scholarly journals Adult learning, gender and mobility: Exploring Somali refugee mothers’ literacy development and empowerment through engagement with their children’s education

2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Doria Daniels
Keyword(s):  
Life Experiences ◽  
Parent Support ◽  
Education Economics ◽  
Cultural Wealth ◽  
Children's Education ◽  
Parent Experience ◽  
Children’S Education ◽  
Somali Refugee ◽  
Higher Education Economics ◽  
Education And Development

In this article, I explore Somali refugee mothers’ acts of becoming literate in order to support their children’s educational success. The literature on parent support and involvement makes fleeting reference to the forces of globalisation; it also pays little attention to refugee parents as being agents of, or subject to, such forces. Research into education and development, as it relates to adult learners, focuses mainly on higher education, economics and labour market issues (Kenway & Kelly, 2000; Blackmore, 2014). The local–global dialectic of school–home relationships has a particular bearing on my research into the refugee parent experience. Accordingly, I reason that parents’ engagement with their children’s education is interwoven with their own histories of educational disruption, displacement and mobility. For this reason, I engage with their cultural and historical contexts as tangible influences on their present-day engagement with learning and education. In this narrative enquiry, I researched the life experiences and beliefs about education of four refugee mothers, analysing their testimonies or ‘narratives of political urgency’ (Bernal, Burciaga & Carmona, 2017) in order to probe the intersectionality of gender, language, ethnicity and power. I investigated their personal empowerment and the community cultural wealth that the women accumulated on their journey to becoming literate.

scholarly journals Foundation phase teachers’ views of the involvement of male caregivers in young children’s education

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Mzoli Mncanca ◽  
Sarita Ramsaroop ◽  
Nadine Petersen
Keyword(s):  
Early Years ◽  
Children's Education ◽  
Male Caregiver ◽  
Generic Qualitative ◽  
Male Caregivers ◽  
Teacher Professional ◽  
Children’S Education ◽  
Group Interviews ◽  
Education And Development ◽  
Iterative Coding

Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can contribute towards improving male caregiver involvement in their children’s early education.Aim: This study aimed to explore foundation phase teachers’ views of the involvement of male caregivers in the education and development of young children.Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg.Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes.Results: The results highlight how teachers’ taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children’s care arrangements influence how they communicate with parents, unconsciously alienating male caregivers.Conclusion: Although teachers had not considered the role of male caregivers in the early years of children’s education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and in-service teacher professional development.

Interactive Digital Storytelling for Children's Education

2012 ◽  
pp. 231-252 ◽  
Author(s):  
Marcello Carrozzino ◽  
Chiara Evangelista ◽  
Veronica Neri ◽  
Massimo Bergamasco
Keyword(s):  
Digital Storytelling ◽  
Life Experiences ◽  
Real Life ◽  
Children's Education ◽  
Children’S Education

A number of real-life experiences are presented, together with a discussion of advantages and limitations of the proposed methodology.

POLA PENDIDIKAN AGAMA DALAM KELUARGA JAMA’AH TABLIGH DI DESA BOLANG KECAMATAN DAYEUHLUHUR KABUPATEN CILACAP

2019 ◽  
Vol 20 (2) ◽  
pp. 283-298
Author(s):  
Kholid Mawardi ◽  
Cucu Nurzakiyah
Keyword(s):  
Religious Education ◽  
Adult Children ◽  
Daily Activity ◽  
Family Members ◽  
Special Study ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
The Village

The results of the study found that the responsibility of religious education of children in the family of Tablighi Jama'ah differed in terms of several conditions, namely first, when parents were not going to khuruj where both parents were responsible for children's education; secondly, when the father goes khuruj, then the mother is responsible for everything including children's education; third, when both parents go khuruj, then the responsibility of the child is left to other family members such as grandparents or their first adult children; and fourth, when the child goes to khuruj, where parents are responsible for children's religious education both mother and father. The pattern of the religious education in the Tablighi Jama'ah family in the village of Bolang is formed from several similarities held in the implementation of religious education, one of which is the daily activity that is carried out by the Tablighi Jama'at family. Al-Qur'an becomes one of the material given to children in the ta'lim. Children are taught how to read the Qur'an and memorize short letters such as Surat al-Falaq, al-Ikhlas, and so on. In addition to al-Qur'an, in this ta'lim there is a special study in the Tablighi Jama'ah, which is reading the book of fadhilah ‘amal, and the last is mudzakarah six characteristics.

Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

2018 ◽  
Vol 23 (2) ◽  
pp. 590-607
Author(s):  
Marta Nidia Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Research Strategies ◽  
Doctoral Thesis ◽  
Specific Field ◽  
Childhood Education ◽  
Children's Education ◽  
Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo.  Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning                         

Development of John Dewey’s educational philosophy and its implications for children’s education

2021 ◽  
pp. 147821032098767
Author(s):  
Yan–Hong Ye ◽  
Yi-Huang Shih
Keyword(s):  
World War I ◽  
Social Life ◽  
Educational Philosophy ◽  
Social Issues ◽  
World War ◽  
Children's Education ◽  
Before And After ◽  
Children’S Education ◽  
Problem Solving Process ◽  
Continuous Use

This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.

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