In or out: a (dis)engaging praxis of (un)safely (un)belonging

Storytelling (Online Discussions/Discussion Quality)

Aim/Purpose: This study aims to investigate the enabling technologies and applications of computer-assisted career guidance (CACG) tools in the career planning activities of students. Background: The choice of a career is an extremely significant lifetime decision for any individual. Students often struggle with their career choices mainly due to the lack of awareness in career planning and development. Therefore, students require the support of career counselors for proper career decision-making. Unfortunately, adequate career counseling resources are not readily available within educational institutes. CACG tools offer a workable solution for overcoming this challenge. Methodology: A systematic literature review was conducted based on a standard guideline for the period of 2011 through 2023. Initially, a comprehensive review protocol was defined and evaluated. In conducting the review, nine electronic databases: Scopus, Web of Science, IEEE Xplore, ACM Digital Library, Science Direct, SpringerLink, Wiley Online, Emerald Insight, and Sage Journals were queried. Then search results were narrowed down to 46 scholarly articles by applying predefined selection criteria. Contribution: This review study contributes to assessing the status of the existing body of knowledge on implementing and applying CACG tools for career path planning within the education domain. Significantly, this study identified a set of underlying technologies used in implementing modern CACG tools as well as a distinct set of parameters associated with users that can be used as input for offering personalized career decision support. Further, specific needs of applying CACG tools at distinct educational stages were assessed. Study outcomes support future research works by unraveling potential research directions based on identified research gaps. Findings: The key findings of this study revealed experimentation with a wide range of enabling technologies and techniques in the implementation of CACG tools for students’ career path planning. Within these tools, a distinct set of parameters associated with students has been considered as input for offering personalized career decision support. Further, it was found that the use of CACG tools in career guidance differs across distinct educational stages. Recommendations for Practitioners: CACG has been extensively used within the education domain for providing career guidance services to different student populations. With technological advancements, CACG has evolved as a viable alternative to in-person career counseling, rather than primarily serving as a supplementary tool used by career counselors during in-person counseling. Therefore, it is recommended that educational institutes utilize CACG tools in situations where adequate in-person career counseling services are not possible. Recommendation for Researchers: Continuous technological advancements make it advisable for researchers to continue further experimentation employing emerging cutting-edge technologies for improving the functionalities of CACG tools used in education. Particularly significant are improvements in personalization capabilities and integrating user profiling techniques to enhance the effectiveness of the services offered by CACG tools. Impact on Society: Technology-assisted career counseling can play a vital role in fulfilling the career guidance requirements of various student populations. This study has affirmed the potential of using CACG as a viable alternative to in-person career counseling within educational institutes. Future Research: In future work, the scope of this study can be extended to other educational guidance domains such as academic advising, pedagogical resource recommendation, academic program and course recommendation, and college and university recommendation. Moreover, future research may investigate the application of CACG tools in the career guidance activities of vocational education.

Questioning the relationship between medium and message has long exercised media and communications theorists, but historians have devoted comparatively little attention to the issue.1 The historiography of sexology confirms this: rather than approaching the history of sexual knowledge as the communication of expertise, historians have looked to books, manuals, films, and posters simply as sources of "evidence" of that expertise; rarely has the medium itself been the object of historical inquiry. This is curious because the first half of the twentieth century saw not only the institutionalization of sex education and the popularization of sexual expertise (notably in the marital manual) but also extraordinary developments in mass communication—in the genres of journalism and broadcasting and in the variety of media technologies available for public pedagogy. In this article we extend the historiography of sex education's usual sites of analysis by looking at two signature media of the twentieth century, the mass-circulation magazine and broadcast radio. By focusing on the medium as much as the content of the message, we can begin to connect the history of mass communication with that of sex education. In analyzing twentieth-century sex education in English-speaking cultures historians have proceeded along three broad trajectories. Those on the [End Page 71] first trajectory have studied the sexual education of children and youths newly formalized through the systematic instruction of parents as sex educators.2 Those on the second have analyzed marital manuals, which do provide a wider scope for inquiry into one print medium. Usually packaged as hardcover books and intended for adult readers' private consultation, such manuals were either purchased or studied in libraries or clinics.3 Although historians have not tended to categorize the marital manual as "sex education," readers clearly sought them for enlightenment on sexual matters.4 Those on the third trajectory have concentrated on the institutional development of formalized sex instruction in educational institutions and in the military. Generally speaking, histories of formal sex education have been based on sexological books and the instructional materials of professional sex educators. Through these media information about reproduction, contraception, venereal disease, and sexual practices ("normal" and "abnormal") was transmitted to wide audiences in libraries, the military, and (with varying degrees of government support) schools and colleges. Jeffrey Moran's Teaching Sex describes the sex-education movement in the United States during the early to mid-twentieth century as an attempt to impose controls on youth, on the newly created "adolescent," through instruction delivered within medical systems or through sex educators.5 Julian Carter has declared that starting in the 1920s "mandatory state-sponsored schooling [in the United States] . . . created the possibility for sexual pedagogy on [End Page 72] a mass level."6 But how might the historiography shift if we were to approach "education" not in its narrow institutional sense but more broadly—as advice, as instruction, as communication? Asking questions about "mass" sexual pedagogy necessarily shifts the historian's focus to mass communication, to other media for expert instruction, and to new journalistic genres of popular pedagogy, all of which functioned outside of educational, military, or religious institutions. Extending the recent historiographical move toward the epistemology of sex education—to how rather than what sex knowledge was offered and obtained7 —we suggest here that the medium as well as the content and context of the sex message calls for critical analysis. Our approach builds on work that traces important distinctions among the genres of sexual texts. Lesley Hall, for example, has examined the significance of issues like cost, binding, and foreign language quotation in medical books. These factors largely determined the reception of sex books as either learned, authoritative, and therefore respectable or popular, too easily accessible, and therefore obscene. As Hall notes, the expense and limited circulation of the earliest editions of Havelock...

Sexual victimization is a serious public health crisis affecting college students, with high rates reported among both women and men. Sexual consent education is crucial as it defines sexual assault and is linked to reduced risk of victimization. Rape myths and stereotyped beliefs shifting blame to survivors are established risk factors for sexual violence. Comprehensive sexual education can mitigate these attitudes, fostering a supportive environment for survivors. However, most high school students in the United States receive abstinence-based or abstinence-plus education, which uses unstandardized protocols and often lacks information about sexual consent. The following study explores the influence of high school sexual education on past sexual victimization and rape myth acceptance in college students. Six hundred sixty-four undergraduate students participated in an online survey through a university participant pool. Results show that those who received comprehensive sexual education were more likely to understand sexual consent and were less likely to endorse past sexual victimization. In contrast, students without comprehensive sexual education reported lower satisfaction with their sexual education and greater acceptance of rape myths. Despite limitations in the study's sample and reliance on self-reporting, this research highlights the importance of implementing comprehensive sexual education, including consent education, in high schools. Policymakers and educators must recognize the influence of comprehensive sexual education in promoting healthy relationships and combating sexual assault. As a significant public health concern, incorporating standardized sexual consent education into high school curricula can equip students with the knowledge and skills to make informed decisions about their sexual health and relationships. Future research should explore diverse populations and the mediating role of related factors that may further influence these relationships. These efforts will contribute to fostering a safer environment within educational institutions and combating sexual assault.

The topic of sexuality passes for a taboo in our country even today, there being no open treatment of the subject, not even in the closest family circle. There is no sexual education in schools, while sexual enlightenment is restricted to 1-2 hours, provided at the age of 13-14. Our goal is to determine the knowledge and views of Romanian teachers on the sexual development and sexual education of children. The survey was conducted in 2022-2023 as self-filling on-line questionnaire (N=455). Our research was aimed at exacting the knowledge of Romanian kindergarten teachers, elementary school teachers and teachers on the bodily and psychic safety of children, on the factors endangering these, on various topics of sexual education, on the openness of parents related to the sexuality of their children and the flexibility of kindergartens and schools in what pertains to the introduction of sexual education. Most of our responders consider sexuality to be a natural part of a healthy life and that it should be tackled from the earliest possible ages both within the family and in educational institutions. According to the surveyed teachers, parents are reluctant to talk about sexuality to their own children and rely on sexual education in kindergartens and schools. If training on sexual education were to be introduced in Romania, most of the surveyed would gladly participate. They also recommended 27 related topics in 7 categories, all of which should all be covered by the said training. Our results called attention to the deficiency of education on reproduction. This can be improved but the task is complex. In order to solve the problem, the educational systemic view needs to change, while directives based on scientific proof need to be accepted and observed. All teachers dealing with the age-groups concerned need to take part in the educational process. Parents, teachers and educators need to be aware of the self-image developed by the child and of the effect this image has upon the evolution of the child’s future role in society. Sexual education should imperatively be incorporated into the educational process beginning with toddlers and up to young adults.

Although the school constitutes a key cultural arena for the production and reproduction of gender identities, few studies have addressed gender discourse in educational institutions in developing societies. Such studies are especially sparse in Arab society in Israel. This study goes some way to addressing what is often absent from many sociological portrayals of young pupils and schools, since it uses the words of the teachers and students to clarify the construction of gender discourse in an Arab high school in Israel. It points to activities considered to be gendered; identifying distinctions between the sexes (if they exist) in the staff’s and students’ perceptions of educational experiences at school; and examining to what extent school authority is seen as masculine and whether the school promotes debate and socialization for equality between the sexes. The research employed an inductive methodology including ethnographic data-collection techniques: observations, focus group interviews of students and in-depth personal interviews with school role-holders. Findings indicate that a covert learning program influences gender construction in the Arab school, a program intended to maintain the existing hegemonic social hierarchy. Patriarchal control of the adolescents’ agenda appears weakened and a generation gap separates teachers from students. Voices of students and younger staff advocate deconstruction of the traditional structure and norms of Arab society, suggesting a new agenda, promoting egalitarian discourse, and new personal and collective identities. Conclusions are drawn concerning the school’s role in the deconstruction of the existing male hegemony, the promotion of gender equity. The paper provides ethnographic insights concerning the Arab high school in Israel, pointing up a need for empathetic educator-student dialogue, that will promote egalitarian perceptions and practices, listen to the voice of the younger generation and challenge residual social norms of Arab Muslim society. The findings indicate that a more open gender discourse could offer symbolic resources and/or practical tools to enhance the every-day implementation of equity in the school. The paper also suggests some new research directions.

The article analyzes the features of sexual education of students in the countries of the second wave of accession to the European community, where sexual education is an important area of public education policy. It is determined that, as highly developed countries, Austria, Sweden, Finland are characterized by a high level of development of school education, including sex education. Finland and Sweden have a very positive attitude towards sexuality and sex education provided by schools, social services, the church, medical centers, etc., and Austria is characterized by the fact that in order to facilitate dialogue between parents and educational institutions, the Ministry of Education has introduced an educational structure. counseling offices, where young people have the opportunity to benefit from gender assistance. It has been found that sex education remains a controversial issue, as there is a strong religious influence on educational institutions. There is a widespread belief in society that young people become sexually active too early, and knowledge about contraception and STDs does not match the personal experience of modern young people. The Scandinavian member states of the European Union and the Baltic States have created the following system of sex education, which focuses on the following strategic objectives: conducting sex education in secondary schools at an early stage; implementation of special teacher training; implementation of projects whose main goals are the prevention of early sexual life, adolescent pregnancies and abortions, STDs, including AIDS; establishment of associations for the preparation of young people for parenthood, fulfillment of family roles, etc.; involvement in sexual education of the church, social services, medical centers; constant informing young people about contraceptives in order to improve the epidemiological situation in society. It was found that the states of the second wave of accession to the EU are interested in sexual education of students as an important value of society, which is associated with maintaining reproductive and sexual health of citizens, increasing their sexual education, marriage readiness and family. and responsible parenthood. Conclusions are formulated that an important place in the implementation of tasks to improve the national systems of school sex education in the studied countries is the formation of effective gender policy in each country. Key words: education, sex education, student youth, the second wave of accession, the European community.

The pursuit of success is a leitmotif in the domain of education in India like anywhere else. It is, however, fraught with manifold anomalies. The latter consistently manifest in the news reports, advertisements of the institutes of education, popular cinematic tales, excerpted mythological instance and institutional manoeuvrings of the schools. The anomaly, in short, is expressed in the spectacles of success, a kind of fetish, sustained by the dominant rationality of our times. This article attempts to raise a critical debate on the dominant rationality of spectacular success presiding over the popular conscience and institutions of education in India. The dominant rationality, arguably, ennobles the idea of spectacular success to the level of a fetish. The objective in this paper is to interpretatively explore the critical issues pertaining to the regime of success, and thereof notion of calculability, impinging on the idea of education.

The European Language Portfolio (ELP) is based on principles which tend to challenge traditional learning and teaching practices and thus impact on education policy and systems. The primary owner of the ELP is the learner, and as a personal language learning companion, the ELP has three core functions: pedagogic, reporting and catalytic. For it to be effective, guidance and dialogue are needed during the highly formative years of formal education, and teachers and educational institutions have to accept the role of co-owners. The ELP as a collective tool is used by a variety of additional stakeholders and stakeholder groups pursuing their own purposes, e.g. innovation, quality development and standard setting in educational domains; plurilingualism, mutual understanding and mobility in political contexts; comparability and mutual recognition of qualifications and competences across workplaces in Europe. The innovative strength of the ELP lies not in its individual principles and functions but in the ways in which they interrelate, involve the learner directly, and bundle outcomes and effects of learning over time. With particular reference to tertiary education, this article argues that more differentiated language and intercultural profiles are needed in order to sharpen the focus and increase the relevance of such information in high-stakes situations.

The use of virtual reality (VR) applications has grown tremendously in recent years. This paper focuses on the review of existing virtual reality applications in higher educational institutions. The VR applications are still not widely used although it helps students in their learning process and enhances their performance. Moreover, some factors which lead to the limited use of virtual reality are lack of communication, delay in technology development, and weak acquisition of knowledge etc. This paper provides a comprehensive overview of virtual reality applications in educational institutions. The reviewed articles are taken from databases such as Science Direct, Ebscohost, and Scopus. Furthermore, the reviewed eighteen articles are published between 2016 and 2021. The study analyzed the reviewed articles based on different factors such as fields, purpose, targets, methods, citations, factors and limitations. The findings revealed that virtual reality applications can play an important role in the education domain. The reviewed articles highlighted the significant contribution of virtual reality applications in the education domain and their impact on the students' performance. Moreover, the study revealed the important factors used in VR environments such as ease of use, efficiency, interactive environments, effectiveness, and learning environments.

Abstract: The crisis in education has been the problem for many decades and entropy in education does exist. The aim is to present a situation in Serbia concerning education and reforms as well as to highlight a new strategy in the process of education. The hypothesis is that entropy could be replaced by synergy and academic honesty could be integrated in the legal system in the domain of education in Serbia. The focus is on several topics: Good practices of scholars from the USA in the field of shared responsibility for student learning as a creative approach to reforms in education are presented. A few examples of negative appearances in the structure and organization in educational institutions in Serbia are analysed too. Some perspectives are described. The first one is related to unity, responsibility, and trust between all parties responsible for the successful education: teachers, students, and parents, local and state representatives. The second one is that without democratic media and objective and true information about the real situation in the domain of education, all efforts toward achieving progress will remain locked in the paper work and empty promises of a bureaucratic way of thinking in the field of education. Кеywords: education, entropy, synergy, academic honesty, knowledge society, media.

The realm of Intellectual Property Rights (IPR) in the field of education is multifaceted, covering various aspects such as patents, copyrights, and trademarks. These legal protections are essential for fostering innovation, encouraging creativity, and safeguarding intellectual contributions within the education sector. Patents play a crucial role in protecting novel inventions and technologies developed in the educational domain. Copyrights extend protection to original literary, artistic, and educational works, preventing unauthorized reproduction or distribution. Trademarks, on the other hand, safeguard distinctive symbols or names associated with educational institutions, ensuring their unique identity. The research methodology employed in this paper is descriptive, providing a comprehensive overview of the different types of IPR in education. The paper delves into the intricacies of IP infringement, highlighting instances of patent infringement, copyright infringement, and trademark infringement within the educational landscape. It examines how these infringements can occur and their potential implications on educational institutions and stakeholders. Addressing IP infringement becomes crucial, and the paper explores the remedies available in such situations. It discusses legal measures and civil remedies that educational institutions can pursue to protect their intellectual property rights. Additionally, criminal remedies, particularly in the context of India, are elucidated. Understanding the criminal aspects of IPinfringement is essential for implementing robust measures to deter and penalize such activities. Despite the importance of IPR in education, challenges persist in the Indian context. The paper sheds light on these challenges, ranging from the difficulty of enforcing intellectual property rights to the lack of awareness among educational institutions and stakeholders. The complexities of navigating the legal landscape and the evolving nature of technology add further layers of difficulty.

Sexuality is an essential component of healthy development for young people. Both the World Health Organization and the report from the 1994 International Conference on Population and Development emphasize the importance of healthy development to overall mental and physical well-being.1'2 In 2001, U.S. Surgeon General David Satcher echoed these sentiments, stating that, is an integral part of human life, and sexual health is inextricably bound to both physical and mental health.3 Despite the widely recognized importance of health, education to promote it remains a sensitive and sometimes controversial issue. Underlying the social conflicts that surround sex education programs are disagreements about the role of government in family life and sex education; parental control of the content of sex education; core values to be included in sex education, such as gender equality and personal responsibility; and, fundamentally, what constitutes appropriate adolescent behavior.4-7 The array of popular literature and research on the topic (for example, see Woody8 or Blakey and Frankland9) indicates that parents of all political stripes feel uncomfortable approaching their children about matters. Yet liberal and conservative views on the appropriate manner of providing sex education remain widely divergent. Central to disagreements about sex education have been questions about the basic premises and content of sex education and about who is best able to provide it-i.e., whether parents or schools should be the primary sex educators. In this commentary, we propose that clarifying the distinction between sex education and socialization will help resolve some aspects of this controversy. We argue that promoting healthy sexuality is not the exclusive domain of parents or educators; instead, we support a collaboration between home and school that best provides adolescents with the tools they need to become sexually healthy adults.

In no other area are the myths about Sweden quite so strongly believed as in the domain of sexual activity and sex education. It appears that some Americans believe Sweden to be a country where from infancy or at least from kindergraten on children are provided with a battery of clinical sexual information designed to encourage them to become precociously and incessantly sexually active. Even social commentators who are more charitably disposed toward Sweden would probably argue that it was possible for Sweden to become the 1st country in the world to make sex education compulsory in schools only because of the unique tolerance and sexual openness of the Swedish people. The 1st picture bears no resemblance to reality and the 2nd position lacks historical perspective. It is true that as early as 1942 in response to active pressure from womens associations some doctors and the Swedish Association for Sexual Education (established in 1933 by Elsie Ottesen-Jensen) the Swedish government recommended the introduction of sex education into schools. In 1934 Gunnar Myrdal and his wife Alva published a book showing that poor Swedish families with a lot of children suffered from low standards of housing nutrition and education. The Myrdals argued that improved living conditions and the reduction of unwanted pregnancies among such families could best be realized if among other programs more systematic information about birth control were made available particularly as part of the school curriculum. Most of the Myrdals recommended reforms were eventually accepted (including repeal of a prohibition against contraceptive information) but their views and those of Ottesen-Jensen and her colleagues were considered highly controversial at the time and came under severe attack from conservatives on both moral and political grounds. Many of the arguments made against sex education in Sweden in the 1930s and 1940s will probably sound familiar to Americans today. In Sweden the emphasis in the compulsory sex education program has shifted away from the neutral imparting of reproductive knowldge and toward increased emphasis on the emotional ethical side of love relationships. In keeping with that development even the name of the school subject has been changed from "sex education" or "sexual instruction" to the much broader "education about living together." Sex was taken out of the title to emphasize the social and affective aspects of sexual relationships and to deemphasize the technical and physical aspects. Swedish sex educators maintain that if young people see that sexual matters are surrounded by silence secrecy shame and fear they will quickly come to believe that there is something wrong with their own feelings about sexuality.

The Information and Attitude Levels of the Educational Psychologists and Special Education Teachers in the Process of Sex Education for the Adolescents with Autism