Education Movement Research Articles

Changes in Physical Education Policy in Vietname Universities

After 10 years of implementing "Vietnam Sports and Sports Development Strategy to 2020" according to Decision No. 2198/QD-TTg dated December 3, 2010, of the Prime Minister, physical education and physical education movement Quality in schools has made great and widespread development, creating a strong spillover effect and attracting a large number of students to participate. The team of teachers and administrators of physical education and sports schools has been strengthened in quantity, and the professional quality has been partly improved. This study highlights the problems posed in the physical education policy in Vietnamese universities, thereby making some recommendations to improve this policy in the future.

Undergraduate student nurses’ views of online learning

BackgroundThe COVID-19 pandemic and resultant public health restrictions saw the mass movement of higher education to online, remote delivery. There was wide variation in how this was implemented, and for many undergraduate programs, this was the first time teaching was conducted remotely. The aim of this study was to explore undergraduate student nurses’ views of online learning. MethodsReflexive thematic analysis was used to analyse focus group data from undergraduate nursing students. FindingsTwo central themes described student preferences for learning environments and challenges associated with asynchronous learning. Participants reported a preference for face-to-face learning. Suggestions for optimising remote learning include an emphasis on synchronous live sessions rather than asynchronous learning, incentivised learning, and a focus on ongoing formative informal assessment to maintain engagement. Specific challenges related to poor retention, difficulty remaining motivated, and maintaining focus on content and learning outcomes. ConclusionAs more opportunities arise to engage with online pedagogies for undergraduate nursing students, educators need to ensure their approaches are evidence-based and learner-centric.

Capacity-related factors associated with computer science access and participation in Georgia public high schools

States across the United States are enacting policies aimed at increasing computer science (CS) courses and content in K–12 schools. We explore the relationship between such policy with the capacity of high schools to teach CS courses and student access to and participation in CS courses. To do this, we focus on Georgia, a state that has had a robust CS education movement over the past two decades. This paper investigates two research questions: 1) What factors at the school or district level are related to whether a high school teaches CS in Georgia? 2) What factors are related to CS enrollment rates in Georgia high schools? We examine these questions within the context of national and state policy factors that increase capacity of schools to teach CS. We describe the results of correlation and regression analyses of publicly available data for each school and district from 2016 and school CS enrollment from 2012 to 2016 in answering these questions. Results indicate that the odds of a school offering CS in 2016 were greatest for schools that taught CS the prior year, although median income and school size were also significant factors when prior CS was not considered. For CS enrollment, the model that included prior CS enrollment rates explained the most variance, although school size, median income, and the percentage of students who identify as Asian were also significant when prior CS enrollment was not included in the model. CS-specific policy has the potential to mitigate the effects of school size and income by offering capacity supports to schools that do not currently offer CS and can contribute to the sustainability and growth of CS offerings. These results have implications for policy efforts beyond the state of Georgia and provide direction for future research examining the causes of sustained CS offerings and enrollment patterns.

Teaching Moral Sex: A History of Religion and Sex Education in the United States by Kristy L. Slominski

Reviewed by: Teaching Moral Sex: A History of Religion and Sex Education in the United States by Kristy L. Slominski Courtney Ann Irby Kristy L. Slominski, Teaching Moral Sex: A History of Religion and Sex Education in the United States (New York: Oxford University Press, 2021) Motivated by a desire to complicate the standard narrative that positions sex versus religion, scholars in recent years have tried to illustrate that religious groups are not inherently sex negative. This binary thinking has been challenged by efforts to showcase the discursive shift in purity culture that presents sex as “great” and a “gift” as long as it occurs within heterosexual marriage. Yet the loudest voices continue to represent “religion” as a reactionary position. As Kristy Slominski’s Teaching Moral Sex: A History of Religion and Sex Education in the United States beautifully documents, long before conservative Protestants began to wage battles against sex, liberal Protestants had already formatively shaped public understandings of sex. By expanding the religious groups under investigation to include liberal Protestants, as well as their interfaith efforts with Jews and Catholics, she reminds readers that religion is not a unified concept, nor is it inherently a conservative force that seeks to restrict sex. Teaching Moral Sex weaves together the histories of two sex education movements that dominated the twentieth century—the first, initially called the American Social Hygiene Association (ASHA), played a critical role in the first part of the century until a group originally called the Sex Information and Education Council of the United States (SIECUS) picked up the mantle in the [End Page 159] 1960s. To situate the role of religion in these movements and explore how it shaped their motivations and strategies, the book is divided into five substantive chapters that delineate the “phases of the movement for public sex education” (7) and also provide an overarching chronological narrative for how we arrived at contemporary sex education disputes. To provide a context for the emergence of sex education, Slominski convincingly argues in chapter one that readers must first understand how late nineteenth-century liberal Protestant efforts to combat prostitution were bridged with moralized medical efforts to reduce venereal diseases. Rather than science and religion existing in tension, she illustrates how liberal Christian values served as the glue that held together these different social movements as they merged to become ASHA. After establishing their origins, chapter two turns to explain the type of sex education curricula that ASHA helped to create and their efforts to partner with colleges, YMCAs, and the military to provide these programs. Recognizing the limitations of scientific facts to change the sexual attitudes and behavior of young people sufficiently, ASHA relied on liberal Christian ideals and normative frameworks to craft a “moral education.” Again, illustrating the failure of overly simplistic binaries, Slominski reveals how medicine and religion worked collaboratively to shape cultural norms around sexuality that constrained it to marriage but also challenged what they saw as repressive tendencies to label all aspects of sex as negative. Chapter three chronicles how these redemptive efforts to conceptualize sexuality as a positive force were channeled into family life education programs. In addition to taming the taboo subject, she notes how family life became a common framework that facilitated interfaith conversations, since Catholics, Jews, and liberal Protestants all saw the family as the basic unit of society and feared that it was in need of support. While family life education dominated midcentury efforts, chapter four explains how SIECUS emerged once again to argue that sex education should be a public health concern and how their efforts to develop comprehensive education programs incited what we have come to know as the “sex education controversies” of the 1960s. Conservative Protestants’ negative responses to their situational ethics that promoted personal choice and responsibility over moral absolutes showcase how these debates were not an example of secularism versus religion but were at least partially structured by theological differences in moral decision-making. Slominski also illustrates that liberal Protestants’ “new morality” began to transform sexuality into a site of spiritual growth long before conservative Protestants would do so. Chapter five pulls these themes together to showcase how conservative Protestants’ engagement with SIECUS...

“Sex Education’s Many Sides”: Eugenics and Sex Education in New York City’s Progressive Reform Organizations

AbstractThis article argues that reformers’ racial nativism, belief in the power of eugenics to improve society, and desire to restrict US citizenship to certain racial groups contributed to reproductive and eugenic curriculum used by early public-school sex education programs. It utilizes newspaper accounts and archival records from the headquarters of the American Social Hygiene Association, Committee of Fourteen, United Neighborhood Houses, and Child Study Association in New York City to answer several crucial questions: What dangers did each organization attribute to adolescent sexuality and reproduction? How did each envision its role in societal improvement and in the sex education movement? What did these reform organizations consider as the ideal relationship between the home, school, and society? While the existing scholarship explains how each of these organizations fit into the larger historical context of progressive reform, examining them separately downplays the degree to which ideas about race, reproduction, immigration, and US citizenship circulated among reformers, especially as leaders of these groups worked across organizational lines to promote sex education.

Features of providing intensive educational programs in architecture and design for high school students

An innovative approach to designing educational programs under the conditions of the diversity of forms of education is vital since it calls for the variability of approaches to delivering educational material, as well as for consideration of the psychophysiological characteristics of students, which change amid the pandemic, and, accordingly, consideration of restrictions on movement in education, the reconsideration of values, and many other aspects of the current situation. This problem is very acute in professional environment because it requires a prompt and correct change in the educational and methodological material. A new approach to teaching is necessary not only in the sense of changing learning assignments to enable distance learning but also with respect to the semantic content structure of the methodical material. The characteristic features of teaching school students in the present conditions call for the introduction of intensive courses in additional education with consideration of pre-vocational training.

School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand

ABSTRACT Inclusive schooling practices that support immigrant students with low language-of-schooling proficiency to actively participate in learning within mainstream contexts is crucial during the newly-arrived phase. The concept of reciprocal integration and its more recent evolution through the inclusive education movement, reframes school-community relationships as negotiable and re-positions young migrants as empowered navigators of new routes into school integration processes. This study conducted between 2017 and 2019 examines how four immigrant teenagers (‘late arrivers’ aged between 13 and 15) navigated mainstream learning in two schools during the newly-arrived phase, in two different educational contexts – France and New Zealand. A key aim is to see where educational conditions and individual learning behaviours intersect, as a way of highlighting how students respond to differing integration variables within these two school systems. Four case studies explore similarities and differences, comparing effects on students’ experiences of integration. Findings identify, describe and explain a set of common best practices for newly-arrived immigrant teenagers in mainstream learning, with implications for teacher education in language-adapted approaches.

Intersectional Organizing and Educational Justice: How Lived Experience Influences Community Organizers’ Understanding and Practice of Intersectional Organizing

Recently, education organizers working with youth and parents have taken intersectional approaches. Little research, however, considers how personal experience informs these understandings and the approaches organizers take. The purpose of this study is to understand how social locations like gender identity and race inform organizers’ understanding and practice of intersectional organizing. We interviewed eight community, parent, and youth organizers with a variety of racial and gender identities. The organizers are members of the People’s Think Tank (PTT), an idea and strategy space that includes organizers and activist scholars working together to strengthen and expand the educational justice movement. We found three different practices of intersectional organizing. One subgroup of organizers understands intersectional organizing as a tool for interrogating power and privilege. A second subgroup of organizers understands intersectional organizing as centering the lives of the most marginalized. Finally, the third subgroup of organizers stated that terms like “interconnected” and “intergenerational” are preferred terms when talking about intersectional organizing. Our analysis finds that an individuals’ lived experience impacts how they understand intersectional organizing and that engagement in intersectional organizing helps individuals better understand their social identities. We discuss the relationship between these distinct approaches and how they relate to intersectional organizing.

The lost art: teachers’ perceptions of the connections between the arts and social-emotional learning

Social-emotional learning (SEL) has become one of the fastest growing movements in education. However, while many teachers acknowledge the value of SEL, research shows that comparatively few educators feel prepared to incorporate it into their classrooms, and that current school culture emphasizes academics over SEL. This qualitative study examined the perceptions and lived experiences of K-16 visual art, theater, and music teachers in the arts classroom. We describe three art constructs aligned with SEL that emerged from our interview data with educators: identity, interactions, and independence. Our findings provide illustrative examples of teaching practices that support these connections and illuminate a need to expand the role of SEL in educational policy through the use of the arts.

Exploring the Communication of Social Movements in Primary Education

There is much controversy today about several factors involved in children’s education. The last decade has also seen a significant change in the way classes are imparted, with teachers giving greater visibility to subjects of current importance. One of these subjects is the issue of social movements. The present study aimed to identify possible communication strategies between primary school teachers and children and identify possible pedagogical strategies to explain, treat and discuss social movements in classrooms. To carry out the objectives, we used a Delphi method, and we drew on the experience of experts in several social and educational fields to identify the communication strategies. This interactive technique, comprising different phases and a range of questions, was used with experts in the psychology of education, media studies, primary education, and parents to reach a consensus on how best to approach social conflicts in the classroom and obtain predictions. The implications for primary education are discussed.

Desentralisasi Pendidikan Madrasah Melalui Otonomi Daerah Di Indonesia

Regional autonomy policies in Indonesia have penetrated the world of primary and secondary education, including madrasas. As an education with religious characteristics, its impact has significance compared to equivalent general educational institutions. This can be seen from the literature review in this study. After the content is analyzed, it can be concluded that regional autonomy has provided broad freedom for madrasas in utilizing school-based management (SBM), delegation of authority, including opportunities for educational innovation. The autonomy paradigm in the field of education has spurred the movement of madrasa education to a more humane orientation of educational goals. Students are awakened to be more sensitive to participate in education that prosper together based on local religious wisdom.

Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’

ABSTRACT This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, meditation, etc.) by teachers. Although mainly positioned within educational scholarship as techniques of stress-reduction, here we analyse contemplative practices as forms of affective labour. Drawing from a qualitative, empirical study, we explore how contemplative practices are embraced by teachers as ways to improve and transform the self – both in relation to the professional responsibilities of teaching, and in relation to broader projects of living. The case studies presented demonstrate the deep political ambivalences of contemplative practices, as they are expressed in teachers’ work. Contemplative practices do become incorporated into obligations towards self-improvement and increased productivity (what McGee labels ‘the belaboured self’). However, they may also instantiate relational forms of ethical responsibility that move against the grain of instrumentalising, competitive, and individualistic education policy discourses and institutional life-worlds.

Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability

Abstract Supporting the academic engagement of students with intellectual disability is a central focus of the inclusive postsecondary education (IPSE) movement. In this study, we used focus group interviews to explore the views of 23 university faculty involved in teaching college students with intellectual disability in traditional courses. We asked faculty about their motivations for offering inclusive courses, how they were affected by the experience, and how they perceived classmates were impacted. Faculty discussed a range of factors that drew them to this inclusive teaching experience and highlighted multiple ways in which they and their students were positively impacted by the enrollment of students with intellectual disability. We offer recommendations for research and practice aimed at expanding and strengthening the academic experiences of college students with intellectual disability within IPSE programs.

Why Did the Origenist Controversy Begin? Re‐thinking the Standard Narratives

AbstractThe Origenist controversy at the end of the fourth century was largely played out within a monastic context, and had, moreover, an immediate and extensive impact on the movement. In spite of this, studies of the controversy and its causes have mainly focused on the dogmatic issues foregrounded in the controversy, neglecting the more fundamental issues about why the legacy of Origen was important, but also considered dangerous, to the monastic tradition. In my contribution I draw on suggestions by Rowan Williams and Sarah Coakley on a growing tension between the monastic tradition with its emphasis on individual spiritual growth, and the gradually institutionalized church under the bishops with an emphasis on the society. I question previous approaches and propose an analysis of how the work of Origen related to the early monastic movement. Instead of a presumed inner‐monastic conflict between ‘Origenists’ and ‘non‐Origenists’, for which there is little evidence, I suggest that the legacy of Origen, being an essential element in the Christian transformation of classical paideia, was fundamental to the making of monasticism. Based on recent work on early Egyptian monasticism as basically an educational movement in its broadest sense, I argue that Origen’s views on how and why to read the Scriptures, and how reading relates to prayer and the work of the Holy Spirit, were crucial in early monastic tradition and clearly mirrored in our fourth‐century monastic sources.

Let Him Use You: Southern Womanism, Utterance, and Saint Katharine Drexel's Educational Philosophy

As a theoretical perspective and methodological tool, Southern Womanism continues the life-long work of Father Cyprian Davis by acknowledging the African roots of Catholicism and the existence of a Afro-Catholic diaspora. This scholarship invites readers into the Afro-Catholic Diaspora where the histories and experiences of Black Catholics are not isolated incidents, whimsical memories, or anecdotal musings. Instead, they are testimonies to the presence of socio-religious agency in the Black Catholic Community. In the Afro-Catholic Diaspora, Mother Katharine is neither hero nor villain; she is a beloved witness of the movement for self-determined Black Catholic education. And, as a witness to this self-determination, Mother Katharine experienced a shift from being a missionary to unchurched black souls to becoming an accomplice to the holistic survival of Black people -- mind, body, spirit.

Essays of Trade Union History of the First Economic (Commercial) Education Institution in Russia

The article shows the process of founding and developing trade union functions at education institutions. On the ground of factual material the role and importance of the Russian Plekhanov University of Economics were studied in different periods of interaction between workers of people’s education and society and state in order to ensure their defense in sphere of labour. Today the Professional Union of Workers of People’s Education and Science of the Russian Federation keeps upholding social and labour rights and professional interests of teachers, pre-school nurses, lecturers and other workers of education. The principle goal of developing contractual regulation in social and labour relations is to improve its quality and efficiency for workers of education. The trade union has joined both Russian and international union movement. When we reveal history of the trade union, it can help union bodies and activists comprehend both the past and the present significance of the trade union movement in education.

GENDER DISCRIMINATION IN THE 21STCENTURY, SUSTAINABLE EDUCATIONAL DEVELOPMENT (SED) AMONG WOMEN, AND LEGAL EXPLANATION ON HUMAN RIGHTS SPECIFICATION ON FREEDOM OF KNOWLEDGE A STUDY OF NORTH OF WESTERN NIGERIA

The paper focused on Girl-child education policy in Sokoto State Nigeria. The movement of education from primitive society to organic society had been a very beautiful transition in the history of human civilization. The study adopted the fundamental right of girl education in Nigeria, which had been a policy established by government (education for all). The study had technically, observed that girls child education in Nigeria was associated with number of socio-economic and political challenges faced by women in Nigeria, indeed Sokoto State. In order to achieve this epistemological task among government, stakeholders, spiritual and community leaders, indeed parents, vital awareness is needed particularly, from the family level. The study utilized and highlighted secondary information to ensure adequate and valid data. The study therefore, introduced, and assessed governmental policy such as National Gender Policy in Basic Education that’ served as response to the challenges of achieving gender equality in education, as expressed in the 1999 Constitution of the Federal Republic of Nigeria, which states that access to quality education is the right of every Nigerian child male or female. The findings, therefore, revealed that, the possible actions Taken by the parents, government, traditional rulers, spiritual leaders, communality elders and stakeholders where very weak. The attainment of gender equality is not only seen as an end in itself, being a human rights issue, but is also a prerequisite for the achievement of national and international sustainable women education in the 21st century, targeting Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs) before the year 2020. The study recommendations with some adoptable strategies as tools for enhancing women or girls child education.

The “feeling-life” journey of the grade school child: An investigation into inclusive young citizenship in international Waldorf education

Rudolf Steiner’s international Waldorf education is comparatively under-researched for a 100-year-old education movement which thrives globally. What is further unknown in academic educational circles is the specific study of the “feeling-life,” the middle period of childhood in Waldorf education, of children aged 7 through 14. This article assesses the holistic nature of the Waldorf grade school, and its child-centered, creative pedagogy. Using work by Lani Florian and colleagues, the article scrutinizes the extent to which Waldorf education is able and well-suited to accommodate all learner types. Fifteen Waldorf teaching advisors and teacher trainers from the U.S., the UK and Germany were invited to assess the inclusive outlook of their Waldorf grade school. The findings show internationally and inter-regionally diverse and contrasting practices; a route informed by inclusive pedagogy sustains child development and leads to young citizenship. Recommendations are of productive collaboration between schools’ networks and for Waldorf educational studies to forge connections with the wider educational academic sphere, and to share their application of creativity and restorative and inclusive practices.

Building Students' Literate Agency through Makerspace Activities in a Two-Year College

This makerspace-based assignment is designed to cultivate students' literate agency and their awareness of semiotic resources in two-year college contexts. The maker movement in education has been predominantly studied in business, science, and engineering fields and in four-year colleges. Networking translingual and transmodal scholarship and the maker movement, I devised a makerspace-based writing assignment as a scaffolding project to support students' analysis on their digital practices in the corequisite developmental writing courses and the composition courses in a community college. Although students' responses varied, I argue that this assignment can benefit two-year college students and offer social implications in multiple ways: it can promote students' access to the emerging trend of the maker movement and DIY fabrication culture; it encourages students to employ their multilingual and multimodal resources with an awareness of their changing literate ecologies; it can help them build their literate agency and transfer the maker mindset to other rhetorical environments such as their workplace or discipline-specific writing situations.

Through students’ eyes: case study of a critical pedagogy initiative in accounting education

ABSTRACT Several researchers have decried the marginalization of critical thought in accounting education programs. Initiatives have been taken to make students aware of standpoints other than the traditional, technocratic view of accounting, but of how students reacted to these, little is known. Inspired by the thinking of Paulo Freire and Stephen Brookfield, we investigate an initiative conducted with undergraduates who followed a mandatory course during the 2015–2016 academic year in which critical thinking, from the viewpoint of the critical pedagogy movement, was emphasized. The setting is the School of Accounting at Université Laval (Québec). The following question informed our case study: how do students experience the learning of accounting through critical pedagogy? Our analysis identifies three types of experiences in the learning of accounting through critical pedagogy: dedication (resonance with one's human aspirations), receptiveness (interest in broadening one's horizons), and discomfort (resistance to critical pedagogy on the ground of the field's performance imperatives). Our case study aims to contribute to the accounting education literature on critical thinking and critical pedagogy. Importantly, we found that dedication experiences often resonated with the belief that critical thinking (as articulated in the course) is marginal to the field of performance-based professional practice.