scholarly journals Overcoming Barriers in Education: Research and Social Practice

2020 ◽  
Vol 8 (3) ◽  
pp. 125-133
Author(s):  
David L. Konstantinovskiy
Keyword(s):  
Social Practice ◽  
Further Education ◽  
Educational Process ◽  
Cultural Economic ◽  
Life Chances ◽  
Professional Careers ◽  
The Social ◽  
The Family ◽  
Life Path ◽  
The 1960S

The paper discusses the socio-cultural, economic, territorial, and other barriers in the educational sphere and the possibilities of overcoming them. The first part presents the results of research carried out on national empirical data from the 1960s to the present. The significant impact of barriers on the formation of educational and professional careers of young people is shown. It is noted that overcoming barriers becomes possible if the family has the resources to get over them; otherwise, children are forced to adjust their intentions by lowering their demands for education. The second part of the article analyzes the experience of several low-resource schools with students from low-status families. That schools undertake targeted efforts to help students overcome barriers. The teachers and management of these schools use special strategies for their work. Pedagogical measures are a significant part of these strategies; however, complex social conditions require a response by means of social measures. The most important is the formation of the motivation of all participants in the educational process. As a result of the school’s efforts, academic performance is improved, students’ intentions for further education are growing, their understanding of educational and professional careers, on the possibilities of social mobility are expanding. Changing orientations associated with building a life path is taking place. Examination of the experience of the social practice of these schools makes it possible to conclude: their activity manifests itself as a powerful resource that schools provides to families when they do not have the opportunity to overcome barriers. This resource can increase not only the potential of the educational organization but also the life chances of students, helping them no less effective than other types of resources are able to do it.

scholarly journals The Tricky ’True Object’: Bourdieu’s Masculine Domination and Historicity

2016 ◽  
Vol 5 (3) ◽  
pp. 210
Author(s):  
Miklos Hadas
Keyword(s):  
Social Practice ◽  
Physical Violence ◽  
Symbolic Violence ◽  
Close Reading ◽  
French Version ◽  
Long Run ◽  
The Social ◽  
The Family ◽  
The Church

Pierre Bourdieu’s Masculine Domination was published in English in 2001, three years after the appearance of the French version. In order to deconstruct in vivo the working of sociological paradigm-alchemy, a close reading of the Bourdieusian argument is offered. After summing up the main thesis of the book, Bourdieu’s statements will be intended to be questioned, according to which the school, the family, the state and the church would reproduce, in the long run, masculine domination. The paper will also seek to identify the methodological trick of the Bourdieusian vision on history, namely that, metaphorically speaking, he compares the streaming river to the riverside cliffs. It will be argued that when Bourdieu discusses ‘the constancy of habitus’, the ‘permanence in and through change’, or the ‘strength of the structure’, he extends his paradigm about the displacement of the social structure to the displacement of the men/women relationship. Hence, it will be suggested that, in opposition to Bourdieu’s thesis, masculine domination is not of universal validity but its structural weight and character have fundamentally changed in the long run, i.e. the masculine habitual centre gradually shifted from a social practice governed by the drives of physical violence to symbolic violence.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

Family and Childhood

2010 ◽  
Author(s):  
Margaret L. King
Keyword(s):  
World War Ii ◽  
World War ◽  
Cambridge University ◽  
Theoretical Perspectives ◽  
Childhood And Youth ◽  
The Social ◽  
The Family ◽  
History Of ◽  
The 1960S ◽  
Annales School

Scholars largely neglected the history of the family until after World War II, when they began to employ theoretical perspectives imported from the social sciences. In the 1960s, two principal figures triggered its study: Philippe Ariès, associated with the French Annales school, and Peter Laslett, cofounder at Cambridge University, England, of the Cambridge Group for the History of Population and Social Structure. Since that period, studies have proliferated on the history of family and household in Europe and its subregions and on the related topics of childhood and youth.

scholarly journals Fútbol callejero: esperançando alteridade

2020 ◽  
Vol 4 (3) ◽  
pp. 323
Author(s):  
Luiz Gonçalves Junior ◽  
Mauricio Mendes Belmonte
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Social Practice ◽  
Leisure Activities ◽  
Educational Process ◽  
Research Perspective ◽  
Central Objective ◽  
Educational Processes ◽  
The Social ◽  
Investigación Cualitativa

ResumoO objetivo central deste artigo foi identificar e compreender os processos educativos decorrentes de uma sistematização de experiência com a prática social fútbol callejero na parceria dos projetos “Vivências em Atividades Diversificadas de Lazer” e “Mais que Futebol”. Alicerçados na perspectiva qualitativa de pesquisa e observando princípios da sistematização de experiência, realizamos nossa participação e registro das observações em quinze diários de campo junto aos/as participantes da citada parceria, realizando, posteriormente, a análise de dados inspirada na fenomenologia em interface com a analética. Consideramos que a metodologia do fútbol callejero, conforme desenvolvida na parceria dos projetos, contribuiu para a fruição do processo educativo da alteridade.Palavras-chave: Processos Educativos. Fútbol Callejero. Alteridade. Epistemologias do Sul.Fútbol callejero: hoping alterityAbstractThe central objective of this article was to identify and understand the educational processes resulting from a systematization of experience with the social practice fútbol callejero in partnership with the projects “Experiences in Diversified Leisure Activities” and “More than Football”. Based on the qualitative research perspective and observing principles of systematization of experience, we carried out our participation and record the observations in fifteen field diaries with the participants of the aforementioned partnership, subsequently carrying out data analysis inspired by phenomenology in interface with the analectic. We believe that the fútbol callejero methodology, as developed in the partnership of the projects, contributed to the development of the educational process of alterity.Keywords: Educational Process. Fútbol Callejero. Alterity. Epistemologies of the South.Fútbol callejero: esperanzando alteridadResumenEl objetivo central de este artículo fue identificar y comprender los procesos educativos resultantes de una sistematización de la experiencia con la práctica del fútbol callejero en la acción conjunta de los proyectos: “Vivencias en Actividades Diversificadas de Ocio” y “Más que Fútbol”. Con base en la perspectiva de la investigación cualitativa y observando principios de sistematización de la experiencia, llevamos a cabo nuestra participación y registramos las observaciones en quince diarios de campo con los participantes de la mencionada acción conjunta, realizando posteriormente análisis de datos inspirados en la fenomenología en interfaz con la analectica. Consideramos que la metodología de lo fútbol callejero, desarrollada en la alianza de los proyectos, contribuyó a la fruición del proceso educativo de la alteridad.Palabras clave: Procesos Educativos. Fútbol Callejero. Alteridad. Epistemologías del Sur.

Marriage and Dowry

2010 ◽  
Author(s):  
Alexander Cowan
Keyword(s):  
United Kingdom ◽  
Social Structure ◽  
The United Kingdom ◽  
The Social ◽  
The Family ◽  
Material Goods ◽  
History Of ◽  
Economic Roles ◽  
The 1960S ◽  
Sciences Sociales

The history of marriage is inseparable from the history of the family as an institution and from the history of the female experience. Thematically, it falls into four linked categories, the making of marriages, the ceremonies surrounding marriage (Marriage Rituals), which were both religious and secular and could span lengthy periods of time, the functioning of marriage within the couple, and the social and economic roles of widows and widowers. Dowries, the sums of money and material goods which were normally transferred to the husband or his family at the time of getting married but later returned to widows, played a central role in all four of these categories. Interest in these issues first emerged in the 1960s and found a place among the historians linked to the journals Annales: Économies, Sociétés, Civilisations in France (see Annales: Histoire, Sciences sociales, cited under Journals), Quaderni Storici in Italy (also cited under Journals), and the Cambridge Group for the Study of Population and Social Structure in the United Kingdom. Multiple studies from all parts of Europe have blossomed as a result.

scholarly journals Social Practice Participants in the Independent Graduation in the Family Hope Program (PKH)

2020 ◽  
Vol 2 (2) ◽  
pp. 136-149
Author(s):  
David Prima Darwin ◽  
Azwar ◽  
Indraddin
Keyword(s):  
Social Practice ◽  
Sampling Technique ◽  
Symbolic Capital ◽  
Qualitative Approach ◽  
Economic Capital ◽  
Health Checks ◽  
Depth Interview ◽  
The Social ◽  
The Family ◽  
Sense Of Shame

This study aims to describe the social practice of independent graduation participants in the Family Hope Program (PKH) in Nagari Batu Balang, Harau District, Lima Puluh Kota District. This study uses a descriptive-based qualitative approach with the informants selected using a purposive sampling technique. In collecting data used in-depth interview techniques, involved observation, and documentation studies. The results of this study indicate that habitus plays a role in encouraging PKH participants in independent graduation from persistence in working, having a sense of shame, discipline, frugal, and honest. The forms of capital owned by PKH participants in independent graduation are social capital, economic capital, cultural capital, and symbolic capital. The form of the PKH arena that plays PKH participants in independent graduation is to hold monthly meetings to add insight, monthly meetings as a first step to starting a household business, conducting health checks at the Polindes and Puskesmas, paying attention to the presence of children at school, saving to open a household business, dare to open a household business, and use the land around the neighbourhood to grow vegetables and medicinal plants.

scholarly journals #UNMASKEDSELFIESINSOLIDARITY: FROM SELF CARE TO COLLECTIVE CARE—AFFECTIVE ARTIVISM, NETWORKED BELONGING AND MOBILE MEDIA PARTICIPATORY ART.

2020 ◽  
Author(s):  
Klare Louise Lanson
Keyword(s):  
International Students ◽  
Global Health ◽  
Social Practice ◽  
Information Dissemination ◽  
Mobile Media ◽  
Cultural Economic ◽  
Health Crisis ◽  
Participatory Art ◽  
The Social ◽  
The Government

Contemporary mobile media affords new insights into the social, critical, cultural and creative practice methods. With the continual rise of social practice in art which sees the “social” and “experience” as the medium, smartphones have become an increasingly important device for information dissemination, collective dialogue and poetic expression. This paper considers these insights through the lively and multivalent discussion of participatory art project entitled $2 (2020) as case study. It is situated within the community of **** University international students, local students, staff and friends during the recent outbreak of the coronavirus in Wuhan, China, a global health event that has had significant socio-cultural, economic, and political impacts. It employs one of the most pervasive barometers of popular culture today, the selfie. Moving through related topics such as facial recognition and digital parenting, the $2 team recognise that now more than ever, we need transformative work to engage in collective care. In essence, this project has created an affective listening network to make the unheard heard, to voice personal concerns, and to show empathy for the broader community affected by this global health crisis. $2 openly supports international students caught in the crossfire of strict new travel restrictions imposed by the Government. We critically reflect on how art is a socially transformative process, through its messages of care alongside messages from Chinese students suffering anxiety and isolation, waiting for the travel bans to be lifted, a tempering of the stigma and racism accompanying the coronavirus event here in $2 .

scholarly journals A educação ambiental como articuladora dos saberes e fazeres do mar nas escolas do campo das ilhas do litoral do Paraná

2019 ◽  
Vol 24 (2) ◽  
pp. 162-182
Author(s):  
Vanessa Marion Andreoli ◽  
Lilian Medeiros De Mello
Keyword(s):  
Rural Education ◽  
Elementary Schools ◽  
Environmental Education ◽  
Local Knowledge ◽  
Social Practice ◽  
Community Empowerment ◽  
Educational Process ◽  
9Th Grade ◽  
The Social ◽  
Collective Construction

RESUMO Compreendendo a Educação ambiental crítica como potencializadora do diálogo de saberes, da valorização e do fortalecimento comunitário, este texto traz o relato da experiência de um projeto de extensão, atualmente em curso, desenvolvido junto às comunidades das Ilhas do litoral paranaense atendidas por Escolas do Campo. Tem-se a escola como um espaço no qual é necessário criar situações que possibilitem o aprofundamento de temáticas oriundas das realidades socioambientais locais. Durante a primeira fase do projeto foi realizado um diagnóstico participativo nas nove escolas de Ensino Fundamental (de Sexto a Nono Ano) e Médio em funcionamento nas ilhas do Paraná. Foi possível identificar as principais problemáticas e interesses locais, assim como as demandas que possibilitam adequar a proposta formativa a cada realidade. Verificou-se que o professor, como mediador do processo educativo, necessita articular o currículo com a prática social dos estudantes e das comunidades. Para tanto, o projeto prevê a construção coletiva de materiais didáticos que contemplem a realidade socioambiental de cada região, assim como os saberes e fazeres locais aliados ao currículo. Palavras Chave: Educação ambiental crítica; Educação do campo; Oceanografia socioambiental; Saberes e fazeres do mar; Formação continuada; Extensão universitária. ABSTRACT Understanding Critical Environmental Education as a potentiator of the dialogue of knowledge, valorization and community empowerment, this text presents the experience of an extension project, currently underway, developed with the communities of the Parana Coastal Islands served by Rural Schools. The school is understood as a space in which it is necessary to create situations that allow the deepening of themes from the local socio-environmental realities. During the first phase of the project, a participatory diagnosis was carried out in the nine elementary schools (from 6th to 9th grade) and high schools operating in the islands of Paraná. It was possible to identify the main issues and local interests, as well as the demands that make it possible to adapt the formative proposal to each reality. It was found that the teacher, as a mediator of the educational process, needs to articulate the curriculum with the social practice of students and communities. To this end, the project foresees the collective construction of didactic materials that contemplate the socio-environmental reality of each region, as well as local knowledge and practices combined with the curriculum. Keywords: Critical environmental education; Rural education; Socioenvironmental oceanography; Knowledge and practices of the sea; Continuing formation; University extension.

scholarly journals Promjene u pristupima odgoju i obrazovanju učenika s teškoćama

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Smiljana Zrilić ◽  
Kristina Brzoja
Keyword(s):  
Children With Disabilities ◽  
Social Stigma ◽  
Educational Process ◽  
Cultural Economic ◽  
Persons With Disabilities ◽  
Number Of Factors ◽  
The Social ◽  
Teachers And Students ◽  
The Relationship ◽  
National Framework

Attitude towards children with disabilities, especially their education, changed throughout history, and depended on a number of factors: political, social, cultural, economic or any other terms and conditions set in which a society found. Segregationist practice, which deals with the separation of people based on different criteria, which is generally contrary to the principles of human rights and freedoms, and the philosophy of history in America and Europe have had a decisive influence on the situation of children with disabilities, the relationship between school and society as a whole. At that time a opinion that persons with disabilities can be helped in a separate environment, isolated from the rest of society, has further boosted the social stigma, aversion, classification and intolerance. Croatian national framework curriculum provides all students equal opportunities to participate in the educational process in accordance with their capabilities together with their peers, making the foundation for the creation of individualized curriculum. So constructed curriculum of teaching gives the assumption that students can develop their own potentials in accordance with their own requirements for learning (cognitive, affective, motivational to social). This paper describes the changes throughout history in relation to children with disabilities, and elaborates some responses from teachers and students of teacher training studies within the research thesis. Although from the commencement of the inclusion of education passed nearly half a century, the fact is that we still need to work on new models of schooling and of teacher education, because those teachers who are today in practice still feel incompetent. Students feel more competent because they were included in the new compulsory and elective courses on studies for teachers.

scholarly journals Идентичность «защитник» в социальной и профессиональной практике Фриды Вигдоровой

2019 ◽  
Vol 16 (1) ◽  
pp. 72-83
Author(s):  
Elena G. Serebryakova
Keyword(s):  
Social Relations ◽  
Social Practice ◽  
Behavioral Model ◽  
Public Intervention ◽  
European Tradition ◽  
The Social ◽  
Public Behavior ◽  
The 1960S ◽  
Model Formation ◽  
The 19Th Century

The object of the research is the social and professional position of the writer and journalist Frida Vigdorova, which was estimated by the Soviet li­beral intelligentsia of the 1960s—1970s as extremely valuable. Her record of the trial of I. Brodsky served as a model for the drafters of reports on the trials of dissidents — A. Ginzburg, P. Litvinov, N. Gorbanevskaya, and others. Nonconformists shared the worldview principles of Vigdorova, replicated her behavioral model in the process of protecting dissidents from persecution of the authorities, and made the “advocate” model the standard of public behavior. The article aims to identify the origins of the “advocate” behavioral model formation and to characterize the journalist’s axiology. Frida Vigdorova’s journalism and memoirs of her contemporaries served as the study material.The author asserts that Vigdorova modeled her social and professional behavior on the samples crea­ted by the Russian and European tradition. V. Korolenko’s public activities was the closest reference point. To prove this thesis, the author compares Vigdorova’s behavioral tactics in the “case of Brodsky” and Korolenko’s in the “case of Beilis”. Comments of Vigdorova’s contemporaries confirm her conscious orientation to the “advocate” behavioral model, implemented not only in the “case of Brodsky”, but also in her social practice and journalism. Vigdorova’s axiology, according to her contemporaries, included active help to people, humanism and a desire for justice.Vigdorova’s journalism is devoted to the ethics of social relations. The plot of her essays is usually based on dramatic events requiring immediate public intervention. She orients the reader to empathy and active social behavior in response. Thus, the task of forming the active participation of citizens in the fate of each other is solved; the value of compassion and mercy is established.The article concludes that the axiology and beha­vioral practices of Vigdorova included the universal values for the Russian and European tradition of the 19th century — anthropocentrism and humanism.

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