National School System Research Articles

Wittgenstein, Terapia e Educação Escolar Decolonial

Resumo: Partindo-se da convicção de que o conjunto da obra de Wittgenstein - que tem como marco decolonial emblemático de partida a crítica terapêutico-gramatical que ele dirige à obra monumental do antropólogo escocês James George Frazer, intitulada O ramo de ouro - pode ser visto, não propriamente como uma filosofia ou uma nova filosofia, mas como um filosofar (auto)terapêutico acerca de um conjunto de problemas que a tradição escolar denominou ‘filosóficos’ - dentre eles, o problema básico da linguagem que, para ele, não constitui um problema entre outros, mas a condição para o filosofar e, por extensão, para a desconstrução filosófica ou verbalista dos demais problemas -, o propósito deste artigo é caracterizar e descrever terapeuticamente o que vemos como o aspecto decolonial desse filosofar. Para isso, levaremos ao divã, constitutindo-o como uma doença passível de ser tratada por uma atitude terapêutico-gramatical, o próprio problema da colonialidade que vem orientando a educação escolar global desde a constituição dos sistemas nacionais de escolarização, a partir do século XIX. Sob esta perspectiva, temos assumido e praticado a crença de que uma escrita (auto)terapêutica deve ser também uma escrita (auto)decolonial. Assim, optamos por escrever este artigo segundo um gênero dialógico polifônico, que é também uma das características do modo terapêutico de LW filosofar. Especificamos as autorias das vozes que participam do diálogo pelas iniciais do nome e sobrenome de seus autores, de modo que Ludwig Wittgenstein aparecerá como LW. Já as nossas vozes serão referenciadas por HW e WH, o que, intencionalmente, não as distinguem.

Beyond school: transnational differentiation and the shifting form of education in world society

ABSTRACT In 2014 the European Commission introduced a reform of its previous funding efforts in the realm of education, which grouped them together under a single banner, baptised ‘Erasmus+’. The programme offers financial support for projects of transnational networks that are capable of gathering, even if only temporarily, a plurality of organisations, educational and non-educational alike, around a once-only objective, that is not expected to be repeated. Thus far sociologists and anthropologists have dealt with this topic mainly through the lens of individual mobility and identity. While such a conceptual prism allows for important questions on the construction of meaning and changes in social status, it falls short both empirically and theoretically when it comes to understanding how this reformed action programme constitutes a distinct formalisation of education, deviating from the morphogenesis of the national school system. Drawing on the theoretical framework of Niklas Luhmann, this article argues for understanding such Europeanisation of education as a means for growth by internal disjunction. That is: as an internal differentiation of the global education system, which surpasses the limits the former developed in reference to the nation-state, thus resettling and dramatically expanding the limits of what counts as meaningful education.

Educable or not? Teacher’s alternatives when connecting curriculum to pupils

ABSTRACTWhen working to connect homogeneous curricula with heterogeneous groups of pupils, teachers have to sort pupils according to the categories allowed for in the national school system. In this article, we compare German organizational differentiation, where pupils are divided into stable groups, to Norwegian pedagogical differentiation, where instruction is adapted to the pupils within the common classroom. This study is qualitative and explorative; the method employed is a modification of philosophical phenomenology, and the theoretical discussion is pedagogical-philosophical and educational-sociological. When teachers from these two systems reflect upon the equality of opportunity of their system, categories of educable versus uneducable pupils materialize. The individual teacher’s academic background, combined with a heavily theoretical curriculum, creates a culturally delimited learning environment. This can be critical for pupils with non-academic dispositions or cultural perspectives. The question is whether the systems that employ ostensibly democratic differentiation principles legitimize an educational dictatorship, perpetuating an undemocratic understanding of knowledge and learning.

Implementation and acceptance of national language policy: the case of Dutch (1750\u20131850)

The paper discusses implementation and acceptance as crucial elements of a historical-sociolinguistic reappraisal of Haugen’s well-known theory of standardization. The case study that we focus on is the Dutch language in the second half of the eighteenth and the first half of the nineteenth century. In this period, Dutch became an object of political control. Significant aspects of the nationalization of language were the establishment of an officialized orthography (1804) and grammar (1805), which were to be used in the national school system. Education was the societal domain in which the national government tried to secure the transmission of the national language norms. We study the implementation and acceptance of official language norms from two perspectives, viz. by focusing on teaching materials developed for the new national school system, and by analyzing a recently compiled corpus of original language data from this period. We argue that implementation and acceptance, though relatively understudied topics in standardization studies, can usefully be operationalized, and turned into empirical questions that historical-sociolinguistic analysis can answer.

Providing Reading Competence Feedback to the National School System of Trinidad and Tobago

AbstractThe authors report findings from an evaluation of the reading competence of students in selected elementary schools in Trinidad and Tobago. The work was conducted in eight schools and involved the testing of 450 students in standards (grades) 1 and 5 for competence in comprehension, oral reading, and word recognition. Methods and results relating to each of these three areas of inquiry are described.

Changes in English language policy in Kim Jong-un's North Korea

One of the most important components of a country's language policy is its planning on foreign languages and its decisions regarding which foreign language(s) to choose and teach to its people in the nation's school system (Cenoz & Gorter, 2012). The government generally makes a selection among the candidate languages on the basis of the languages' perceived economic and socio-political value inside and outside the country. However, the socio-economic power and prestige of languages are variable and bound to change over time (Wright, 2004). For this reason, changes are almost always observed in any country's foreign language policy.

Do population trends in adolescent electronic cigarette use coincide with changes in prevalence of cigarette smoking?

Adolescents who initiate electronic cigarette (EC) use without having ever used tobacco are more likely than those that have not initiated EC use to try cigarette smoking over time. However, whether rates of EC use coincide with cigarette smoking rates at the population level remains unknown. This study aimed to compare trends in ever, current, and daily use of EC and cigarette smoking among adolescents in Iceland from 2015 to 2018. We analyzed four waves of pooled cross-sectional population-based school survey data with students enrolled in the 8th, 9th and 10th grades in the national Icelandic school system (n = 42,440, boys = 50.1%). Response rates ranged between 83.3% and 86.0%. Findings for 8th, 9th, and 10th grade students, and the combined sample, revealed a consistent pattern: prevalence of cigarette smoking either remained unchanged or decreased minimally over the study period. In the combined sample rates of ever smoking remained between 9 and 10% during the entire study period, whereas the prevalence of daily cigarette smoking was around 1%. The use of EC increased 2- to 3-fold in all age groups. Ever use increased from 12% to roughly 30% in the combined group and daily use increased from about 2% to 6% during the same period. We conclude that the prevalence of adolescent cigarette smoking in Iceland remained mostly unchanged between the years 2015 and 2018, whereas EC use increased exponentially during the same period. The prevalence of EC use now far outweighs cigarette smoking in 8th–10th grade youth in Iceland.

What Constitutes a Catholic School in 2019? A Legal Perspective

Feichín McDonagh What Constitutes a Catholic School in 2019? A Legal Perspective Feichín McDonagh What, in law, is a Catholic school? How do the Irish Constitution and the Education Act 1998 regard a ‘Catholic school’ or for that matter any school with a religious patron? Does current legislation protect a school’s entitlement to provide education with a faith-inspired ethos to members of the faith community the school may have been established to serve? Why has the Oireachtas decided, in 2018, to treat Catholics and non-Catholics differently in this regard and does such a difference in treatment offend the provisions of the Constitution? The Education (Admissions to Schools) Act 2018, is the most recent occasion upon which the Education Act has been amended by the Oireachtas and its terms may be a useful paradigm within which to consider the changing face of the legal regime in which Catholic schools are required to operate. Question of ethos and parental choice are of course not new. The late Fr Joe Veale SJ wrote an article in 1970 in this publication entitled ‘The Christian School’. Much of what he wrote has continuing relevance today. At one point he states: ‘It should hardly be necessary, at this time, to say again that there is no such thing as a “neutral” school. The absence of commitment, or a confusion of commitments, is itself an implicit philosophical statement … it would seem to be a necessary condition for the proper functioning of a committed school in a modern society that parents have a real choice of an alternative. Put bluntly: the present situation is an artificial one, where the nominal Christian or the frankly unbelieving one must willy-nilly send his child to the local confessional school. The fully-believing, committed Christian parent is another matter. I leave it to the constitutional lawyer to say whether such a parent has a right to have his child educated in the way he wants’.1 Fr Veale’s observations seem prescient indeed in light of the context in which Catholic schools now find themselves, and not just in Ireland. By way of example, the concept of a ‘neutral’ school, or at least the insistence by a Studies • volume 108 • number 429 8 What Constitutes a Catholic School in 2019? A Legal Perspective government that a private Jesuit school in Quebec teach about ethics and the Catholic faith from a strictly secular perspective was recently found by the Canadian Supreme Court to amount to a significant interference with the freedom of religion guaranteed to all Canadians.2 As regards diversity in provision, all would no doubt agree that there should be a greater choice available. The final ‘query’, however, posed by Fr Veale may not have seemed particularly urgent back then, but times change or, as might have been said back then, tempora mutantur, nos et mutamur in illis. What might have been thought by many to have been an unnecessary and speculative proposition deserving only the attention of a constitutional lawyer must now be considered to be of some urgency in light of the terms of the Education (Admissions to Schools) Act 2018, and what some see as a radical re-balancing of rights as provided for in that act. Before considering aspects of that act, it is useful to have regard to where the respective partners in education stood prior to 2018. Managerial autonomy of schools prior to 2018 On 4October 2017, The Irish Times reported that the Taoiseach Leo Varadkar had ruled out a referendum on ownership of the public water system saying: ‘Privatising our public water services is like suggesting that somebody might want to privatise our national schools. It is impossible and absurd’. Whereas one could not criticise the Taoiseach for a lack of awareness of the subtleties, intricacies and complexities affecting the management of our national school system, one cannot avoid expressing some surprise that the Taoiseach appears to have been unaware that the reason why our national school system cannot be privatised is that our national school system is and always has been a system of ‘private’ schools, albeit with significant funding from the exchequer. Wherever one looks, whether...

Stealth marketisation: how international school policy is quietly challenging education systems in Asia

ABSTRACTAcross Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity.

Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran

Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who has various limitations and learning needs, the implementation of inclusive education requires curriculum modification, learning strategy, learning assessment system and school management in accordance with the needs for children with special needs.

Polish National School System in Teschen Silesia in 17th–19th Centuries

The article begins by introducing the beginnings of schooling in the Teschen Silesia region. It thencontinues to map the situation after the introduction of compulsory education. The development of schools and the network of schooling institutions are covered, as well as school curricula and the position and competence of teachers in the 17th to 19th centuries. Physical didactic aids of this period are examined, especially textbooks. Finally, the article deals with the issues connected with Germanisation and the national struggle nd awareness of the Polish population in the eschen Silesia region; with the impact of Hasner’s law (Leopold Hasner von Artha) on the development of he national school system in the region; with important figures and organisations that played a ignificant role in the political, cultural and economic changes in society in Teschen Silesia.

School trajectories of the second generation of Turkish immigrants in Sweden, Belgium, Netherlands, Austria, and Germany: The role of school systems

In this article, we aim to explain the school careers of the second generation of Turkish immigrants in nine cities in five Western European countries and show the influence of the national school systems ranging from comprehensive to hierarchical tracking structures. We apply sequence analyses, optimal matching, and cluster analyses to define school trajectories complemented with propensity score matching to study the differences between young adults of different origin. Participants were 4516 young adults of Turkish second generation and native origin aged between 18 and 35. Findings show that the school system makes a difference for school careers: (1) in rigid systems with higher differentiation and early tracking, the gap between the second-generation and native school trajectories begins to unfold early in the school career; (2) in the rigid systems, the track in which students enter secondary education determine the routes they take as well as their final outcomes; and (3) more open systems allow for “second-chance” opportunities for immigrant students to improve their track placement. However, across school systems, second-generation youth follow more often non-academic or short school careers, while native youth follow academic careers. When individual and family background are controlled via propensity score matching, the ethnic gap is explained better in more stratified systems highlighting the important role of family background in more stratified school systems.

The Differentiation of Transnational Education in Europe (and Beyond)

In 2014 the European Commission introduced a reform of its previous funding efforts in the realm of education, which grouped them together under a single banner, baptised ‘Erasmus+’. With this new instrument, it funds a wide array of educational activities that range far beyond the institutional limits of what Guy Vincent once termed the ‘school form’. The programme thus gives articulate expression to Europe’s credo that ‘no single institution, school or company, can claim to be able to develop the skills needed’ for life in the new learning society. This paper starts from the curious coincidence of the establishment of a European educational space with the active corrosion of the institutional contours of school in order to examine how such transnational education thus mirrors, therefore both mimics and deviates from, the morphogenesis of the national school system. Drawing on the theoretical framework of Niklas Luhmann, it argues for understanding the Europeanisation of education as a means for growth by internal disjunction. That is: as an internal differentiation of the global education system, which surpasses the limits the former developed in reference to the nation-state, thus resettling and dramatically expanding the limits of what counts as meaningful education.

«‘Invisible schools’. The public image of rural schools in Southern Italy in photographic inquiries and photo-reportages (1925-55)

La difusión de una determinada imagen pública de las escuelas rurales —desde siempre las escuelas más pobres y desfavorecidas— ha sido utilizada frecuentemente por las clases dirigentes y/o los partidos políticos de la oposición para documentar la tasa de modernización y/o de atraso del sistema educativo nacional, de acuerdo con las respectivas necesidades propagandísticas. El artículo ―moviéndose entre las primeras encuestas fotográficas realizadas en las regiones del Sur de Italia por asociaciones meridionalistas en los años 20 y los reportajes fotoperiodísticos publicados en algunas revistas en los años 50, pasando por la cesura fascista― pretende estudiar las alteraciones de la imagen pública de este tipo particular de escuelas comprobables en Italia en el período de tiempo indicado a través del análisis de fotografías escolares publicadas en periódicos diarios y revistas, centrándose en el uso propagandístico que de las mismas se hizo a lo largo de treinta años.

CHALLENGING ROLES OF THE TEACHER IN INDONESIAN MODERN MIDDLE SCHOOLS

Since year 2000, Indonesian ministry of education has allowed open curriculum system especially for adopting foreign curriculum system into national middle school system. As a result, there are demanding trends amongst parents and communities to reshape the role of teacher. The traditional instruction which emphasized the role of teacher as primarily source of knowledge is considered no longer effective to cope with latest trend of globalisation and internet technologies. For this reason, the article addressed the changing roles of modern teacher along with enhancing instructional activities. The article also examines the important trends that commonly ignored by the teachers such as: advance internet applications and characteristics of digital generation, and link them with variety of learning approaches.

CHALLENGING ROLES OF THE TEACHER IN INDONESIAN MODERN MIDDLE SCHOOLS

Since year 2000, Indonesian ministry of education has allowed open curriculum system especially for adopting foreign curriculum system into national middle school system. As a result, there are demanding trends amongst parents and communities to reshape the role of teacher. The traditional instruction which emphasized the role of teacher as primarily source of knowledge is considered no longer effective to cope with latest trend of globalisation and internet technologies. For this reason, the article addressed the changing roles of modern teacher along with enhancing instructional activities. The article also examines the important trends that commonly ignored by the teachers such as: advance internet applications and characteristics of digital generation, and link them with variety of learningapproaches.

What Is 'Really' Taught As The Content of School Subjects?: Teaching School Subjects As An Alchemy

What Is 'Really' Taught As The Content of School Subjects?Teaching School Subjects As An Alchemy Thomas S. Popkewitz There is general belief in current reforms that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching. Coinciding with this belief is the emphasis in teacher education reforms and research on pedagogical knowledge teachers need for children to learn the content knowledge. The identification of "the best practices" and "the core" teaching knowledge to enact the curriculum exemplifies this belief. "Benchmarks" or standards are indicators of whether the teacher has mastered the core or best practices. The professional, highly skilled teacher is one who exhibits the benchmarks and classified as "effective" and "authentic" in classroom teaching. The pedagogical knowledge to implement teaching of school subjects is the focus of teacher and teacher education reform. This assumption underwrites the McKinsey reports on educational assessments of national school systems. An international consulting agency that writes public service reports on education, McKinsey uses international assessments of student performances (PISA) in science and mathematics, for example, to outline models of school change that focus on teacher education and school system recruitment and professional training (Popkewitz, 2017). The models of change focus on the management of pedagogical practices to provide the "pathways" or "highways" for improving science, mathematics, and literary education. The highway metaphor directs attention to change as simply instrumental: "to get rid of potholes [and] make educators and employers part of the solution by providing 'signs' and concentrate on patch of pavement ahead" (Barton, Farrell, & Mourshed, 2013, p.54). Teacher education reform programs follow the same kind of assumptions but at the micro level of classroom interaction. The problem of good teaching is better implementation strategies for students to learn the curriculum. Teacher training is to enable teachers to "approximate" the professional practices of 'what teachers really need to know and be able to do" (Grossman, McDonald, Hammerness, & Ronfeldt (2008, p.247, italics added). This article gives attention to the principles of change that organize contemporary teacher and teacher education reforms. It suggests that the models of change are built on a chimera or illusion. That illusion is that teaching is about learning science, mathematics, art, or music; and professional competence is finding the "core" pedagogical knowledge. The discussion argues historically that the school curricula for teaching school subjects have little to do with learning disciplinary practices, but rather are models of practices for making kinds of people. They embody cultural principles about who the child is and should be, and who is outside and does not "fit" into the spaces of normativity. To explore the principles of the models of curriculum, the analogy is made with the sixteenth- and seventeenth-century alchemists who sought to turn base metals into [End Page 77] pure gold. As the medieval alchemy, the school subjects involve magical processes that transform physics and mathematics, for example, into the school curriculum. The alchemy of the school subjects is explored historically to ask how is it possible to think about curriculum reforms as we do and the limits of these models for school change. While it is often pleasing to think of schools as places for children "learning" and teaching as a "help profession", to think of the curriculum as an alchemy directions attention to a different historical quality of schools. Historically they are concerned with the making of kinds of people. Some of these kinds of people are today called the lifelong learner, the adolescent, and the disadvantaged child. Pedagogy (and pedagogical knowledge), the argument continues, links norms and values of collective belonging with the interior of the child in governing "the soul." The second section discusses how theories about the nature of society and collective belonging (the citizen) are brought in to order the curriculum to talk about science, arts, music and mathematics education. The theories in the curriculum and psychologies of the child generate principle about what is thought, talked about and "seen" as the practices of teaching. And embedded in the alchemy of teaching school subjects is the paradox of contemporary reforms. The designing of the curriculum to recognize differences and inclusion so "all children learn...

ŠTA PRUŽAJU MEĐUNARODNE KOMPARATIVNE STUDIJE OBRAZOVNIH POSTIGNUĆA?

Internacionalne empirijske komparativne studije realizovane proteklih godina, poznatije pod skraćenicama: PISA, TIMSS, IGLU, CIVED, „Reading Literacy”, ispituju, pre svega, rezultate, učinak (output), postignuća učenika u različitim nacionalnim školskim sistemima. U radu se govori o mogućnostima i granicama koje pružaju ove internacionalne komparativne studije postignuća, njihovim oblastima delovanja, metodičkim polazištima koja ih prate, problemima, ali i koristima koje ove studije donose, pri čemu se misli na refleksiju u javnosti, školsku i nastavnu praksu, kao i implikacije na dalja istraživanja u oblasti vaspitanja, obrazovanja i teorije obrazovanja. Rezultati ovih studija treba da najpre ministre, planere obrazovanja i političare stave u poziciju da učinak svog sistema obrazovanja uporede sa drugim kako bi bolje procenili jake i slabe strane nacionalnog sistema obrazovanja i, potom, ponudili primerenije školsko- organizaciono-obrazovno političke odluke.

What Can we Learn from ‘Postmodern’ Critiques of Education for Autonomy?

Abstract Lyotard defines being postmodern as an ‘incredulity toward metanarratives’. Such incredulity includes, in particular, skepticism vis-à-vis Enlightenment ideals like autonomy. Motivated by such skepticism, several educational scholars put into question education for autonomy as it is practiced in the formal settings of national school systems. More specifically, they criticize that practices of autonomy education can have certain normalizing and ideological effects that undermine the aim of creating autonomous subjects. This article examines these critiques of education for autonomy and argues that they are best understood as calls for reforming educational practices, and not as outright rejections of education for autonomy. Thus, since the allegedly ‘postmodern’ critiques of autonomy education cannot be plausibly understood as radical ruptures with Enlightenment ideals, the article concludes that these critiques represent (merely) constructive self-critical reflections on what Habermas dubbed the ‘unfinished project of modernity’.

The ways of formation health saving educational environment for schoolchildren in Ukraine

Aim: to reveal areas of problems of health saving educational environment in the national school system. Materials: it was analyzed 38 literature resources on the item of the article. Results. The main concept of the article is to single out and analyze the ways of formation and development the health saving educational environment in modern school educational system of Ukraine. The first way is national programs, where the author illuminates the main documents concerning school education and reveals the key areas of the formation of healthy environment. The second way is international programs in which Ukraine take part. Such participation aimed at improving the health of schoolchildren, equip them with the skills of healthy lifestyle, use of folk traditions, integration of healthy lifestyles in the educational process etc. The third way is school subjects with the elements of formation health saving skill and knowledge among schoolchildren and teachers at genera.