Social Education Research Articles

Exploring the construction of masculinity among male K-POP fans: a case study of K-POP fandom in Makassar City within the context of social environmet and education

Background: In contemporary Indonesian society, K-Pop has emerged as a significant cultural phenomenon with a unique impact on gender perceptions. This study aims to explore the social construction of masculinity among K-Pop fanboys in Makassar, Indonesia, and examine the societal positioning of this form of masculinity. It draws on the definition of masculinity as a societal construct and examines how masculinity is shaped by social influences. Method: Utilizing Peter L. Berger and Thomas Luckmann's theory of social construction, the study views masculinity as a dynamic process involving externalization, objectivation, and internalization. It also references Janet Saltzman Chafetz's identification of areas of masculinity and R.W. Connell's concept of hegemonic masculinity to understand the hierarchical nature of masculine identities. Findings: Despite the popularity of K-Pop, male fans often face negative stigma and discrimination due to perceptions of K-Pop as feminine. The study reveals how masculinity is constructed among K-Pop fanboys in Makassar and their experiences of societal discrimination. Conclusion: By analyzing these dynamics, the study contributes to a broader understanding of the diverse forms of masculinity and the impact of cultural phenomena like K-Pop on gender constructs. Novelty/Originality of this study: This study highlights the unique dynamics in the construction of masculinity among male K-Pop fans in Indonesia, revealing the complex interactions between global culture, local gender identities, and social stigma. By applying social construction theory to the K-Pop phenomenon, this study opens up new perspectives in understanding the evolution of masculinity in the era of pop culture globalization.

Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students

Education in social entrepreneurship for college students is a gradual and evolving process that shapes their career outlook and skill development. This journey involves employing various strategies to engage with and analyze innovative concepts. Adaptive hybrid learning systems adjust course materials dynamically based on individual students' skills and learning progress, drawing from diverse learning theories and instructional interventions. Empowering students to drive positive social change is a central focus, with social entrepreneurs tackling global challenges such as poverty, unemployment, gender inequality, inadequate education, healthcare, and governance. While some students may find traditional classroom settings inconvenient and prefer the flexibility of hybrid learning, others weigh the risks and benefits of classroom instruction differently. Data Envelopment Analysis (DEA) is utilized for empirical analysis, utilizing early-stage social entrepreneurship education as a performance measure and cultural probabilities as variables. The significance of college students' contributions through social enterprises is increasingly recognized, prompting the development of Convolutional Neural Network (CNN) models to forecast and assess career growth trends. The DEA-CNN framework aims to enhance adaptive hybrid learning systems by evaluating social entrepreneurs' knowledge, skills, and competencies. Social entrepreneurship not only addresses environmental concerns but also enriches cultural diversity. Many college students prioritize practical action over mere ideation, particularly in entrepreneurship.

The Challenges of Promoting Social Moral Education in Chinese High Schools under Globalization

Considering the globalization of the economy and education, the development of moral education in high schools across the globe has increasingly become a focus of research. In order to bring traditional moral education in Chinese high schools into line with globalisation, to overcome the challenges based on the concept of traditional moral education in China, and to build a social and moral education that belongs to the context of globalisation and is suitable for Chinese high schools.

Low-Penetrance Susceptibility Variants in Colorectal Cancer-Current Outlook in the Field.

Colorectal cancer (CRC) is one of the most frequent and mortality-causing neoplasia, with various distributions between populations. Strong hereditary predispositions are the causatives of a small percentage of CRC, and most cases have no transparent genetic background. This is a vast arena for exploring cancer low-susceptibility genetic variants. Nonetheless, the research that has been conducted to date has failed to deliver consistent conclusions and often features conflicting messages, causing chaos in this field. Therefore, we decided to organize the existing knowledge on this topic. We screened the PubMed and Google Scholar databases. We drew up markers by gene locus gathered by hallmark: oncogenes, tumor suppressor genes, genes involved in DNA damage repair, genes involved in metabolic pathways, genes involved in methylation, genes that modify the colonic microenvironment, and genes involved in the immune response. Low-penetration genetic variants increasing the risk of cancer are often population-specific, hence the urgent need for large-scale testing. Such endeavors can be successful only when financial decision-makers are united with social educators, medical specialists, genetic consultants, and the scientific community. Countries' policies should prioritize research on this subject regardless of cost because it is the best investment. In this review, we listed potential low-penetrance CRC susceptibility alleles whose role remains to be established.

Perception of undergraduate students on the impact of social studies education in achieving the sustainable development goal 5 in Kogi State, Nigeria

Perception of undergraduate students on the impact of social studies education in achieving the sustainable development goal 5 in Kogi State, Nigeria

Media Pembelajaran Video Simulasi Perubahan Wujud Zat dan Bentuk Energi: Penelitian dan Pengembangan

IPAS (Social and Exact Science Education) is a subject in the Kurikulum Merdeka. This subject invite student to recognize natural anomalies by facts. However, results of the researcher's observations on the interest of 4th-grade elementary school students in learning science showed that 93.75% of students experienced difficulties in learning science, especially in the matter of changes in the state of matter and energy forms. So, based on the results of the theoretical formulation and potential problems, the researcher is interested in proposing the development of a simulation video product. This type of research is Research and Development (R&D) based on 7 stages, namely, potential and problems, data collection, product design, design validation, design revision, product testing, and product revision due to limitations of materials, time, and manpower. After the prototype product is completed, the researcher validates the content, media, and language with 9 experts, with each having 3 validations: (Content validators, Media validators, Language validators) The test results show that 86% of the material validation, 92% of the media expert validation, and 96% of the language validation, it can be concluded that the simulation video product is very feasible to use with minor revisions. Furthermore, the researchers carried out a teacher and student readability test on the simulation video media. The scores obtained were 91,2% for teachers and 89,2% for students. So that simulation video products able as media supplements in learning.

Social Pedagogy in Germany – Contemporary Problems and Trends

This article explores the problems in the development of social pedagogy in Germany over the last three decades, analysing the features and trends in three directions: social pedagogy as a science, as a professional field and as the training of professionals. The main social pedagogical theories are analysed in the context of their common descriptive and normative aspects. The problems of the expanding field of realization of social pedagogy as a profession and the peculiarities in the training of specialists in the united specialty Sociale Arbeit are highlighted.

Social Pedagogy in the 21st Century – in Search of Identity and Meta-Scientific Dimensions

The article presents main trends in the development of social pedagogy as a science, academic discipline, specialty and practice in the first decades of the 21st century. Distinctive in the process of self-determination of social pedagogy is the clarification of its relationship with social work in all its manifestations. The theoretical study emphasizes the conceptualizations of social pedagogy in the UK,

Content Dimensions of the Educational Profile of the Social Educator

The article is aimed at clarifying one of the essential aspects in the professional profile of the social pedagogue, namely his educational role and functions. The work of the social pedagogue is primarily aimed at helping people, groups, communities at risk in the direction of improving the quality of life, social inclusion, self-realization. Therefore, the training of the specialists to provide educational support is essential for their success. The material examines different approaches to structuring the profile of social pedagogues, including philosophy, competence and culture, and, based on theoretical and empirical data, their content elements are argued.

The Affective Dimensions of Historical Empathy: Opportunities, Problems, and Challenges

Emotions and feelings play an important role within history education. Yet, the affective dimensions (feelings, emotions, connections) of learning about the past are understudied within research on historical empathy—defined here as a cognitive-affective process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within their historical contexts. Drawing from interviews with secondary school history teachers in Canada, this article offers insight into teachers’ perspectives on constructive ways that they approach the affective dimensions within history classrooms, as well as problems and challenges that arise when they intentionally elicit emotions or encounter them unexpectedly. In doing so, the article aims to further conceptualize the affective dimensions of historical empathy and expand understandings of emotions in history and social studies education, while positioning these discussions in relation to history education in Canada.

Social Education Regarding Healthy Living and First Aid When a Heart Attack Occurs

Social Education Regarding Healthy Living and First Aid When a Heart Attack Occurs

The social role of vocational education in decolonisation

ABSTRACT In this paper I consider the social role vocational education can play in decentring settler-colonialism. Through focused programming located in community settings, these educational offerings provide opportunities for students from diverse socioeconomic backgrounds. Connecting capitalism’s relationship to this school system, I contend that vocational education, with its vast scope of subject-matter areas, and deeply embedded connections to the intersectionality of race, class, and gender-oppressions, provide an under-examined opportunity to advance decolonising efforts within society.

Students’ perspectives on social science education at school: toward a restorative pedagogy

Este estudio, que busca promover una pedagogía restaurativa, explora las perspectivas de la educación secundaria en ciencias sociales entre los estudiantes de la Universidad Simón Bolívar de la ciudad de Cúcuta. El artículo recopila fuentes que analizan las problemáticas educativas de Colombia en el área de competencias ciudadanas y ciencias sociales para ayudar a comprender este campo epistemológico. Adicionalmente, se estudió cuantitativamente el efecto restaurador de la educación de los estudiantes a partir de su reconocimiento del currículo de ciencias sociales. Se siguió una metodología de investigación cualitativa exploratoria y se establecieron categorías analíticas para interpretar los resultados y, posteriormente, extraer conclusiones.

Strengthening Social Work Research Education in Pursuit of Social Justice

Research education in social work is becoming increasingly influenced by anti-scientific ideologies. Social work researchers and students now exist in an environment that is moving away from scientific and pedagogical touchstones. These touchstones include the expectation to (a) select research questions, (b) rely upon relevant and applicable methods that are tailored to answer those questions, and (c) engage in a free and open discourse about the selection of methods, even if they are in stark contrast to those that are preferred by personal values or pre-determined ideology. We state our concern that social work research is narrowing, leaving researchers pressured to diverge from general qualitative and quantitative scientific approaches, and risking the stifling of open discourse needed to inform efficacious interventions and/or policies. In addition to the challenges identified by Feldman, this paper suggests an additional challenge—that SW research education may be failing to prepare scholars to follow the scientific standards needed to advance the evidence-based useful to those we serve. We propose alternative approaches.

Human Rights Barbie: Using Critical Media Literacy to Teach About Feminism

This article uses critical media literacy to approach themes of sexism and gender inequality depicted in the 2023 film Barbie. Teachers cognizant of the need to address women’s rights issues in American history often struggle to find resources that are accessible and meaningful for their students. Furthermore, the use of film in social studies instruction can be an engaging and culturally relevant way for students to grapple with contentious issues in social studies education. Additionally, by using human rights concepts to frame inequality and inspire advocacy, teachers can address dimensions of oppression and inequality with a more ‘neutral’ or objective framing. Given the current political climate that instills fear in educators who teach about issues of gender, strategic approaches can empower social studies teachers to engage students in examinations of this contentious topic in American schools. Lastly, this article introduces perspectives of Black feminists and international activists to provide intersectional analyses of women’s rights issues to curb the common emphasis on White feminism. The lesson plan offered in this article includes a film viewing guide, enrichment opportunities, and an activity that connects themes in Barbie with women’s rights movements.

Modern Religious Movements: Female Scholars as Agents of Change

This research examines the role of female clerics as agents of change in modern religious movements in the Muslim world. Using the Systematic Literature Review (SLR) method, this study identifies, evaluates, and summarizes findings from various studies regarding the contribution of female ulama in encouraging social change, education, and religious policy. Data was collected from various databases indexed by Scopus, Eric, and Google Scholar, covering the publication period 2010-2024 using the PRISMA technique. Of the 301 articles, 40 were selected as research data. The findings show that female ulama play an important role in promoting inclusive religious understanding, fighting for women's rights, and developing progressive Islamic education. They also challenge traditional norms and influence religious policies to be more responsive to contemporary issues. However, female ulama face various challenges, including socio-cultural barriers. This research concludes that female ulama have significant potential as agents of change, but further support is needed to overcome the challenges they face.

A systematic mapping of social entrepreneurship education: A call for increased collaboration, ethics, and research frameworks

PurposeThis study aims to provide a comprehensive overview of Social Entrepreneurship Education (SEE) by examining the evolution, current state, and future research directions. It seeks to identify key themes, best practices, and the integration of social entrepreneurship principles within educational frameworks. MethodologyThe research uses a systematic mapping approach incorporating bibliometric citation and content analysis to analyze 161 articles from 2002 to 2021, identifying trends, themes, and gaps in SEE literature. FindingsThe results reveal three main clusters of research areas: integrating social entrepreneurship principles into educational models, social entrepreneurship intentions and antecedents, and challenges and competencies development in SEE. A taxonomy scheme for categorizing SEE research is proposed, enhancing understanding through six prepositions and 18 possible future research inquiries. ImplicationsThis classification system provides a comprehensive overview of SEE, promoting global collaboration and innovative teaching methodologies. It encourages a holistic approach to educational programs, using visualizations and maps for policy enactment. OriginalityThis paper enhances SEE understanding through a taxonomy scheme, addresses review fragmentation, and provides a consolidated framework highlighting educational, theoretical, and methodological gaps, setting a comprehensive research agenda.

Criticality assessment and cascading effects: impacts of COVID-19 disruptions in public transport on marginalized groups in Dortmund, Germany, São Paulo, Brazil, and Cape Town, South Africa

The COVID-19 pandemic has underscored the interconnectedness of critical infrastructure systems and their profound impact on marginalized communities. This study investigates the cascading effects of reduced mobility and infrastructure disruptions caused by COVID-19 response strategies on marginalized households across three diverse urban settings: Dortmund, São Paulo, and Cape Town. Employing a criticality assessment, we examine disruptions in healthcare, food and nutrition, social work, education, and childcare sectors, highlighting interdependencies and their implications for marginalized communities. Our findings reveal that disruptions in one sector, such as public transportation, can trigger adverse consequences across interconnected systems, amplifying vulnerabilities and exacerbating social inequalities. Furthermore, limited digital accessibility compounds these challenges, particularly for marginalized groups who may lack access to necessary technologies or digital literacy skills. Addressing these disparities in digital access is crucial for ensuring equitable access to essential services and support networks, especially in times of crisis. The study underscores the importance of mobility and accessibility in addressing systemic vulnerabilities and advocates for comprehensive resilience strategies that prioritize the needs of marginalized communities. Recommendations for policymakers, urban planners, and community stakeholders are provided to enhance infrastructure resilience and mitigate the indirect effects of disruptions on marginalized groups. The study contributes to a deeper understanding of cascading effects within critical infrastructure networks and informs future research and policy initiatives aimed at building resilient communities in an interconnected world.

What causes social class disparities in education? The role of the mismatches between academic contexts and working-class socialization contexts and how the effects of these mismatches are explained.

Within psychology, the underachievement of students from working-class backgrounds has often been explained as a product of individual characteristics such as a lack of intelligence or motivation. Here, we propose an integrated model illustrating how educational contexts contribute to social class disparities in education over and beyond individual characteristics. According to this new Social Class-Academic Contexts Mismatch model, social class disparities in education are due to several mismatches between the experiences that students from working-class backgrounds bring with them to the classroom and those valued in academic contexts-specifically, mismatches between (a) academic contexts' culture of independence and the working-class orientation to interdependence, (b) academic contexts' culture of competition and the working-class orientation toward cooperation, (c) the knowledge valued in academic contexts and the knowledge developed through working-class socialization, and (d) the social identities valued in academic contexts and the negatively stereotyped social identities of students from working-class backgrounds. Because of these mismatches, students from working-class backgrounds are likely to experience discomfort and difficulty in the classroom. We further propose that, when attempting to make sense of these first-order effects, students and teachers rely on inherent characteristics (e.g., ability, motivation) more often than warranted; conversely, they overlook extrinsic, contextual factors. In turn, this explanatory bias toward inherent features leads (a) students from working-class backgrounds to experience self-threat and (b) their teachers to treat them unfairly. These second-order effects magnify social class disparities in education. This integrated model has the potential to reshape research and discourse on social class and education. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Carrying The CRT Legacy in Perilous Times: Research and Practice in the Social Sciences Under Florida’s Stop WOKE Act

Florida’s House Bill 7, also known as the Stop Woke Act, is one of the most controversial legal measures in educational history, increasing the supervision of teaching and learning about antiblack racism in social studies education. Florida Governor, Ron DeSantis, has legally banned the teaching of CRT (critical race theory) from K-12 schools, colleges, and universities. In this paper, I analyze specific points from Florida’s House Bill 7 (2022), unpacking its legal divisiveness that upholds white supremacy in the social sciences. This blatant denial of America’s tragic racial history has intensified a hostile and superficial learning environment for teachers of social studies education. As a Black woman, educator, and researcher; there is an added layer of betrayal teaching about race under intense legal scrutiny. In this article, I intend to unpack my experience as one of the last groups of doctoral students to learn CRT at a Florida public university; revisiting the political shift against CRT and how it has impacted my research and practice.