scholarly journals Rap music in minority languages in secondary education: A case study of Catalan rap

2017 ◽  
Vol 2017 (248) ◽  
Author(s):  
Cristina Aliagas Marín
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Hip Hop ◽  
Rap Music ◽  
Educational Institutions ◽  
Minority Languages ◽  
Language Practices ◽  
Peer Communication ◽  
Professional Musician

AbstractThis article explores hip hop music as a powerful tool for educational institutions to promote minority languages among teenagers living in multilingual contexts. It reports on an educational experience in secondary education that consisted of a series of rhyme workshops given by a guest hip hop artist in a secondary school in Catalonia, where two main languages (Spanish and Catalan) coexist in an unbalanced situation that favours Spanish for peer-communication. Drawing on two articulated pieces of fieldwork (the first one in the classroom and the second outside school with three students who were emergent rappers), the study shows a rift between language practices in the classroom and hip hop language practices in the teenagers’ lives. It also shows the powerful effect of bringing a professional musician into the classroom and how the school can have an impact on the language practices of the students outside school.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Technology-Based Values Teaching in Secondary Education

2013 ◽  
pp. 211-227
Author(s):  
Miriam Borham Puyal ◽  
Susana Olmos-Migueláñez ◽  
Paola Perochena González ◽  
María José Rodríguez-Conde
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Classroom ◽  
Multicultural Classrooms

This chapter presents a case study of the use of ICTs, and in particular the blog, in a Spanish Secondary School classroom in order to promote the teaching of values such as solidarity or tolerance. The aim was to enhance coexistence in increasingly diverse and multicultural classrooms in which the acknowledgement and development of these values prove essential for a successful coexistence.

Language, identity and unintelligibility: A case study of the rap group Higher Brothers

2021 ◽  
Vol 7 (1) ◽  
pp. 43-59
Author(s):  
Jin Liu
Keyword(s):  
Hip Hop ◽  
Rap Music ◽  
The United States ◽  
Verbal Art ◽  
African American Culture ◽  
Language Identity ◽  
Before And After ◽  
The Media ◽  
Global Identities

The Chengdu-based quartet Higher Brothers recently became the first China-born hip hop group to gain global fame. As rap music – originally a local, ethnic African American culture in the United States – has been continually relocalized all over the world and thus globalized, the Higher Brothers have undergone another process of glocalization. This presents a new case study to further examine the dynamics between the global and the local. Because rap is an intensely verbal art, this article explores how the Higher Brothers construct and negotiate their complicated and multiple (local, national and global) identities from the perspective of language. It analyses the language used in their songs – Sichuan Chengdu Mandarin, Standard Mandarin (Putonghua) and English – before and after they signed with 88rising, the media company that brought the group to the West. Due to the rappers’ distinctive ways of vocal production, many of their trap-style songs prove hard to understand not only for global audiences but also for most Chinese national audiences and even for the quartet’s local audiences. Drawing on recent studies of mumble rap, this article explores the politics and sonic aesthetics of unintelligibility of the Chinese trap music.

Multilingual interaction and minority languages: Proficiency and language practices in education and society

2013 ◽  
Vol 48 (1) ◽  
pp. 82-98 ◽  
Author(s):  
Durk Gorter
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Secondary School Students ◽  
Minority Language ◽  
Added Value ◽  
Minority Languages ◽  
European Regions ◽  
Language Practices ◽  
School Students ◽  
Education And Society

In this plenary speech I examine multilingual interaction in a number of European regions in which minority languages are being revitalized. Education is a crucial variable, but the wider society is equally significant. The context of revitalization is no longer bilingual but increasingly multilingual. I draw on the results of a long-running project on the ‘Added value of multilingualism and diversity in educational contexts’ among secondary school students, and show that there are interesting differences and similarities between the minority language (Basque or Frisian), the majority language (Spanish or Dutch) and English. The focus on multilingualism is applied inside and outside the school. The discussion demonstrates the complexity of everyday multilingual practices and the outcomes have implications for the gap between education and society and for further research into the linkages between language proficiency and actual language practices.

scholarly journals Implementation of ICT in Secondary Education: A Case Study of District Ghotki, Sindh

2016 ◽  
pp. 60-73
Author(s):  
Asif Ali Shah Et al.,
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Level ◽  
Current Status ◽  
Strong Impact ◽  
Sindh Province ◽  
Information And Communication ◽  
Conducting Research ◽  
Basic Infrastructure

This research aims to investigate the initiatives of Federal and Provincial Governments concerning the implementation of Information and Communication technology (ICT) projects in Secondary Education. The main objective of this study is to investigate the actual implementation of ICT projects at secondary school level in Sindh province by selecting district Ghotki as a case study. While conducting research, it was observed that out of forty secondary schools in district Ghotki, only thirteen schools were selected for introduction of ICT by the Education Department. Initially, this research focused on identification of the current status of resources allocation pertinent to ICTs at each secondary school, later on, an attempt was made to identify the parameters responsible for successful and unsuccessful implementation of ICT projects in district Ghotki. The research findings determine that although, students enthusiasm and basic infrastructure are present, however, unavailability of electricity and absence of maintenance expenditure for ICT laboratories, appeared as key factors concerning the unsuccessful implementation of ICT projects in a secondary school of distinct Ghotki. This suggests that these two barriers have a strong impact on lowering students' interests in opting for computer science as a major subject for class IX and onwards. Finally, this study concludes with some recommendations to overcome these problems for successful implantation of ICT at secondary school system of Sindh province.

scholarly journals Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Data Driven ◽  
Hands On ◽  
Language Classes

AbstractThis paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into English-language classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ‘data-driven learning’ to needs-driven corpora, corpus activities and corpus methodologies.

When Job Training Is Not Enough: The Cultivation of Social Capital in Career Academies

2017 ◽  
Vol 55 (3) ◽  
pp. 617-648 ◽  
Author(s):  
Michael Lanford ◽  
Tattiya Maruco
Keyword(s):  
Social Capital ◽  
Secondary Education ◽  
Student Engagement ◽  
Job Training ◽  
Educational Institutions ◽  
Career Academies ◽  
Boundary Spanners ◽  
Distinctive Features ◽  
Personal Support

Career academies are increasingly prominent in American secondary education. However, our understanding of these academies is limited by a paucity of research about the factors that make them viable and effective. This case study highlights, from the perspective of 52 academy coordinators and teachers and 41 students, distinctive features that enable career academies to provide valuable job-related experiences and improve student engagement. Employing the theoretical framework of social capital, the findings emphasize the importance of boundary spanners who have the ability to maintain relationships between industry and educational institutions, bounded solidarity that facilitates an exchange of resources within an academy, and the information potential of the academy in terms of academic and personal support for students outside of the classroom.

scholarly journals A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic

2021 ◽  
pp. 99-110
Author(s):  
Claudia María Zea Restrepo ◽  
Diego E. Leal-Fonseca ◽  
María-Antonia Arango Salinas ◽  
Laura Hernandez-Velez
Keyword(s):  
Secondary Education ◽  
Change Management ◽  
Holistic Approach ◽  
Educational Institutions ◽  
Educational Service ◽  
Ministry Of Education ◽  
Technology Learning ◽  
Academic Activities

AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.

scholarly journals MONITORING OF THE NEW UKRAINIAN SCHOOL AS A PART OF MANAGEMENT ACTIVITY (A CASE STUDY OF THE RESEARCH ON VOCATIONAL GUIDANCE OF STUDENTS DURING GENERAL SECONDARY EDUCATION)

2021 ◽  
pp. 93-103
Author(s):  
Oksana Denysiuk ◽  
◽  
Nataliia Tytarenko ◽  
◽  
Keyword(s):  
High School Students ◽  
Secondary Education ◽  
Education Reform ◽  
Career Guidance ◽  
Work Organization ◽  
Vocational Guidance ◽  
Educational Institutions ◽  
School Students ◽  
Management Activity

The implementation of any reform in general, and education in particular, includes the monitoring of its implementation. Monitoring as a management method allows achieving the purpose of control over education reform. For the purpose of our research, we have adopted the definition of monitoring as a set of standardized procedures for continuous monitoring of changes in the activities of the studied object and directing these changes to achieve the object’s given development parameters. Thus, the purpose of the article is to illustrate the use of monitoring studies to collect statistical data for the case study, such as the readiness of general secondary education institutions to introduce a specialized school as a part of the third level of general secondary education. During the basic monitoring study of the organization of career guidance work in general secondary education institutions, conducted in October-November 2020, the standardization of the procedure was followed with the help of the Google Forms service. The service was used to develop and aggregate a questionnaire for deputy directors of educational institutions. The questionnaire contained qualitative indicators on the organization of career guidance in educational institutions, namely information on the experience of work organization, its effectiveness, the need to improve the professional level of teachers for the organization of career guidance. The main results of the case study are as follows. Career guidance was organized in the majority (96,9 %) of general secondary education institutions. 69,3 % of respondents rate the efficiency of vocational guidance organized in general secondary education institutions as «high», 14,4 % – as «low» and «lower» (2,6 % and 11,8 %, respectively). The features of the organization of career guidance are revealed, the needs of educational institutions for the modernization of this work are singled out, the request of the respondents for raising the professional level on the research subject is determined. The analysis provided an opportunity to formulate conclusions and recommendations that will be an objective tool for creating a strategy for reforming career guidance, taking into account the needs of the labor market and the abilities and talents of high school students.

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