scholarly journals Forms of complicity in Indian education

2021 ◽  
Vol 41 (1) ◽  
pp. 49-51
Author(s):  
Fazal Rizvi

Using India as an example, this paper considers how education may be complicit in the global rise of political tensions. To do so, it suggests what educational institutions could have done to prevent it, but also what they might now do.

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Rahiman Dani ◽  
Qolbi Khoiri

This paper aims to reveal and explain the dynamics of Islamic boarding school kiyai in relation to national politics and review the repositioning of the role of the kyai in the dynamics of national politics. Although there have been many analyzes regardingthe role of the kyai, the fact is that the ups and downs of the pesantren's kiyai position are increasingly visible. This can be proven by the practical involvement of the kyai in politics so that it has an impact on the existence of the pesantren education institutions that they manage. The results of the author's analysis illustrate that it is time for the kiyai to return to their central role as the main figure in the management of pesantren, this is important to do so that the existence of pesantren inthe modern era is maintained and focuses on reformulation of the bastion of morals and morals of the ummah which is increasingly worrying. The reformulation that the author offers is through the internalization and adaptation of modern civilization for kyai and focuses on improvements in educational institutions, both in the fields of economy, socio-culture, and technology.


World Science ◽  
2018 ◽  
Vol 2 (10(38)) ◽  
pp. 29-32
Author(s):  
Gurbanova Gulay

E-learning has made its entrance into educational institutions. Compared to traditional learning methods, e-learning has the benefit of enabling educational institutions to attract more students. E-learning not only opens up for an increased enrollment, it also gives students who would otherwise not be able to take the education to now get the possibility to do so. This paper introduces Axel Honneth’s theory on the need for recognition as a framework to understand the role and function of interaction in relation to e-learning. The paper argues that an increased focus on the dialectic relationship between recognition and learning will enable an optimization of the learning conditions and the interactive affordances targeting students under e-learning programs. The paper concludes that the engagement and motivation to learn are not only influenced by but depending on recognition.


Science ◽  
2020 ◽  
pp. eabd9338 ◽  
Author(s):  
Jan M. Brauner ◽  
Sören Mindermann ◽  
Mrinank Sharma ◽  
David Johnston ◽  
John Salvatier ◽  
...  

Governments are attempting to control the COVID-19 pandemic with nonpharmaceutical interventions (NPIs). However, the effectiveness of different NPIs at reducing transmission is poorly understood. We gathered chronological data on the implementation of NPIs for several European, and other, countries between January and the end of May 2020. We estimate the effectiveness of NPIs, ranging from limiting gathering sizes, business closures, and closure of educational institutions to stay-at-home orders. To do so, we used a Bayesian hierarchical model that links NPI implementation dates to national case and death counts and supported the results with extensive empirical validation. Closing all educational institutions, limiting gatherings to 10 people or less, and closing face-to-face businesses each reduced transmission considerably. The additional effect of stay-at-home orders was comparatively small.


Author(s):  
Michele J. Dow ◽  
Amanda Claudia Wager

The purpose of this study is to find key supports for educational leaders to provide for transgender educators to succeed in an educational workplace setting. By being and becoming aware of the issues involved and conceptualizing interventions to help transgender educators function at their full potential in the workplace, a school’s leadership fosters social equity while also increasing the effectiveness of its organization. This paper draws from a mixed-methods case study that included a quantitative survey conducted with 27 transgender teachers and school principals and focuses on three qualitative in-depth cases. The results show that while some educational administrations support transgender educators in theory, they lack the proper tools to do so; alternatively, many other administrators remain openly hostile toward transgender educators, forcing some to find other work settings. For transgender educators of color, this task is more daunting because they face exponentially higher rates of violence and discrimination. To properly support and supervise transgender educators and principals, educational administrators must learn the necessary skills to provide a more welcoming environment for transgender educators, many of whom experience a myriad of personal struggles. These findings and the insights acquired have implications for transgender educators as well as state, district, and school administrators who wish to better support this growing segment of the LGBTQIA+ community.


2019 ◽  
Vol 88 (4) ◽  
pp. 978-1012
Author(s):  
Max Perry Mueller

By examining Booker T. Washington's (little studied) relationship with Mormon elites, this article introduces the category of “usefulness” to scholars who investigate how racially and religiously marginalized Americans have sought acceptance in the “white American republic.” Washington's 1913 visit to Utah was the high point in a decade-long public campaign of mutual admiration. Washington and the Mormons’ high regard for each other—an aberration in much of black-Mormon relations—was based on similar histories of discrimination at the hands of white Protestant Americans. It was also based on similar beliefs that to overcome their status as “problem” people, Washington-led blacks and Mormons had to prove their “usefulness”—a form of respectability politics—to themselves and to the American republic. To do so, they pointed to the fruits of their own and each other's usefulness: economic productivity, educational advancement, and middle-class mores. While these fruits were similar, the roots were different, and racialized. For the Mormons, usefulness arose from a post-polygamy Mormon religion through which they asserted their whiteness. For Washington, usefulness arose not from the “Negro” church—the only independent black institution in American history—but from educational institutions like Tuskegee, which promoted black advancement under the control of white supremacy.


2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
V Jasiukaitienė ◽  
I Stankutė ◽  
L Miščikienė

Abstract Backgrounds In Lithuania, the morbidity rate of meningococcal infection (MI) is one of the highest in the European Union. In year 2017 - 81 MI cases were reported (2.9 cases / 100 thousand inhabitants). The aim of the study - to assess the links between awareness of parents of pre-school children about meningococcal infection and behavior related to vaccination. Methods Anonymous questionnaire survey was carried out in pre-school educational institutions of Kaunas city in 2019. 165 questionnaires were presented to parents (response rate 91.52%). Associations between categorical variables were measured using Chi square test. A statistically significant difference was defined when p < 0.05. Z criterion was used for evaluating hypothesis of variable dependence. Results 55.0% of respondents know that MI is caused by bacteria and it is spread by air (84.8%). 40.1% of parents indicated that they have vaccinated their children or are planning to do so. 38.0% of respondents chose not to have their children vaccinated and did not plan vaccination in the future. Answers of parents, who have vaccinated or are planning vaccination of their children, showed a statistically significant increase of awareness of the risk of MI spreading by air (44.4% and 0.0%, p < 0.05) and that in order to avoid the risk of MI (42.3% and 0.0%, p < 0.05) children need to be vaccinated following recommended vaccination plan (53.4% and 25.0%, p < 0.05), as well that in Lithuania MI vaccine has been included in the recommended vaccination plan in 2018 (43.7% and 12.5%, p < 0.05). Conclusions More than half of the respondents know the pathogen of the MI, the way of it spreading, but less than half of them have vaccinated or are planning to vaccinate their children. Links have been identified between the vaccination of children and awareness of the ways of MI spreading and prevention of it. Key messages The behavior of parents with better awareness is related to decision of vaccination. Parents with better awareness have vaccinated or are planning to vaccinate their children from MI.


1970 ◽  
Vol 21 (1) ◽  
pp. 87-91
Author(s):  
II Akpabio

The Nursing and Midwifery Councils of many nations including Nigeria and nursing departments of various Universities and institutions have made it mandatory that conceptual and theoretical framework are used to guide Nursing research presented as part of the requirements for the award of certificates and degrees. However, it is often observed that many researchers are not skilled in the use of conceptual and theoretical framework and many do not also utilize conceptual or theoretical framework to guide studies conducted after graduation from their various educational institutions. Others do so for some parts of the research and do not also explain how the framework can be used to guide implementation of the study findings. Additionally, many publishers of research reports do not also demand for inclusion of framework in papers accepted for publication. This paper is aimed at highlighting the importance of using a conceptual framework to guide a study, the criteria that should guide the appraisal and selection of a framework; challenges that can hinder utilization of framework to guide research work and measures of improving utilization of conceptual framework in nursing research.KEYWORDS: Conceptual, Framework, Nursing, Research, Theoretical.


Author(s):  
Panchali Banerjee ◽  
Sayoree Gooptu

The education sector has been one of the major victims of the COVID-19 pandemic. The pandemic has widened the infamous digital divide, which has wreaked havoc across the world. Accounting for the pandemic-induced academic institution closures, Indian educational institutions have tried to accommodate a digital medium of education to replace the traditional classroom teaching model. In this chapter, the authors reflect on the behavioral change of the pedagogical delivery as a response to the new normal, which has also put forward a wide digital disparity that entails inequities in the delivery of education to both rural and urban beneficiaries. The authors analyze how COVID-19 adds fuel to the existing socio-economic disparities making inclusive education a severe challenge, thereby amplifying the existing loopholes of the Indian education system in terms of disparate educational infrastructure across rural and urban India. The authors also suggest some potential solutions to combat the COVID-19-induced inequities in education in India's context.


Author(s):  
Sandeep Lloyd Kachchhap

From its onset, education has had an integral role in transforming society to become what it is. In fact, developments in society, especially in terms of human capital, have resulted from the nature of education its members have received. In the past two decades, owing to several factors, society has seen a stark transformation in economics and commerce. A major part of this development has offset the sync between education and practice, such that the earlier has fallen behind the latter. The question of institutions producing employable graduates is on the rise as educational institutions fall back in their ability to do so. Harnessing developments and latest advances in technology to carve out efficient human capital could give education a surviving chance.


2020 ◽  
Vol 18 (4) ◽  
pp. 467-480
Author(s):  
Joshua Miner

Recent Indigenous boarding school movies have emphasized representations of surveillance together with the “living dead” as a central motif. After a brief review of surveillance in Indian education, this essay examines a cycle of films—The Only Good Indian (2009), Savage (2009), The Dead Can’t Dance (2010), Rhymes for Young Ghouls (2013), and SNIP (2016)—wherein the practices and technologies of surveillance mediate a dynamic interplay between settler educational institutions and the Native runaway or truant. These films converge a popular undead motif with this longstanding genre figure of resistance by Native/First Nations children to settler systems of administration, drawing on its literary formation that extends back to the first Indigenous writing on federal Indian education. Within this larger field of what we may call Indigenous surveillance cinema, discourses of bureaucratic rationality frame the figure of the truant. These films articulate the ways that representational practices ranging from literacy to cinema uphold systems of identification by which administrative surveillance of Indigenous people continues. Cinematic representations of the supervision of Indigenous bodies recall settler-colonialism’s mobilization of an array of early surveillance technologies for the assimilation of Native children. In this context, the watchful eye of the teacher—a proxy for administrative media—suggests a deeper embedding in settler systems of control. A visual poetics of truancy emerges in Indigenous surveillance cinema, as the truant figure operates dialectically with settler surveillance. The truant spatializes settler management and surveillance in her desire to escape cultural conversion at the hands of these proliferating technologies of representation.


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