Struggle For Education Research Articles

Женское движение в России в 1907–1914 гг.

The article examines the women's movement in Russia in 1907–1914. The author studies, what is the women's movement; its causes (discrimination and legal inequality of women in all spheres of life); women's issue (a whole complex of problems related to the unequal position of women in society, economy and family) and the problem of emancipation (liberation) of women. The article also considers the impact of the First Russian Revolution of 1905–1907 on the women's movement, features of the women's movement in 1907–1914 (the stage of formation of a mass women's movement with an extensive infrastructure, integrating various social strata of women). The author shows that the number and diversity of women's organizations continued to increase, which contributed to the formation of a broad social base of the women's movement; presents the classification of women's associations by spheres of activity, by ideological orientation: conservative, liberal (including feminist) and socialist. The article demonstrates the main activities of the women's movement: the struggle for education, for access to professional work, charity, the struggle for civil and political rights, including electoral rights and mentions women's parties, organizations, such as Russian Women's Mutual Charitable Society, Women's Progressive Party, Women's Equality Union, Workers' Mutual Aid Society and three All-Russian women's congresses. It shows participation of various segments of the population in the women's movement. The author analyzes government policy on the women's issue and concludes about the results and significance of the women's movement.

Cross-Talkin’: Black parents and youths’ resistance, education, and action

In this three-part article, we present two studies of Black political education and resistance to archive and document examples of the ongoing struggle for educational equity. In the first portion of the article, Goss’s study uses an analysis of race, power, and policy to map the evolution of school discipline reform legislation, and advocacy efforts enacted by members of a particular parent community organization. Using archival and life history interview data, Patel presents a cross-generational examination of the internal political education and external public pedagogies that Black youth engaged in during the 1960s and how that echoes into various contemporary social movements for Black and brown young peoples’ rights. The article closes with a duoethnographic discussion in which both authors contribute what is contextually salient across both studies in the interest of what readers might consider about education, resistance, and freedom struggles in their own spaces.

Development of Chinese Civilisation and Education in Malaysia

This research aims to understand the Chinese civilisation and education in Malaysia. Terms of education.This research used research journal and book research. Chinese civilisation began with the emergence ofthe Xia Dynasty in the Huang He valley around 2000 Before Century (BC). Chinese civilisation has producedmany achievements in various literature, science, science and technology, traditional medicine, performingarts, art and fine arts. The main philosophies in Chinese society are Confucianism, Taoism and Legalism.This Classic Verse dramatically affects the lives of Chinese people. The establishment of the educationsystem in Malaya develop in the 19th century. The Chinese community is very concerned about educationand gives great honour to the educational struggle. School - Chinese school was formed and built whereverthere are Chinese communities in Malaysia.

The punishment as ritual of initiation in Indigenous Justice: Women mothers, social fighters and intellectual training Ayuujk (Oaxaca, México)

Single mothers, social fighters and protagonists of the indigenous student movement in the struggle for community education in the Normal Experimental School of Cempoaltepelt have organized themselves in the lost decade in Latin America. The experience of the Ayuujk women spans different political actions as organic intellectual. It is crucial for the formation of indigenous autonomy in Santa María Tlahutoltepec, Mixe (Oaxaca, Mexico). Therefore, the professionalization of the leadership of indigenous women in the international arena needs rethinking in a diachronic perspective. The significance that “punishment” has for them, as a “ritual of initiation” in the attempt to access spaces of community participation in the system of charges, leading to becoming the subject of human rights, allows us to rethink the meaning acquired by female leaders in indigenous communities in four historical blocs: crisis of institutional indigenism, penetration of the State, struggle for community education and experiences of political actors as leaders. In short, before 1995, the Ayuujk women’s movement within the Oaxaca indigenous movement has revealed the reconfiguration of the nation-state and its shift to the neoliberal Pluricultural State.

An impossible public problem or the paradox of activist resistance: Unwillingly depoliticizing immigrants’ schooling in France

In France as in other European countries, access to education for immigrants beyond compulsory schooling is selectively achieved, through a triage implemented by education administrations. Support organizations are increasingly solicited on this matter. Considering the twofold policy role of non-profits which both act as advocates and providers, this paper sheds light on the reciprocal relationship between the way activists manage enrollment in education and the way this issue is framed in the public sphere. Indeed, militants play a gatekeeping role and can discretely negotiate the access to school at the margins of the official institution. Nevertheless, because this struggle for education is individualized and silent, this issue is not likely to become a public and visible cause, around which a political reaction from public authorities could be claimed. Hence, while they largely counteract the infringement of the right to education, the actions of activists paradoxically participate in making it socially acceptable. That is why, beyond the case of immigrant education, the analysis eventually provides an empirical understanding of the social conditions of the construction of education public problems.

La Escuela Rural de Utawilaya: Una Educación liberadora desde Puno - Perú 1902

En este manuscrito se presentan datos del desarrollo de la Escuela Rural Indígena de Utawilaya en el distrito de Chucuito Platera de la provincia de Puno - Perú en 1902. Frente a la exclusión educativa, económica, social y política a la población rural, por el Estado, el maestro Manuel Zúñiga Camacho fundó la Escuela Rural Indígena con una postura pedagógica hacia una educación liberadora. Zúñiga Camacho consideraba a la educación como la única forma de salvación, de la exclusión, explotación, y pobreza, implando por los oligarcas y gamonales. La historiografía peruana coincide en afirmar que uno de los movimientos más fuertes en la sierra sur a inicios del siglo XX fue la lucha por la educación, que se consideraba de privilegio para la clase alta o élite gobernante (oligárquico y gamonal). La marginación de los pueblos indígenas no es un fenómeno actual, en el marco de la historia republicana se viene arrastrando desde hace doscientos años. En esta exclusión subyace el concepto que se manejó (y aún se maneja) sobre indígena, que se entiende como lo atrasado, lo ignorante, y por tanto no es incluido en las políticas de desarrollo del Estado peruano. Para Gustavo (2015), la incidencia de la pobreza de acuerdo a la lengua materna de las personas, afecta más a la población que tiene como lengua aprendida en su niñez una lengua nativa: quechua o aimara. Así, en el año 2013, la pobreza afectó al 35,9% de la población. La escuela Utawilaya su programa de alfabetización y lectoescritura abarcó a grupos de adultos y niños. La educación liberadora Manuel Zúñiga Camacho destaca aspectos trascendentales, tales como: liberar a la persona, transformar la comunidad, toma de conciencia, transformar la realidad en un ambiente sin discriminación, explotación, humillación y con derecho a educación.

Improving Metacognition in the Classroom

Abstract. Students are often overconfident in educational settings and struggle to differentiate between well-learned and poorly-learned concepts. The present article reviews current research on strategies that help students assess their understanding, with a focus on research using authentic educational tasks and materials. We propose a framework for these strategies that we refer to as wait-generate-validate. The wait-generate-validate strategies can give students a more objective measure of their learning from lectures, understanding of course concepts, text comprehension, problem-solving ability, and test preparedness. These strategies have been shown to lead to more effective study decisions and greater learning. Lastly, we translate the reviewed research into practical tips for students and teachers and conclude with recommendations for future research regarding how students judge their learning in diverse educational contexts.

Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education

Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education

Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education. By Yingyi Ma. New York: Columbia University Press, 2020. Pp. xii+294. $35.00.

Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education. By Yingyi Ma. New York: Columbia University Press, 2020. Pp. xii+294. $35.00.

Dispositions of Exemplary School Librarians

As former students ourselves, we know instinctively the qualities of exemplary educators even if we have difficulty naming these ourselves. A review of the extensive body of dispositional literature indicates that educators struggle with the concept of dispositions, what these entail, and their assessment; however, little has been written about the dispositions of school librarians. Interest in this topic has increased since the development of Dispositions in Action as an essential component of the American Library Association’s American Association of School Librarians Standards for the 21st Century Learner published in 2007. The authors provide foundational information about dispositions and justification of their importance to student learning and present a self-assessment instrument which is the first step to understanding one’s dispositional strengths and weaknesses. Additionally, a theoretical framework for obtaining dispositions is presented.

“Hell Is Popping Here in South Carolina”: Orangeburg County Black Teachers and Their Community in the Immediate Post-Brown Era

When the South Carolina legislature created the anti-NAACP oath in 1956, teachers across the state lost their positions. But it was the dismissal of twenty-one teachers at the Elloree Training School that captured the attention of the NAACP and Black media outlets. In the years following Brown v. Board of Education, South Carolina's Black and White communities went head-to-head in the battle over White supremacy versus expanded civil rights. The desegregation movement in 1955 and 1956 placed Black teachers’ activism in the spotlight—activism that mirrored what was happening in their community. This largely unknown episode of civil rights activism demonstrates that Black teachers were willing to serve not only as behind-the-scenes supporters in the equal education struggle but as frontline activists. Furthermore, it shows that South Carolina was an integral site of the long civil rights movement.

Psychiatric Manifestations of Ehlers-Danlos Syndrome in Adolescents: A Case Report and Literature Review

Background: Ehlers-Danlos Syndromes (EDS) comprise a group of heterogeneous hereditary connective tissue disorders [1, 2]. Psychiatric disorders such as depression, anxiety, panic disorder, agoraphobia, schizophrenia, neurodevelopmental disorders, personality disorder, eating disorders, substance misuse and interpersonal issues have been reported in the literature to be associated with EDS [1-3]. Objectives: The case of a 15-year old male who was hospitalized after a suicide attempt by gunshot, who was discovered to have symptoms suggestive of EDS, is presented in this paper along with the results of a literature search of psychiatric manifestations of EDS in children and adolescents. Methods: Literature review was conducted on the UpToDate website on March 11, 2020 to review symptoms of Ehlers-Danlos Syndrome for the purpose of preliminary diagnosis of this patient. Additional literature search was conducted on PubMed on 4/2/20 at 12:10 P.M. and on 4/9/20 at 10:51 P.M. and on the search engine Google on 4/2/20 at 12:25 P.M. On May 11, 2020 at 2 P.M., another web search was conducted with a review of 6 different websites pertaining to Ehlers-Danlos Syndrome. Results: A systematic review of psychiatric manifestations of Ehlers-Danlos Syndromes revealed a strong incidence of psychiatric symptoms. Conclusion: Our patient’s psychiatric symptoms of depression, suicidal ideations, anxiety and social and educational struggles may have been at least partially due to chronic pain- abdominal, headache and musculoskeletal, and social ostracization associated with Ehlers-Danlos Syndrome. Education regarding this illness helped our patient’s recovery as he came to understand why he was so “odd” and the cause of his multisystemic chronic pain.

Introduction to the Special Issue: Males of Color and School Counseling

The sense of urgency for addressing the concerns of males of color cannot be overstated. The reality of racial discrimination and trauma is present for males of color in urban, suburban, and rural settings and regardless of their socioeconomic status. Such oppressive conditions in education, criminal justice, health, and employment, for example, wreak havoc on their overall well-being and advancement in society. Until the systems constraining the progress of males of color are addressed through substantive policy and practice, the social, economic, and educational struggles will persist. This special issue presents 19 theoretical, qualitative, and quantitative articles focusing specifically on the experiences of males of color in educational settings and the importance of school counselors in helping them to thrive.

In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America by Kabria Baumgartner

Reviewed by: In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America by Kabria Baumgartner Lucia McMahon (bio) Education history, Black women's history, Female academies, School segregation In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America. By Kabria Baumgartner. (New York: New York University Press, 2019. Pp. 286. Cloth, $35.00.) In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America presents compelling case studies of activism that took place in classrooms, communities, and courtrooms. Drawing on a variety of source materials, including school catalogues, court records, petitions, and correspondence, Kabria Baumgartner effectively brings to life both institutional accounts and individual experiences that reveal key moments in "the larger struggle for African American education in the early nineteenth century" (8). Efforts by African American girls and young women to gain access to educational spaces were individual "acts of defiance and protest" (2) that reflected collective struggles. The story of the Canterbury Female Seminary in Connecticut represents one chapter in a larger narrative illustrating the fierce, sometimes violent, opposition that Black students faced, as well as their determination to pursue knowledge. When Prudence Crandall, a white Quaker woman, agreed to admit Sarah Harris to her Canterbury Female Seminary in 1832, white students and residents protested. Crandall transformed her school into one exclusively for African American students, but rather than resolve the controversy, her decision sparked further community backlash. The town passed a law "effectively criminalizing the Canterbury Female Seminary" (32). Crandall and her students faced legal action, trials, threats, and harassment that ultimately led to the Canterbury Female Seminary's closure in 1834, after a group of local residents vandalized the school building. Four years after the Canterbury Female Seminary was forced to close, Mary E. Miles, one of its students, applied to attend the Young Ladies' Domestic Seminary in Clinton, New York. Her enrollment, as Baumgartner notes, transformed that institution into "the first racially integrated female seminary in New York, if not the entire North" (47). Founded by abolitionist Hiram Huntington Kellog, the Young Ladies' Domestic Seminary initially welcomed white women from poor, working-class, and [End Page 316] middle-class backgrounds; tuition costs could be reduced based upon the domestic labor a student performed. Supported by Kellog's pedagogical and reformist principles, students cultivated a shared commitment to Christian values and antislavery reform. African American women's pursuits of knowledge were shaped by institutional developments, as a variety of academies, seminaries, high schools, and common schools were in operation by the 1830s. In this evolving educational landscape, private academies and seminaries were unpredictable entities subject to closures due to fiscal constraints, personal circumstances, or community tensions. The era's growing public school movement promised more democratic and permanent access to educational opportunities, but these institutions were often sites of inequity and exclusion. By the 1830s, as Part II of In Pursuit of Knowledge emphasizes, African American activists increasingly pursued equal school rights at public schools as a key means of advocating for civil rights. Efforts to challenge racial segregation practices in public schools, as Baumgartner notes, were often "hyperlocal" (111), varying according to local practices and precedents. In Salem, Massachusetts, Baumgartner has found evidence that at least some of the town's primary-level schools "were not racially exclusive" (112). The seemingly arbitrary aspects of the Salem school system were directly challenged in 1834, when Sarah Parker Remond and her sisters passed the entrance exam to the East School for Girls, a high school offering advanced studies to young women. The Remond sisters "excelled at their studies" (119), but community outrage led to their expulsion, and to the creation of a separate school for African American students. There were numerous public schools in Salem for white students, but African American students were now confined to one school building. This was, Baumgartner asserts, a deliberate, systematic response to the challenges posed by the educational aspirations and achievements of African American girls. "A policy of racial school segregation became systematic in 1834 because of white resentment toward the Remond sisters" (122). In towns and cities across the North, educational activists continued to fight for equal school rights through petitions, court cases, boycotts, and...

Yingyi Ma. Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education. New York, NY: Columbia University Press, 2020. 312p. Paper, $35.00 (ISBN 978-0231184588).

Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education by Yingyi Ma challenges the monolithic image of Chinese international students at US colleges. Ma, an Associate Professor of Sociology at Syracuse University, attained her bachelor’s degree in China and came to the United States as a fully funded graduate student. She contrasts her background with the new generation of Chinese students in the United States who are mostly self-funded and are more likely to be undergraduate students.

Práticas artísticas no campo: A luta como categoria pedagógica para a transformação social

Este texto analisa as práticas artísticas na escola do campo, considerando a presença da luta e transformação social como categoria na prática pedagógica. Tomou-se como base uma pesquisa que analisou os movimentos de reelaboração das Representações Sociais dos professores do campo, egressos do curso de Licenciatura em Educação do Campo da Faculdade de Educação da Universidade Federal de Minas Gerais. Para tal, consideramos que as práticas artísticas podem ser entendidas como formas de criação, fruição e reflexão da Arte, elementos que agregam os processos educativos, a historicidade e a resistência presentes no movimento de luta pela Educação do Campo. Tivemos como abordagens metodológicas entrevistas narrativas e observação de práticas pedagógicas, fatores que nos permitiram compreender a presença de elementos pedagógicos de luta em práticas docentes que carregavam a intencionalidade da educação transformadora.
 Palavras-chave: práticas artísticas, Educação do Campo, práticas pedagógicas.
 
 Artistic Practices in the countryside: Struggle as Pedagogical Category for Social Transformation
 ABSTRACT. This text analyzes the artistic practices in the rural school, considering the presence of struggle and social transformation as a category in the pedagogical approach. We took as a basis a work that analyzed the movements of re-elaboration of the Social Representations of rural teachers, graduated of the Degree course in Rural Education of the Faculty of Education of the Federal University of Minas Gerais. To this end, we consider that artistic practices can be understood as forms of creation, fruition, and reflection of Art, elements that add the educational processes to the historicity and resistance present of the Movement of the struggle for Rural Education. We had a methodological approach to narrative interviews and observation of pedagogical practices. These elements allowed us to understand the pedagogical aspects of the struggle in teaching practices that carried the intentionality of transformative education.
 Keywords: artistic practices, rural education, pedagogical practices.
 
 Prácticas artísticas en el campo: la lucha como categoría pedagógica para la transformación social
 RESUMEN. Este texto analiza las prácticas artísticas en la escuela del campo considerando la presencia de la lucha y la transformación social como una categoría en la práctica pedagógica. Tomamos como base una investigación que analizó los movimientos de reelaboración de las Representaciones Sociales de los profesores en el campo, graduados del Curso de Grado en Educación de Campo de la Facultad de Educación de la Universidad Federal de Minas Gerais. Consideramos que las prácticas artísticas pueden ser entendidas como formas de creación, fructificación y reflexión del Arte, elementos que suman los procesos educativos a la historicidad y resistencia presentes del Movimiento de lucha por la Educación de Campo. El enfoque metodológico utilizó entrevistas narrativas y observación de prácticas pedagógicas, elementos que nos permitieron comprender la presencia de elementos pedagógicos de lucha en las prácticas de enseñanza que llevaron la intencionalidad de la educación transformadora.
 Palabras clave: prácticas artísticas, educación de campo, prácticas pedagógicas.

Professoras de Educação do Campo e resistência: as brechas no habitus docente

O artigo analisa ações docentes que remetem à resistência no habitus docente. A pesquisa teve como método um estudo de caso, envolvendo entrevistas e observação em sala de aula de professoras formadas nas turmas iniciais da Licenciatura em Educação do Campo. Parte-se do pressuposto de que a formação docente engajada nas lutas da educação do campo deve formar professoras cuja ação docente escape ao habitus estruturante da educação em geral, produzindo resistência também no campo pedagógico. Os resultados apontam para a produção de modos de resistir através de táticas em que improvisam na ausência de materiais necessários, de equipamentos; em que compartilham o pouco existente e fazem disso motivo de reflexão; em que problematizam situações vividas no cotidiano por docentes e discentes, fazendo disso material e atividade pedagógicos; em que redesenham de modo circular a distribuição dos alunos na classe e fazem a dinâmica das relações quebrar a linearidade. Em contraponto, o modo rígido com que a educação como um todo se organiza, forte componente do habitus, continua enquadrando/limitando as iniciativas, apontado para a necessidade constante de problematização do currículo, dos tempos escolares e dos lugares sociais ocupados pela escola e pelas professoras.
 Palavras-chave: habitus, resistência, educação do campo.
 
 Rural Education teachers and resistance: the breaches in teaching habitus
 ABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. 
 Keywords: habitus, resistance, rural education.
 
 Profesoras de Educación Rural y resistencias: las brechas en el habitus docente
 RESUMEN. El presente artículo analiza acciones docentes que remiten a la resistencia en el habitus docente. La investigación tuvo como metodología un estudio de caso que incluyó profesoras formadas en los años iniciales de la Licenciatura en Educación Rural. Se parte del presupuesto que la formación docente, comprometida con las luchas de la educación rural, debe formar profesoras que, en su acción docente, escapen al habitus estructurante de la educación en general, para producir resistencia también en el campo pedagógico. Los resultados muestran la producción de modos de resistencia a través de tácticas de improvisación ante la ausencia de materiales y equipos necesarios; de compartir lo poco que existe y hacer de esta carencia motivo de reflexión; de problematizar situaciones vividas en lo cotidiano por docentes y alumnos, haciendo de eso material y actividades pedagógicas; de rediseñar, de forma circular, la distribución de los alumnos en la clase y hacer que la dinámica de las relaciones quiebre la linealidad. En contraposición, el modo rígido con que la educación como un todo se organiza, fuerte componente del habitus, continúa encuadrando/limitando las iniciativas, apuntando para la necesidad constante de problematizar la malla curricular, los tiempos escolares y los lugares sociales ocupados por la escuela y por las profesoras.
 Palabras clave: habitus, resistencia, educación rural.

Digitization of contemporary Yemeni archives in exile. The “Ahmad Muhammad Nu‘mân’s papers” challenge

In 2009, the archives of Ahmad Muhammad Nu‘mân (1909-1996), a professor and leader of the modernization and national movement in Yemen, joined the IREMAM, a French scientific laboratory in the south of France, where they are now stored. They are waiting to be shared – as Ahmad Nu‘mân himself wished – among academics in Yemen and elsewhere in the world. This objective implies a digital provision of the archives on Internet which comes up against financial and geopolitical constraints and which imposes the elaboration of a communication strategy to support its realization, around other archives concerning Yemen. The current war in Yemen has an impact on the choices that have to be made when presenting the archives and when selecting the most urgent documents to be diffused online. The angle adopted in the communication strategy for the Ahmad Nu‘mân archives – the struggle for education in contemporary Yemen as a political tool for mobilization and state construction – strongly defines their identity, but it also gives impetus to specific networks around them, with a view to the future reconstruction of peace in Yemen.

Ambitious and anxious: How Chinese undergraduates succeed and struggle in American higher education. Yingyi Ma

Ambitious and anxious: How Chinese undergraduates succeed and struggle in American higher education. Yingyi Ma

Sobre el anarquismo en la historiografía de la izquierda argentina

El presente artículo interroga las perspectivas historiográficas que se interesaron en la experiencia libertaria argentina para determinar los principales ejes de discusión que se trazaron entre ellas. Su objetivo principal consiste en comprender estas obras en un esquema historiográfico más amplio sobre las izquierdas en general. Para esto determina principalmente tres momentos. Uno fuertemente vinculado a las relecturas del anarquismo dentro de la llamada nueva izquierda. Un segundo momento propio de las décadas del ochenta y el noventa que afirmaba la clausura definitiva del ciclo de las alternativas de izquierda mientras las investigaciones que se desarrollaban fuera del país proponían un nuevo cúmulo de preguntas. Y un tercer momento académico interesado por el pasado de las reivindicaciones de los derechos individuales, los modos de organización autogestivos y la politización histórica de la agenda anarquista, sobre el feminismo y la emancipación sexual, la lucha por el aborto, el anti-militarismo, la educación libre, el cooperativismo, el ecologismo y el naturismo.