Freedom Of Education Research Articles

Review of Love’s We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

Review of Love’s We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

An Antiracist Framework for Evidence-Informed School Counseling Practice

School counselors are charged with creating comprehensive school counseling programs that recognize and affirm the wholeness and humanness of students, families, and their communities (Holcomb-McCoy, C., Mayes, R. D., Cheatham, C., Sharp, S., and Savitz-Romer, M. (2020). Antiracist school counseling: A call to action [webinar]. Center for Postsecondary Readiness and Success, American University. https://www.youtube.com/watch?v=JEjNaB2L3Vc ). However, despite our best efforts, many school environments operate in ways that harm BIPOC students (Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press). School counselors are uniquely positioned to be leaders in antiracist efforts and can influence a shift in school culture by using evidence-based practices across academic, career, and social/emotional domains. This conceptual article has four primary goals: (a) provide a working definition of antiracist school counseling; (b) outline key components of developing a critical consciousness as a foundation to antiracist school counseling practice; (c) describe a framework for engaging in evidence-informed, antiracist practice as a part of MTSS to support strategies that interrupt and dismantle harmful school policies/practices across all domains of service; and (d) provide recommendations for school counselors and school counselor educators who are committing to antiracist practice.

Dilemmas of Religious Education, Freedom of Religion and Education in Cyprus

The boundaries between secularism, democracy, pluralism, and religious diversity cannot easily be demarcated. Bringing democratic and secular values together with religious pluralism, accommodating different religious communities, and acknowledging individual rights is a great challenge for many societies. In parallel, religious education (RE) in state schools has been a controversial and unresolved issue. On both sides of Cyprus, RE is organized in a mono-confessional way: while the Christian Orthodox content of RE is linked with Greek national identity in the Greek Cypriot South, Sunni Islamic RE is linked with the Turkish national identity in the Turkish Cypriot North. On both sides of the island, the compulsory and mono-confessional characters of RE, as well as the national curricula and textbooks that are used, are a source of conflict. Within this context, this article explores the way RE (Orthodox Christian, Sunni Islamic) is organized in Cyprus and to what extent this may lead to an infringement of the freedom of religion and freedom of education.

MEMAHAMI PEMIKIRAN ABDURRAHMAN WAHID (Pendidikan Menjadi Sumber Kebebasan Manusia)

Human freedom is Gus Dur's fundamental thinking in giving a broad appreciation of all things, both in human life and in paying attention to the well-being of each individual, man is the only being who has the highest perfection of circumstances in every creation of God. To become a full human being, man must provide enough wiggle room for himself outside and within himself According to Gus Dur Human freedom is not unlimited freedom.
 But the human freedom that Gus Dur refers to is nothing but freedom that is limited by other human freedoms. Freedom can also be defined as self-determination, the ability to choose and the opportunity to fulfill or obtain that choice. In everyone's life, freedom is an essential element.
 Freedom in Islamic education makes humans learn about events that occur in themselves, Liberation-based Islamic education is a mirror of human independence. Education seeks to provide assistance to free people in objective lives from oppression that strangles them. Therefore Islamic education has an important role to provide relief assistance to students. Islamic education is a process of forming individuals not only in the field of theology, but also in the social, economic and educational fields.
 Keywords: Education, Human Freedom

Becoming an internally displaced person in Australia: state border closures during the COVID-19 pandemic and the role of international law on internal displacement

ABSTRACT In response to COVID-19, Australian state and territories have, at various times, restricted entry to returning residents. Consequently, many people have been unable to return to their homes, some for significant periods. While there have been discussions of the human rights implications of COVID-19 international travel bans and lockdowns, there has been little consideration of the application of international human rights law to those stranded by internal border closures. In this paper, we contend that these ‘stranded’ people are internally displaced persons (‘IDPs’) within the meaning of international law and examine how international law on internal displacement can inform domestic human rights law and processes. In doing so, this paper contributes to scarce scholarship on IDPs in higher-income nation-states and internal displacement associated with pandemics. We argue that while internal border closures were implemented to reduce the spread of COVID-19, the nature of the restrictions and the manner in which they were implemented were a disproportionate interference with rights to freedom of movement, family unity, education, healthcare and culture. Our analysis has lessons for responses to disaster displacement (a phenomenon likely to increase with acceleration of climate change), future pandemics and central themes in international scholarship on IDP protection.

PERSPECTIVE OF EDUCATIONAL AND SOCIAL CHANGES: EDUCATIONAL FREEDOM

The article represents an attempt to interpret the concept of freedom of education in the midst of discussions about the value and manifestations of freedom and democracy. It has been proven that nurturing freedom is, in a certain way, an element of nurturing democracy, and the role of education as a leading factor in the formation of relations between freedom and coercion has been analyzed. Freedom of education is both a purpose and a means of caring for the longevity and quality of a democratic society. Two concepts of freedom («freedom from», negative freedom, and «freedom for», positive freedom) have been considered from the point of view of the philosophical and psychological dimension. The article presents a kind of illustration for the phenomena that accompany the educational and social changes taking place in the Polish reality today. Their negative manifestations include a hidden educational program without self-dependence, independence of thought and critical thinking; development and approval of official educational plans and programs; «tyranny of the majority» and non-observance of the rights of the minority; ideologization of education and science. The signaled phenomena of controlled freedom, elitist or fictitious freedom, provided to themselves, devoid of critical reflection and awareness of their consequences, can significantly reduce the quality of education, and therefore weaken the entire educational system and the level of a democratic society. It has been concluded that the pace of real democratic change in education lags behind social and cultural change; despite the expansion of the educational space and the scope of available information, certain tendencies towards educational and ideological subjection continue to persist in Poland.

THE FACE OF EDUCATIONAL FREEDOM IN THE PERSPECTIVE OF EDUCATIONAL AND SOCIAL CHANGES. BETWEEN LAWLESSNESS AND SUBJECTION

The article represents an attempt to interpret the concept of freedom of education in the midst of discussions about the value and manifestations of freedom and democracy. It has been proven that nurturing freedom is, in a certain way, an element of nurturing democracy, and the role of education as a leading factor in the formation of relations between freedom and coercion has been analyzed. Freedom of education is both a purpose and a means of caring for the longevity and quality of a democratic society. Two concepts of freedom («freedom from», negative freedom, and «freedom for», positive freedom) have been considered from the point of view of the philosophical and psychological dimension. The article presents a kind of illustration for the phenomena that accompany the educational and social changes taking place in the Polish reality today. Their negative manifestations include a hidden educational program without self-dependence, independence of thought and critical thinking; development and approval of official educational plans and programs; «tyranny of the majority» and non-observance of the rights of the minority; ideologization of education and science. The signalled phenomena of controlled freedom, elitist or fictitious freedom, provided to themselves, devoid of critical reflection and awareness of their consequences, can significantly reduce the quality of education, and therefore weaken the entire educational system and the level of a democratic society. It has been concluded that the pace of real democratic change in education lags behind social and cultural change; despite the expansion of the educational space and the scope of available information, certain tendencies towards educational and ideological subjection continue to persist in Poland.

Educational Change Case Study: from the Educational Leadership Perspective to Solve the Problem of Shandong Province's College Entrance Examination Policy

The college entrance examination is one of the important selection methods for students to enter higher education institutions in China. Some provinces have the power to independently decide the provincial college entrance examination policy. Shandong Province implements the policy of independently formulating provincial college entrance examination questions. In the process of implementing the distributed college entrance examination policy, educational freedom in different regions has been achieved, but there are also some problems in terms of educational leadership. Based on the experience of a high school in Shandong Province, this article evaluates the college entrance examination policy from the perspective of education administrators, mainly from the aspects of distributed leadership, the transition from government to governance, and global panopticism with leadership discourse. While giving some feasible suggestions from teachers and exam subjects, it also found that there are corresponding specific challenges. Through the active cooperation of the government, schools and individuals, realize the vision that the college entrance examination policy can promote the all-round development of students.

Swobodna zabawa w przedszkolu - ku edukacyjnej wolności

<b>Cel.</b> Celem artykułu jest ukazanie nieustrukturyzowanej, swobodnej zabawy jako naturalnej aktywności dzieci oraz warunku ich holistycznego rozwoju. <b>Metody.</b> Autorka dokonuje przeglądu teoretycznego na podstawie literatury przedmiotu. <b>Wyniki.</b> Rodzice i nauczyciele jako animatorzy dziecięcej zabawy ograniczają najmłodszym perspektywę rozwoju emocjonalnego, społecznego i fizycznego w naturalnych warunkach socjalizacji, czyli w grupie rówieśniczej. Podczas swobodnej zabawy dzieci zdobywają kompetencje niezbędne do podejmowania przyszłych ról, radzenia sobie w sytuacjach konfliktowych, zmagania się z problemami, budowania relacji i odkrywania innowacyjnych rozwiązań. <b>Wnioski.</b> Pomimo świadomości potrzeb rozwojowych dzieci i korzyści płynących z respektowania prawa do (swobodnej) zabawy, pozostawienie dzieciom wolności w decydowaniu o sposobach zagospodarowania czasu może być dla nauczycieli przedszkoli oraz rodziców dużym wyzwaniem, natomiast realizacja podejścia pedagogicznego, nasyconego zaufaniem do dzieci, respektowaniem ich autonomii i samorządności – barierą, której nie zdołają przekroczyć.

Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity between denominational schools as well as to the diversity within these schools, with a particular focus on their school identity and their policy concerning Religious Education (RE). In addition, attention will be given to the organisation of RE classes in governmental schools, which is also considered a means to guarantee the passive freedom of education. Our analysis brings us to the conclusion that, in spite of a similar legal and financial framework, the Dutch constellation is currently best able to guarantee passive freedom of education for all in today’s secularised, pluralistic context.

Horizon of Expectation on Popular Lyrical Poetry: Jauss’s Reader Response Perspective

Humans have various opinions in commenting on a literary work. This diversity of opinions will eventually participate in developing research in the literary world. Lyrics are a medium for an author to convey the message he wants to convey in a more free and elegant form. This study aims to describe the reader's perception of the messages and values contained in the lyrics of Rebel's Girl from Bikini Kill, Beyonce from Partition, and God Is a Woman from Ariana Grande. This study uses Jauss' theory of the Harapan Horizon where the role of the reader is the main key in conducting an investigation of a literary work. This research is a qualitative descriptive literature research using a questionnaire distributed to readers who are used as respondents. Respondents were selected randomly with the aim of knowing the differences in opinion of each respondent in responding to a literary work. The conclusion of this study is that the various opinions obtained are influenced by the diversity of backgrounds of the respondents such as differences in gender, age, level of education and experience. In addition, there are messages obtained by readers through the lyrics, namely; freedom of speech, feminism, inner beauty, and sex education.

We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

Kompetencje do/dla przywództwa edukacyjnego

Professional qualifications are classified legally and are the same cross the professional spectrum. What factor determines teachers’ didactic, educational and professional aspirations and self-evaluation? Who/what determines that the teacher becomes an (anti)authority for his/her students, can instill their passion for learning or discourage them? When are a teacher’s education and qualifications of less importance than his/her competences? There are teachers for whom work is only an obligation, a duty towards the school, and education is the obligation of a student. They are teachers working with children only because it is their legal duty. But there are also teachers who teach students how to learn, instilling in them educational freedom. These are guide-teachers who reveal their students’ horizons, teaching them to choose a new knowledge that is supposed to give them satisfaction, emotional joy and practical benefits.

Free Your Mind and Your Practice Will Follow: Exploring Hip-Hop Habits of Mind as a Practice of Educational Freedom

In this article, I critically dissect hip-hop habits of mind as a professional way of thinking, being, and doing (knowing, speaking and behaving) and explain how these habits hold critical literacy and cultural literacy benefits for students and educators. The goal of this project was to identify and name hip-hop habits of mind and to explore how educators view them as professionally life-giving practices. In exploring the nature of hip-hop culture, themes such as freedom of thought, flexibility, truth-telling, creativity, authenticity, confidence, braggadocio, uninhibited voice, unrestricted movement, community, honor, integrity, and cultural efficacy were discussed and organized as the Hip-Hop Mindset framework. This framework consists of the habits, values, and practices that promote cultural efficacy and critical social action within hip-hop culture.

UNIVERSITY: GENESIS AND TRANSFORMATION OF IDEA

The article is devoted to the birth and transformation of the Idea of the University as an institutional form within the German spiritual culture of the 19th – 20th centuries. The author traces the history of the Idea of the University from the works of I. Kant (through the prism of his idea of the Enlightenment), then in the works of W. von Humboldt, the attempt to revive the Idea in the works of K. Jaspers, and the death of the idea during Nazism on the example of the “Heidegger case” The article specifically examines the basic principles of the University of W. von Humboldt – academic freedom and unity of science and education. The latter is considered not in a narrow academic sense, but in the classical – the formation of a person's image, chasing his appearance. W. von Humboldt assumed the unity of three universes: the universe of man, the universe of knowledge and the university as an institution that creates conditions for “solitude and freedom”. Further, the author shows the transformation of the university in the modern world in connection with the change in the time vector, the reorientation of the educational paradigm from the past to the future and the search, in this connection, of a new identity for universities. Despite the actual death of the classical idea of the University of W. von Humboldt, the author shows that this idea can be revived in a new model of an entrepreneurial university, which also contains the basic principle of W. von Humboldt, which presupposes a constant scientific search and the formation of a person for whom personal development remains a value.

RETHINKING HIGHER EDUCATION AFTER THE SARS-COV-2 PANDEMIC

The purpose of this article is to make known the current problems posed by higher education derived - now - from the Covid-19 pandemic, the same epidemic that came to disrupt the world and that, to date, in Mexico, as well as in other countries it is not possible to define what the course of this educational level will be. Therefore, it is intended to contribute to its improvement by advocating for educational freedom, flexibility and restructuring of universities so that it reaches all students and gives them the opportunity to complete their studies, without leaving anyone out.

Thriving, Not Surviving in Education

This book review explores We Want to Do More than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina L. Love, and highlights how withholding Black history forces students of color to merely aim for survival in a white-dominated education system.

The right to educational academic freedom in the context of modern pandemic threats

The article focuses on human rights violations during the current pandemic of 2020. The COVID-19 pandemic has demonstrated a number of significant threats, including the right to education and the right to academic freedom of education at both the primary and higher professional levels. Discrimination in this area should be considered a primary shortcoming. In particular, this is due to problems in terms of content, method and fair assessment of the task, and the very real danger that some subjects of the educational process will be disadvantaged due to certain background, indirect phenomena.
 It is stated that after the COVID-19 pandemic, public authorities will have a new function, namely to be responsible for ensuring the right to education by encouraging schools and institutions to adapt their teaching and learning to new circumstances, supporting them in this matter and developing a framework to support educational services in areas particularly affected by the economic and social pandemic.
 It has been proved that tolerance of ambiguity, autonomous learning skills and analytical and critical thinking are some of the competencies in the model that can help students adapt to the uncertainties of current and future crises constructively and innovatively, avoiding pitfalls and radicalization, leading to violence or authoritarianism.
 Unused opportunities also play an important role. The information society on children's digital lives over the last decade has focused primarily on their safety and security in the digital environment, rather than to expand their capabilities through education or the acquisition of competencies for active participation in the digital society.

How Do Saudi Young Women Express their Aspirations on Social Media Platforms? A Survey Research

The study examines how Saudi young women express their aspirations through social media networks such as Snapchat, Instagram and Twitter. It focuses on four areas of interests: 1- Gender equality which includes Saudi young women’s views on equality in job opportunities and employment in government and private sectors; 2- Freedom which includes freedom of lifestyle, traveling and education; 3- Independence which includes identity and the sense of individualism; and 4- Discussion of public issues which includes the right to vote and discuss public issues in society. The survey involves high school and university young women selected randomly and purposively in four cities in Saudi Arabia. The survey results show that that young Saudi women favor social media as a means of expressing their concerns on the four issues under study.

Abolishing Disciplines, Blurring Boundaries: A Review of Bettina Love’s We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (2019)

Abolishing Disciplines, Blurring Boundaries: A Review of Bettina Love’s We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (2019)