Crisis In Education Research Articles

Reflecting on a Decolonial educational praxis in South African public schools

The continuing educational crises and the recurrent discourse on educational reform in South Africa foreground critical questions on what constitutes a viable philosophical and pedagogical strategy for the country. This article examines the transformative praxis of a dissident teachers' organisation, the Teachers' League of South Africa (TLSA or the League), and how the development of its distinctive non-racist and non-collaborationist worldview provide meaningful possibilities for present-day educationists seeking a progressive educational alternative. The article draws on decolonial and critical education theories to engage the views of TLSA teachers and non-League education activists. Documentary material on the TLSA and its umbrella body, the Unity Movement, provide key primary sources for the article. In addition, secondary information linked to the broader liberation movement offers valuable insights and perspectives on what could be defined as an alternative educational praxis. Overall, the article examines whether the coexistence of the TLSA's holistic educational outlook and 'egalitarian oriented' counter-consciousness, offers tangible possibilities for exploring an emancipatory decolonial education.

학교 교육의 공공성: 교육과 정치의 관련

The aim of this article is to identify the root cause of the current crisis in school education as the 'loss of publicness' and elucidate its significance. The term 'public' carries diverse connotations in our society, with scholars like Dewey and Habermas attempting to define its method and conditions of acquisition. However, there are limitations to such interpretations. Arendt, a scholar dedicated to restoring the meaning and status of politics in human life, serves as the focal point in this article. In this article, based on Arendt's views, I intend to foster insightful discussions on the concept of publicness. In particular, Chapter 3 delves into Arendt's emphasis on ‘politics as judgment’, drawing from her unique interpretation of Kant's Critique of Judgment power. Existing research on Arendt's notion of the 'public' predominantly centers on 'politics as action,' where publicness becomes the purpose of politics. Yet, in the realm of politics as judgment, publicness assumes the a priori of judgment power and is serves as a fundamental condition of politics. This indicates that publicness constitutes the foundation of human life.

Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics

The complexity of Probability and Statistics Education was intensified by several concerns in the education sector brought by COVID-19 contagion. This study examined the Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics by comparing the content topics and learning competencies with the Kto10 Mathematics Curriculum. This Critical-Qualitative approach of study used curriculum mapping as a method of analysis in the identification of the gaps in the MELCs across the grade level along with lesson continuity and lesson congestion backed up with the experiences and responses of 12-Math teachers (5 Elementary,7 Secondary) who were informants of the study. This investigation found out that the learning competencies in Probability and Statistics of the Kto10 Mathematics Curriculum were reduced (from 89 to 66 learning competencies) across grade level to cope up with the present educational crisis brought by the pandemic. The issuance of Most Essential Learning Competencies (MELCs) arranged in increasing complexity was seen as a good initiative in decongesting the overcrowded Kto10 Mathematics Curriculum. However, gaps were still seen along lesson continuity across grade level particularly in grade 9 (no lesson in Probability and Statistics). This study provides insights among educational authorities and researchers to further explore how the Probability and Statistics are taught across grade level. It uncovers the gaps along lesson continuity and congestion for the need of revision of Philippine Kto10 Mathematics Curriculum.

SUSTAINABLE EDUCATION AND THE CHALLENGES OF THE CONTEMPORARY WORLD

In the last decades, the national and international reality is faced with multiple problems like the limited nature of natural resources, demographic growth, environmental deterioration, proliferation of conflicts between nations, increasing gaps between poor countries and rich countries, etc. Due to their regional and universal dimensions, these aspects constitute a complex phenomenon generically named "the problem of the contemporary world". This concept was introduced by the Club of Rome, founded in 1968 under the leadership of A. Peccei, as an institution that brings together specialists from all over the world concerned with the evolution and the destiny of people globally. Naturally, educational systems must respond to the demands of these realities and the challenges launched by the social space. The specific conservatism of educational systems, however, causes them to lag behind in relation to social demands, which generates a very uncomfortable phenomenon, identified in the education crisis. These causes are diverse and obvious, including currently at the level of education systems. The proposed solutions for solving the world education crisis fall under several directions of socio-pedagogical action.

The Reflections of Earthquakes on Education: Insights From School Managers

Earthquakes are natural disasters that can affect the performance of schools, educators, and student success. In light of the recent earthquakes that occurred in Türkiye on February 6, 2023, efforts by both authorities and researchers are underway to assess the effects of the earthquake on the education, staff, and students. In this regard, the perspectives of school managers who remained in their positions following the earthquakes and diligently fulfilled crucial responsibilities hold significant value. A limited number of studies have narrowly examined past educational crises caused by earthquakes. However, the effects of these earthquakes, labeled by government officials as the disaster of the millennium, on education services in the zone have not been fully clarified. Consequently, the current study concentrates on the educational conditions, practices, and expectations within the earthquake-devastated zone. The study was conducted in Elbistan district of Kahramanmaraş, known to be one of the two epicenters of the earthquake. The methodology of phenomenological design was employed during the investigations. The views of 10 school managers (four principals and six vice principals) were obtained for the purpose of the study. The results unveiled insufficiencies in the educational environment within the earthquake zone, with limited and challenging educational practices prevalent. However, respondents highly appreciated the efforts made. Findings uncovered that the educational services in the earthquake zone were incapacitated due to physical problems and managerial inefficiencies. Participants had significant expectations regarding enhancing physical conditions, receiving psychological support services, and improving staff procedures (such as payments, transfers, and professional development). Based on the results, some recommendations were made for the researchers and authorities.

‘Forgive Us Our Trespasses’: The Critical Role, Responsibility and Rights of Ethics in Confronting the Enlightenment's Pride and Prejudice

While postmodernists have claimed that the failure of the Enlightenment was a failure of philosophical courage, this plenary address explores how its greatest shortcoming actually was its hubris. Paying attention to how Western scholars have centered pride in their elitist purview was their ultimate worldview, this article examines ‘pride’ as the doctrinal dimension of the good life in contemporary Western society and culture. Furthermore, it implores postmodern Christian social ethicists to reform their stewardship to the telos of the field's highest ideals and role, in order to confront the shortcomings of the Enlightenment and help realize its greater capacity for social transformation. Borrowing the Gandhian critique of ‘knowledge without character’, the author surveys how the existential crisis of higher education, the political manipulation of journalism, and the policy practices of politicians, public intellectuals, and pundits operate in addressing post-imperial/postmodern legacies have legitimated implicit biases and dehumanizing projects that pass off stereotypes as scholarship and hate as hermeneutics.

Divine Pedagogy in the Face of Educational Crisis. On the Approach of Joseph Ratzinger/Benedict XVI

Joseph Ratzinger – Benedict XVI, one of the greatest thinkers of mankind and the greatest Pope-theologian in the history of the modern Church, has devoted much attention to a critical analysis of the spirit of the age and the spiritual condition of modern people, living as if God did not exist. The Pope’s diagnosis is unequivocal and utterly pessimistic. He writes openly about the spiritual void, the drama of the times and even the tunnel in which humanity has found itself. At the core of this condition, according to Benedict XVI, there are two postmodern phenomena: relativism and secularism, leading people, above all young people, into spiritual regress and deformation. In the face of these threats and their disastrous consequences, the Pope from Germany proposes that the spiritual development of young people become the most urgent challenge and priority task to be carried out jointly by all the different groups of educators: parents, teachers, pedagogues, catechists, and the clergy. Of the many tasks and remedies needed to achieve success, which Benedict XVI outlined for educators in his speeches and writings, three aspects are particularly fundamental: personalism, theo- and Christocentrism, and integrity and reference to conscience. The perception of a young person as a subject through his or her ontological relationship with the living God revealed in Jesus Christ and the formation of a conscience, through which a young person may take responsibility for himself or herself and co-responsibility for others, guarantee authentic education and can restore hope to contemporary people and the world.

The Crises in Post-War Education in Cluj

"This article aims to analyse the education system in the city of Cluj during the post-war period, after World War 2, with a close focus on the period of time between 1944 and 1948. It's a period characterized by a series of successive crises resulting from political decisions. These decisions affected all levels of education, all ethnic and religious groups in the region, as well as the political opponents to the newly established communist regime of the Romanian Communist Party, primarily represented by these three political parties: the National Peasants' Party, the National Liberal Party, and the Socialist Party. Throughout the research into education within this time period, a combination of methods were used, including historical, comparative and statistical methods, and the sources used refer to both official and unofficial archived documents, contemporary press, and edited documents. Keywords: crises, communism, education, Cluj, democratization, reform"

Actualization of Contemporary Islamic Education Concepts: A Study of the Thoughts of Sayyid Naquib Al-Attas and Buya Hamka

The crisis of Islamic education, along with other pressing issues, has long been apparent within the Islamic world. According to Al-Faruqi, the education sector is suspected to be experiencing the worst crisis. This should not happen because the spirit of renewal in Islam should not only touch upon political, military, and economic aspects but should also be more focused on education. This type of research is a literature review, utilizing a factual-historical approach concerning prominent figures. Through several efforts, this research concludes that what has been formulated by Al-Attas and Hamka, particularly regarding education, is their intellectual jihad to realize an ideal Islamic education system. This system is based on moral, spiritual, and religious values. The orientation and values of Islamic education fundamentally lie in the harmony and balance of the complete individual, encompassing both the physical and spiritual aspects of human beings. Similarly, when viewed in terms of the human function as the servant of Allah ('abd Allah), symbolizing the vertical dimension, and as the vicegerent on earth (khalifah fi al-ard), symbolizing the horizontal dimension.

What Does Masculinity Mean?

Abstract In Germany, there has been an ongoing discussion about the boys’ crisis in education, which is linked to the call for more masculinity through male role models so as to positively influence boys. In this article, I explore the conceptions of masculinity of young people in Germany and elaborate on the influence of education and educational institutions on notions of masculinity. To do this, I focus on two in-depth case studies, a boy and a girl who are both aged 16, which I analyze using the documentary method. The cases show that education is to be understood as a gender regime that takes an active part in the production of a binary masculinity. At the same time, they also show that education has the potential to transform masculinity.

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Despite several interventions put in place to alleviate the reading crisis in South African education, many teachers still experience challenges in teaching reading comprehension. The situation is even more dire with regards to teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. Very few studies have been conducted to investigate the pedagogical strategies in teaching inclusive reading in the intermediate phase (IP) isiZulu classrooms. This study aims to investigate the pedagogical challenges faced by IP isiZulu teachers who are teaching reading comprehension skills to at-risk readers in the mainstream schools of uMkhanyakude district, in the Northern part of KwaZulu-Natal province. This qualitative study is guided by the Word Learning Theory which posits that reading instruction should enhance learners’ knowledge of the alphabet and high-frequency words. Data were collected through non-participant classroom observations and interviews with 10 IP isiZulu teachers based in uMkhanyakude district. The qualitative data were analysed by the researcher through coded thematic analysis. The units of analysis in this study are IP teachers’ pedagogic strategies in teaching inclusive reading. The findings indicate that IP isiZulu teachers struggle to organise meaningful and cohesive reading strategies. Strategies employed are not structured to address specific reading challenges and consequently at-risk readers in mainstream schools remain inadequately catered for. This study will contribute to the body of knowledge related to the pedagogical strategies best suited for developing inclusive reading.

Theologians Minor: Embracing Our Vocation with Humility

Amid multiple crises in our world, academic theology is facing a crisis in Catholic higher education, leading to a smaller place for theology and religious studies in increasingly precarious Catholic institutions. Rather than succumbing to despair or continuing in denial, this address encourages theologians to embrace the virtue of humility and the smallness of the vocation of the theologian in the midst of this turmoil. As “theologians minor” we are called to embrace our own smallness and our own importance in the church and the world, and to build communities closer to the margins of our church and world to which we provide a vital witness.

PSYCHOSOCIAL CAPABILITY OF PUBLIC SECONDARY MUSIC, ARTS, PHYSICAL EDUCATIONAND HEALTHTEACHERS TOWARDS THE DEVELOPMENT OF MINDFULNESS-BASED INTERVENTION

This study intended to determine the psychosocial capability of public MAPEH teachers as the basis for the development of mindfulness-based intervention. At this time, high rates resulted in a significant percentage of low psychosocial capability concerning teachers in the field amidst the new normal. A total of 209 respondents agreed to participate in this research. Results show that generally, MAPEH teacher respondents have exhibited a low adaptive and coping capability based on their self-assessment.It is also recognized that the profile of the MAPEH respondents and their assessment of the level of psychosocial capability was substantially different, which dismissed the null hypothesis of no significant difference. This study utilized the descriptive-comparative method.Structured interviews were conducted with 20groups and their immediate superior.The research analysis concludedthat the informants assertive and retiring psychosocial capability due to factors including demands at work, age, field of specialization, school size, and other characteristics affect this symptomatology, skills and performance gaps as faced by teachers fully depend on their respective contexts, which were sub-coded. 12 out of 20 informants have no school-based psychosocial programstohelp them thrive amidst the educational crisis supporting the survey conducted to the teacher-respondents. In addition, incorporating evidence from reviews and personal correspondence, this study demonstrates that their circumstances led them to suggest appropriate strategies in dealing with psychosocial concerns i.e., exposure to mindfulness-based training, capacity-building, attention training, and emotional support. Eventually, informants also expressed their visions and profound desires to look forward with a positive goal in mind and by being guided by mindfulness-based interventions.

Household Financial Planning Education In Duyu Urban Village, Palu City

Poor financial management can create chaos in the financial life of an individual or household. Excessive debt, financial crisis, mental stress, and limited investment in education and health are possible outcomes. The inability to achieve financial goals is a serious consequence. Therefore, wise financial management practices are essential to maintain financial stability and well-being in the long run. This activity aims to provide socialization and education in household financial management. The activity was carried out in Duyu's residence with 50 participants. The method used was a form of presentation and discussion with participants. The output of the activity is increasing community understanding of household financial management that can be implemented in realizing smart and effective households.

Augmented Reality Facilitates Students' Learning in Pandemic Times of Crisis in Higher Education

Teaching and learning activities swiftly transitioned to remote modes as an urgent response to the situation crisis, of the COVID-19 pandemic. The reliance on advanced technology to facilitate teaching and learning has become increasingly vital, making it important to understand the perspectives of academic staff regarding Augmented Reality (AR) as one of the advanced technologies that could address these needs. This paper aims to explore the viewpoints of academic staff regarding the use of AR facilities in higher education. To achieve this goal, a quantitative research approach was employed. The research methodology involved administering a questionnaire to gather responses from academic staff experiencing health restrictions due to the ongoing pandemic. The questionnaire used in this study was the Instructional Survey, a research tool specifically designed to elicit insights into the perspectives and opinions of academic professionals. the questionnaire was distributed to academic staff members across various faculties at five universities in Saudi Arabia, the response was from 851 academic staff. The study's findings show a consensus among academic staff members, indicating that they agree on the potential of AR to enhance teaching and learning activities. This alignment of perspectives underscores the significance of AR in the context of higher education. his research provides valuable insights into the perspectives of academic staff during a time of crisis and their recognition of AR as a valuable tool for teaching and learning. Additionally, the study identifies areas of interest for future research, suggesting potential avenues for further exploration and investigation

A Conjunctural Mapping of People’s Park

Following calls to spatialize conjunctures, this article proposes and practices conjunctural mapping through a case study of the ongoing struggle at People’s Park in Berkeley, California. Although the method of conjunctural analysis enables and requires an investigation into the multiple forces at work in the production of hegemony, such analyses tend to focus on cultural, economic, political, and social (or horizontal) dimensions of winning or contesting consent, without necessarily locating the formations of these expressions at different (vertical) scales. What is the role of the geographical in producing and countering hegemony, and how do we consider questions of scale in a conjunctural analysis? We offer an example through a conjunctural mapping of People’s Park, where the University of California, Berkeley, and park defenders address pressures and seize opportunities at the scales of the subject, city, and state to respectively redevelop or protect the park. Mapping their multiple geographies reveals how the neoliberal crisis (in higher education, affordable housing, and public space) takes place and requires work at each scale in the struggle for hegemonic settlement. Spiraling outward and upward, cases like People’s Park show that conjunctures are best analyzed through consideration of local complexities and scale articulations.

Prominent discourses in South African education from the perspective of community psychology: Challenges and opportunities for youth liberation and well-being

Community psychology takes an explicitly political stance by identifying where power lies and how it is exercised in ways that maintain privilege and discrimination against particular groups. From this perspective, we consider the challenges facing school education in South Africa today. Education is positioned as an important site for the liberation and well-being of our country's majority. However, the state of education is marked by persistent inequalities. From a Foucauldian perspective, this paper presents a meta-synthesis of school education literature and identifies prominent discourses circulating around the country's basic education sector: the discourses of democracy, human rights, and good governance; rights; development; scarce skills; the crisis in education; and privatisation are discussed. We consider the role of these discourses in the wider social processes of legitimation and power in education, and subjective implications for youth. We note the various ways in which discourses responsibilise youth and surrounding stakeholders, and how others position them as resources for the neoliberal capitalist economy. We argue for the role of counter-discourses and a collective emancipatory perspective to advance transformational educational change and embrace opportunities in the future.

Applications of convolutional neural networks in education: A systematic literature review

Applying artificial intelligence in education is relevant to addressing the current educational crises. Many available solutions apply Convolutional Neural Networks (CNNs) to help improve educational outcomes. Therefore, a series of works have been developed integrating techniques in different educational contexts, for instance, in online teaching practices. Given the various studies and the relevance of CNNs for educational applications, this paper presents a systematic literature review to discuss the state-of-the-art. We reviewed 133 papers from the IEEE Xplore, ACM Digital Library, and Scopus databases. Based on our revision, we discuss characteristics of studies such as publication venues, educational context, datasets, types of CNNs models, and performance of models. We evidence that the literature regarding CNNs still misses more studies discussing educational problems faced by Global South students, considering both teaching and learning perspectives. Such a population cannot be neglected during experiments due to specific educational weaknesses (for example, basic skills) demanding personalized solutions.

Announced crises, forgotten crises

Our world is a world of crises, in a disconcerting variety and manifestations: announced, reported, advertised, analysed, silent, but also, forgotten and ignored. The paper’s argument is that there are definitely many more crises than solutions as the climate of uncertainty in Europe and in the entire world is not beneficial for the solutioning of crises. The water crisis is announced, but recurrent and tends to be forgotten. The educational crisis is silent, as is the ecological one, for the most part. Crisis is a current reality, aggravated by the ever-greater expectations from the people. The deficit of attention in terms of finding solutions, agreeing on solutions and implementing solutions goes hand in hand with people’s impatience with politics and paradoxical support for populism. Other crises, such as familial violence, marginality and even the loneliness crisis identified since 2019 seem pale in front of war, famine, disease and hurricanes. However, they are all seriously affecting our peers and diminish everyone as a true human being – the ones in suffering and the others, turning a blind eye.

School, Family, and Community Dynamics: Challenges and Opportunities from Pandemic to Post-Pandemic

Two consecutive years have passed since educational institutions globally were closed due to the Covid-19 pandemic. In the first quarter of 2020, classes at all levels in the Philippines were suspended, and alternative means of completing the respective school year have been very challenging. Implementing Modular Distance Learning (MDL) was the best option for the Department of Education to continue learning. This phenomenological research described the school, family, and community dynamics, the challenges experienced, and the opportunities encountered in transitioning to face-to-face classes in Bislig City Division. The researcher used an interview guide to gather the responses from individual interviews and focus group discussions. Word cloud applications for the categorization of themes were also used. Findings showed that the COVID-19 pandemic has snatched the students' significant mental, emotional, and physical health; challenges of infection, adjustment to the new normal, and learning gaps brought about by the distance learning modality were related. However, assurance of students’ holistic preparedness and support to school were the major themes that emerged. Thus, the role of family, school, and community were interconnected and deemed essential in promoting better learning outcomes. Opportunities were also evident amidst the educational crisis. Its advantages were strong collaboration among stakeholders, promotion of economic activities, and a safe learning environment.