scholarly journals Academic mentoring projects between disadvantaged children and students. A method for the preparation of students for inclusive school settings

2020 ◽  
Author(s):  
Christina Heise ◽  
Friederike Heinzel
Keyword(s):  
Qualitative Content Analysis ◽  
Social Environments ◽  
Childhood Experiences ◽  
Disadvantaged Children ◽  
Research Initiative ◽  
Academic Mentoring ◽  
Inclusive School ◽  
First Results ◽  
The University

AbstractFuture teachers agree to meet a pupil once a week to engage in cultural, social and educational activities within the framework of two mentoring projects conducted at the University of Kassel. The students are supported at the University by an educational science seminar and by professional supervision (Garlichs et al., 2000; Heinzel et al., 2007). At the end of the project the students write a case study. Since 2015 these projects are part of PRONET, a government-funded bundle of various projects in the field of educational research, located at the University of Kassel, which are part of the nation-wide research initiative “Qualitätsoffensive Lehrerbildung”. This initiative aims at the improvement of teachers' education regarding inclusion by continuous evaluation of the projects. The mentoring projects promote students' inclusive attitude by stimulating their reflexive and cooperative skills and by raising their awareness for habitus-sensibility. Previous research has shown that mentoring projects can, for example, facilitate teachers' acceptance of heterogeneity of childhood experiences by providing insights into different social environments and by improving reflection on prejudices and stereotypes (Kottmann, 2014; Maas, 2007; Wenzler-Cremer, 2016). Following these findings, the actual research focuses on which kind of reflection students use and if they develop or strengthen inclusive orientations. With regards to data analysis, the qualitative content analysis of the case study is accompanied by sequential interpretation of audio statements, which the students produce at three points in time during their mentoring year. First results show that different kinds of reflection take place, that the students get confronted with inclusive and exclusive inconsistencies, and that they begin to reconceptualize ideas about normality.

scholarly journals Re-Inhabiting Inner Areas Triggering New Regeneration Trajectories: The Case Study of Sicani in Sicily

2022 ◽  
Vol 14 (2) ◽  
pp. 976
Author(s):  
Barbara Lino ◽  
Annalisa Contato ◽  
Mauro Ferrante ◽  
Giovanni Frazzica ◽  
Luciana Macaluso ◽  
...  
Keyword(s):  
National Interest ◽  
Work Life ◽  
Research Project ◽  
Sustainable Lifestyles ◽  
First Results ◽  
Peripheral Areas ◽  
The University ◽  
Qualitative Analyses

The Italian debate on the so-called ‘inner areas’ has received a much-needed boost, following the COVID-19 pandemic, which has further highlighted the differences between metropolitan and inner areas. While the progressive depopulation of inner areas is a worrying phenomenon, the limits of incessant urbanisation and the concentration of settlement and infrastructure policies in large conurbations have become evident. Departing from the framework of the B4R-Branding4Resilience research project of national interest and, by continuing in the furrow initiated by the SNAI, but also surpassing it, the aim of the University of Palermo’s research is to define the requirement for a more inclusive settlement model in the Sicani area in Sicily (Italy) to re-balance existing asymmetries by recharging peripheral areas with new centrality. The aims of the research are to demonstrate that inner areas could be an engine for innovation, thereby outlining a roadmap through which to encourage the resilience of new sustainable lifestyles. These aims would be achieved by working on new perspectives and projects, which are capable of radically modifying production, consumption, and tourism dynamics and work/life models, and which are gleaned from a study regarding the Sicani area in Sicily. The paper discusses case study quantitative and qualitative analyses and first results.

scholarly journals Student Teachers Building a Sustainable Future Through Constructing Equality in Visual Arts Education

2020 ◽  
Vol 11 (1) ◽  
pp. 74-90
Author(s):  
Leena Knif ◽  
Seija Kairavuori
Keyword(s):  
Student Teachers ◽  
Visual Arts ◽  
Arts Education ◽  
Qualitative Content Analysis ◽  
Functional Space ◽  
Point Of View ◽  
Visual Arts Education ◽  
Sustainable Future ◽  
The University

AbstractThis article presents a discussion about primary school visual arts education from the point of view of social sustainability and in the context of teacher education in Finland. The study focuses on the student teachers’ understanding and pedagogic thinking of the equality construction in visual arts. In this case study the research data comprises the learning portfolios of student teachers (N=25) from the visual arts teaching course at the University of Helsinki in which they designed and carried out pedagogical workshops of visual arts to promote equality. The data were examined with the methods of qualitative content analysis. In this context, the student teachers found engaging elements in the aims and practices of visual arts to be the way to enhance equality. Visual arts education was found to offer a functional space for enhancing the agency, social skills and values needed in a sustainable future.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

Disruptive innovation and operationalization in local and sustainable food systems: Examining the University of Toronto-Local Food Plus partnership

2019 ◽  
Vol 6 (1) ◽  
pp. 120-139
Author(s):  
Lori Stahlbrand
Keyword(s):  
Food Systems ◽  
Large Scale ◽  
Food System ◽  
Local Food ◽  
Disruptive Innovation ◽  
Government Support ◽  
Sustainable Food ◽  
University Of Toronto ◽  
The University

This paper traces the partnership between the University of Toronto and the non-profit Local Food Plus (LFP) to bring local sustainable food to its St. George campus. At its launch, the partnership represented the largest purchase of local sustainable food at a Canadian university, as well as LFP’s first foray into supporting institutional procurement of local sustainable food. LFP was founded in 2005 with a vision to foster sustainable local food economies. To this end, LFP developed a certification system and a marketing program that matched certified farmers and processors to buyers. LFP emphasized large-scale purchases by public institutions. Using information from in-depth semi-structured key informant interviews, this paper argues that the LFP project was a disruptive innovation that posed a challenge to many dimensions of the established food system. The LFP case study reveals structural obstacles to operationalizing a local and sustainable food system. These include a lack of mid-sized infrastructure serving local farmers, the domination of a rebate system of purchasing controlled by an oligopolistic foodservice sector, and embedded government support of export agriculture. This case study is an example of praxis, as the author was the founder of LFP, as well as an academic researcher and analyst.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

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