scholarly journals Imigração e refúgio nos debates e políticas educativas globais: Uma aproximação aos discursos sobre as mobilidades e seus sujeitos

2021 ◽  
Vol 29 ◽  
pp. 75
Author(s):  
Giovanna Modé Magalhães ◽  
Flavia Schilling
Keyword(s):  
Public Schools ◽  
Global Education ◽  
Research Policy ◽  
Educational Policies ◽  
Educational Systems ◽  
Education Policies ◽  
Policy And Practice ◽  
Global Migration ◽  
The World ◽  
Methodological Strategy

Considering the increased presence of immigrants and refugees in schools, particularly public schools, educational systems emerge as a field of research, policy and practice to understand the different discourses regarding contemporary mobilities. In this piece of work, our concern was to understand on which extension global education policies and debates, even being incipient on this matter, interact, reinforce or contradict the different practices, representations and sayings that make mobilities and their subjects an object of regulation and knowledge. We seek to observe the mobilized discourses, in order to fundamentally understand how they are articulated to the paradigm of global migration “as a problem” to overcome, instead of a constitutive characteristic of the world. As methodological strategy, we analyzed a recent set of documents guiding educational policies that deals with migration and asylum, written by different United Nations agencies. From this set, we highlight two central aspects for reflection: in a broader way the treatment given to individual and collective subjects of mobilities, and as a second axis we focused on the way the “figure of the victim” is built and reinforced, as well as its implications, tensions and ambiguities.

scholarly journals PRESIDENTIAL SYMPOSIUM: EDUCATION NETWORKS: STRENGTHENING GERONTOLOGY AND GERIATRICS THROUGH CONNECTIVITY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S421-S422
Author(s):  
Judith L Howe ◽  
Kathryn Hyer
Keyword(s):  
Graduate Education ◽  
International Organizations ◽  
Research Policy ◽  
Scientific Meeting ◽  
World Health ◽  
Policy And Practice ◽  
The Third ◽  
The World ◽  
Competency Based ◽  
Health Organization

Abstract The AGHE Presidential Symposium, related to the theme of the annual scientific meeting, underscores the importance of networks, collaborations and partnerships in advancing education in gerontology and geriatrics. AGHE has been at the forefront of many innovative programs since it was founded in 1974, contributing to the growth of the field and the recognition of education as one pillar of the field of gerontology and geriatrics, along with research, policy and practice. This symposium highlights three ongoing initiatives that promote connections and collaborations. The first paper discusses the Age-Friendly University (AFU) network which is made of institutions around the globe who have committed themselves to becoming more age-friendly in their programs and policies. AGHE endorses the AFU principles and invites its members and affiliates to call upon their institutions become part of this pioneering initiative. The AFU initiative is one of several international activities that AGHE, global leaders in education on aging, has engaged in. The second paper describes international networking activities such as collaborations with international organizations including the World Health Organization and connecting international and US students. In the third paper, initiatives to connect disciplines and professions through competency-based education and curricula are discussed. For instance, the Gerontology Competencies for Undergraduate and Graduate Education and the Program of Merit promote competency-based gerontology education across disciplines and professions.

scholarly journals Educational policies in Central and Eastern Europe: legacies of state socialism, modernization aspirations and challenges of semi-peripheral contexts

2018 ◽  
Vol 16 (4) ◽  
pp. 385-397
Author(s):  
Katarzyna Gawlicz ◽  
Marcin Starnawski
Keyword(s):  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Educational Policies ◽  
Educational Systems ◽  
State Socialism ◽  
Special Issue ◽  
Education Policies ◽  
Historical Experience ◽  
International Assessment ◽  
East West

The article introduces a special issue of Policy Futures in Education on changes and challenges in educational policies and systems of Central and Eastern Europe (CEE). The countries in the region share some characteristics, such as their historical experience with the authoritarian–socialist or communist rule and its impact on education policies, as well as their long-lasting economic semi-peripherality. Differences within the region are also discussed in the article: from macro-level economic gaps to relative dissimilarities of education systems’ structures, as well as international assessment benchmarks. The articles in this issue present analyses of educational policies in Belarus, Croatia, Hungary, Poland, Russia and Ukraine. A theme that emerges most clearly across these texts is the complexity of East–West relationships. Read together, the contributions serve as a call for a more nuanced and contextualized look at CEE. Transformation of educational systems that entails the interplay of past legacies and borrowed policies can bring about troubling outcomes, exacerbated by the entanglement of education in a wider agenda.

What kind of (digital) citizen?

2018 ◽  
Vol 35 (5) ◽  
pp. 342-356 ◽  
Author(s):  
Marie K. Heath
Keyword(s):  
Social Justice ◽  
Educational Technology ◽  
Public Schools ◽  
Civic Engagement ◽  
Research Policy ◽  
Digital Citizenship ◽  
Policy And Practice ◽  
Content Type ◽  
Definition Of ◽  
Constant Comparative Analysis

Purpose Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue. Design/methodology/approach This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship. Findings The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice. Originality/value Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.

scholarly journals Editors' Introduction

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Alexander W. Wiseman ◽  
C. C. Wolhuter
Keyword(s):  
Education Research ◽  
International Education ◽  
Research Policy ◽  
Educational Systems ◽  
Evidence Based ◽  
Policy And Practice ◽  
Comparative And International Education ◽  
Community Of Researchers ◽  
Research In Education ◽  
Interdisciplinary Scholarship

The inaugural issue of FIRE: Forum for International Research in Education begins a new chapter in the scholarly and professional discussion of comparative and international education research, policy, and practice. Comparative and international education research has become increasingly isolated from educational policymaking as well as school- and classroom-level decisionmaking as the amount and diversity of research in the field has grown. FIRE is an international, peer-reviewed publication, which seeks to bridge this gap by promoting interdisciplinary scholarship on the use of internationally comparative data for evidence-based and innovative change in educational systems, schools, and classrooms worldwide. FIRE provides an open source and widely accessible platform for disseminating research on education from multiple cultural, organizational and national perspectives. To introduce FIRE to the community of researchers, policymakers, and educators this introduction provides an overview of the journal

A Meta-Theoretical Framework for Understanding Educational Disparities Affecting Black Youth in the United States: Implications for Social Work

2019 ◽  
Vol 3 (2) ◽  
pp. 187-206
Author(s):  
Stephanie C. Boddie ◽  
Eric Kyere ◽  
A. Christson Adedoyin
Keyword(s):  
Public Schools ◽  
Social Work ◽  
Critical Race Theory ◽  
Research Policy ◽  
Black Youth ◽  
The United States ◽  
Theoretical Framework ◽  
Policy And Practice ◽  
Educational Disparities ◽  
Modern Capitalism

BackgroundBlack youth are disproportionately disadvantaged in nearly every indicator of academic performance.ObjectiveThis analysis seeks to understand the role of racism in the genesis of educational disparities affecting Black youth.MethodsDrawing from structural functionalism, modern capitalism, and critical race theory, we provide a meta-theoretical framework to explore the underpinnings of racial disparities that disadvantage Black youth in U.S. public schools.FindingsThis meta-theoretical framework suggests a critical need to examine the history of racism as well as the social, political, and economic structure of the U.S. to understand the educational disparities affecting Black youth.ConclusionSocial work professionals can use this meta-theoretical framework to inform research, policy, and practice addressing educational disparities and ultimately create more equitable, fair, and just school environments.

Twelfth Annual Brown Lecture in Education Research: So That Any Child May Succeed: Indigenous Pathways Toward Justice and the Promise of Brown

2018 ◽  
Vol 47 (5) ◽  
pp. 271-283 ◽  
Author(s):  
Teresa L. McCarty
Keyword(s):  
Native American ◽  
Native Americans ◽  
Research Policy ◽  
Indigenous Education ◽  
Education Policies ◽  
Policy And Practice ◽  
Education Practice ◽  
English Only ◽  
American Children ◽  
Indigenous Educators

As the U.S. Supreme Court prepared to rehear for the second time the case of Brown v. Board of Education in 1953, the 83rd Congress passed House Concurrent Resolution 108 and Public Law 280—policies that would terminate federal treaty and trust responsibilities to Native Americans. Even as post- Brown desegregation went into effect, thousands of Native American children continued to attend segregated, English-only federal boarding schools. This lecture considers the Brown legacy and broader issues of education equality in the context of research, policy, and practice in Indigenous education. Focusing on a core argument in Brown—that equality of opportunity is a prerequisite “so that any child may succeed”—I examine hard-fought pathways toward education justice forged by Indigenous educators, parents, leaders, and allies; the larger settler colonial project in which those efforts are embedded; and the ways in which Indigenous initiatives are braided with those of other racialized groups. Key to this analysis is recognition that equal access and uniformity of education approach are not synchronous with equity. I conclude with the ongoing challenges in fulfilling the promise of Brown—in particular, the simultaneous homogenizing and stratifying effects of current education policies—and what can be learned from diverse models of contemporary Indigenous education practice.

scholarly journals A DIVERSIDADE NAS POLÍTICAS EDUCACIONAIS NO BRASIL

2017 ◽  
Vol 23 ◽  
pp. 27
Author(s):  
Paulo Gomes Lima
Keyword(s):  
Social Justice ◽  
Educational Policies ◽  
The Political ◽  
Exploratory Research ◽  
Social Diversity ◽  
Education Policies ◽  
Universal Education ◽  
The World ◽  
Diversity In Education

O conceito e significado de diversidade nas políticas educacionais no Brasil e no mundo não deve deixar de considerar o contexto no qual tal tema é problematizado. O objetivo desse artigo, por meio de uma pesquisa exploratória, orientada por revisão bibliográfica e documental é discutir, não apenas a dimensão do conceito sobre diversidade existente nas políticas educacionais no Brasil, mas a recorrência da ampliação e alcance do mesmo nalgumas estratégias voltadas à sua efetivação como direito e respeito às singularidades. Nesse sentido, organizamos o presente trabalho em três seções: a) Diversidade nas políticas educacionais: do conceito aos seus significados; b) Diversidade nas políticas educacionais: do alcançado aos seus limites e c) Diversidade nas políticas educacionais: algumas pontuações e recorrências. Concluímos que as políticas educacionais universalizantes e para a diversidade solicitam a formação política do homem, objeto que não pode e não deve ser reduzida ao ideário particularizado de justiça social.Palavras-chave: Diversidade. Políticas educacionais. Justiça social. DIVERSITY IN EDUCATIONAL POLICIES IN BRAZILAbstract: The concept and meaning of diversity in education policies in Brazil and in the world must not fail to consider the context in which such a theme is problematized. The objective of this article, through an exploratory research guided by a bibliographical and documentary review, is to discuss, not only the dimension of the concept of diversity in educational policies in Brazil, but also the recurrence of its extension and scope in some strategies aimed at its Effectiveness as a right and respect for singularities. In this sense, we organize the present work in three sections: a) Diversity in educational policies: from concept to its meanings; B) Diversity in educational policies: from reaching their limits and c) Diversity in educational policies: some scores and recurrences. We conclude that universal education policies and diversity demand the political formation of man, an object that cannot and should not be reduced to the particularized ideology of social justice.Keywords: Diversity. Educational policies. Social justice. DIVERSIDAD EN POLÍTICAS EDUCATIVAS EN BRASILResumen: El concepto y el significado de la diversidad en las políticas educativas en Brasil y en el mundo no puede dejar de considerar el contexto en el que se problematiza ese tema. El objetivo de este artículo, a través de una investigación exploratoria guiada por una revisión bibliográfica y documental, es discutir no sólo la dimensión del concepto de diversidad en las políticas educativas en Brasil, sino también la repetición de su extensión y alcance en algunas estrategias dirigidas En su Efectividad como derecho y respeto por las singularidades. En este sentido, organizamos el presente trabajo en tres secciones: a) Diversidad en las políticas educativas: del concepto a sus significados; B) Diversidad en las políticas educativas: de alcanzar sus límites yc) Diversidad en las políticas educativas: algunas puntuaciones y recurrencias. Concluimos que las políticas educativas universales y la diversidad exigen la formación política del hombre, un objeto que no puede ni debe reducirse a la ideología particularizada de la justicia social.Palabras-clave: Diversidad. Políticas educativas. Justicia social.

scholarly journals The rise and/or fall of Baby PISA testing

2020 ◽  
Vol 69 (2) ◽  
pp. 117-132
Author(s):  
Dragana Purešević
Keyword(s):  
Education Policy ◽  
Standardized Testing ◽  
Global Education ◽  
Policy And Practice ◽  
Educational Value ◽  
Starting Point ◽  
The World ◽  
History Of ◽  
Alternative Approaches ◽  
To Come

In the paper, we take the neoliberal approach to education as our starting point and proceed to look at how the test-based approach to assessment affects the shaping of global education policy and practice. The focus of the paper is on the latest global neoliberal trend to come from the OECD network of standardized testing - the IELS study, often referred to as Baby PISA. In view of the fact that the launching of this study has met with a range of reactions by early education experts, we provide an overview of the history of this study, its implementation, and the key critiques of Baby PISA testing. Finally, we examine the question of what neoliberalism has achieved with the standardization of education, and propose a discussion about alternative approaches to education, as well as to assessment. The approaches we highlight are based on an understanding of the complexity of the world we live in, in which we must find a way to live together and participate with purpose. We conclude that education does not need uniformity, but rather diversity, whose educational value lies in the "ethics of meetings".

scholarly journals Citizenship, Social Change, and Education

2021 ◽  
Vol 11 (2) ◽  
pp. 97-109
Author(s):  
Mitja Sardoč
Keyword(s):  
Public Schools ◽  
Social Change ◽  
Citizenship Education ◽  
Hate Speech ◽  
Research Policy ◽  
Social Changes ◽  
Public Schooling ◽  
Policy And Practice ◽  
Theory Research ◽  
Civic Space

In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges of the alternative conception of justifying citizenship education and its interplay with social change.

scholarly journals Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience)

2009 ◽  
Vol 42 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nancy H. Hornberger
Keyword(s):  
Intercultural Communication ◽  
Teacher Professional Development ◽  
Educational Systems ◽  
Policy And Practice ◽  
Multilingual Education ◽  
Curricular Design ◽  
Implementation Program ◽  
The World ◽  
Deep Conviction ◽  
Teacher Professional

Although multilingualism and multilingual education have existed for centuries, our 21st-century entrance into the new millennium has brought renewed interest and contestation around this educational alternative. Ethnolinguistic diversity and inequality, intercultural communication and contact, and global political and economic interdependence are more than ever acknowledged realities of today's world, and all of them put pressures on our educational systems. Now, as throughout history, multilingual education offers the best possibilities for preparing coming generations to participate in constructing more just and democratic societies in our globalized and intercultural world; however, it is not unproblematically achieved. There are many unanswered questions and doubts as to policy and implementation, program and curricular design, classroom instruction practices, pedagogy, and teacher professional development, but there is also much that we understand and know very well, based on empirical research in many corners of the world. Here I highlight Bolivian and other Indigenous educational experiences with which I am most familiar, and which capture certainties that hold beyond the particular instances I describe. My emphasis is on what we know and are sure of, and my goal is to convey my deep conviction that multilingual education constitutes a wide and welcoming educational doorway toward peaceful coexistence of peoples and especially restoration and empowerment of those who have been historically oppressed.

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