Education & Pedagogy

Korean society and schools have become more demographically diverse than ever. To support this increasing cultural diversity in schools, the Korean government has been developing multicultural education policies since 2006. This study aims to examine how multicultural education has been articulated by the government and how the national vision has affected teachers' interpretations and implementations of multicultural education. By drawing on a review of policy documents and teachers' interviews, this study analysed Korean teachers' perceptions of the national multicultural education policies from the perspective of Bernstein's concepts of classification and framing. The results revealed both narrow and broad definitions of multicultural education, and these double definitions were also reflected in the teachers' perceptions and practices. This paper concludes by presenting the implications of the findings and suggestions for improving multicultural education at the national and school level.

Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the European or the global, in order to focus on those governing spaces and practices that lie in between bounded, predetermined, and preconceived entities and education organisations. Our locus of enquiry is education actors and their practices as they use comparison to make governing happen. The article examines the case of Swedish education (its policy actors, governing elites, and education practitioners) to examine this relation between comparison, governing, and the transnational.

In a scenario of significant growth in the supply and demand of higher education programmes in Colombia, this study proposes a modelling system based on data mining techniques to characterise this market after obtaining quality information about first-term students. The research uses a sample of 3548 programmes in Colombia, which represents 50% of higher education students in the period between 2012 and 2014. It is concluded that the private higher education reproduces social inequalities in the sense that it restricts by the way of costs, the access to the high-quality supply and avoid the best students to be received there. The modelling strategy creates an instrument that allows visualisation and locating of each microdata (academic programme) in a segmentation based on academic and socio-economic variables which converts the result of the research into an academic portfolio management tool for higher education institutions.

This qualitative study interrogates fourteen cases of general education homeroom teachers who were first transferred to special education teaching by the Ministry of Education in Turkey without their own volition and later preferred to stay in special education even after they were redeemed their rights to return to general education. Studying these teachers is critical in discovering what factors motivated them to stay in special education field compared to those who were dissatisfied in the field and preferred to return to general education. The results of the thematic analysis had close linkages to Herzberg's two-factor theory of motivation, which indicated that primarily internal factors (motivation factors) affected teachers' decision to stay or leave, and external (hygiene) factors supported their decisions. The findings present critical insights and implications for both practitioners and policy makers in regard to retaining qualified teachers in special education field.

Certain environments are 'outside of all places, even though it may be possible to indicate their location in reality' (Foucault, Diacritics 16, 22-27, 1986, p. 24). Foucault calls such places 'heterotopias' and offers six principles to help define them. Here, we propose that Chinese adult higher education is a heterotopic space. Chinese adult higher education exists alongside regular higher education and has been used by the Chinese government to fulfil various social and political roles during different historical phases but different policy problematisation over time has shaped AHE into a crisis heterotopia. Thus, as a Foucauldian heterotopia, Chinese adult higher education exists as a space in the interstices of power relations and dominant social structures--a position that, in the Chinese credential society, leaves those who enter this space feeling marginalised. Further, we propose that as nations expand their higher education systems, this diversification needs purposeful follow-up; otherwise, certain branches of higher education will fall to the whim of socio-cultural change.

Due to the novelty of the smart education phenomenon, a quantitative investigation of the variables that will influence the implementation of 'smart education' was needed. Therefore, based on a probability simple random survey of 349 Grenadian employees from tertiary institutions in the education industry, the influence of leadership and human resource capacities on smart education were investigated. Results produced from SPSS analysis software and Smart PLS revealed that leadership and human resources capacities have sufficient confidence to have a significant influence on smart education, producing a positive association with 'smart education.' However, this relationship is positively moderated by additional investments, such as infrastructural innovation. These findings enrich the current literature on smart education (SE) by increasing knowledge of the phenomenon through the lenses of the Actor-Network Theory and Technology Adoption Model. Accordingly, policymakers should bear these findings in mind when developing holistic strategies to guide SE's successful enactment.

There are competing popular beliefs about whether education reform is a fundamentally bipartisan or conservative movement. Yet, despite the popularity of these prevariling depictions, there has been minimal effort expended toward systematically observing the political beliefs of the key players in the education reform movement. I gauge the political compass of education reform by administering anonymous political surveys to individuals affiliated with the two largest educational philanthropies and the nation's largest convening of education policy scholars. Overall, I observe that, contrary to both popular competing characterizations of education reform, education reformers-those who receive philanthropic support to execute reform and those who produce education research to guide reform -- overwhelmingly align with the Democratic Party and progressive political positions. The revealed political homogeneity of education reform indicates that it might be fertile terrain for groupthink to flourish. Implications and potential remedies are discussed.

Research has demonstrated that the successful implementation of arts education necessitates partnerships across sectors, disciplines, and institutions. Many arts education partnerships rely on third-party or intermediary entities to make connections between arts education stakeholders and to help coordinate their partnership initiatives. The advantages of intermediary involvement are promoted by partnership research across domains, but very few studies offer conceptualizations of what an intermediary "is" and "does" within arts education. Accordingly, in this article, I (1) review cross-sector examples of intermediary organizations to identify their roles and functions, (2) position the work of intermediaries within arts integration theory and practice, and (3) offer a conceptualization of arts education intermediaries based on the cross-sector review. Implications for arts education policy and practice are also discussed; namely, the usefulness of the conceptual model in identifying intermediary organizations and leveraging their services.

Purpose: Scholars are increasingly paying attention to the characteristics of effective citizenship education. The systematic use of data to maximise student learning, also called an output-driven approach, is often presented as a powerful predictor of student outcomes. However, its effectiveness has not been studied in citizenship education. Therefore, this paper aims to theoretically reflect on whether an output-driven approach is also feasible for citizenship education. Methodology: We distinguish five building blocks of an output-driven approach and elaborate on their applicability in citizenship education. While doing so, we draw attention to the normative notion in citizenship education and the quality and availability of measurement instruments for citizenship competences. Both may challenge the application of an output-driven approach, particularly given the relatively young tradition of measuring citizenship competences. Findings: We conclude that an output-driven approach in citizenship education seems feasible, provided that the characteristics of citizenship education are carefully considered.

By arguing for "putting science education in its place," this essay cautions against overstating the role of science education with respect to global crises with technical components, like climate change. At the same time, it challenges the assumption that science education has no role in addressing equally urgent and widespread problems of oppression, like white supremacy. Putting science education in its place implies considering the potential contributions of science education to the unfinished field of critical pedagogy. This essay takes up this potential in discussion with three contributions in the special issue of this journal commemorating the centenary of Paulo Freire. By highlighting science curriculum that is organized around generative themes, this discussion emphasizes transdisciplinarity as a feature of transformative science education. This discussion also points to counternarratives where cultivating critical consciousness and moving toward collectivism are sources of hope and inspiration in the face of overwhelming challenges to our collective well-being.

Purpose: The paper maps recent developments in civics and social education in primary and lower secondary Romanian education systems, pointing to significant curriculum changes, within the broader competence-based curriculum reform. The analysis aims also to formulate policy recommendations, based on identified challenges. Design/methodology/approach: The methodology uses documentary analysis of curriculum and thematic studies, relevant for the policy reforms and practice conceptualisations in civics/social education. Research limitations/implications: The main findings document the important step forward in promoting civics competencies in Romanian primary education, and social competencies in the lower secondary curriculum. Various challenges affecting the effective implementation of these changes are identified, both at system and school-level. Practical implications: Focus on formal written and taught curriculum. As curriculum reform in upper secondary education is ongoing, the analysis is limited to primary and lower secondary education.

Because of the high social relevance of an economics education, many countries now focus on the enhancement of economic competencies in schools. International results show strong deficits in basic economic knowledge, especially for students in upper secondary education, who usually enter higher education. Furthermore, it is not clear what effects these competencies have on subsequent transitions, which is primarily due to a lack of longitudinal studies. Against this background, this article systematically embeds findings from a Swiss longitudinal study in the international context. Thereby, Switzerland is systematically compared with other countries that also provide substantial research on economic education (e.g., the U.S. and Japan). Lessons learned from the Swiss case will be discussed from an international perspective, and implications for future international research will be derived.

This research is an integrative literature review regarding the variety of university-based early childhood education and care (ECEC) centre models. This research focuses on those models that collaborate closely with early childhood (EC) teacher education programmes. The data were gathered from three different databases: ERIC (Ebscohost), Education Research Complete (Ebscohost) and ProQuest Central by using six different search terms. A total of 2766 publications were found. Based on the inclusion criteria, 40 publications were included in a data analysis. These publications consisted of descriptions of 53 different models regarding the collaboration between ECEC centres and universities. Two out of three models (n = 34) were university-based ECEC centres that collaborated closely with EC teacher education programmes by implementing various collaborations in education and research in their daily work. Outreach efforts were also implemented. This research invites EC teacher education programmes and ECEC centres for international collaboration and further research on this topic.

The COVID-19 pandemic interrupted face to face education and lead the transition to online education in Turkey, as it happened all around the world. The aim of this study is to describe the feelings, opinions, and experiences of the students of health departments about online education. In this qualitative study, interviews were conducted with 40 students in Turkey. The content analysis revealed five themes: (1) ambivalent feelings, (2) feelings of advantages and disadvantages, (3) differences of online education from face to face education, (4) problems experienced, and (5) recommendations. The students of health departments had various feelings such as happiness and worry in the first days of online education. Throughout the online education, students also could not benefit from applied courses. Moreover, the students experienced problems stemming from themselves, the system, and, even if a little, from the teaching staff.

This research is an autoethnographic account of teaching and learning during outdoor education experiences in Physical Education Teacher Education (PETE). Through the process of writing as a method of inquiry, I use a framework of outdoor experiences that went wrong, to identify the symbiotic relationship between teaching and learning in outdoor contexts. By making some experiences visible, through autoethnographic portrayal, I wanted to make sense of risk and errors by focusing on the educational opportunities of the outdoor setting, and the teaching and learning that occurs but might otherwise remain hidden. Accessing teachers knowledge of teaching is crucial to enhancing student learning in meaningful ways. The narrative integrates theory related to learning, teaching, and teaching practice through outdoor education. Knowledge and perspectives from this inquiry aim to provide understandings of pedagogical reasoning, underpinning educational thinking, and vulnerability as a professional in outdoor education.