scholarly journals The Rise of Private Tutoring in Denmark: An Entrepreneur's Perspectives and Experiences

2021 ◽  
pp. 209653112110385
Author(s):  
Nicklas Kany
Keyword(s):  
School Reform ◽  
Personal Narrative ◽  
Unmet Need ◽  
Private Tutoring ◽  
Design Approach ◽  
The Political ◽  
Challenges And Opportunities ◽  
Danish School ◽  
Political Turmoil

Purpose This article sheds light on the emergence of private tutoring in Denmark. Written from the perspective of a tutoring entrepreneur, it discusses the challenges and opportunities faced by a fledgling tutoring company in present-day Danish society. Design/Approach/Methods The article is a personal narrative of the author's experience with establishing the first major Danish tutoring company. Findings The enthusiastic response by parents to the services offered by the author's company shows that there has long existed a hitherto unmet need for private tutoring in Denmark. However, the author also argues that the political turmoil surrounding the 2013 Danish school reform made parents increasingly sceptical that mainstream schools could effectively address the needs of their children. It thereby prepared the ground for launching a private tutoring concept. Originality/Value It is only in the last decade that private tutoring has emerged in Denmark. The article provides a unique insider's perspective on this largely unexplored development.

scholarly journals School psychologists and school reform: challenges and opportunities

1999 ◽  
Vol 3 (1) ◽  
pp. 21-32
Author(s):  
Anton Furman
Keyword(s):  
School Psychology ◽  
School Reform ◽  
Economic System ◽  
School Psychologists ◽  
Psychological Services ◽  
The Political ◽  
Educational Context ◽  
Education Change ◽  
Challenges And Opportunities ◽  
The Status

School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

Citizens, Elites, and Social Media Methodological Challenges and Opportunities in the Study of Persuasion and Mobilization

2019 ◽  
pp. 1036-1058
Author(s):  
Philip Habel ◽  
Yannis Theocharis
Keyword(s):  
Social Media ◽  
Big Data ◽  
Supply And Demand ◽  
Political Process ◽  
The Political ◽  
The Novel ◽  
Complete Understanding ◽  
Social Media Data ◽  
Challenges And Opportunities ◽  
Media Data

In the last decade, big data, and social media in particular, have seen increased popularity among citizens, organizations, politicians, and other elites—which in turn has created new and promising avenues for scholars studying long-standing questions of communication flows and influence. Studies of social media play a prominent role in our evolving understanding of the supply and demand sides of the political process, including the novel strategies adopted by elites to persuade and mobilize publics, as well as the ways in which citizens react, interact with elites and others, and utilize platforms to persuade audiences. While recognizing some challenges, this chapter speaks to the myriad of opportunities that social media data afford for evaluating questions of mobilization and persuasion, ultimately bringing us closer to a more complete understanding Lasswell’s (1948) famous maxim: “who, says what, in which channel, to whom, [and] with what effect.”

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

The Norwegian Case of School Reform, External Quality Control, and the Call for Democratic Practice

2021 ◽  
Author(s):  
Ann Elisabeth Gunnulfsen ◽  
Eivind Larsen
Keyword(s):  
School Reform ◽  
Performance Indicators ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Monitoring And Control ◽  
International Student Assessment ◽  
Challenges And Opportunities ◽  
Norwegian Education ◽  
Prejudice And Discrimination

Traditionally, the Norwegian education system has been built on equality and democracy as core values, but the disappointing results in the Programme for International Student Assessment (PISA) introduced the perception of a “crisis in education” and increased the occurrence of national reform initiatives. New assessment policies with an emphasis on performance measurement and emerging accountability practices have characterized the transition processes over the last decade. With increasing focus on monitoring based on performance indicators, there is a risk that the purpose of promoting democracy in schools will be downplayed by instrumental and managerial regulations. However, the Norwegian school reform of curriculum renewal in 2020 also highlights democracy and participation as separate interdisciplinary themes and includes a concrete elaboration of this topic, which strongly emphasizes that schools should promote democratic values and attitudes as a counterweight to prejudice and discrimination. To obtain more knowledge about how school professionals deal with possible tensions and dilemmas in their work with the contemporary reform, it is important to unpack the interplay between managerial accountability based on performance indicators and identify how educators legitimize their work on promoting democracy in schools. To capture the dynamic nature of educational leadership and the daily subtle negotiation, a micropolitical perspective and theory on democratic agency were used to analyze theoretical and empirical material from two larger studies focusing on certain aspects of school reforms in Norwegian lower secondary schools. The findings suggest that educational professionals respond to the policy of inclusion through negotiating and translating tensions between equalizing students’ life chances and being subjected to collective monitoring and control. The findings also illuminate stories characterized by a predominantly individualistic interpretation of the democratic purpose of education and the challenges and opportunities involved in balancing academic achievement with students’ well-being.

scholarly journals The Ancient Walls of Damascus and the Siege of Mouaddamiyya: A Historical and Spatial Analysis of Bounded Place and Cultural Identity

2017 ◽  
Vol 20 (4) ◽  
pp. 441-453 ◽  
Author(s):  
Nour Halabi
Keyword(s):  
Cultural Identity ◽  
Spatial Organization ◽  
The Political ◽  
Islamic State ◽  
Public Response ◽  
The Public ◽  
Syrian Crisis ◽  
Political Turmoil ◽  
The Impact ◽  
Vast Area

Throughout the Syrian crisis, the presence of material and symbolic boundaries to culture became a particularly salient element of the continuously unfolding political turmoil. As one terrorist group, Daesh, or the Islamic State of Iraq and Syria, seeks to unite the vast area of the Middle East under the political, religious, and cultural administration of a “Greater State of Syria,” or “al-Sham,” this article revisits the historical spatial organization of Damascus and the construction of city boundaries and walls as factors that contributed to the cultivation of spatially grounded cleavages within Syrian and Damascene identity. In the latter section of this article, I reflect on the impact of these cleavages on the Syrian crisis by focusing on the public response to the siege of the Mouaddamiyya neighborhood.

Prophetic Imagination and Empire in Asia

2018 ◽  
Vol 1 (1) ◽  
pp. 91-116
Author(s):  
Jude Lal Fernando
Keyword(s):  
East Asia ◽  
Personal Narrative ◽  
First Century ◽  
The Political ◽  
Empire Building ◽  
Christian Communities ◽  
Political Reality ◽  
Political Analysis ◽  
Prophetic Imagination ◽  
Twenty First Century

The aim of this article is to identify the glimpses of prophetic imagination amongst the Christian communities in Asia, particularly in Korea and Japan, who are engaged in resisting the new round of militarization in the twenty-first century. This resistance denounces the globalist security complex in the region and announces a nonmilitaristic alternative forming a praxis that is necessary for a new theology of peace in East Asia and in Asia broadly. The political reality of the new round of military empire-building will be discussed with a personal narrative and a political analysis after which the theological meaning of prophetic imagination as opposed to imperial consciousness will be analyzed, correlating the personal and political with the theological. The ways in which the resistance to militarization resonates with the prophetic imagination of an alternative consciousness and community will be examined through an analysis of memories and renunciation of war by the churches. Broad implications of these resonances for a peace theology in Asia will be identified.

scholarly journals Arrangementet som pædagogisk handlingsform

2020 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Gro Hellesdatter Jacobsen ◽  
Doris Overgaard Larsen ◽  
Ole Steen Nielsen
Keyword(s):  
School Reform ◽  
Primary Schools ◽  
Leisure Time ◽  
Theoretical Perspective ◽  
School Context ◽  
Pedagogical Expertise ◽  
School Based ◽  
Danish School

ResuméMed skolereformen fra 2014 har pædagoger fået en ny rolle i skolen, hvor de bl.a. varetager ”understøttende undervisning”. Det er dog stadig ikke helt klart, hvad pædagoger kan bidrage med i skolen, og hvordan deres bidrag forholder sig til lærernes. Med denne artikel præsenterer vi, med udgangspunkt i et almenpædagogisk perspektiv, et mere udfoldet bud på, hvad pædagoger kan bidrage med i skolen, og særligt hvordan de kan bidrage til at mindske marginalisering af børn. Vi argumenterer for, at pædagoger frem for at benytte sig af tydeligt instruerede aktiviteter, der minder om lærernes undervisning, med fordel kan benytte sig af arrangementet som en pædagogisk handlingsform, hvor den pædagogiske intention bevidst holdes svag for børnene. Hermed kan pædagoger bruge deres pædagogiske faglighed til at fremme børns medvirken i egne lærings- og dannelsesprocesser samt mindske marginalisering i skole og SFO. AbstractThe Danish school reform (2014) has given pedagogues (social educators) a new role in primary schools, where they among other things provide "supportive teaching". However, it is still not quite clear how pedagogues contribute and how their contribution relates to that of the teachers. Based on a general pedagogical theoretical perspective, we propose a more detailed description of pedagogues’ contribution in the school context, with a particular focus on reducing marginalization of children. We argue that pedagogues, rather than using clearly instructed activities similar to teachers' lessons, should make use of ”the pedagogical arrangement” as a form of action, in which the pedagogues’ intention is deliberately kept subtle. In this way, pedagogues may use their pedagogical expertise to promote children's involvement in their own learning and Bildung processes and to reduce marginalization in schools and school-based leisure time facilities.

scholarly journals On the question of the language aspect of the school reform of 1958: Ukrainian and All-Union realities

2021 ◽  
pp. 98-125
Author(s):  
Elena Yu. Borisenok ◽  
Keyword(s):  
School Reform ◽  
Interwar Period ◽  
Education System ◽  
National Policy ◽  
The Political ◽  
National Question ◽  
Communication Space ◽  
Political Scene

The article analyzes the linguistic aspects of the “Khrushchev” school reform of 1958, as well as the reasons and goals of language transformations, which are little studied in the modern historiography. Compared to the interwar period, the situation has changed. In the 1920s, the policy of korenization was carried out in the conditions of the “capitalist environment” and demonstrated an “exemplary solution” to the national question. In 1958, Poland was no longer one of the main enemies, the need for a “showcase” had disappeared, the agents of Stalin’s national policy had left the political scene. The language component of the school reform made it easier for representatives of national republics to get education in central universities and to advance their career. But the language of the so-called titular nation was not completely excluded from the education system, the communication space, and the humanities. It can be argued that there were opponents of the reform (especially among the humanitarian intelligentsia) and supporters of the reform, who took advantage of the new opportunities. The course proposed by the school reform of 1958 was a kind of method of Sovietization and integration while preserving / recognizing the national diversity of the country’s population.

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