Education & Pedagogy

The main goal of this study is to examine the politics of the development of intercultural education policy in Cyprus. More specifically, it examines the content of intercultural policies developed by the state and particularly the Ministry of Education and Culture. In addition, the study focuses on the challenges that may impede the development and implementation of such policies. The analysis draws upon policy documents collected from the Ministry of Education and Culture and interviews carried out with Cypriot policy-makers. The Ministry has initiated an educational reform, including a reform of the national curriculum, leading towards a more intercultural orientation. Nonetheless, the findings of this research indicate there is a gap between policy rhetoric and practice.

This study aims to discuss issues concerning the development of citizenship education in Kazakhstan. We explore the transformation of the notions of citizenship and civic values in Soviet and post-Soviet policy document. By analysing the historical development of the notion of citizenship in policy documents, this study identifies three important periods for the formation of citizenship education in Kazakhstan: the period of sovietisation, Kazakhisation immediately after independence and recent attempts to shift to more inclusive identity politics. We suggest major points of change that occurred in policy rhetoric regarding citizenship education and other elements that continue to resist those changes. We conclude that a drastic separate approach in the conceptualisation of citizenship and character education may hinder the development of citizenship education in contemporary Kazakhstan.

The overall aim of this study was to describe the role of self-efficacy for inclusive education as a predictor of Swedish special educators' attitudes towards participation by students with ID in the community outside the school building. Consequently, our research question was the following: To what extent does self-efficacy for inclusive education predict Swedish special educators' attitudes towards participation by students with ID in the community outside the school? 148 special educators filled out questionnaires about their self-efficacy beliefs and other personal variables. We found that special educators are overwhelmingly positive towards more community building. However, self-efficacy for education of students with ID was, on average, negatively associated with attitudes towards more community building. We conclude that our findings should have consequences for teacher education programmes in special education.

This article contributes to a discussion about building a research agenda for the international and comparative study of Catholic education. Globally, the Catholic Church's work in education represents by far the largest civil society organisation running schools and an institution of enormous historical and persistent importance in the shaping of school systems throughout the world. Yet it has been studied far too little, and so remains relatively invisible and ignored in many circles. In this essay we offer orientating considerations about the field of research on Catholic education before delving into an analysis of how to strengthen and reorient this work. Drawing upon this analysis, we share a proposed research agenda that is guiding our efforts at the University of Notre Dame, and elsewhere and discuss ideas for advancing the field.

Purpose: The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods: This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings: The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value: Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.

With general education coursework making up a significant portion of associate and bachelor's degree curriculum, conveying the content and importance of student competencies to stakeholder audiences has never been more essential. Accreditation pressure and accountability measures are influencing a focus on improving the presentation of competencies aligned to their assessment measures. This study examines the extent to which institutions publicly and proactively disclose relevant information regarding assessment of the general education curriculum, thereby contributing to literature forming robust comparisons of general education assessment practices. It examines the websites of seventy-one higher education institutions, representing a range of public settings in all American regions. Results show variability in the alignment of objectives to measures and reveal current themes and an emphasis regarding how competencies relate to coursework. Recommendations for improving institutional presentation are provided.

Inspired by a posthuman philosophy, this paper explores sustainable natureculture kindergarten praxis as a pragmatic transcorporeal collective engagement with the present and sustainable future events to come. The point of departure is the economic argument for implementing science, technology, engineering and mathematics education within early childhood education and care as a preparation for the challenges a science- and technology-driven society brings at the forefront. By exploring and experimenting with dataphilosophy as our theory-method and the concept of non-position, we embrace and critique technology and technological solutions in connection with kindergarten praxis and steer them towards new forms of solidarity and socially just pedagogies. Through the article, we ask (in)directly what kind of subject position digitalization as part of a sustainable future requires, and the inevitable questions this subject position regarding professionalism within early childhood education and care brings.

This study examined how "TIME Magazine" has visually represented and communicated ideas about education from "TIME Magazine"'s inception in 1923 through 2019. Drawing on theories of visual culture and social semiotic approaches to multimodality, the researchers conducted a qualitative multimodal content analysis of 115 covers that featured content related to education and schooling. The findings included (a) names and places are used to suggest authority, power, or relevance in education circles; (b) learning and schooling are presented as having not changed over time; (c) overgeneralized and metonymic representations can stand for broad categories of education stakeholders; (d) schools are presented as in need of fixing; and (e) schools are perceived as sites for larger, sociopolitical debates.

Interprofessional health-care models have been largely recognized as a critical component of effective and efficient health-care provision. While many health professions have established methods of exposing their students to interprofessional health models, social work has been slow to join in on this educational movement. In an effort to provide their students with increasingly important educational opportunities, one Southeastern university implemented the Geriatric Workforce Enhancement Program (GWEP), which promotes interprofessional collaboration within schools of nursing, medicine, and social work. This teaching note provides a detailed account of how one school of social work used GWEP to enhance interprofessional student learning. Preliminary findings illustrate the importance of integrating cutting-edge interprofessional education opportunities into social work curriculum.

This paper attempts to work on a number of different levels. Firstly, it comprises my personal reflections on a career in sociology of education. These reflections are entwined with a history of the discipline that emphasises themes of power, politics and pragmatism. This subjective, and inevitably partial, account is combined with an examination of the structure and composition of the academic field of sociology of education and its relationship with the two disciplines it originates from, sociology and education, but also with the wider field of politics. The ways in which these different strands within sociology of education coalesce or diverge, and the consequences in terms of tensions, fissures and struggles within the field will be considered. I also discuss the subject and content of sociology of education, and its future possibilities for radical as opposed to reactionary or reformist agendas.

In this essay we develop the concept of 'cosmopolitan nationalism', offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies, as well as local and national attempts to challenge persistent inequalities within education systems. By using policy examples from three countries (South Korea, Israel and the US), we illuminate how cosmopolitan nationalism is evident across various initiatives in these countries, and the varied implications this has for education systems in terms of equality, access and quality.

Education researchers continue to cite Bernstein's 'Education cannot compensate for society', while Bernstein's own focus on 'in-school processes' was echoed by Michael Gove's insistence that there are 'no excuses' for low working-class achievement in schools. Bernstein's ideas illuminate the relationship, within education policy, of neo-liberalism to the social democracy Bernstein originally targeted. Moreover, as indicated by the manifesto for the 2017 general election and the subsequent 10-point charter on education, Labour's focus on a more interventionist approach to the role of the state does not seem to preclude tacit acceptance of a (Govian) knowledge-based curriculum. Given that a constructed aspiration is inseparable from that curriculum, any renewed social democracy might do more to assert the importance of contested knowledge in the UK.

Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO's definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem, we introduce the concept of intersectional reculturing as an approach for educators to consider students' intersectional identities in order to address inequitable educational outcomes. We then present a theoretically grounded proposal for intersectionally recultured preparation of educational leaders, including use of a framework aligned with universal design for learning (UDL).

A pre- and postcourse survey was used to collect quantitative data on university students' perceptions and experiences of one hybrid course within a middle level education program. In addition, the survey contained questions addressing the possible impact the hybrid course had on students' perceptions of feeling prepared for urban education and diverse settings of schooling. One statistically significant case was found within the aggregated precourse survey data, while three cases of statistical significance were found within the aggregated postsurvey data, two of which pertained to urban education survey information. The study may provide evidence and validation for continuing the hybrid course, as well as adding more hybrid or online sections to the sequence of courses for middle level teacher education majors.

This research was carried to identify characteristics of the master dissertations completed in the field of preschool education, between the years of 2015-2019 in Turkey. The sampling of the study consisted of master dissertations in preschool education, child development and education/home economics department registered to National Dissertations Center database. The design of this study was descriptive study using document analysis model. The main purpose of the study was to bring out arguments that made in the field of preschool education in Turkey. For this purpose 151 master dissertations were analyzed. Results indicated that the majority of the master level dissertations related to preschool education were completed in 2015. Most of these researches were studied in Gazi University and quantitative statistic methods were preferred. The common subject was personal competence.