scholarly journals 'I don't need pink hair here': Should we be seeking to 'reintegrate' youngsters without challenging mainstream school cultures?

2016 ◽  
Vol 12 (1) ◽  
pp. 23-43 ◽  
Author(s):  
Martin Levinson
Keyword(s):  
School Cultures ◽  
Mainstream School

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

Geneologi Istilah Ekonomi Islam: Sebuah Perdebatan

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 189-201
Author(s):  
Ahmad Ubaidillah
Keyword(s):  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Islamic Finance ◽  
Unit Of Analysis ◽  
Colonial India ◽  
Seminal Contribution ◽  
Analysis Technique ◽  
Sayyid Qutb ◽  
Qualitative Descriptive ◽  
Mainstream School

Islamic economics as a doctrine recognized in Islam and a science Islamization project in the 21st century has shown astonishing progress.Throughout the history, there have been many Islamic-based financial institutions. On this stand, various higher education institutions have competed to launch such majors as Islamic economics and Islamic finance. However, there have been many criticizing, especially the geneology of the term "Islamic economics."This study aims to answer the questions: 1) when does the term "Islamic economics" appear according to Timur Kuran, the pioneer of Alternative-Critical School? 2), when does the term "Islamic economics" appear according to the Mainstream School in Islamic economics thought? This research is qualitative-descriptive while the unit of analysis is thematic one. In addition, the analysis technique used is taxonomy and critical discourse analysis. The source of data in this study is primary and secondary ones. The result of the research shows: 1) According to Alternative-Critical School, the genealogy of the term "Islamic economics" emerged in the 1940s at the end of colonial India. The term is first coined by Abu al-A'la Maududi. Other seminal contribution to Islamic economics literature is propagated by Sayyid Qutb (Egypt), and Mohammed Baqir Sadr (Iraq). The term "Islamic economics" is used by fundamentalist Islamic groups. 2) According to the Mainstream School, Maududi never coined the term "Islamic economics". The term "Islamic economics" no doubt emerged in the 20th century, but the idea has come into being since the early days of Islam and especially in the writings of Abu Yusuf, al-Mawardi, Ibn Hazm, and other Muslim intellectuals.Geneology

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

scholarly journals From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

2016 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Monika Diehl
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
Capitalist Society ◽  
Entrepreneurial Education ◽  
Lower Secondary School ◽  
School Cultures ◽  
Pedagogic Discourse ◽  
Improvement Programme ◽  
Pedagogic Device

<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>

Rediscovering Hope Building School Cultures of Hope for Children of Poverty

2011 ◽  
Vol 93 (3) ◽  
pp. 44-47 ◽  
Author(s):  
Kevin Sheehan ◽  
Kevin Rall
Keyword(s):  
Academic Skills ◽  
Real Problem ◽  
School Cultures ◽  
The Real ◽  
Life Conditions

The real problem for children of poverty may not be weak academic skills, poor teachers, or scant resources, but a lack of hope that they can alter their life conditions through effort.

scholarly journals Walking the Talk: LGBTQ Allies in Australian Secondary Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Mark Vicars ◽  
Samara Van Toledo
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Safe Schools ◽  
School Cultures ◽  
Sexual Culture ◽  
School Settings ◽  
Narrative Methodology

Sexual culture(s) are an active presence in the shaping of school relations, and LGBTQ issues have long been recognized as a dangerous form of knowledge in school settings. Queer issues in educational domains quickly attract surveillance and have historically often been aggressively prosecuted and silence enforced. This paper examines the intersections of straight allies in promoting an LGBTQ visibility and agency in Australian secondary schools. Drawing on interviews with “straight”-identified secondary students, a narrative methodology was utilized to explore the presence of student allies for making safe schools. Drawing on straight secondary students' responses to LGBTQ issues in their schools, firsthand accounts of intervening in heteronorming school cultures focus on experiences of being an ally to address LGBTQ inclusivity in Australian secondary schools.

scholarly journals Pengaruh Budaya Sekolah dan Kompetensi Guru terhadap Mutu Pendidikan di SMP Negeri Se-Kecamatan Randudongkal Kabupaten Pemalang

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mustowiyah Mustowiyah ◽  
Ngurah Ayu Nyoman Murniati ◽  
Sunanda Sunanda
Keyword(s):  
School Culture ◽  
Junior High School ◽  
Hypothesis Test ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Quality Of Education ◽  
Teacher Competence ◽  
School Cultures ◽  
Junior High School Teachers

The purpose of this study are: (1) Finding out how much is the influence of school culture on educational quality, (2) Finding out how much is the influence of the competence of teachers to the quality of education, and (3) Finding out how much is the influence of school culture and teacher competence collectively to the quality of education. The population in this study was all State junior high school teachers throughout the Sub District of Randudongkal District of Pemalang, the number of the population was 225 people, and the samples were selected using proportionate random sampling technique as many as 69 people. The data analysis was using descriptive analysis, the test of data requirements, and analysis, / regression test. The test results for the prerequisite of research data it is concluded that the data were normally distributed, homogeneous, linear, does not incur multicollinearity and does not incur heteroskedasticity. While from the hypothesis test, it can be concluded that there is a significant effect on the school cultures to the quality of education in the total of 0.911 with a contribution of 82.8%. There is a significant effect of teacher competence on the quality of education at 0.790 with a contribution of 61.9%. There is the influence collectively on the School Culture and Teachers Competence against Education Quality of 0.977 with a contribution of 95.3%

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