Modelling the learning impacts of educational disruptions in the short and long run

In this paper, I propose a new framework for analysing the short and long-run effects of temporary educational disruptions on the learning progression of children. The framework integrates into a coherent model recent advances in the literature on learning acquisition (Kaffenberger, 2021; Kaffenberger and Pritchett, 2020b, 2021) and the literature on estimating the immediate costs of instructional disruptions (Neidhöfer et al., 2021). The integrated framework includes explicit modelling of continuous parental investments, filling a gap in the literature related to the Potential Pedagogical Function and other explicit models of learning progression and acquisition. In the same way, the model considers the role of economic resources as part of the resources employed by parents to mitigate the effects of a temporary shock in instruction., expanding the notion of attenuation capacity developed by Neidhöfer et al. (2021). Finally, I take this framework to the data to estimate the potential effects of the instructional disruption caused by the COVID-19 pandemic in Mexico. The estimates suggest that, for the Mexican cohort affected by the instructional disruption,the potential persistent loss in learning with respect to the counterfactual lies on average between 20% and 90% of the learning acquired during a usual school year, depending on the effectiveness of the remote learning policies implemented during 2020 and 2021.These results already consider the mitigating role of parental investments. Furthermore,my results suggest substantial variation between inhabitants from different regions of the country and inside inhabitants of the same region, being the South of the country the region where the losses are the largest.

"Toward a Typology of the Baroque in Russian Literature of the XVII—Early XVIII Centuries"

Viktor Zhivov’s 2007 article, here translated into English for the first time, attempts to describe the specific nature of the Baroque in Russia. According to Zhivov, Russian Baroque culture arose via transplantation and was not the result of organic cultural development. Because of their cardinal differences, the language of Western Baroque and that of traditional Russian culture represent polar opposites in many ways. Hence the transplantation of even the most insignificant element results in its radical transformation, highlighting the peculiarities of the process of reception. The article outlines the principles that governed this process. It argues that it was the external features of the Baroque style that were borrowed, while its deeper orientation on polysemy, which defined the Baroque worldview in the West, was not. The assimilation of Western literature was eclectic and replaced rhetorical ambivalence with the rhetoric of didacticism. It took what could be synthesized with traditional culture most easily, at the same time as the more content-oriented features and those specific to European Baroque were rejected. If in Western Europe the Baroque posed riddles for the reader, in Russia authors on the “European" trajectory assisted the reader by providing solutions. The Baroque in Russia was primarily a phenomenon of Western influence, so that its unique features took second place in the process of forming a new cultural paradigm as a whole. “Baroque” elements acquired a completely new pedagogical function, becoming carriers of the new ideology that was being introduced. The Baroque became a servitor of power, whose aim was the political reeducation of society.

Putting Edmodo Into Classroom: Portraying Learning Management System (LMS) Manifestation

An array of teaching tools have been developed enormously today sparking interest for educators in their instruction. Edmodo, which is also one of the CALL applications that can be accessed online both from computer and mobile telephone is one option for teachers and students and can be operated to post various things related to EFL teaching-learning process. However, many educators are reluctant to embed with them pedagogical function which coming along in the use of Edmodo. This research employed open-ended questionnaire which is spread to English Language Education ULM students who are taking Extensive Reading course. This research contributes to picture out perception in implementing Edmodo as Web-Quest as well Learning Management System (LMS) in online classroom instructional activities. The result of this study shows that the involvement of Edmodo to material delivery still does not encounter the predicted expectation. The limited storing material in the application and lack of feedback of the task through the media are the reasons of the barrier. In conclusion, the use of Edmodo needs to be developed along with the mindset of students centered activities.

“I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township

Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.

The Problem of Collective Moral Responsibility: Qualitative Case Study of Anton Makarenko's Collectivist Pedagogy

The article seeks to address a fundamental gap in collective moral responsibility research by exploring a collectivist rather than the dominating individualist perspective on the relationship between a private individual and the collective whole. In particular, it presents a qualitative case study of ideas of outstanding Ukrainian teacher, methodologist and theorist of education, founder of the pedagogical school Anton Semenovych Makarenko and his collectivist pedagogy as a major educational paradigm implemented within the context of the Soviet state and society. The analysis of the concepts of collective experience, communist personality, collective, distribution of powers, responsibility, and discipline contributes to a better understanding of the nature of individual and collective moral responsibility. At the same time, the article argues that a consistent implementation of the collectivist worldview results in an essentially flawed misbalanced relationship between an individual and the collective of people. In the Soviet context, such misbalance is evidenced in the phenomena of the cult of personality and state paternalism. As a consequence of identifying responsibility with discipline, the individual personality is deprived of its moral and utilitarian autonomy, devalued, and forcibly assimilated by the collective whole perceived as the highest authoritative source of moral judgement and the sole distributor of moral responsibility. Consistent implementation of the collectivist worldview in the context of Soviet society inevitably leads to an imbalance in the relationship between individual and collective principles and, ultimately, the justification of any coercion and violence by the state as such a team performing the highest guardianship and pedagogical function.

Sweden, South Africa and the business of partnership in the 1990s

This article examines the background and ambitions of the large-scale Swedish-South Africa Partnership Week that was rolled out across South Africa in November 1999. The Swedish delegation was spearheaded by Prime Minister Göran Persson and consisted of 800 Swedes; high-level ministers, diplomats, civil society representatives and business leaders. The analysis places particular emphasis on the involvement of Swedish multinationals and the central role played by the public relations agency Rikta Kommunikation. Its focus lies on the broader pedagogical function that the Week was intended to have, primarily from a Swedish point of view. I argue that the stated aim to forge an economic partnership between Sweden and South Africa as the logical extension of decades of historical political solidarity was a means of ensuring that citizens learned to understand the pressures and demands of the new era of globalisation. The foreseeable end of Swedish aid to South Africa was to be the dawn of self-sustaining economic relations; “business interests” – for so long derided by the anti-apartheid activists – were henceforth to lead the way. In light of this, I conclude by arguing that the official launch and marketing of a bilateral partnership in 1999 can be seen as part of a government-funded effort to adapt Swedish internationalism to a new era.

Merging the Human and the Nonhuman: The Object Narrator in The Adventures of a Black Coat

Rooted in the tradition of eighteenth-century circulation novels recounted by an object narrator, The Adventures of a Black Coat (1760) epitomizes the features of this experimental novelistic subgenre by foregrounding a coat which, acting as a homodiegetic narrator, lambastes the world of commodities prompted by the rise of early capitalism. As an object endowed with moral conscience, the coat epistemologically proves to be a reliable narrator that is able to render authentic experience and feelings by getting empirically involved in the world it describes. Worn by a few owners, the coat becomes a sharp observer of society and, most importantly, it foreshadows what Karl Marx has termed “commodity fetishism.” According to Marx, commodities and humans become part of a process that is economically endorsed by exchange. Read in this light, I argue that the text reveals the Marxist process of reification whereby social relations between humans turn into social relations between things. Despite being an object narrator, the coat fulfils a typically eighteenth-century pedagogical function, in that it warns the reader against the degrading morals of a society addicted to material culture.

Literatura e psiquismo cultural: o encontro da arte com os direitos humanos na infância

Este ensaio é um recorte teórico de uma pesquisa de mestrado, em curso, que investiga a arte literária como fenômeno estético capaz de desenvolver o psiquismo infantil. Os principais objetivos são: apresentar uma concepção de arte baseada na psicologia histórico-cultural, discorrer sobre a função da literatura para a constituição de um psiquismo cultural e apontar algumas implicações desse processo para a educação em direitos humanos. O aporte teórico utilizado destaca noções e conceitos sobre literatura e, de maneira mais específica, algumas explicações da psicologia de Vigotski sobre os efeitos que decorrem da relação entre arte e psiquismo. Para ilustrar o encontro da arte com os direitos humanos na infância, a literatura é apresentada como um conhecimento artístico a partir da sua principal forma de materialização, os livros. Dependendo de como a escola decide trabalhar com a arte literária, essa psicologia destaca que é possível produzir a vivência estética fomentando reações e emoções a partir da obra ou, tão somente, cumprir a função pedagógica por meio do uso prático do livro. As implicações para uma educação em direitos humanos precisa considerar a escola como lugar destinado a favorecer a presença da arte literária objetivada em livros, que sejam capazes de estimular um pensamento crítico e reflexivo nas crianças e jovens, além de outros contextos que facilitem o encontro desse público com a cultura, educação e arte, tendo em vista o desenvolvimento de um psiquismo cultural. Literatura y psiquismo cultural: el impacto del arte en los derechos humanos en la infância Este ensayo es un extracto teórico de una investigación de maestría en curso que investiga el arte literario como un fenómeno estético capaz de desarrollar la psique de los niños. Los principales objetivos son: presentar una concepción del arte basada en la psicología histórico-cultural, discutir el papel de la literatura en la constitución de una psique cultural y señalar algunas implicaciones de este proceso para la educación en derechos humanos. El aporte teórico utilizado destaca nociones y conceptos sobre la literatura y, más concretamente, algunas explicaciones de la psicología de Vigotski sobre los efectos que resultan de la relación entre arte y psiquismo. Para ilustrar el encuentro entre arte y derechos humanos en la infancia, la literatura se presenta como un conocimiento artístico a partir de su principal forma de materialización, los libros. Dependiendo de cómo la escuela decida trabajar con el arte literario, esta psicología destaca que es posible producir la experiencia estética fomentando reacciones y emociones desde el trabajo o, simplemente, cumplir la función pedagógica a través del uso práctico del libro. Las implicaciones para la educación en derechos humanos necesitan considerar la escuela, como un lugar destinado a favorecer la presencia del arte literario, dirigido a libros que sean capaces de estimular el pensamiento crítico y reflexivo en niños y jóvenes, además de otros contextos que faciliten el encuentro de este público con la cultura, la educación y el arte, con miras a desarrollar una psique cultural. Palabras clave: Literatura. Psique. Derechos humanos. Infancia. Literature and psychic cultural development: the impact of art with human rights in childhood This essay is a theoretical outline from an ongoing master’s research that investigates literary art as an aesthetic phenomenon capable of developing the children’s psyche. The main objectives are: to present a conception of art based on Historical-Cultural Psychology, to discuss the role of literature in the constitution of a cultural psyche, and to point out some implications of this process for human rights education. The theoretical contribution used highlights notions and concepts about literature and, more specifically, some explanations of Vigotski’s psychology about the effects that result from the relationship between art and psychism. To illustrate the impact between art and human rights in childhood, literature is presented as an artistic knowledge based on its main form of materialization, books. Depending on how the school decides to work with literary art, this psychology highlights that it is possible to produce the aesthetic experience by fostering reactions and emotions from the work or, just, fulfilling the pedagogical function through the practical use of the book. The implications for human rights education must consider the school, as a place destined to favor the presence of literary art, aimed at books that are capable of stimulating critical and reflective thinking in children and young people, among other contexts that facilitate the encounter of this public with culture, education, and art, intending to develop a cultural psyche. Keywords: Literature. Psychism. Human rights. Childhood.