Struggle For Education Research Articles

Market-based parental involvement: impact of networks of middle-class mothers in the education marketplace

ABSTRACT Despite the growing importance of shadow education, literature on middle-class parental involvement has focused on the significance of family–school partnerships, and has neglected to examine the influence of parental involvement in terms of shadow education. Drawing on narratives of middle-class Korean mothers, this study explores their strategies and practices for shadow education to provide their children with a meaningful advantage in academic competition. It applies Bourdieu’s social capital theory to understand their struggle for high-quality shadow education, and finds a strong impact of networks of mothers for effective interaction with the education marketplace. In this regard, the author suggests a concept of ‘market-based parental involvement’, which is distinguished from the traditional form of middle-class parental involvement based on family–school partnerships.

Coping with uncertainties: Unveiling the lived experiences of working students in the new normal

The Covid-19 pandemic has caused widespread disruption in school institutions. This has given a challenging routine to working students who work for a living while supporting their studies. This study seeks to unveil the lived experiences of the working students in the new normal education. A descriptive phenomenological study was utilized to explore and capture their lived experiences. The purposive sampling technique was utilized to collect the data from 11 working students who passed the inclusion criteria. A modified Colaizzi’s seven-step method was used for data analysis, wherein codes, categories, and themes were extracted from the responses of the semi-structured interviews. After the data analysis, five major themes emerged: (1) challenges and struggles during a pandemic, (2) meeting financial and social needs, (3) seeking support, (4) commitment and self-discipline, and (5) work-study balance. Based on the results, working students have adapted quickly to address the challenges and struggles in the new normal education. However, support and measures should be given to them to help and ensure that their studies and work will not be compromised.

Introduction to the Special Issue on Class Dynamics from Socialism to Post-Socialism

Introduction to the Special Issue on Class Dynamics from Socialism to Post-Socialism

THE ROLE OF OUTSTANDING CULTURAL AND EDUCATIONAL ACTIVITIES OF THE END XIX- EARLY XX CENTURY IN THE STRUGGLE FOR UKRAINIAN SCHOOL AND NATIONAL EDUCATION

Generalized description of cultural and educational and pedagogical activities of the prominent Ukrainian representatives of the culture and enlightenment at the close of the XlXth and at the beginning of the XXth century is in this article. Their role in the struggle for Ukrainian schools and national education is defined in the present article.

“Learning Nomad” in Higher Education: Students’ Learning Patterns from Three Self-Designed Major Programs in Taiwan

As higher education struggles to catch up with the constantly shifting social climate, many modern students are being left overwhelmed by the sheer volume of choices they are being offered in a phenomenon known as the “tyranny of freedom”. This issue is exacerbated when they do not have the appropriate guidance from either their parents or universities to build their own identity and find a suitable position in a functional society. Following the innovative education trend, a few top-ranking universities have started self-designed major programs, making themselves pioneers of experimental education in the traditional university system. The purpose of this study aims at discovering how Taiwanese self-designed major students organize their study maps from human and identity capital perspectives. 
 
 Fifteen research participants were recruited from the three universities providing self-designed major bachelor programs and asked to participate in a semi-structured interview. The content analysis result outlines those students as “learning nomads” who break department or field boundaries to do interdisciplinary learning with clear goals by tracing their learning resources across borders. Three crucial outcomes have been found: first, identity capital mainly influences college entrance channel choices in regards to motivation and has a minor influence on how self-designed major students arrange their learning maps. Second, in regards to human capital, modularized and self-directed learning and the arrangement of theoretical and experiential knowledge do not work alone but together. Finally, learning guidance was found to be essential under the stress of tyranny of freedom.

Teaching is therapy for me. The subjective wellbeing of Austrian ICLHE teachers: learning to balance challenges and resources through teacher development

ABSTRACT Purpose: Even though research on teacher wellbeing has recently generated considerable interest in the field of teacher psychology, investigations of the subjective wellbeing of ICLHE teachers remain relatively scarce and have not found their way into teacher development. It is therefore worth investigating whether teachers in tertiary education struggle or flourish in their role as ICLHE teachers, what factors appear to diminish or enhance their wellbeing and how teacher development can address these factors. Design/methodology/approach: Based on a nation-wide study on the subjective wellbeing of Austrian CLIL teachers in primary and secondary education, data for this paper were generated from ten semi-structured interviews with ICLHE teachers who discussed their ability to cope with the spate of new tasks and to remain optimistic despite the emotional and social demands they have to face. The findings below are the result of a thematic analysis following procedures laid out by Braun and Clarke ([2006] “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.). Findings: Our study shows that teachers manage the challenges of having to teach in English better if they perceive their work as rewarding, have a strong social network and see a clear purpose in their work. It seems that particularly in tertiary education, goals, motivation and possibly prestige connected with ICLHE help reduce the impact of stress and other challenges. Originality/value: Based on our findings, we developed a combined Interactive Balance Model for Managing Wellbeing which offers a feasible avenue to explore individuals’ positive psychological resources. We hope that this model will provide a framework for effective ICLHE teacher development.

Review: Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education, edited by Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt

Book Review| April 01 2022 Review: Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education, edited by Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt [Eds.]. Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education (Albany: SUNY Press, 2021), $95.00 hardcover, $26.95 paper. 362 pp. ISBN: 9781438482682. Jessica Hatrick Jessica Hatrick University of Southern California Search for other works by this author on: This Site PubMed Google Scholar Ethnic Studies Review (2022) 45 (1): 89–92. https://doi.org/10.1525/esr.2022.45.1.85 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Jessica Hatrick; Review: Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education, edited by Bianca C. Williams, Dian D. Squire, and Frank A. Tuitt. Ethnic Studies Review 1 April 2022; 45 (1): 89–92. doi: https://doi.org/10.1525/esr.2022.45.1.85 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentEthnic Studies Review Search Edited by Bianca C. Williams, an Associate Professor in the Anthropology and Psychology departments at City University of New York’s Graduate Center; Dian D. Squire, an Associate Professor and Founding Associate Dean for Inclusive Excellence at Loyola University, Chicago; and Frank A. Tuitt, the Vice President and Chief Diversity Officer at the University of Connecticut, this 2021 publication is the second in SUNY’s series Critical Race Studies in Education. Plantation Politics and Campus Rebellions offers a strong introduction to the ongoing relationship between the US university and the history of slavery and settler colonialism. In showing how plantation politics are embedded within the university, it asks for deep reflection on the broader failures of abolition democracy to reimagine society toward Black freedom (Davis 2005, Du Bois 1998, McLeod 2019). The book shows how universities function to perform and legitimize: the psychological warfare of institutions not made for Black folk; the... You do not currently have access to this content.

Palestinian rural education during the British mandate: a story of a national struggle and constant resistance

ABSTRACT Palestinian historiography has focused deeply on the complex political struggle in Palestine during the period of the British Mandate from 1920 until the tragic Nakba which turned most Palestinians into refugees. Less examined have been other contemporaneous arenas of struggle and resistance. This article turns attention to the Palestinian rural determined and consistent struggle for education and modernization under the British Mandate and the colonial aims of its education policy regarding Palestinian rural areas. The author argues that despite the Mandate’s deliberate siyasa al-tajhil (policy of making people ignorant), as the Arabs called it, impressive successes in rural education were achieved mainly by villagers’ own efforts. The meagre investment by the government in rural education was mainly to delude the village populations into believing that the British were actually interested in providing educational services. Interestingly, but not surprisingly, both villagers and Mandate government, understood that education was a powerful instrument capable of serving each to achieve their opposite goals.

Prospects and Challenges for Women Entrepreneurs in India

In 2020, India ranked 63rd out of 190 nations in Doing Business. With a ranking of 63rd, India has raised 79 places in the five years between 2014 and 2019. In 2018, the startup ecosystem grew at a rate of 15% year over year, while the number of incubators and accelerators expanded by 11%. (World et al., 2021) Significantly, the number of women entrepreneurs stood at 14 percent, up from 10 percent and 11 percent in the previous two years. Over the course of the year, startups in the country were able to create an estimated 40,000 new positions, bringing the overall number of jobs in the start-up ecosystem to 1.6-1.7 lakh. The purpose of this research is to investigate the challenges that women entrepreneurs in India encounter.(Delhi, n.d.) For this purpose, the paper considers the opinions of women entrepreneurs and the Government Schemes supporting them along with the importance of Women Entrepreneurship for Empowerment. Objectives of the study: The objective of the present study is to analyze the challenges and schemes promoting women's entrepreneurship in India. Methodology: For analyzing the objective, the present study has fully relied on secondary data which was collected from census reports, records, and journals. Results: This paper concludes that even though the educational and economical struggles are there, the tribal women entrepreneurs are emerging in recent decades with the economical supportive schemes of the Government and they are raising their society too.

Review of Plantation Politics and Campus Rebellion: Power, Diversity, and the Emancipatory Struggle in Higher Education

Review of Plantation Politics and Campus Rebellion: Power, Diversity, and the Emancipatory Struggle in Higher Education

Migration and education in Zimbabwe and South Africa

ABSTRACT How African migrants establish themselves within new contexts through struggles for education is a relatively under-researched phenomenon in South Africa. The notion of “idioms of rootlessness” has been developed to make sense of migrants’ understandings of new hostile environments. This article troubles this botanical metaphor through an exploration of the life-history of one Zimbabwean woman who migrated to South Africa and the specific role of education in her trajectory in Zimbabwe and South Africa. Her story is examined against the backdrop of the changing political economy of education in Zimbabwe and South Africa. In highlighting how she navigates borders for the education of her children and decides which children to educate where it shows how educational values, beliefs and practices also migrate. The paper argues that her struggle for the education of her children can also be interpreted as an expression of the desire for attachment in both spaces and as a means of claiming a place in both countries, across borders, for herself and her children.

«Постантоновщина» как особый этап развития тамбовской деревни после крестьянского восстания 1920-1921 гг. По материалам региональных архивов

Problematics of the Tambov village development after suppression of the Antonov’s mutiny remains little studied. Socio-economic, ideological, cultural, and educational struggle against the consequences of the Tambov economic and political conflict was an important aspect in state policy, the same as use of military and political measures in the “re-socialization” of anti-Soviet villages. To stabilize the situation on the ground, lengthy progressive steps were required on the part of authorities. The author attempts to study the period of “post-Antonovschina” as a separate period in the Tambov village development. Significance of the work is determined by the need to analyze the consequences of peasant uprising in order to develop means of resolving deep socio-political crisis. Systematic interdisciplinary approach has made it possible to analyze content and features of the Tambov village development in the “post-Antonovschina” period. It also provides an opportunity to apply interdisciplinary tools of historical, socio-humanitarian, and economic sciences, thus significantly expanding research potential and providing deeper conclusions. In preparation of the article, general scientific and special historical research methods have been used. A special place in is occupied by the theory of modernization. Mobilization of historical sources on this topic has been carried out for the first time. The article presents the historiography of the problem and characterization of documentary sources from regional archives of Tambov and Voronezh (State Archive of the Tambov Region, State Archive of the Socio-Political History of the Tambov Region, State Archive of the Socio-Political History of the Voronezh Region) that contain wide and comprehensive array of materials, some of which have not been introduced into scientific use or published. Documentary materials from regional archives permit to piece together complete picture of the events in the Tambov gubernia in the first years following the Antonov’s mutiny. They also permit to draw conceptual conclusions on the historical fate of peasant generation that saw the Antonov’s mutiny, to identify the reasons for restoration of “moral economy” in the Tambov gubernia in 1920–21, to determine features of peasant identity transformations under the influence of civilizational challenge, to explore the Bolsheviks’ “appeasement” of peasantry in the zone of the Tambov uprising.

EXPLORING THE PERCEPTIONS OF STAFF ON THE DECOLONISATION OF THE CURRICULUM AT ONE SELECTED SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY

The curriculum is still colonised as students cannot relate to the curriculum. The call for decolonisation was based on recognition of student struggles in higher education with regards to racism created by the political education they were exposed to. This paper aims at exploring the perceptions of staff on decolonising the curriculum in higher education. A qualitative research approach using the interview method was adopted for this study. 5 selected participants form the sample size of this study. The collected data was analysed through thematic analysis. The general finding, however, indicate that the respondents share the same sentiments that a decolonized curriculum gives students a chance to embrace their embedded indigenous knowledge. Other findings emanating from the study are that culture and the use of different languages play a vital role in ensuring that decolonisation is implemented in higher education. One of the recommendations is that higher education institutions must ensure meaningful engagements and debates continue to take place within universities on the decolonisation of the curriculum. Added to this, it is recommended that universities must provide resources that allow and support such engagements. In order to decolonise teaching and learning practices, it is also recommended that universities consider embedding African experiences at the centre of pedagogy and rethink the manner in which teaching is conducted, which might have a positive impact on student learning experiences.

Madheshi Women's Struggle for Higher Education in Nepal

This article adopted a qualitative approach to explore the practices and problems faced by Madheshi women in higher education. Though the traditional world has changed, and women in Madhesh are still struggling for equality and empowerment. For achieving higher education, they are accepting all the challenges that rise in front of them; but the established traditional norms and values in their socio-cultural life have become the main barriers playing role in keeping them away from higher education. In this study, the primary data were collected via in-depth interview with the participant with prolonged engagement in the field. The interpretation and analysis of the data helped to reach the conclusion from the perspective of the participant. The finding revealed that tit-bits of Madheshi women are receiving higher education but lots of them are away from education; engaged in household works, rearing children, feeding the family members; and socio-cultural beliefs have suppressed them a lot.

Early childhood educators’ solidarity and struggles for recognition

Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth (1995) as an analytical framework. The findings show ECEC educators struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.

Learning Professional Knowledge: Bachelor Nursing Students\u2019 Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and self-directed learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.

PERAN PEREMPUAN DI BERBAGAI SEKTOR KEHIDUPAN

This writing highlights the functions and the roles of woman in some aspects of life, like in faiths, worships, education, social and political struggle in society. Anticipating the challlenge of this era, the woman should function both in domestic and in public roles in order to keep and balancing their own and respective existence. The movement and the progress of woman should be supported by creating chances and eliminating the hindrance-factors like unwelcoming attitude toward their appearance outside the house affairs, and eliminating the so called ‘fear-factors’ around the woman. All these factors can be handled by improving their skills, innovative and creative works.

Rethinking The Thorny Journey: Medical Women in Colonial India.

While analyzing the status of the women in science and technology we often forget to address the remarkable work and contribution of Indian women in medical science. This paper aims to assess and historicise 1) the struggle for medical education by the women of India in colonial period through gender lens; 2) Impact of the medical education on social reform movement and women’s empowerment irrespective of caste, class race and region; 3) Intervening role of colonialism in growth and development , achievement and accomplishment of medical profession for Indian women; 4) Certain aspects that universalized the experience of some of the earliest Indian female doctors being a medical women and last but not least concurrency among the feminist consciousness, social reforms and emancipation of women socially and economically in 19th century India.

Ideological Struggle in Education: Brian Simon and Comprehensive Education Movement (1946-1965)

ABSTRACT Brian Simon (1915–2002), a Marxist historian and educationist in Britain, was a leading pioneer in the comprehensive education movement. Although Simon’s great contribution to this movement has been recognised by historians, the development of Simon’s ideas and his actions in this movement have hardly been examined in great depth by previous literature. Hence, this article explores Simon’s ideals of the comprehensive school and his vigorous involvement in the movement, especially from the immediate post-war years to the issue of Circular 10/65. Furthermore, as Simon was a member of the Communist Party and greatly influenced by Marxism, this article also focuses on how Simon’s ideals and actions were underlined by his Marxist critique of intelligence testing and the concept of inherited ‘intelligence’ itself.

Struggling against religious rules and patriarchy: Druze women strive for education in Israel

ABSTRACT This paper presents the narratives of Druze women in Israel, focusing on their strategies in dealing with their parents and the clergy for obtaining secondary and higher education. These reveal their use of different forms of agency in their struggle for education, pointing to the key role played by their mothers. I argue that these patterns are related to the intersectionality of at least two subordinating and oppressive mechanisms: the Israeli state’s negligence with respect to Druze society and the social and religious structures imposed on Druze women. Their struggle to seek education is an example of women’s resistance against patriarchal oppression from within.