scholarly journals Teaching Syrian Students in Turkish Schools: Experiences of Teachers

2018 ◽  
Vol 13 (1) ◽  
pp. 225-238 ◽  
Author(s):  
Muhammet Ruhat Yasar ◽  
Zeynel Amac
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Asylum Seekers ◽  
Phenomenological Study ◽  
Local Population ◽  
Generation Gap ◽  
Negative Effects ◽  
Spring Semester ◽  
Human Right ◽  
Education In Turkey

Summary The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers’ lack of pedagogical skills to teach asylum-seeker students.

Making Africa Legible

2016 ◽  
Vol 33 (3) ◽  
pp. 61-78
Author(s):  
Caitlyn Bolton
Keyword(s):  
Public Schools ◽  
Generation Gap ◽  
Educational Reforms ◽  
Colonial Era ◽  
African Languages ◽  
Language Standardization ◽  
Children And Parents ◽  
British Colonial ◽  
European Colonialism ◽  
Local Languages

European colonialism and missionization in Africa initiated a massive orthographic shift across the continent, as local languages that had been written for centuries in Arabic letters were forcibly re-written in Roman orthography through language standardization reforms and the introduction of colonial public schools. Using early missionary grammars promoting the “conversion of Africa from the East,” British colonial standardization policies and educational reforms, as well as petitions and newspaper editorials by the local Swahilispeaking community, I trace the story of the Romanization of Swahili in Zanzibar, the site chosen as the standard Swahili dialect. While the Romanization of African languages such as Swahili was part of a project of making Africa legible to Europeans during the colonial era, the resulting generation gap as children and parents read different letters made Africa more illegible to Africans themselves.

scholarly journals The school environment and sugar-sweetened beverage consumption among Guatemalan adolescents

2017 ◽  
Vol 20 (16) ◽  
pp. 2980-2987 ◽  
Author(s):  
Katelyn M Godin ◽  
Violeta Chacón ◽  
Joaquin Barnoya ◽  
Scott T Leatherdale
Keyword(s):  
Public Schools ◽  
Built Environment ◽  
School Environment ◽  
School Type ◽  
School Food ◽  
Sugar Sweetened Beverage ◽  
Individual Level ◽  
Vending Machines ◽  
Sweetened Beverages ◽  
Behavioural Characteristics

AbstractObjectiveThe current study sought to examine Guatemalan adolescents’ consumption of sugar-sweetened beverages (SSB), identify which individual-level characteristics are associated with SSB consumption and describe school characteristics that may influence students’ SSB consumption.DesignWithin this observational pilot study, a questionnaire was used to assess students’ consumption of three varieties of SSB (soft drinks, energy drinks, sweetened coffees/teas), as well as a variety of sociodemographic and behavioural characteristics. We collected built environment data to examine aspects of the school food environment. We developed Poisson regression models for each SSB variety and used descriptive analyses to characterize the sample.SettingGuatemala City, Guatemala.SubjectsGuatemalan adolescents (n1042) from four (two public, two private) secondary schools.ResultsBuilt environment data revealed that students from the two public schools lacked access to water fountains/coolers. The SSB industry had a presence in the schools through advertisements, sponsored food kiosks and products available for sale. Common correlates of SSB consumption included school type, sedentary behaviour, frequency of purchasing lunch in the cafeteria, and frequency of purchasing snacks from vending machines in school and off school property.ConclusionsGuatemalan adolescents frequently consume SSB, which may be encouraged by aspects of the school environment. Schools represent a viable setting for equitable population health interventions designed to reduce SSB consumption, including increasing access to clean drinking-water, reducing access to SSB, restricting SSB marketing and greater enforcement of existing food policies.

scholarly journals Neglected scenario of sanitation in schools of Sunsari district of Nepal: Critical sphere for public health consideration

2017 ◽  
Vol 13 (2) ◽  
pp. 114-124
Author(s):  
Pramila Rai ◽  
R B Sah ◽  
R Rijal ◽  
PK Pokharel
Keyword(s):  
Public Schools ◽  
Water Supply ◽  
School Environment ◽  
Simple Random Sampling ◽  
Vital Role ◽  
Septic Tank ◽  
Sanitation And Hygiene ◽  
The Status ◽  
Sound Environment ◽  
Equal Right

Background: Provision of adequate water supply, sanitation facilities, hygiene and waste management in schools reduces the disease burden among children, staff and their families. Every child has equal right to grow in a safe and sound environment. However, levels of water supply, sanitation and hygiene are unacceptable in many schools worldwide.Method: Study included forty schools comprising twenty public and twenty private schools of Sunsari district selected by simple random sampling method. The status of school environment and sanitation were assessed by using observation and interview method using observation checklist, questionnaires and photographs.Result: Two public schools were completely devoid of sanitary facilities though toilet facility was present physically. Students couldn’t use toilet due to lack of water in one school due to theft of tube well and septic tank of the toilet was full in another school. Other remaining schools didn’t have satisfactory, clean and proper sanitary facilities. Only few schools had convenient hand washing point.Conclusion: Sanitation facilities were in neglected state evidenced by unavailability of sanitation facilities even though that was physically present and the sanitation facilities were in pitiable condition including cleanliness, water supply. All the stakeholders including school management, supervisors, parents, teachers, students should be ready to play vital role on their own. Lack of one toilet affects no. of students and people of surrounding area and raises of risk of soil transmitted diseases so this situation demands attention of authorities and other stakeholders.Health Renaissance 2015;13(2): 114-124

scholarly journals TECNOLOGIAS GEOGRÁFICAS NO ENSINO MÉDIO: estudo de caso em escolas públicas de Montes Claros/MG

2020 ◽  
Vol 15 (01) ◽  
pp. 330-350
Author(s):  
Welton Silva Ferreira ◽  
Marcos Esdras Leite
Keyword(s):  
High School ◽  
Public Schools ◽  
School Environment ◽  
Search Criterion ◽  
History Of ◽  
Training Resources ◽  
Teaching Learning ◽  
The City ◽  
State Schools

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações.   GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations.   TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

They Schools: Culturally Relevant Pedagogy under Siege

2017 ◽  
Vol 119 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Camika Royal ◽  
Simone Gibson
Keyword(s):  
Public Schools ◽  
Cultural Competence ◽  
School Reform ◽  
Culturally Relevant Pedagogy ◽  
School Environment ◽  
Culturally Relevant ◽  
Caste System ◽  
Academic Excellence ◽  
Sociopolitical Consciousness ◽  
Relevant Pedagogy

Background/Context Culturally relevant pedagogy (CRP) represents educators who work toward academic excellence, cultural competence, and sociopolitical awareness. Although some profess to embrace CRP, many educators neglect sociopolitical consciousness. Socio-politically unconscious and/or racially dysconscious educators cannot engage their students in sociopolitical consciousness. For a multitude of reasons, including neoliberal school reform, educators may reduce CRP to cultural celebration, trivialization, essentializing, substituting cultural for political analysis, or other compromised pedagogies. Purpose In this article, we argue that neoliberal school reform models employing hyperaccountability and hyperstandardization, replete with their demands on educators of conformity and silence, obfuscate teachers as thinkers, disempowering the efforts of culturally relevant educators and making high test scores the sole focus of schooling. We also argue that CRP is even more needed now, especially its focuses on cultural competence and sociopolitical consciousness, given the recent highly publicized murders of Black youth (e.g., Freddie Gray, Jordan Davis, Trayvon Martin, and Renisha McBride). Setting and Population This article explores CRP in Philadelphia's public schools before and after the state takeover in 2001 and the proliferation of hyperstandardization, hyperaccountability, and neoliberal school reform. Research Design: This article is conceptual. It uses the historical narratives of Black educators to support the conceptual argument. Conclusion Though it is a professional gamble, it is possible to be a culturally relevant educator within the hyperstandardized, hyperaccountable neoliberal school environment. Such educators must be highly skilled masters of their craft, strategic, and subversive, adhering to all tenets of CRP and mandated curricula. This tension could affect educators’ professional standing, income, and job security. However, neglecting emancipatory pedagogies under the joint siege of hyperaccountability, hyperstandardization, and neoliberal school reform reifies the American racial, cultural, and socioeconomic caste system, and it does so through our schools. Unless educators risk subversively employing CRP, students from historically marginalized communities will continue to appear as standardized failures.

The Constitutional Right to Asylum and Humanitarianism in Indonesian Law: “Foreign Refugees” and PR 125/2016

2021 ◽  
pp. 1-22
Author(s):  
Bilal Dewansyah ◽  
Ratu Durotun Nafisah
Keyword(s):  
Asylum Seekers ◽  
Humanitarian Assistance ◽  
Legal Analysis ◽  
Human Right ◽  
Control Approach ◽  
Immigration Control ◽  
Refugee Protection ◽  
Constitutional Right ◽  
The Right ◽  
Asylum Seekers And Refugees

Abstract Article 28G(2) in Indonesia’s 1945 Constitution reflects a human rights approach to asylum; it guarantees “the right to obtain political asylum from another country,” together with freedom from torture. It imposes an obligation upon the state to give access to basic rights to those to whom it offers asylum, following an appropriate determination procedure. By contrast, in Presidential Regulation No. 125 of 2016 concerning the Treatment of Refugees, the Indonesian government’s response to asylum seekers and refugees is conceptualized as “humanitarian assistance,” and through a politicized and securitized immigration-control approach. We argue that the competition between these three approaches—the human right to asylum, humanitarianism, and immigration control—constitutes a “triangulation” of asylum and refugee protection in Indonesia, in which the latter two prevail. In light of this framework, this article provides a socio-political and legal analysis of why Article 28G(2) has not been widely accepted as the basis of asylum and refugee protection in Indonesia.

Chaotic and Complex Situations in Girls' Education

2018 ◽  
pp. 237-244
Author(s):  
Mehmet Özbaş
Keyword(s):  
Social Inequality ◽  
Life Style ◽  
Social Economic ◽  
Literature Survey ◽  
Negative Effects ◽  
Human Right ◽  
Democratic Life

It is mainly concentrated on variables which prevent girls' education in this study. The aim of this study is to describe chaos, complication and antidemocratic practices that emerge on girls' education. A wide comprehensive literature survey is performed on variables which concern the variables of girls' education for the scope of the study. This study is a survey designed model that aims to define the properties concerning the girls' education. Many social, economic, political and cultural problems create negative effects on girls' education. Not being able to make democracy a life style brings along girls' not being able to make use of education as it should be which is a human right. As a result, it is emphasized that only “whole democratic life style” practice for all could solve the problem of “social inequality of girls” which is enduring for ages.

A Right to Housing

2021 ◽  
pp. 189-207
Author(s):  
Barbara Herman
Keyword(s):  
Moral Status ◽  
Asylum Seekers ◽  
Structural Effect ◽  
Public Institutions ◽  
Human Right ◽  
Moral Value ◽  
Property System ◽  
System Constraint ◽  
The Right

This chapter considers the structural effect on the system of duties that would come with recognizing a human right to housing. If there is such a right, there is pressure on the interpretation of a property system to support hybrid moral value connecting possession and the conditions of moral status. An extended example shows how, as a system constraint, the right requires a division of moral labor between individuals and public institutions, juridical and ethical duties, especially when there are natural or social crises around housing. The arguments around a right to housing are then extended to the conditions of refugees, asylum seekers, and stateless persons. The claim in innate right to be somewhere implies that wherever such persons present themselves counts as a moral port of entry to temporary residence and subsequent patriation that all states have a duty to support.

Chaotic and Complex Situations in Girls' Education

2016 ◽  
pp. 1-10
Author(s):  
Mehmet Özbaş
Keyword(s):  
Social Inequality ◽  
Life Style ◽  
Social Economic ◽  
Literature Survey ◽  
Negative Effects ◽  
Human Right ◽  
Democratic Life

It is mainly concentrated on variables which prevent girls' education in this study. The aim of this study is to describe chaos, complication and antidemocratic practices that emerge on girls' education. A wide comprehensive literature survey is performed on variables which concern the variables of girls' education for the scope of the study. This study is a survey designed model that aims to define the properties concerning the girls' education. Many social, economic, political and cultural problems create negative effects on girls' education. Not being able to make democracy a life style brings along girls' not being able to make use of education as it should be which is a human right. As a result, it is emphasized that only “whole democratic life style” practice for all could solve the problem of “social inequality of girls” which is enduring for ages.

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