Breaking School Rules: The Permissibility of Student Noncompliance in an Unjust Educational System

2021 ◽  
Vol 91 (2) ◽  
pp. 204-226
Author(s):  
A.C. NIKOLAIDIS ◽  
WINSTON C. THOMPSON
Keyword(s):  
Educational System ◽  
Rule Violation ◽  
Alternative Response ◽  
Policy Makers ◽  
Significant Aspect ◽  
School Rules

Rule violations are expected in schools, and assessments of the severity of those violations and the appropriate disciplinary responses are a significant aspect of educators’ responsibilities. While most educators and policy makers reject rule violation as a permissible behavior in schools, is such a categorical rejection always a suitable response, and are there circumstances that might merit an alternative response? In this article, A. C. Nikolaidis and Winston C. Thompson argue that under unjust circumstances, noncompliance with school rules may be permissible and even desirable. Building on a contractual framework placing systemic injustice at the center of inquiry, they show that under unjust conditions schools forfeit their ability to hold students accountable for role-dependent violations.

Measuring the globalization of health services: a possible index of openness of country health sectors to trade

2006 ◽  
Vol 1 (4) ◽  
pp. 323-342 ◽  
Author(s):  
RICHARD SMITH
Keyword(s):  
Health Policy ◽  
Health Services ◽  
Health Sector ◽  
Specific Aspect ◽  
Policy Makers ◽  
Significant Aspect ◽  
National Economies ◽  
The Impact

Globalization is a key challenge facing health policy-makers. A significant aspect of this is trade in health services. However, little is currently known about how trade in health services will affect the health of populations and national economies. A key determinant of the impact of trade in health services will be the general economic and trade context of the country concerned. One specific aspect of this is the ‘openness’ of a country’s health sector to trade; yet there is little, if anything, currently known about the most appropriate methods to assess openness of the health sector.

scholarly journals The Right Qualities and Responsibilities of Teachers of Arabic

2021 ◽  
pp. 243-253
Author(s):  
DR. A.R. AMINULLAHI
Keyword(s):  
Effective Teaching ◽  
Educational System ◽  
Assessment Process ◽  
Policy Makers ◽  
Remedial Actions ◽  
The Right

The success of an educational system shows the quality of the teachers employed. The teacher is undoubtedly one of the main challenges facing Arabic education. The assessment process of the teachers’ quality would help those concerned identify the weakness before preventive and remedial actions being taken. This paper attempts to examine the qualities and responsibilities of Arabic teachers to encourage the learning of the subjects in Nigeria and offers suggestions on how to encourage teachers of the language to perform their role effectively. It intends to call the attention of policy makers to identify some militating against the effective teaching of Arabic at all levels of learning with a view to providing lasting solutions to them. In the study, conclusions and appropriate recommendations were made.

scholarly journals Educational Quasi-Market in Chile: The Discourse of Policy Makers

2008 ◽  
Vol 16 ◽  
pp. 8 ◽  
Author(s):  
Claudio Almonacid ◽  
Antonio Luzón ◽  
Mónica Torres
Keyword(s):  
Social Exclusion ◽  
Educational System ◽  
Social Inclusion ◽  
Free Market ◽  
Transition Process ◽  
Constitutional Rights ◽  
Negative Effects ◽  
Policy Makers ◽  
Educational Decentralization ◽  
Decentralization Policy

The Chilean educational system is characterized by the functioning of a cuasi (free) market, in which increasing degrees of administrative, financial and curricular decentralization take place within a context where two constitutional rights are in conflict: the right to (free) education and the freedom of teaching. This conflict arose from the design and implementation of said decentralization policy due to its negative effects in the processes of social inclusion of children and youngsters. In order to understand why those two constitutional rights are in conflict, it must be taken into account that such decentralization policy was designed by the military regime (1973-1990) as one of several neoliberal policies implemented in many different fields of the Chilean society, and that said policy has been kept in effect by the subsequent administrations of the “Concertación de Partidos por la Democracia” (Coalition of Parties for Democracy) (since 1990 to present) in a so called “transition process to democracy.” This research paper is intended to understand how the process of educational decentralization was conceived and how the system is in effect up to the present, as well as to understand the effects it has had on the process of social exclusion. To do that, the views of selected policy makers who have had active participation in this process are analyzed. First, there is a reference to the way the Chilean educational system works, and then the opinions of several educational policy makers about the processes of educational decentralization and social exclusion are analyzed.

The mystery of the digital natives' existence: Questioning the validity of the Prenskian metaphor

First Monday ◽  
2018 ◽  
Author(s):  
Pasqualina Sorrentino
Keyword(s):  
Young People ◽  
Empirical Evidence ◽  
Educational System ◽  
Generation Y ◽  
Digital Natives ◽  
Net Generation ◽  
Digital Native ◽  
Policy Makers ◽  
The Past

Net Generation (Tapscott, 2009, 1998; Oblinger and Oblinger, 2005), Generation Y (Zhao and Liu, 2008; Halse and Mallinson, 2009), Millennials (Howe and Strauss, 2000), Homo Zappiens (Veen, 2003) and i-Generation (Rosen, 2010). The labels used to describe the generation of young people and their relation with technology are numerous. Over the past few years, one of the notions, which might have had more echoes among parents, teachers, and policy-makers is those of “digital natives” introduced in 2001 by Mark Prensky. The metaphor has had enduring influence on how the educational system perceives students and technology. Most scholars do not like it, for various reasons. Among other problems, the term implies that technological abilities are innate rather than taught and learned. The aim of this contribution is not to join the existing debate about the existence of digital native but to examine if there is any empirical evidence to support the use of that metaphor in the first place, questioning its usefulness to depict particular generations of young people.

scholarly journals A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning

2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Ilana Margolin
Keyword(s):  
Collaborative Learning ◽  
Educational System ◽  
Teacher Educators ◽  
Holistic Approach ◽  
Ethnographic Study ◽  
School Level ◽  
Policy Makers ◽  
Service Programs ◽  
Educational Partnership ◽  
Change Context

This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.

Blended Learning in China

2017 ◽  
pp. 18-38
Author(s):  
Hanrong Wang ◽  
Harry Nuttall
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
Educational System ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Private Institutions ◽  
Policy Makers ◽  
The Future ◽  
Motivation And Learning ◽  
Education In China

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution, and current practices of blended learning in the contexts of elementary and secondary schools, colleges, and universities in China, the authors examine the problems, controversies, and issues raised. While the Chinese government still may play an important role in blended learning in the future, private institutions' involvement, learners' motivation, and learning ideology could become more important in promoting and implementing blended learning. How best to use the current educational system and resources to further promote blended learning in China is a challenge to educational practitioners and policy makers. Blended education in china is at the crossroads.

Blended Learning in China

2018 ◽  
pp. 1399-1419
Author(s):  
Hanrong Wang ◽  
Harry Nuttall
Keyword(s):  
Secondary Schools ◽  
Blended Learning ◽  
Educational System ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Private Institutions ◽  
Policy Makers ◽  
The Future ◽  
Motivation And Learning ◽  
Education In China

Sprouted in the late 1970s, with the direction and support of the Chinese government and the participation of private institutions, blended learning in China has developed quickly and massively. By reviewing the origin, evolution, and current practices of blended learning in the contexts of elementary and secondary schools, colleges, and universities in China, the authors examine the problems, controversies, and issues raised. While the Chinese government still may play an important role in blended learning in the future, private institutions' involvement, learners' motivation, and learning ideology could become more important in promoting and implementing blended learning. How best to use the current educational system and resources to further promote blended learning in China is a challenge to educational practitioners and policy makers. Blended education in china is at the crossroads.

The Reality of Education in Gaza: An Analysis of the Impacts of the Israeli Blockade and Identification of its Humanitarian Recovery Needs 2006-2018

2021 ◽  
Vol 8 (1) ◽  
pp. 423-446
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Gaza Strip ◽  
Policy Makers ◽  
Comprehensive Literature Review ◽  
Student Access ◽  
Step Model ◽  
School Reconstruction ◽  
The Gaza Strip ◽  
The Impact

This study aimed to examine the impact of the Israeli blockade on Palestinian education and to identify the humanitarian recovery needs necessary for the quality and continuity of education. The study used the descriptive analytical method which involved examining at the phenomenon under investigation. To answer the questions of the study, the Comprehensive Literature Review Meta-Framework of the Seven-step Model was employed to guide the methodology of this research to introduce profound inferences about the impacts of the Israeli blockade on education in the Gaza Strip as well as about the recovery needs necessary to ensure the quality and continuity of Palestinian education. The findings revealed that the Israeli blockade severely impacted Palestinian education in the Gaza Strip and hindered student access to quality and inclusive education in various ways. Students were the most affected by the 12-year blockade. They were repeatedly exposed to a huge loss of lives, severe psychological traumas, and worsening economic conditions. As well, teachers were not immune from the grave consequences of the blockade in terms of murder, denial of mobility and exchange, deprivation of professional development, psychological traumas, and chronic power-cut-offs. Also, the entire Palestinian educational system was impaired by the Israeli blockade in terms of direct school destruction, stuck school reconstruction, chronic power supply deficit, unprotected learning environment, and controlled educational curriculum. Targeting and controlling students, teachers, educational infrastructure, and curricula caused long-lasting impairment to the whole Palestinian educational system. The Israeli blockade was detrimental to the students’ right to quality education that would advance their competencies and responds to the compelling current and future development needs in the Gaza Strip. Therefore, the study identified some foremost humanitarian recovery needs to be addressed by Palestinian policy makers to redress the forbidding impacts of the Israeli blockade on Palestinian education. Keywords: Palestinian education, Israeli blockade.

scholarly journals Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education

2021 ◽  
Vol 11 (10) ◽  
pp. 627
Author(s):  
Anna Lydia Svalastog ◽  
Shawn Wilson ◽  
Ketil Lenert Hansen
Keyword(s):  
Gender Studies ◽  
Educational System ◽  
Indigenous Studies ◽  
Narrative Approach ◽  
Feminist Critique ◽  
Policy Makers ◽  
Modern Education ◽  
And Gender ◽  
Perceptions And Expectations

This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75 years as pupils/students and more than 90 years as educators. We have carefully chosen narratives of exposure to knowledge outside the educational system, as well as narratives of limitations posed upon us by the educational system. This narrative approach makes it possible for us to investigate and discuss our grief about areas of knowledge that society cries for, but the educational system continuously finds ways to resist. Our conclusion is that crucial knowledge is located outside the educational system, where individuals, groups, and communities cherish, protect, and guard knowledge that the educational system marginalises or excludes. As this knowledge is fundamental for life, our message is that the educational system needs to re-evaluate its strategies to stay relevant.

A Consideration of the Role of People's Conceptions in the Australian Educational System by Reference to the Williams Report

1981 ◽  
Vol 25 (1) ◽  
pp. 37-54
Author(s):  
Roger B. King
Keyword(s):  
Economic Growth ◽  
Decision Making ◽  
Social Action ◽  
Educational System ◽  
Theoretical Framework ◽  
Policy Makers

It is sometimes claimed that policy makers in the Australian educational system do not give adequate attention to the conceptions and interests underlying and involved with the numbers used in decision making. Can we find an account that maintains the bureaucratic approach while enabling people's conceptions and interests an adequate role? By outlining the theoretical framework of the Williams Report and by considering the roles of people's conceptions in the relationships between the educational system and economic growth, in changes in the educational system and in accounts for understanding and planning the educational system, it is argued that one can find such an account in the form of a peg-board model of rational social action.

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