Conceptual Framework For Education Research Articles

Racial gaslighting as affective injustice: a conceptual framework for education

ABSTRACT In this theoretical paper, I bring together work on structural, racial, and affective gaslighting to turn attention to ‘affective injustice’ as a distinct kind of injustice suffered by victims of racial gaslighting in educational settings. Under this conceptual framework, it is possible to explore how education spaces facilitate racial gaslighting as a form of affective injustice – from the intentional prejudices of individuals (students and educators) to the unconscious biases and insidious norms that allow the production of racialized practices and pathologize students and educators of color for their resistance against white supremacy. I argue that a social and political theory of racial gaslighting in education offers an opportunity to identify and analyze how gaslighting mobilizes racialized stereotypes and structural inequalities to perpetuate affective injustice against marginalized educators and students. The paper concludes with a discussion of the theoretical and pedagogical implications of examining racial gaslighting in education.

Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands

Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands

Social Emotional Learning for Social Emotional Justice: A Conceptual Framework for Education in the Midst of Pandemics

US education is situated not only in the midst of the novel coronavirus pandemic but also in longstanding “pandemics” of oppression, including but not limited to systemic racism. In this paper, the authors critique the oppressive aspects of traditional SEL and introduce the concept of Social Emotional Learning for Social Emotional Justice (SEL-SEJ). An emergent concept for re-imagining SEL, SEL-SEJ is explicitly oriented toward social justice. Drawing on a decolonial understanding of “resilience,” SEL-SEJ builds from principles of reciprocity and relationships. SEL-SEJ can help educators support students, communities support educators, and school systems support communities.

Al-Kindi on education: Curriculum theorizing and the intercultural Minhaj

This article presents Al-Kindi as the first Arab intercultural curriculum theorizer, rather than the first Arab philosopher as is often argued. He envisioned an intercultural and interdisciplinary curriculum within the Arabic intellectual tradition. This article proposes Al-Kindism as a conceptual framework for education that revisits interdisciplinary and intercultural possibilities geared toward conflict resolution and synthesis. It also explores how Al-Kindi was arguably the first in the Arabic intellectual tradition to initiate a move from Majlis to Minhaj, that is from Masjid learning practices centered on theological studies to schooling. In other words, in the absence of actual schooling, his educational vision offered a possibility of a conceptualized curriculum to be taught. Al-Kindi’s scholarly eagerness was driven not necessarily by, as generally perceived, the desire to promote philosophy, but more importantly, by the need to develop an intellectually responsive educational tradition to accommodate emerging intercultural encounters. He believed that the acquisition of true knowledge could only be achieved through intercultural competence and that such competence would eliminate the tension between Greek thought and Islamic culture. Thus, as a curriculum theorizer, Al-Kindi initiated a Minhaj marked by indebtedness to intercultural encounters, by a shift away from Majlis, and by the implementation of interdisciplinarity.

The Functional Transitions Model: Maximizing Ability in the Context of Progressive Disability Associated with Alzheimer's Disease

The Functional Transitions Model (FTM) integrates the theoretical notions of progressive functional decline associated with Alzheimer's disease (AD), excess disability, and transitions occurring intermittently along the trajectory of functional decline. Application of the Functional Transitions Model to clinical practice encompasses the paradox of attempting to minimize excess disability while anticipating the progressive functional decline associated with AD. It is suggested that times of functional transition are times of decision making and opportunities for interdisciplinary collaboration to identify and minimize excess disability, for revision of goals and expectations, and for provision of support to patients and caregivers. The model also is applicable as a conceptual framework for education and research.

Cognitive Teaching Methods for Special Education: Development of Approaches for Intervention and Assessment in Germany

Abstract FOLLOWING a short introduction to historical aspects of the development of cognitive teaching methods, four current areas of research are described: cognitive behaviour modification with a focus on problem solving and metacognitive abilities, comprising the methods of cognitive modelling and self‐instruction; intelligence training based on the theoretical propositions of inductive thinking; attempts at applying Piagetian concepts as a conceptual framework for education and training; dynamic testing, focussing on modifiability of performance and thus bridging the gap between diagnostic assessment and education. Basic theoretical assumptions, methods and applications are separately discussed for each of these fields. Empirical data are presented for evaluation of their level of development Summarizing the results, it seems, that promising effects of training and fruitful application of diagnostic procedures can be obtained; however, implementation of the respective methods in special education settings does not show great progress. It is, thus, concluded that research on implementation is indispensable.

The Social Sciences: Conceptual Framework for Education

In one sense, this discussion of some meanings that the articles in this symposium may have for educators is gratuitous. Meaning is a personal thing, and no person can tell another what the meaning of any fact, opinion, or experience ultimately is. Certainly, it is not our intention to attempt to tell our readers what they should understand, or get out of, the preceding statements. On the other hand, it is perfectly legitimate for persons, speaking for themselves, to try to communicate to others what is important and significant to them in their experience. We wish to try to do this here, for the study of the papers in this symposium has been for us an important and significant experience. We think that the materials presented here by eight first-rate social scientists may have far-reaching implications for the way we view, and therefore participate in, the educational enterprise. Quite apart from the intellectual excitement generated by the individual papers, the sense of tremendous potential implication and influence is increased by the fact that our authors from eight different disciplines are here speaking a common language. Despite variations in points of view, they complement one another, and, to a high degree, they work from the same core of germinal ideas about the nature of man and society. And these seem to us to be the ideas that we educators will find most useful for our own understanding of education as an institution and as a process. Moreover, it seems to