Western School Research Articles

Improving sense of school belonging in Indian schools: Student perspectives

AbstractStudents’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide.

How do adolescents perceive body image and respond to body dissatisfaction?

To assess adolescents' attitudes, satisfaction, and practices regarding their body image across body mass index (BMI) categories. In this cross-sectional survey (2019-2020), we recorded anthropometry of 2,089 girls and boys between 13and 17 years from semi-urban schools in western India.Multidimensional Body-Self Relations Questionnaire (MBSRQ) was used for multidimensional attitudinal assessment of body image and weight-related variables. The Stunkard scale was used to assess body shape perception. In higher age categories, boys were more satisfied with their appearance (p=0.012, p linearity=0.001), cared more about grooming (p=0.007, p linearity=0.001), and regarded themselves more physically fit (p=0.003, p linearity 0.030 up to 16 years). Boys with normal BMI were more satisfied with their appearance (p=0.001), fitness (p=0.024), and more alert about symptoms of illness (p<0.000) than others. With increasing BMI, older girls and boys were morepreoccupied with their weight and perceived themselves to be heavier (p=0.001). A majority of underweight girls perceived their weight as normal. Students engaged in weight loss practices irrespective of their BMI category. Boyswanted a bigger, and girls a smaller body shape than their current shape. We found body shape dissatisfaction in66.4 % adolescents, more in boys than in girls (p=0.001). Body shape dissatisfaction is quite common among semiurban adolescents, with boys outnumbering girls. BMI, age, and sex are associated with weight perception and attitude toward body image. Unindicated weight loss practices are prevalent.

Big administration reforms against Catholic reformist traditions: fusion of state and church mid-level school administrations in early nineteenth-century Prussian Silesia

ABSTRACT In what are often described as modern Western school systems, the supervision of elementary schools generally shifted from the hands of clerical administrators to genuine state officials during the nineteenth century. The Prussian state, like other predominantly Protestant states, relied on clerical personnel and church supervision structures to establish its school supervision administration. Yet, this was also true for the more Catholic parts of the Prussian monarchy, where integration of church structures into state administration caused friction between state and church authorities. Hence, this contribution focuses on appointments of school inspectors in early nineteenth-century Prussian Silesia, when friction arose between the state and the prince-bishop concerning appointment rights. These frictions are reflected in the process of newly introduced mid-level state school administrations taking over episcopal appointment rights, which has been described as a nationalisation or secularisation of Silesian school administration. The article proposes a more nuanced approach to the restructuring of Silesian school administration, driven by consecutive administration reforms resulting in a fusion of church and state administration, rather than a traditional secularisation narrative. It traces the subtle ties between the Prussian state, episcopal administration, and clerical inspection personnel that led to the gradual assertion of state over ecclesiastical structures.

Secularity and Muslim-Christian Relations in Uganda

Abstract The article reconstructs aspects of the secularizing project of the British colonial administration in Uganda by exploring how state regulatory practices in the field of Western school education set the conditions for two forms of religious difference: first, relations between Muslims as members of a religious minority and the Christian majority, and second, dynamics among Muslims that transpired not only in leadership competition but also in controversies over education and proper religious practice. Focusing on the intersections between a state regulatory regime and the activities of Muslims who claimed religious and political leadership on behalf of other Muslims in the areas of Buganda and Bugisu, the article argues that these Muslim intellectuals mediated and contributed to the colonial administration’s production of Muslims as a religious minority. As articulators of Islam, they (re)formulated and debated the forms and purpose of Muslim education and partly novel understandings of proper religious practice, and what it means to be a modern, pious Muslim in the new colonial order. Their political aspirations were hampered, not only as a direct consequence of the colonial administration’s production of systematic inequalities between Christians and Muslims, but also as a result of the dynamics of intra-Muslim plurality.

As Reformas religiosas e o nascimento da escolarização ocidental

The religious reforms of the 16th century served as the midwives of early modernity. At a time when the Iberian expansion was globalizing the continents, these reforms sparked religious wars and deeply fragmented the European landscape. This confessionalization of society led to the emergence of a more rationalized form of Christianity, represented by various Protestant churches and Tridentine Catholicism, particularly exemplified by the Society of Jesus. Diverging from medieval Christianity, Lutherans, Calvinists, and Anglicans invested in creating their own networks of educational institutions, sparking an unprecedented wave of schooling that aimed to solidify the religious practices of their followers. In response, the Catholic Church also equipped itself, establishing parish schools and, notably, a network of Jesuit colleges that spread throughout the Catholic regions of Europe, Asia, and the New World. In 1599, the Society of Jesus unified its educational establishments with the institution of the Ratio Studiorum — a comprehensive set of Jesuit educational rules that became the foundational curriculum for Catholic schooling in the early modern period. This study argues that the religious reforms were instrumental in the birth of Western schooling, emerging from different Christian matrices — both Protestant and Catholic. This represents a historical shift — in the Foucauldian sense — that led to the rise of schooling in the Western world, characterized by modern discipline, manifested through mechanisms such as time control, spatial organization, the arrangement of forces, a climate of competition and student reward, and an emphasis on moral punishments. This issue is examined through three recent historical-sociological works published in Europe and Latin America: Produção da escola/produção da sociedade: Análise sócio-histórica de alguns momentos decisivos da evolução escolar no Ocidente by sociologist André Petitat; Arqueología de la escuela by sociologists Julia Varela and Fernando Álvarez-Uría; and A invenção da sala de aula: Uma genealogia das formas de ensinar by historians Inés Dussel and Marcelo Caruso. This historiographical reflection examines the emergence of Western schooling, aiming to identify common analytical elements across these three books, while also noting differences, particularly those related to theoretical foundations and socio-spatial contexts.

Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools

In response to the increasing linguistic diversity in educational settings resulting from migration waves into the Global North, this study delves into the beliefs of secondary teachers regarding multilingualism within predominantly monolingual policy schools in Flanders, Belgium. Despite the recognized benefits of multilingual pedagogies, entrenched monolingual policies persist in many Western schools, posing challenges for teachers striving to navigate the linguistic repertoires of their students. Drawing on interviews with 18 teachers, including language and content teachers across three secondary schools, this research explores teachers’ perspectives on the potential implementation of multilingual pedagogies in their classrooms. Findings reveal a nuanced landscape of beliefs, with teachers acknowledging the cognitive and emotional benefits of multilingualism while expressing concerns about maintaining control and promoting Dutch proficiency. Notably, minimal distinctions were observed between language and content teachers, indicating a shared optimism tempered by practical considerations. Our study highlights the need for nuanced understanding and support for multilingual pedagogies, underscoring the complex interplay of pedagogical and instructional beliefs in navigating language diversity. Ultimately, fostering inclusive and effective language education practices requires proactive efforts to address and accommodate teachers’ beliefs, promoting professional development and dialogue around multilingualism in educational settings.

Barriers to inclusion of Muslim migrant students in western schools. A systematic review

At present, there has been a gradual increase in the number of migrant students in schools in Western societies, in which Muslim students are one of the largest groups. Their inclusion has become the main goal for governments and schools. However, this group sometimes face different barriers to their inclusion, which limit their educational experiences, and prevent or hinder their access and participation, promoting their marginalisation. Research on migration and education generally focuses on specific cases or communities, so it is interesting to analyse from a broader perspective what recurrent forms of inclusion and exclusion occur at the global level in schools. This systematic review aims to determine the barriers to inclusion faced by first and second generation Muslim migrant students at different stages of their formal education. It followed PRISMA guidelines and a PEO research strategy, conducted in two databases, Boolean as well as truncators were used for specific terms. It included assessments of methodological quality and validity. A total of 24 articles met the selection criteria. The study finds socio-cultural, linguistic and discrimination barriers as well as barriers produced by educational policy and the availability of resources and training. There are barriers in the pedagogical practice too. Furthermore, those barriers had a greater or lesser impact according to the generation or the educational stage the students are in. This not only favours the identification of barriers, but also the search for measures and solutions to reduce or eradicate them at both the micro and macro levels, by promoting the development of policies, the provision of resources and the creation of working networks in interculturality.

DETERMINATION OF INDIVIDUALS’ FREEDOM RANGE RELYING ON THE COMPARATIVE STUDY OF HARM PRINCIPLE IN WESTERN AND ISLAMIC LEGAL SYSTEMS

One of the most respected principles of human societies is the freedom of individuals’ will in fulfilling their desired interests. Therefore, not only individuals but also public authorities cannot prevent the freedom of individuals from benefiting social and economic interests under any pretext. However, in some cases, the freedom of individuals in obtaining the greatest benefit, conflicts with each other, in such a way that the absolute freedom of someone to obtain more benefit, in some cases, makes harm the others. Therefore, it is very important to determine the limits and loopholes of individuals freedom and to establish a balance between it and the harm that may be caused to others due to this freedom. as this determination can have a wide impact on the comprehensive development of a state and the people living on it, Due to this necessity, many schools of thought throughout the history have commented on this issue including Islamic and Western schools of thought. The philosophical thoughts of these two schools, one of which is included in the Islamic rule of "no harm" and the other in the Western rule of "harm," has led this article to investigate the points of commonality and differences between these two rules in the shared interaction between them. This paper finally reached the conclusion that from the perspective of legal science, the freedom of individuals in fulfilling their interests is of special importance to ensure the maximum social welfare of any society and its people. So governments, not only should not hinder people's activities, but also In their management, should first seek to combine the conflicted interests of individuals with each other and if it is not possible, in the second step, they should give priority to fulfilling the interests that have the most public function for the most people in the society.

지눌의 『진심직설』에 관한 분석심리학적 고찰

This paper examines the Korean Buddhist monk Chinul's Chinsim chiksul (眞心直說) from the perspective of Carl Jung's analytic psychology. In the Chinsim chiksul(眞心直說) Chinul defines True Mind(眞心) and emphasizes what to do in order to realize True Mind(眞心). I began the discussion by noting that Chinul's concept of True Mind(眞心) is the same as the das Selbst (自己) in Jungian analytical psychology. Jung's unconscious Selbst is the same as Chinul's True Mind(眞心), which emphasizes human nature. The True Mind(眞心) is divided into the thing(体) and its functions(用), and the two have the principle of harmony, which is neither the same nor different. On the other hand, Jung's unconscious and conscious selves also have a duality that is neither the same nor different. In order to realize True Mind (眞心), Chinul suggests a number of practices, which I compare with Jungian psychology. I analyzed Chinul's practice of contemplation(覺察) and pause (休歇) from the perspective of psychology. Jungian active meditation is a type of practice that attains wholeness: while Chinul sought enlightenment through contemplation(覺察) and pause(休歇), Jung sought self-realization, through the consciousization of the unconscious and active meditation. At the end of the article, I compared and contrasted Chinul's path to enlightenment with Jung's path to self-realization. This paper shows that despite the differences between the Eastern and Western schools of thought, Chinul and Jungianism have the same perspective on human beings.

Анализ экзистенциалов как антропологических категорий в позднесоветской философии

The article deals with the analysis of existentials as anthropological categories in late Soviet philosophy. A number of key categories and authors who developed them are highlighted. It is shown that during the1970s and 1980s, Soviet philosophers autonomously studied the problem of understanding a person, which is called existential. Being isolated from Western schools of thought, Soviet philosophers followed an independent and original path in the analysis of existentials. Therefore, these texts have not lost their significance as examples of that independent philosophy, which is based on real spiritual and intellectual experience. The concepts of spiritual feelings by V.I. Shinkaruk, practices as a special form of communication by V.G. Tabachkovsky, the philosophy of “second birth” by M.K. Mamardashvili and the existential of spiritual death as interpreted by G.S. Batishchev represent original achievements of Soviet philosophy that have no direct equivalents in Western philosophy of the 20th century. They were based on a deep and specific spiritual experience of living in a secular culture. The considered range of anthropological categories (existentials), which were developed in late Soviet philosophy, allows us to conclude that the latter generally gravitated, on the one hand, towards existential problems as such and, on the other, towards a spontaneous revival of elements of Christian consciousness on the basis of a new spiritual and intellectual experience of the crisis of secular consciousness. Therefore, it can be said that it was during this period that the foundation and model for the subsequent development of the original Russian philosophy were established, which in the 21st century assumed more diverse and developed forms.

Integrating Rogoff's Sociocultural Development Theories for Effective Faith Transmission in Confessional Anglican Churches: A Case Study of Sydney Diocese

This article suggests an integration of Barbara Rogoff's sociocultural development theories into Christian faith transmission. Drawing from Confessional Anglican Churches in Sydney, it examines prevailing models of children's ministry influenced by Western schooling principles. Highlighting Rogoff's intent community participation and cultural learning theories, it argues for their applicability in fostering meaningful children's ministry practices among children and the alignment with Confessional Anglican theology. It concludes with suggestions for application in children's ministry practice.

The Textbook Masturbator: A Renegotiated Discourse in Official Swedish Sex-Education Guidelines and Textbooks, circa 1945–2000

AbstractThe educational mission of most western schools today includes the nurturing of children’s sexual upbringing, which many scholars see as a way of controlling their sexuality and forming them into “sexual citizens.” This article examines how official Swedish school guidelines and textbooks have mediated sexuality norms through education on masturbation. The professional discourse on masturbation started to change during the first half of the twentieth century, when masturbation shifted from being perceived as something harmful to something accepted as natural and harmless. This article focuses on a period following that shift in opinion: circa 1945-2000. The analysis shows that boys’ sexuality during this time received more attention than girls’, and a strong new norm about sex contributed to masturbation taking on less importance than heterosexual intercourse within a relationship. This article shows how state-controlled curricula have created norms about gender and sexuality, thus contributing to the development of a sexual citizenship.

Creating an Immortal Body in the External Void: The Alchemical Way of Wang Dongting 汪東亭 (1839–1917)

This paper explores the teachings of Wang Dongting 汪東亭 (1839–1917), a leading master of the Western school (xipai 西派) of internal alchemy (neidan 內丹), who developed an innovative method of alchemical cultivation that focused on creating the immortal body in the external space outside of the physical body. Wang developed a concept of two Heavens and four yin-yangs, presenting the perfect immortal and corrupted ordinary worlds as two parallel universes existing simultaneously. The two Heavens express themselves as humans' two selves, an ordinary self and its physical body given to us by our parents, and the eternal "body of law." Wang maintained that alchemists must abandon the ordinary self and exclusively cultivate the body of law, achieving immortality by separating the body of law from the physical body and "teaching" the latter to exist on its own. According to Wang's method, alchemists form a new immortal body by unifying their genuine selves with external space. To do it, practitioners first focus on breathing outside the physical body, then naturally follow breathing, then forget about it and go into deep concentration, oblivion, and even sleep. They finally awaken in an actual dream of this new immortal reality. Practitioners not only create a new immortal body outside the physical one, but also make a choice between the ordinary world of death and the immortal world of life, aiming to leave our fallen world entirely, forget about it, and never return.

An Assessment of the Safety of Transport Modes Used By Pupils to and from School in Selected Schools of Western, North Western and Copperbelt Provinces of Zambia

Assessment of the safety of transport modes used by pupils to and from school is an important issue for ensuring the well-being and academic success of pupils. This research aimed at assessing the safety of transportation modes used by pupils in selected schools of Western, North Western, and Copperbelt Provinces of Zambia. The study used a qualitative approach involving 4 schools conveniently sampled from each of the three (3) provinces. A total of eight pupils were further conveniently selected from each of the schools. More so, 8 pupils were sampled conveniently from each of the schools, making total of 96 pupils altogether. This means 32 pupils from each province participated in this study. The selection criteria included schools with a diverse range of pupil populations and varying levels of experience. Data was collected using in-depth interviews and Focus Group Discussion (FGD). The data collected was analyzed using thematic analysis to identify patterns and themes in the data. The results showed that different transportation modes, such as vehicles, bicycles, and walking, had different levels of safety risks and challenges. Common safety concerns included speeding, reckless driving, inadequate vehicle maintenance, and lack of appropriate safety gear. The study identified several recommendations to mitigate these risks, such as improving road infrastructure, enforcing speed limits, providing safety education for pupils, and ensuring adequate vehicle maintenance. Additionally, the study highlighted the importance of parental involvement in ensuring the safety of their children during school transportation. The findings of this research can inform policies and interventions aimed at improving the safety of school transportation modes and promoting the well-being and academic success of pupils in Zambia.

“It Feels Fake”: Decolonizing Curriculum and Pedagogy in Predominantly White Institutions

This article describes the processes, tensions, questions, conflicts, and celebrations the three authors experienced while creating and implementing decolonizing and/or Indigenous curriculum and pedagogy for predominantly white university classrooms. The theoretical framework engages Indigenous epistemologies and decolonizing pedagogy to disrupt Western schooling rooted in the ways Indigenous scholars see knowledge as fundamentally relational and community as the primary setting for Indigenous and decolonizing education. Western schooling continues to support the dispossession of Indigenous peoples from their/our lands with a “civilizing agenda” that promotes individualization. We seek to re-connect relationships with the land and Indigenous community in our various disciplines. The authors share their reflections through storywork and describe similarities, differences, and insights based on their positionalities.

Foreword: Update on Malpractice and Medical Legal Issues in Ob/Gyn.

*University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania †MS California Western School of Law, San Diego, California Update on malpractice and medical-legal issues in obstetrics and gynecology. The authors declare that they have nothing to disclose. Correspondence: Joseph S. Sanfilippo, MD, MBA, University of Pittsburgh School of Medicine, Pittsburgh, PA. E-mail: [email protected]

Assessment of food security, living condition, personal hygiene health determinants and relations among Almajiri students in Sokoto metropolis, Nigeria

Almajiri are students’ is an ancient Islamic system of teaching. This paper assesses food security, personal hygiene, living condition, and violence in Almajiri. Survey using questionnaire and descriptive statistics, and x2 at p &lt; 0.05 were used. Most schools were donated (66.7%), and minority (33.3%) were self-owned. Schools were built with zinc (33.3%), mud (33.3%), and modern tools (33.3%). There are urinals in all the schools (100.0%), overcrowding (100.0%), 66.7% have windows and doors, (33.3%) have no windows and doors. 66.% of the schools have mats for sitting, 33.3% have chairs. Risks found at schools are: open defecation (33.3%), and nearby water (66.7%). Majority of students stay for 4 months before returning home (66.7%), and significant portion of them return after graduation (33.3%). Pertaining personal hygiene 66.7% of the students’ wear shoes, 33.3% do not wear; 66.7% have cleaned clothes, 33.3% dirty clothes, there was no water at 66.7% of the schools, 33.3% have water. 66.7% wash hands after toilet, none wash hands before eating. On food security for Almajiri, 66.7% eat once, 33.3% eat twice daily. They eat Tuwo (33.3%), Gari (33.3%), and unspecified food (33.3%); source of food includes begging (33.3%), external labor (33.3%), and home (33.3%). Types of violence encountered are: weapon use (33.3%), fight (33.3%), and flogging (33.3%). Majority (66.7%) of students like western education, and (33.3%) replied no. All students are feeling their condition psychologically; some are at SS1 (33.3%), JSSI (33.3%), and (33.3%) never attend western school. Poor health determinants exist in Almajiri students in Sokoto.

Устойчивое развитие и принципы развития законодательства о Байкале

The article considers the genesis of the concept of “sustainable development” from the moment of its emergence in the 70s–80s of the last century to the present, on the example of significant events of an international nature, with commentary on some critical remarks. The place and role of the United Nations in this process are shown, the so-called Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs), as well as indicators of their achievement, are examined. A brief historical report on the evolution of legislation on environmental protection and the rational use of natural resources of the unique ecological system of Lake Baikal is given. As the main problem of the development of Baikal legislation at the present stage, its “de-greening” is declared, the content of this process is illustrated in pro and contra examples. A number of applied and fundamental principles of rulemaking in the field of protection of Lake Baikal in the context of scientific ideas of the domestic and Western schools are proposed. The following principles are proposed and justified as fundamental: the principle of “provision” of legal norms; the principle of “evolution”; the principle of “sustainability”.

Neoliberalismo e crise da educação ocidental. Causas, consequências e oportunidades para a mudança

Abstract The crisis of neoliberalism is the crisis of the West, unable to redirect its course and threatened by internal and external contradictions. The emergence of the postmodernism has generated a new uncritical ethos that relativises Western rights and freedoms. The invasion of capitalist mercantile logic into the school, under the neoliberal paradigm, has displaced any political training from the school, contributing to contemporary cultural relativity. In the present work we will review the course of neoliberalism from its origins to the present day, and we will analyse its impact on the Western school. This journey is carried out from a critical approach. Two main consequences are detected: the substitution of knowledge by labour competences, and the promotion of a homogeneity that benefits competitiveness, but deteriorates democratic culture. We conclude with the requirement for schools to abandon relative narratives and embrace democratic values in order to improve the coexistence and the political participation.

РОЛЬ ЄБРР У КРЕДИТУВАННІ МАЛОГО ТА СЕРЕДНЬОГО БІЗНЕСУ

The most intensive development of international financial and credit legal relations took place in the 20th century. in connection with the consequences of world wars and numerous economic crises. The number of international credit agreements is growing every year, but a comprehensive analysis of them has not yet been conducted in the science of international law. It should be noted that scientific approaches to these issues were formed separately by Soviet and Western scientists. In their research, they took into account the specifics of the political and economic system of their states. Since the collapse of the socialist camp, domestic science of international law has received new approaches to the study of the so-called "international currency law" (as a prototype of modern international financial law), which arose from the combination of the positions of the Soviet and Western schools of international law. However, taking into account the mutually exclusive nature of these studies, their results should be updated and establish how the legal regulation of financial and credit relations is carried out in international public law. These relations are characterized by industry-specific features of subject composition and sources of legal regulation. International credit agreements, in turn, contain relevant special essential conditions. In the process of implementing these relations, scientific disputes often begin about the expediency of including TNCs in the list of subjects of public international law as a whole. Given the fact that Ukraine is an active participant in international financial and credit relations, this topic requires further scientific research. The work examines and systematizes information on the role of the EBRD in lending to small and medium-sized businesses. The purpose of the study is to analyse the role of the EBRD in lending to small and medium-sized businesses. The relevance of the study of this topic in the context of the development of the international economy is determined. Information about the European Bank for Reconstruction and Development is provided, and the theoretical foundations of the creation and functioning of the EBRD are considered. The role of the EBRD in lending to small and medium-sized businesses is being studied. An evaluation of the current crediting of the Ukrainian economy by international financial organizations is carried out.