim to distribute grants and mobility opportunities more equally across all universities, independent of their student composition.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45015279","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

Leading schools during the COVID-19 school closures in Estonia and Finland 新冠肺炎期间爱沙尼亚和芬兰的主要学校关闭

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-12-02 DOI: 10.1177/14749041221138989

R. Ahtiainen, Eve Eisenschmidt, Lauri Heikonen, Merilyn Meristo

引用次数: 4

Students’ experiences of internationalised MSc programmes in Denmark 丹麦学生国际化理学硕士课程的经历

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-12-02 DOI: 10.1177/14749041221136899

Paola RS Eiras

{"title":"Students’ experiences of internationalised MSc programmes in Denmark","authors":"Paola RS Eiras","doi":"10.1177/14749041221136899","DOIUrl":"https://doi.org/10.1177/14749041221136899","url":null,"abstract":"It is often assumed that the simple presence of international students and ubiquitous use of English as a medium of instruction (EMI) are the main agents of internationalisation of higher education (HE), whereby English equals international education and inbound student mobility equals increased internationalisation. While there are perceived benefits of these two instruments at the institutional and national levels, students’ experiences of internationalisation in a Danish context are under-explored. Using a digital ethnographic enquiry, empirical evidence draws on 126 hours of observation of online teaching and 38 semi-structured interviews with domestic and international students of MSc programmes in Denmark. This article contends that the meaning of internationalisation and self-perceived gains are experienced differently between Danish and international students. The disconnect between discourses and actual experiences of internationalisation reported in this paper highlights the need for further student-centred research to inform institutional policies and practices, challenging long-held views of what ‘international’ means. Internationalisation practices that foster international spaces in which diverse groups of students can engage in meaningful interactions require those working in HE to realign institutional activities with humanistic values for the common good.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45903401","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

European colonization and the transmission of the Ewondo language in Cameroon and Abroad: Historical and transnational perspectives 欧洲殖民和埃旺多语在喀麦隆和国外的传播:历史和跨国视角

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-11-29 DOI: 10.1177/14749041221123148

Alexis-Bienvenu Belibi, Elise Pape

{"title":"European colonization and the transmission of the Ewondo language in Cameroon and Abroad: Historical and transnational perspectives","authors":"Alexis-Bienvenu Belibi, Elise Pape","doi":"10.1177/14749041221123148","DOIUrl":"https://doi.org/10.1177/14749041221123148","url":null,"abstract":"European colonization has deeply marked the linguistic practices in different African territories until today. Cameroon, which was colonized by Germany from 1884 to 1916 and by France and Great Britain from 1916 to 1960, is formally a bilingual country with French and English being its two official languages. However, the linguistic reality of the country goes way beyond these two languages. Today, more than 250 African languages are spoken in Cameroon. This article focuses on the experiences of Alexis-Bienvenu Belibi, who was born in Yaoundé in 1950 and who is today Professor Emeritus of African languages at the École normale supérieure of Yaoundé. The article evokes Belibi’s family history, his schooling, university studies and his career as a high school teacher and as a university professor. It thereby examines the different school policies implemented in Cameroon toward African languages over time as well as the impact of university actors on ongoing political changes in the educational field. It also addresses demands from the Cameroonian diaspora in Europe and the world concerning the learning of Ewondo. The article is written in the form of a conversation between Alexis-Bienvenu Belibi and Elise Pape, a Franco-German sociologist specialized in the fields of migration studies and of postcolonial memories.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"517 - 533"},"PeriodicalIF":1.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41676762","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 colonial governmentality of Cambridge Assessment International Education 剑桥评估国际教育的殖民统治心态

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-11-20 DOI: 10.1177/14749041221125027

D. Golding, Kyle Kopsick

{"title":"The colonial governmentality of Cambridge Assessment International Education","authors":"D. Golding, Kyle Kopsick","doi":"10.1177/14749041221125027","DOIUrl":"https://doi.org/10.1177/14749041221125027","url":null,"abstract":"This study examines Cambridge Assessment International Education (CAIE) as a global assemblage that instrumentalizes colonial governmentality. CAIE is a department of the University of Cambridge that has governed schools in British colonies and former colonies since the mid-19th century. These schools constitute a Cambridge School system with approximately 1 million students around the world who take Cambridge examinations. CAIE invisibilizes its thousands of schools in the global South by enclosing them within privatized discursive spaces it terms “Cambridge School Communities.” CAIE simultaneously assembles and visibilizes an ecology of expertise by connecting a global array of researchers, consultants, businesses, organizations, publication outlets, and conferences. Rather than taking an interest in the “low-performing jurisdictions” of Africa, Latin America, and South Asia, CAIE’s ecology of expertise positions British educational culture in relation to a pre-modern “East.” CAIE explains the East’s high performance in international comparative assessments with stereotypes in order to reassert the superiority of British-led international education. These technologies of colonial governmentality altogether enable CAIE’s global extraction of epistemic authority.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242693","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

Research discourse in the programme for international student assessment: A critical perspective 国际学生评估计划的研究论述:一个批判的视角

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-11-07 DOI: 10.1177/14749041221127758

Dan Bart

{"title":"Research discourse in the programme for international student assessment: A critical perspective","authors":"Dan Bart","doi":"10.1177/14749041221127758","DOIUrl":"https://doi.org/10.1177/14749041221127758","url":null,"abstract":"More than 20 years after the first round of the OECD’s Programme for International Student Assessment (PISA), it has become one of the most important large-scale international assessments, at a global level and in particular in Europe. Thus, a growing number of scholars have examined or discussed its research design. Nonetheless, a key feature of PISA seems to have been less examined by critical works: the discourse of the research in the PISA literature. Indeed, the PISA reports appear to be scientific literature, both in textual form and in terms of the intentions expressed. Based on the reports published by the OECD since 1999, this article examines, in line with the French tradition of discourse analysis, the characteristics of research writing in PISA and the explanations of its conceptual approach, test design or result analysis. This analysis shows the differences between the research discourse in PISA and typical scientific rhetoric, particularly in terms of constructing a contradictory theoretical dialogue or a discussion of the limits of its approach. Finally, the article questions how these differences indicate a particular construction of education research within PISA and its possible relationship with the global or European dynamics of this scientific field.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203874","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

Transforming language brokering policies at school: Learning from students with transnational biographies 改变学校的语言中介政策:从具有跨国背景的学生身上学习

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-11-07 DOI: 10.1177/14749041221126563

Nadja Thoma, Anna-Katharina Draxl

{"title":"Transforming language brokering policies at school: Learning from students with transnational biographies","authors":"Nadja Thoma, Anna-Katharina Draxl","doi":"10.1177/14749041221126563","DOIUrl":"https://doi.org/10.1177/14749041221126563","url":null,"abstract":"Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"463 - 481"},"PeriodicalIF":1.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46448609","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

Does participation in non-formal adult education matter for individual subjective well-being as a multidimensional functioning? 作为一种多维功能，参加非正规成人教育对个人主观幸福感有影响吗?

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2022-10-06 DOI: 10.1177/14749041221116261

P. Boyadjieva, Petya Ilieva-Trichkova

{"title":"Does participation in non-formal adult education matter for individual subjective well-being as a multidimensional functioning?","authors":"P. Boyadjieva, Petya Ilieva-Trichkova","doi":"10.1177/14749041221116261","DOIUrl":"https://doi.org/10.1177/14749041221116261","url":null,"abstract":"The article synthesizes ideas from the capability approach, the embeddedness approach, and Nancy Fraser’s three-dimensional scale of justice and develops a theoretical framework for understanding subjective well-being (SWB) as a positive functioning. It also proposes an instrument for measuring SWB and its relationship with participation in non-formal adult education. Using data from the European Social Survey, carried out in 2012, for 24 European countries and applying multilevel linear models for the analysis, the study finds evidence for a positive association between participation in non-formal adult education and SWB. The results show that differences in the SWB among people who have participated in non-formal adult education and those who have not are higher for those who have no higher education and are unemployed than for those who have higher education and paid work. This study also reveals that when people live in countries with better economic and democratic development and a more individualistic culture, the differences in their SWB by participating in non-formal adult education are smaller than when they live in countries with worse economic and democratic development and a more collectivistic culture.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43260391","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