scholarly journals Bourdieu’s Theory of Practice and the OECD PISA Global Competence Framework

2021 ◽  
pp. 147524092110325
Author(s):  
Therese Andrews
Keyword(s):  
Social Reproduction ◽  
National Level ◽  
Global Competence ◽  
Educational Equality ◽  
Power Differential ◽  
Theory Of Practice ◽  
Oecd Pisa ◽  
Future Policy ◽  
Competence Framework ◽  
Thinking Tools

Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.

scholarly journals The Impact of ICT Integration on Learning Achievements: The Future of Standardized Tests in Assessment

2020 ◽  
Vol 2 (2) ◽  
pp. p27
Author(s):  
Habib Allah Soleman
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
National Level ◽  
Project Based Learning ◽  
Significant Shift ◽  
Ict Integration ◽  
Oecd Pisa ◽  
The Impact ◽  
Standardized Examinations ◽  
State Examination

The present article discusses the impact of the ICT integration in teaching and learning upon students learning achievements in the context of assessment challenges following the shift in curriculum for the 21st century skills, having introduced the interdisciplinary pedagogy and subsequent new demands for evaluation. In particular, the author relates to the recent abolition of the Meitzav State Examination in Israel. The abolition of the exam, which was extensively criticized in the Israeli media, which marked a significant shift in attitude towards standardized examinations and challenged the accuracy of assessing learning achievement on the national level, as compared to international criteria and standards (OECD/PISA). The author addresses further challenges of assessing the 21st competencies of interdisciplinary and project-based learning, while juxtaposing them to the formal traditional ways of assessment, such as Meitzav.

Viewpoints on Cooperative Peatland Management: Expectations and Motives of Dutch Farmers

Land ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1326
Author(s):  
Johanna Norris ◽  
Bettina Matzdorf ◽  
Rena Barghusen ◽  
Christoph Schulze ◽  
Bart van Gorcum
Keyword(s):  
Q Methodology ◽  
Business Models ◽  
Policy Design ◽  
National Level ◽  
Climate Mitigation ◽  
The European Union ◽  
Peat Soils ◽  
Funding Sources ◽  
Agricultural Emissions ◽  
Future Policy

The European Union (EU) is globally the second highest emitter of greenhouse gases from drained peatlands. On the national level, 15% of agricultural peat soils in the Netherlands are responsible for 34% of agricultural emissions. Crucial to any successful policy is a better understanding of the behavioral change it will bring about among the target groups. Thus, we aim to explore farmers’ differing viewpoints to discuss how policy and planning can be improved to ensure landscape-scale climate mitigation on agriculturally used peatlands. Q methodology was used to interview fifteen farmers on Dutch peat soils, whereby 37 statements were ranked in a grid according to their level of agreement. Factor analysis revealed three main viewpoints: farmers with a higher peat proportion show an urgency in continuing to use their land (‘cooperative businesspeople’), while ‘independent opportunists’ are wary of cooperation compromising their sense of autonomy. Farmers who are ‘conditional land stewards’ are open to agriculture without drainage but require appropriate payments to do so. Future policy design must focus on providing support to farmers that go beyond compensation payments by providing information about funding sources as well as potential business models for peatland uses with raised water tables.

Dust and Dignity

2019 ◽  
Author(s):  
Erynn Masi de Casanova ◽  
Maximina Salazar
Keyword(s):  
Social Reproduction ◽  
National Level ◽  
Domestic Work ◽  
Domestic Workers ◽  
Class Relations ◽  
Informal Work ◽  
Work Arrangements ◽  
Women's Lives ◽  
The Common ◽  
Work Histories

What makes domestic work a bad job, even after efforts to formalize and improve working conditions? This book examines three reasons for persistent exploitation. First, the tasks of social reproduction are devalued. Second, informal work arrangements escape regulation. And third, unequal class relations are built into this type of employment. The book provides both theoretical discussions about domestic work and concrete ideas for improving women's lives. Drawing on workers' stories of lucha, trabajo, and sacrificio—struggle, work, and sacrifice—the book offers a new take on an old occupation. From the intimate experience of being a body out of place in an employer's home, to the common work histories of Ecuadorian women in different cities, to the possibilities for radical collective action at the national level, the book shows how and why women do this stigmatized and precarious work and how they resist exploitation in the search for dignified employment. From these searing stories of workers' lives, the book identifies patterns in domestic workers' experiences that will be helpful in understanding the situation of workers elsewhere and offers possible solutions for promoting and ensuring workers' rights that have relevance far beyond Ecuador.

Dayah collectively as a social movement

2018 ◽  
Vol 11 (1) ◽  
pp. 56-64
Author(s):  
Hanafiah Hanafiah
Keyword(s):  
High School ◽  
Social Movements ◽  
Public Schools ◽  
Social Movement ◽  
Social Reproduction ◽  
Social Process ◽  
National Level ◽  
Islamic Culture ◽  
Content Type ◽  
The Creation

Purpose The purpose of this paper is to explore, find and formulate a mechanism and strategy in social process in Dayah, which can be developed to be a model of new social process applied in public school. Design/methodology/approach The main objective of this research was to examine the strategy and mechanism of social reproduction in Dayah. The strategy and mechanism of social reproduction in public schools were also observed for comparison. The public schools were high school or vocational high school equivalent to the class in Dayah Mudi Mesra. The selected high schools as the object of comparison were SMAN 1 Samalanga and SMAN 2 Tanjungan, Samalanga. The selected public schools were public schools with similar sociological and psychological background and culture with Dayah Samalanga. This study is a social study using a qualitative approach with phenomenological design. The method used is the case study method; case studies are used as a comprehensive explanation related to the various aspects of a person, group, organization, program, or community situation that is studied, attempted and explored as deeply as possible. Findings Dayah with Islamic culture promises an effective social movement in Acehnese society. Dayah potential power was on the agents or social actor as the initiators of the idea of the creation of a network of social movements among Dayahs in Aceh. The stages of the creation of a social movement until movement crystallization can be modelled by utilizing their expert elite agents that are owned by Dayah in Aceh which is the intellectual elites and clerical elites. In addition, Dayah is a form of Acehnese local wisdom in education and religion that enables social movements to walk more naturally, democratically and educationally. Dayah ability related to Islamic culture as a broader social movement even has been tested at the level of the state and the nation of Indonesia. It is indicated by the creation of democratic process in Indonesia, which is activated by a community of Islam with democratic values as religion doctrine. As social movements, religious communities are able to construct perceptions, thoughts and attitudes in the lower class in response to the post-Suharto democratic change. Collins mentioned that social movements, which are derived from Islamic organizations, are able to show their presence at the local and national level. Originality/value The sociological wisdom is its unique social process. Based on preliminary studies, social processes in Dayah are closely related to the cosmopolitan value of Islam. This cosmopolitan value appears in the social order in the Dayah subculture, which appears to be more open to the role of the individual in society as an agent who can achieve a new social class. In this case, Dayah education can be a counter attack against negative social reproduction trends in general education.

scholarly journals Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

2018 ◽  
Vol 6 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Andrea Broderick
Keyword(s):  
Inclusive Education ◽  
Capability Approach ◽  
National Level ◽  
Human Potential ◽  
Educational Equality ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Mainstream Society ◽  
The Right ◽  
The Capability Approach

The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.

Gender, International Migration and Social Reproduction: Implications for Theory, Policy, Research and Networking

1996 ◽  
Vol 5 (1) ◽  
pp. 27-52 ◽  
Author(s):  
Thanh-Dam Truong
Keyword(s):  
Social Reproduction ◽  
Policy Making ◽  
National Level ◽  
Policy Research ◽  
Analytical Framework ◽  
Reproductive Labor ◽  
Female Migration ◽  
Female Migrants ◽  
Economic Constraints ◽  
Cross National

This paper aims to contribute to the development of an analytical framework that provides the space for the understanding of female migrants as reproductive workers in a cross-national transfer of labor. It will first provide some hypothetical guidelines for the explanation of female migration in the context of reproductive labor. Based on accessible data, a discussion on the case of Japan will be presented to highlight the main issues and problems concerning female migrants as reproductive workers. Finally, implications on policy-making and networking at the international and national level will be analyzed and discussed, taking into account the specific ideological, political and socio-economic constraints.

scholarly journals What is Global Competence, and What Might it Look Like in Chinese Schools?

2020 ◽  
Vol 19 (1) ◽  
pp. 3-22
Author(s):  
Veronica Boix Mansilla ◽  
Devon Wilson
Keyword(s):  
Educational Practice ◽  
Global Competence ◽  
Performance Tasks ◽  
Student Work ◽  
Foreign Teachers ◽  
Early 21St Century ◽  
The Us ◽  
The World ◽  
Oecd Pisa ◽  
Taking Action

What exactly does it mean to be globally competent in a Chinese context in the early 21st century? In this article, we propose a culturally informed re-interpretation of ‘global competence’ rooted in Eastern and Western traditions. We draw on a longitudinal empirical action-research study of Chinese and foreign teachers working to foster global competence in four Chinese cities. Throughout this work we endeavoured to contextualize a view of global competence commonly used in the US and around the world (Boix Mansilla & Jackson, 2012; OECD-PISA, 2017) in ways that could inform Chinese educational practice, honor practitioners’ cultural repertoires in a changing national educational landscape, and be informed by state-of-the-art scholarship on Chinese foundational values in education. The formulation proposed foregrounds global competence as a cultivation of self and search to understand and improve the world. It highlights the development of four ‘virtuous dispositions’ – at once cognitive and moral capacities – deemed essential to navigate a more interconnected world: (a) dedicating oneself to understanding the world within and beyond one’s immediate environments, (b) seeking to understand perspectives and relate to others harmoniously, (c) communicating across difference interacting mindfully, and (d) taking action with others harmoniously to help build better societies. Global competence is here viewed as a life-long process of the making of a moral person ‘ zuo ren’ through daily interactions with the world. This research stands, humbly, as invitation to advance nuanced and adaptive visions of global competence. At their best such visions might offer a common platform for transnational dialog about the capacities needed to navigate an interdependent world, while honoring the cultural contributions and historical contingencies that can enrich common aspirations for our future generations. It is by capitalizing on the opportunity of context-informed re-interpretations that today’s global educational frameworks might prepare our youth for a world in which hybridity, mix, and complexity are the new norm. The deliberately culturally hybrid view of global competence we propose is informed by a longitudinal record of participating Chinese and foreign teachers’ ideas about global competence education, its meaning, significance, practice and demands, including in-depth interviews, targeted performance tasks, classroom observations, analysis of student work and participatory coding exercises whereby teachers were invited to comment on and inform emerging conceptualizations of global competence for clarity and cultural familiarity.

Pierre Bourdieu, Social Transformation and 1960s British Drama

2012 ◽  
Vol 29 (3) ◽  
pp. 3-24 ◽  
Author(s):  
Bridget Fowler
Keyword(s):  
Cultural Production ◽  
Social Reproduction ◽  
Social Transformation ◽  
New Wave ◽  
Left Hand ◽  
Theory Of Practice ◽  
British Drama ◽  
Raymond Williams ◽  
Post War ◽  
Different Origins

This article makes the controversial argument that Bourdieu’s theory of practice offers both a model of transformation and social reproduction. However, it also claims that his account of cultural production is marred by two blind-spots. First, it contends that Bourdieu has neglected key forms of material support, notably, that offered, post-war, from the ‘left hand of the state’. The subsequent New Wave of 1950s and 1960s British drama had authors who possessed neither economic capital nor certified cultural capital. Secondly, it interrogates Bourdieu’s conclusion that popular culture can never be source of canonized art. Adopting the view that Bourdieu focused too exclusively on legitimate culture, it seeks to contrast his theories on this point with the approach developed by Raymond Williams. The last section sketches a Bourdieusian analysis of Bourdieu. It reads his writings in the light of the different origins of the British and French fields of cultural studies.

Locating inclusion within the OECD’s assessment of global competence: An inclusive future through PISA 2018?

2021 ◽  
pp. 147821032110066
Author(s):  
Donella Cobb ◽  
Daniel Couch
Keyword(s):  
Social Justice ◽  
Young People ◽  
Market Economy ◽  
International Student ◽  
Student Assessment ◽  
Standardized Assessment ◽  
Global Competence ◽  
International Student Assessment ◽  
Competence Framework

In 2018, Programme for International Student Assessment (PISA) introduced an assessment of global competence to equip young people with the skills, knowledge, attitudes and values to create “an inclusive and sustainable world” (OECD, 2018 : 1). Throughout this article, we take the OECD seriously at their claims around inclusion. We look critically at the global competence framework to ask what PISA means by inclusion and trouble the idea that inclusion can function effectively within a global standardized assessment. We put Bernstein’s ( 2000 ) notion of recontextualization to work to demonstrate how inclusion takes on new meaning as it moves between each iteration of the global competence framework. We show how this recontextualization re-orientates inclusion from a social justice imperative toward supporting young people’s inclusion into a globalized market economy.

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