School Protests and the Making of the Post-Ottoman Mediterranean: Student Politicization as a Challenge to Italian Colonialism in Rhodes, 1915–1937

Student unrest under Italian rule in Rhodes reveals youth's contribution to the transformation of Mediterranean politics in the 20th century. A condition of possibility for this unrest was the precolonial infrastructure of Rhodes, where new schools emerged in the last decades of Ottoman rule. During the Italian military occupation (1912–23), schools reflected identifications such as Ottoman patriotism and Greek irredentism. Student activism expanded beyond school issues and intersected with Italy's uncertain attitude concerning Rhodes's future, the warfare ravaging the Eastern Mediterranean, and the unmaking of Ottoman authority. Italian governors considered youth politicization to be influenced by elder politicians and limited to communal factionalism. After a decade of reforms under Italian sovereignty following the Treaty of Lausanne (1923), unrest reappeared in the 1930s. Students sympathized with ideas like pro-fascist Zionism and anticolonial Greek nationalism. They addressed issues of loyalty and belonging linked to Italian rule's dilemmas of fascist assimilation and colonial separation. Contrary to the 1910s, the authorities repressed student unrest and admitted that youth politicization was autonomous from the influence of the elders, conflicting with the fascist colonial order. Discussing student activism during this imperial transformation goes beyond narratives centered on state policies or one exclusive confessional group, highlighting interconnections between communal affairs, colonial governance, and regional geopolitics.

Implementace opatření na podporu žáků se sociálním znevýhodněním ve Zlínském kraji

The paper responds to the current topic of school issues by addressing issues of equal opportunity in education. It deals with the presentation of a specific solution to support the education of disadvantaged pupils in the Zlín Region, which is realized within the Implementation of the Regional Action Plan for the Development of Education within the Operational Program: Research, Development and Education. The aim of the paper is to introduce the activities of the Social Pedagogical Counseling Center. The priority areas of the counseling center are the early identification of the problems of pupils at risk of school failure, for socio-economic reasons, and the support of teachers in resolving difficult situations. The implementation is based on a questionnaire survey of school needs. The purpose of the measure is to connect schools with the social aspect of fieldwork and thus contribute to the sharing of good practices in socio-pedagogical issues.

Meeting students where they are: Trauma-informed approaches in rural Schools

Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the misguided notion of ample resources available for their remediation. These assumptions belie the reality of the spatial mismatch that exists for rural schools, especially around mental health supports. Adverse childhood experiences and trauma disproportionately affect rural schoolchildren, putting them at greater risk of academic underachievement and other negative throughout the lifespan. Trauma-informed approaches in rural schools may mitigate the effects of childhood adversity and help close achievement gaps for rural students. Rural schools and students have needs and challenges distinct from those of urban and suburban schools, but only 2% of peer-reviewed publications address trauma-informed approaches or social-emotional learning in rural schools. More research is needed to help our 13 million rural schoolchildren develop the resilience necessary to overcome adversity and achieve healthy outcomes.

Periodicals as a Factor of Strengthening Soviet Power During the Transition Period (by the Materials of the North Caucasian Press)

The article examines the processes of the formation of mass periodicals in the North Caucasus in the first years of the existence of Soviet power. Its relevance is due to the poor study of the Soviet press of the 1920s, especially its development in the national regions of the state. It is shown that the functions of the Soviet press at the first stages of its existence were reduced to the ideological struggle against counter-revolution and party opposition. At the same time, the newspapers covered topics relevant to early Soviet everyday life: peasant and school issues, the life of auls, food appropriation, food tax, etc. The purpose of the article is to examine the process of development of the Bolshevik policy in the field of mass media in the post-revolutionary period. It is emphasized that for a number of regions of the North Caucasus, the appearance of their own periodicals is associated with the arrival of the Soviet regime, which is pursuing a protectionist policy in relation to the press. It was within the framework of this policy that a number of local publications were published in the languages of the peoples of the North Caucasus, for example, the Ossetian «Rastdzinad». The list of newspapers published in the region during the period under study is presented, among which, in terms of the duration of the issue, the thematic content, one can single out such newspapers as «Krasnaya Kabarda», «Kommunist», «Sovetskaya Autonomnaya Chechnya», and «Gorskaya Pravda». Special attention is paid to the substantive analysis of the «Kommunist» newspaper for 1920, which made it possible to identify the most relevant plots and topics related to the coverage of the events of the Civil War, as well as the processes taking place within the framework of the emerging new economic policy and nation-building. In the conclusion, it is concluded that the important role played by both the Soviet periodicals and the press of the national regions in the ideological support of the activities of the organs of Soviet power.

High school students as researchers about their school: exploring its potential for choices and skills

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students’ perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school’s everyday life in collaboration with academic researchers. The partners are introduced, as well as the partnership and the steps for supporting the student researchers in developing their projects. Drawing on student voice literature, a qualitative evaluation of the students’ products and perspectives regarding their experiences as researchers pointed to the potential of these partnerships for the students’ engagement in discussions about educational trajectories and pathway choices with their peers, teachers and researchers. Moreover, the students’ perceptions indicate an improvement in their inquiry skills and valuing of research in Education Sciences. This paper adds to the existing literature on student voice in schools, by discussing processes to engage students as researchers of school issues and by highlighting the importance of student voice to early awareness and recognition of research in Education Sciences.

EMPOWERING FEMALES THROUGH FIT INDIA MOVEMENT PROGRAM

Fit India Movement is a nation-wide movement in India to encourage people to remain healthy and fit by including physical activities and sports in their daily lives. It was launched by Prime Minister of India Narendra Modi at Indira Gandhi Stadium in New Delhi on 29 August 2019 (National Sports Day). At present there are significant disparities in the gender distribution in India with a clear preponderance for males. At this juncture the government is taking all steps to improve the scenario. But the fact remains that there are very few initiatives being implemented to make the girl child stronger and healthier. Physical activity is important for everybody, including all teenagers, but especially for girls who are generally less active than boys in the same age. As teens juggle the transition from primary school to high school there are other pressures that come with it: socially, at home, and at school. Issues such as body image, the onset of menstruation, and general feelings of insecurity about the changing body can surface in these years. Physical activity sometimes takes a back seat to other priorities. However, physical activity is an important part of health and wellbeing, and girls should remain active as they grow up. The purpose of the research article is to shed light on the benefits which women and girls gain through participation in sports. The word Empowerment refers to increasing the spiritual, political, social, educational, gender, or economic strength of individuals and communities. Today sports and physical activity as a strategy for the empowerment of girls and women has been gaining recognition worldwide. Women could be empowered through education, sports and physical activities and by giving them equal opportunities in different walks of life. A woman is both Mahamaya and Maha Shakti and holds the key of the world. As Swami Vivekananda wrote that it is very difficult to understand why in this country so much difference is made between men and women, whereas the Vedanta declares that one and the same Conscious self is present in all beings. In short, woman empowerment is the breaking of personal limitations. Sports and Physical Education play important and major role in all these segments of women Empowerment.

“Mujeres en terrenos de hombres”: Discursos de género en escuelas secundarias técnico-profesionales

In secondary vocational technical education (VET) there is a strong gender segmentation between different fields of study linked to different status and salaries. In particular, women are a minority in trade schools in which the structures and cultures reinforce the masculine image of the professions. Based on 19 interviews conducted in six schools from three regions of Chile, this article analyzes the principal and teacher discourses displayed in these environments. We identified three discursive positions according to the approach of the students' gender: (1) invisible gender, as considering gender as not proper category to address school issues, (2) binary positions gender, that naturalizes and acclaim traditional roles distinguished by biological sex, (3) gender visible at outside, that shows inequities between men and women but in the labor market. The article concludes that the three discursive positions by making invisible, normalizing or situating gender inequalities outside the school space, neglect teacher positions of responsibility and agency to transform school cultures and structures in schools that perpetuate the sexual division of work.

Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development

This article presents and discusses the findings from five principals about their experiences of using systems thinking approach to school development. This was an ethnographic multiple case study that was conducted in KwaZulu-Natal, South Africa. Literature demonstrates the efficacies of using systems thinking as an approach in dealing with complex school issues. Data were gathered by way of qualitative semi-structured interviews, focus group discussion, and shadowing techniques. Evidence suggests that participants had adequate understanding of systems thinking and were able to use it to the benefit of their respective schools. Furthermore, the findings point to the value of developing a holistic and multimethodological approach to systemic school development, particularly in deprived school contexts.