理由制度和危机实践:大流行病和战争中的国际教育合作

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Henna Juusola, Terhi Nokkala
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引用次数: 0

摘要

本研究探讨国际教育合作(IEC)作为一种社会活动如何适应全球危机:COVID-19和俄罗斯入侵乌克兰。我们的研究重点是芬兰的高等教育机构(HEIs)和非政府组织(NGOs),它们积极开展国际教育合作活动,如学生交换、教育出口和海外教育能力建设。借鉴惯例社会学(SC)和社会实践的概念,我们制定了一个多维框架,将危机中出现的理由制度和社会实践联系起来。将危机视为一个关键的考验,我们分析了独立选举委员会如何应对突发情况,这些情况需要建立新的公共责任和道德理由,以及适合危机情况的做法。我们通过 2021 年和 2022 年两个阶段的开放式问卷收集到的实证数据,使我们能够思考独立选举委员会的近期趋势和潜在未来。根据经验,我们得出结论,应对全球危机需要 IEC 行动者改变 IEC 的做法。从分析角度看,我们认为危机期间出现的理由制度和社会实践(危机实践)是相互关联的。因此,本研究通过考虑意外情况下的实践问责制,加深了对不同组织如何适应动荡时期的理解,从而为以实践为导向的框架做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Justification regimes and crisis practices: International educational collaboration amidst pandemic and war
This research investigates how international educational collaboration (IEC) as a social activity adapts to global crises: COVID-19 and the Russian’s invasion in Ukraine. We focus on Finnish higher education institutions (HEIs) and non-governmental organisations (NGOs) that actively provide IEC activities, such as student exchange, education export and educational capacity building abroad. Drawing from the sociology of conventions (SC) and the concept of social practices, we formulate a multidimensional framework that connects regimes of justification, and social practices that emerge in crises. Considering crises as a critical test, we analyse how IEC cope with unexpected situations that require establishing new justifications of public accountability and morality, and practices that fit the crises situation. Our empirical data collected through a two-stage open-ended questionnaire in 2021 and 2022 enables us to consider the recent trends and potential future(s) of IEC. Empirically, we conclude that coping with global crises requires IEC actors to make changes in IEC practices. Analytically, we theorise that regimes of justification and social practices that emerge during crises (crisis practices) are interconnected. Thus, this study contributes to practice-oriented frame by considering accountability of practices in the unexpected circumstances, enhancing the understanding of how different organisations adapt to turbulent times.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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