International Journal of Educational Development最新文献

{"title":"Addressing extremist abuses of medieval pasts: A connection-first approach to narratives of hate","authors":"","doi":"10.1016/j.ijedudev.2024.103160","DOIUrl":"10.1016/j.ijedudev.2024.103160","url":null,"abstract":"<div><div>“Hello, brother” were the last words of Haji-Daoud Nabi and the first words to greet the shooter who killed 51 and injured dozens more at Masjid al-Noor and the Linwood Islamic Centre on 15 March 2019, in Christchurch, New Zealand. In the aftermath of this devastating attack, the shooter’s motives came to light in the form of a seventyfour- page manifesto and the writing scrawled across his weapons. His manifesto outlined an ideological motive steeped in racism, particularly against Muslims, centering on “The Great Replacement” theory that solidified in France after originating in Serbia. Considering the fact that a maliciously selective and misrepresented reading of history motivated the Christchurch shooter to engage in a horrific act of targeted violence (i.e., a form of violence targeted at a specific person or community because of their identity), this article will propose a pedagogic approach that seeks to build collective resilience to hate within classrooms, schools, and communities. Framed within the broader literature of violence prevention at the intersection of medieval history and education, this article will: a) introduce an illustrative case study that demonstrates the manipulation of history by extremists, with the Christchurch shooting as a culminating outcome intended by the very design of this weaponization and misrepresentation of history; b) offer a pedagogic approach that spotlights the role of connection alongside correction, which nurtures resilience to hate in classrooms and schools by bridging the power of social connectedness in parallel with epistemic concerns regarding the rectification of factual errors or misrepresentations; and c) closes with a call for this pedagogic approach to expand beyond the classroom in order to strengthen the democratic ethos within which members of the public are exposed to the manipulated and fabricated versions of history that exacerbate phenomena such as polarization, Othering, and risk of radicalization.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales","authors":"","doi":"10.1016/j.ijedudev.2024.103162","DOIUrl":"10.1016/j.ijedudev.2024.103162","url":null,"abstract":"<div><div>The international development landscape is more ‘multiplex’ today than was the case after WWII, when the architecture of international aid was established. A broad range of national, international, multinational, and private organisations now operate within a more interdependent and participatory landscape. Attitudes to aid have also shifted significantly in recent years, due to international agreements around aid ‘effectiveness’ and global events. This article considers how this changing landscape has affected aid to higher education in lower-income contexts. Analysis of the main publicly-facing documents produced by the top 15 funders of higher education in the Global South reveals a significant discursive shift away from traditional understandings of ‘aid’, while also pointing to entrenched norms and hierarchies that persist, despite this rhetorical change. The findings offer a timely reflection on the roles assumed by funders of higher education in LMICs and on the position of higher education within broader development agendas around the world.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda?","authors":"","doi":"10.1016/j.ijedudev.2024.103149","DOIUrl":"10.1016/j.ijedudev.2024.103149","url":null,"abstract":"<div><div>This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining COVID-19’s disruptive effect on education in Mexican universities","authors":"","doi":"10.1016/j.ijedudev.2024.103144","DOIUrl":"10.1016/j.ijedudev.2024.103144","url":null,"abstract":"<div><div>This paper estimates the effect of the COVID-19 pandemic on new entry, enrollment, and graduation outcomes at universities in Mexico, which, prior to the pandemic, had an average enrollment of 1583 students. Using administrative data on all universities in Mexico and a difference-in-differences methodology, the results show that the pandemic had a negative effect on new entry (16 %), enrollment (2.5 %), and graduation (22 %). We explore heterogenous effects by funding source (public vs private), elite university status (top 20 vs non-top 20), delivery format (synchronous or in-person vs asynchronous), gender, and ten areas of study. The results show that: (1) the decline in graduation was mainly driven by public universities, (2) top 20 universities increased their new entry relative to their non-top 20 counterparts, (3) in-person programs did not display lower impacts than asynchronous ones, except for graduation rates, (4) men and women were equally impacted in terms of graduation, and (5) when considering academic areas of study, education-related majors suffered the highest decrease in new entry (25 %), and science-related majors observed the highest decrease in graduation (38 %).</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Full-time education: Assessment of the impact on learning of the Brazilian program Novo Mais Educação","authors":"","doi":"10.1016/j.ijedudev.2024.103150","DOIUrl":"10.1016/j.ijedudev.2024.103150","url":null,"abstract":"<div><div>Although there is no consensus on the effectiveness of full-time education in learning, several countries in Latin America have developed programs to extend school hours aiming at a higher level of student performance. In Brazil, the federal government implemented two policies for increasing school hours: <em>Mais Educação</em> Program (PME), from 2008 to 2017, and <em>Novo Mais Educação</em> Program (PNME), in 2018 and 2019. Therefore, this paper assesses the impact of PNME on students’ learning and discusses the effectiveness of the PNME’s design compared to the previous policy PME. Official data from the Brazilian government were used and the methodology combined Difference-in-Differences with propensity score matching for evaluating math and language students test scores. For the initial years of Elementary School, the results show a positive impact on learning, but for the final years the results were ambiguous: a null effect on language students test scores and a negative impact on math tests scores. Yet these results proved to be more promising than those of its predecessor, the PME, which can be assigned to PNME’s design more focused on expanding language and math learning hours.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Islamic work ethics in a complex, conflicted cultural milieu: The case of indigenous Palestinian Arab high school teachers in Israel","authors":"","doi":"10.1016/j.ijedudev.2024.103148","DOIUrl":"10.1016/j.ijedudev.2024.103148","url":null,"abstract":"<div><div>This study focuses on Islamic work ethics (IWE) among Indigenous Palestinian Arab high school teachers in Israel. With the establishment of the State of Israel in 1948, this predominantly Muslim Palestinian Arab minority experienced rapid socioeconomic change, as well as repression of its socio-political and cultural background and values. Despite its incorporation into a Western-oriented country, the core principles of Islam continue to have broad influence on the Palestinian Arab minority in Israel, as well as applications to many areas of life, including work values. The study sample included 1245 high school teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to establish a reliable model of IWE, resulting in two reliable IWE dimensions: “dedication and social responsibility at work” and “independence, diligence, and achievement at work.” Indigenous Palestinian Arab teachers reported high IWE levels, although this differed by gender and age group. The IWE scale appears to be a valuable measure for describing the work-related values of Indigenous Palestinian Arab high school teachers in Israel.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging two worlds: The journey of an academic in the world of development","authors":"","doi":"10.1016/j.ijedudev.2024.103143","DOIUrl":"10.1016/j.ijedudev.2024.103143","url":null,"abstract":"<div><div>It was not my plan, but development work followed my full-time university employment. My foray into the academic world began at the University of Chicago where I was an Assistant Professor. It was there that I learned the unspoken truth that success in academia hinges on a strong research record and publications in prestigious journals. Teaching, while important, often took a backseat to the pursuit of research grants and scholarly recognition. In fact, I was informed by my Department of Education chair that, “You don’t need to teach during your first year—just publish a few good journal articles.” This revelation was both disheartening and motivating, as it forced me to adapt and refine my approach to academic life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tracing the educational journey of Indian women across generations: A study of multigenerational education mobility in India","authors":"","doi":"10.1016/j.ijedudev.2024.103147","DOIUrl":"10.1016/j.ijedudev.2024.103147","url":null,"abstract":"<div><div>This study investigates intergenerational mobility and socioeconomic disparities in women's education in India, utilizing data from the Longitudinal Ageing Study in India (LASI) Wave 1. It uniquely examines three generations of women: the second generation (G2), aged 45–75, who reported on their own education, their mother's education (G1), and their daughter's education (G3). Despite India's economic growth over the past three decades, women's educational status remains poor, influenced by enduring gender discrimination. The study constructs educational transition matrices and measures two mobility indices: M1, which represents the expected proportion of daughters transitioning from their mother's educational level, and M2, which measures the extent of transitions between educational categories. M1 is further broken down into upward and downward mobility. The findings highlight significant progress in educational mobility across generations, with notable increases in upward mobility from the grandmother-mother to the mother-daughter generations, indicating a positive trend. Urban women show significantly higher levels of educational mobility compared to their rural counterparts. However, the study also identifies a decline in multigenerational educational mobility among Muslim women. Persistent caste-based disparities in education are observed, although there is a promising trend of narrowing gaps in recent years. Additionally, the study reveals substantial progress in educational attainment among the most economically disadvantaged groups compared to previous generations.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"10.1016/j.ijedudev.2024.103146","DOIUrl":"10.1016/j.ijedudev.2024.103146","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Soldier and explorer","authors":"","doi":"10.1016/j.ijedudev.2024.103145","DOIUrl":"10.1016/j.ijedudev.2024.103145","url":null,"abstract":"<div><div>I don't consider myself a warrior; I identify more with the qualities of the explorer and the soldier. Although I come from humble origins, raised by a single mother, I made my way in the world thanks to my tenacity and ambition. I was the first Mexican to receive a doctorate from Stanford University School of Education. Although not extensive, my production has contributed to comparative and international education debates. I make my living teaching and researching the politics of education at the Universidad Autónoma Metropolitana (UAM), Xochimilco campus; I teach undergraduate, master's and doctoral subjects. I direct my students' theses and participate in committees of many others. I also partake in several institutional committees. I am a member of the National System of Researchers and several professional associations, such as the Comparative and International Education Society, the Mexican Council of Educational Research, and others, national and international. I am a founding member of the Mexican Society of Comparative Education. From these associations, I derive the networks in which I operate, have interlocutors for my work, and comment on those of my colleagues from various parts of the world.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}