The Social Dimensions of Learning Disabilities

2002 ◽  
Author(s):  
Bernice Y.L. Wong
Keyword(s):  
Learning Disabilities ◽  
Social Dimensions ◽  
The Social ◽  
Dimensions Of Learning

Resilient Sustainable Education for the Future of Education

2021 ◽  
pp. 16-43
Author(s):  
Ebba S. I. Ossiannilsson
Keyword(s):  
Lessons Learned ◽  
Social Dimensions ◽  
Review Of The Literature ◽  
Economic Sectors ◽  
The Social ◽  
Dimensions Of Learning ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
Global Initiatives

In 2020, the COVID-19 pandemic affected all economic sectors and disrupted many areas of our lives, especially education. More than 1.7 billion learners in over 200 countries around the world were affected, and these numbers will continue to increase in 2021 and beyond. Therefore, the effects of the COVID-19 pandemic must be understood in order to be better prepared for future disruptions. There is a need to recognize that education is an investment in rebuilding. The key lessons learned are that the future of education needs to be rethought without forgetting the past. Certainly, there is room for improvement in the technical area, but most importantly, it is critical to recognize the social dimensions of learning and education. This conceptual chapter provides a review of the literature on several global initiatives to shape the futures of education by focusing on resilient open education for all in the context of social justice, human rights, and democracy.

scholarly journals Researching the New Room 101: “A Safe Haven for Me to Learn”

2014 ◽  
pp. 466-479
Author(s):  
Michael Allhouse
Keyword(s):  
The Self ◽  
Social Dimensions ◽  
Safe Haven ◽  
Learning Space ◽  
New Approach ◽  
Interesting Insight ◽  
The Social ◽  
Dimensions Of Learning ◽  
Student Reactions ◽  
Insight Into

As the social dimensions of learning in general and learner autonomy in particular are being given increasing attention in recent years, Michael Allhouse’s column about the re-invigoration of the self-access centre (SAC) at his institution as a social learning space is an interesting insight into how these theories of learning can be applied to the field of self-access. In this instalment, Michael discusses some research that has been conducted into student reactions to this new approach to self-access provision.

Fakir Baykurt’un Almanya öykülerinde Türk göçmen çocukları

2016 ◽  
Vol 3 (1) ◽  
pp. 5-28
Author(s):  
Efnan Dervişoğlu
Keyword(s):  
Social Sciences ◽  
Migrant Workers ◽  
Life Experiences ◽  
Main Theme ◽  
Social Dimensions ◽  
Home Life ◽  
Literary Forms ◽  
The Social ◽  
The Subject ◽  
Life Education

Almanya’ya işçi göçü, neden ve sonuçları, sosyal boyutlarıyla ele alınmış; göç ve devamındaki süreçte yaşanan sorunlar, konunun uzmanlarınca dile getirilmiştir. Fakir Baykurt’un Almanya öyküleri, sunduğu gerçekler açısından, sosyal bilimlerin ortaya koyduğu verilerle bağdaşan edebiyat ürünleri arasındadır. Yirmi yılını geçirdiği Almanya’da, göçmen işçilerle ve aileleriyle birlikte olup işçi çocuklarının eğitimine yönelik çalışmalarda bulunan yazarın gözlem ve deneyimlerinin ürünü olan bu öyküler, kaynağını yaşanmışlıktan alır; çalışmanın ilk kısmında, Fakir Baykurt’un yaşamına ve Almanya yıllarına dair bilgi verilmesi, bununla ilişkilidir. Öykülere yansıyan çocuk yaşamı ise çalışmanın asıl konusunu oluşturmaktadır. “Ev ve aile yaşamı”, “Eğitim yaşamı ve sorunları”, “Sosyal çevre, arkadaşlık ilişkileri ve Türk-Alman ayrılığı” ile “İki kültür arasında” alt başlıklarında, Türkiye’den göç eden işçi ailelerinde yetişen çocukların Almanya’daki yaşamları, karşılaştıkları sorunlar, öykülerin sunduğu veriler ışığında değerlendirilmiş; örneklemeye gidilmiştir. Bu öyküler, edebiyatın toplumsal gerçekleri en iyi yansıtan sanat olduğu görüşünü doğrular niteliktedir ve sosyolojik değerlendirmelere açıktır. ENGLISH ABSTRACTMigration and Children in Fakir Baykurt’s stories from GermanyThe migration of workers to Germany has been taken up with its causes, consequences and social dimensions; the migration and the problems encountered in subsequent phases have been stated by experts in the subject. Fakir Baykurt’s stories from Germany, regarding the reality they represent, are among the literary forms that coincide with the facts supplied by social sciences. These stories take their sources from true life experiences as the products of observations and experiences with migrant workers and their families in Germany where the writer has passed twenty years of his life and worked for the education of the worker’s children; therefore information related to Fakir Baykurt’s life and his years in Germany are provided in the first part of the study.  The life of children reflected in the stories constitutes the main theme of the study.  Under  the subtitles of “Family and Home Life”, “Education Life and related issues”, “Social environment, friendships and Turkish-German disparity” and “Amidst two cultures”, the lives in Germany of children who have been  raised in working class  families and  who have immigrated from Turkey are  evaluated under the light of facts provided by the stories and examples are given. These stories appear to confirm that literature is an art that reflects the social reality and is open to sociological assessments.KEYWORDS: Fakir Baykurt; Germany; labor migration; child; story

The Social Dimensions of Shoreline Quality in Upstate New York

1988 ◽  
Vol 15 (23) ◽  
pp. 33-49
Author(s):  
Hisayoshi Mitsuda ◽  
Charles C. Geisler
Keyword(s):  
New York ◽  
Social Dimensions ◽  
Upstate New York ◽  
The Social

scholarly journals Preparing Education Students for an International Future? Connecting Students’ Experience to Institutional Contexts

2021 ◽  
pp. 102831532199849
Author(s):  
Nafsika Alexiadou ◽  
Zoi Kefala ◽  
Linda Rönnberg
Keyword(s):  
Teaching Practice ◽  
Social Benefit ◽  
Social Dimensions ◽  
Intercultural Understanding ◽  
Social Relevance ◽  
Education Students ◽  
Documentary Analysis ◽  
The Social ◽  
Institutional Contexts ◽  
Internationalization At Home

This article focuses on “internationalization at home” (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the “intercultural” understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as “national” is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.

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