Searching of the Source of Educational Inequality

Various approaches to investigating the sources of inequality in education are discussed in the paper. It is noted that data on the representation of students from families with various parental status at levels of education do not give a full picture of what is happening. Full-fledged interpretation requires to turn to a much larger amount of information, primarily because an influence of the family and the environment during the period of primary socialization is of decisive importance for the formation of chances in the educational sphere. The social experience of the family, the models of social behavior based on it, the developed cultural patterns, strategies, and tactics are important. At the same time, the orientations towards education are not fixed once and for all; they can be transformed if the general situation changes (for example, economic) or a directed influence is made (for example, pedagogical). The formed orientations are, as it were, a starting position and later sets the direction and speed of possible reflection on certain influences. The pandemic and the resulting intensification of distance learning have sharply increased the importance of motivation and other students’ qualities, formed during the period of primary socialization: they are critical for academic success. The accompanying growth of inequality in education has actualized the search for its sources to find means to overcome or at least reduce it. Equalization of opportunities for young people from all social groups is especially important for the growth of human potential.

Long-Term Plans and Potential for Social and Cultural Integration of Migrants (Example of the Republic of Sakha (Yakutia))

The article, based on the data of a survey of migrants conducted in 2020 in the Republic of Sakha (Yakutia), analyzes the statistically valid relationship of variations in long-term plans of migrants with variables reflecting socio-cultural aspects of their integration potential. The analysis showed that migrants who are focused on settling in a host society (as compared to those who are focused on temporary employment) more often express their desire to settle in the neighborhood with representatives of the local population and more often live in the neighborhood of local population. They are more likely to work in teams where migrants and locals are approximately equally represented. Hence, they are more included in the space of primary socialization in the host society. More often they have friends among the local population, with whom they spend their leisure time. This category of migrants is characterized by a high degree of identity with the host community, but without loss of identification with the communities of the country of departure (country, ethnic, religious, etc.). As a result, it is concluded that migrants who have plans to settle in the host environment have a higher integration potential.

Small Homeland in the Context (Space) of Civil Identity

Introduction. The article analyzes the place, role and functions of the concept of a small homeland in the construction of civil identity. The starting point of the study is the understanding of a small homeland as a set of ideas and practices of the belonging of individuals and groups to the space of the place of birth, origin and primary socialization. A small homeland is what emotionally and practically unites citizens in their loyal affection to the place – physical and symbolic.Methodology and sources. Based on the general concept of the space of places (A. Lefebvre, M. Castells, T. Cresswell, M. Auger); P. Shtompka's theory of cultural trauma and A.O. Boronoev's ideas of structural schematization of a small homeland, it is originally presented a sociological analysis of the problem of the loss of a small homeland as a result of forced relocations (the case of flooded areas). As relevant sources the author use the documents and memoirs on the phenomenon of the loss of a small homeland; also on memories of eyewitnesses, and on artistic reflection of farewell to the place of birth. The purpose of the study is to identify the role of the loss of a small homeland in the functioning and reproduction of the civic identity of the place.Results and discussion. As a result of the study it has been shown that the loss of a small homeland determines: a) the rupture of social and cultural ties; b) the emergence of grassroots self-organization of Mologzhan activists who are re-constructing civic urban identity; c) production of commemorative practices of a regular type (cases of Mologa and Circassian auls); d) active formation of cultural discourse in which the small homeland of the place is positioned as a subjective value and one of the foundations of the life world.Conclusion. A small homeland as a representation and social practice in the space of civic identity ensures through its agents the reproduction of social interaction (real or imaginary) with a place and the maintenance of socio-cultural ties with it within the natural and cultural landscape of communities. It also promotes recognition, confirmation of the identity of the place. The loss of a small homeland (physical and symbolic) gives rise to various social practices of memory, rebirth and oblivion.

CATEGORY OF «EDUCATION» IN PEDAGOGICAL DISCOURSE

The purpose of the article is to reveal the traditional and modern approaches to the interpretation of the concept of “education” as a pedagogical category. Applying theoretical methods of research such as analysis, synthesis, induction, deduction, abstraction, comparison, generalization, systematization, classification, various scientists' approaches to the grounding of initial theoretical positions, systematization of views and approaches to the clarification of the leading pedagogical category have been considered. It is proved that there are different approaches to determining the essence of the category of “education” in pedagogy, which determines its ambiguity, versatility and heterogeneity of this phenomenon. For some scholars, it is understood as both influence and purposeful management, and as cultivation, and as an attachment to culture, and as a development of the semantic sphere, and as primary socialization. The most traditional is the idea of education as a process in which the leading role belongs to an adult who performs the functions of a caregiver and children are the objects of this upbringing. The modern view of education is based mainly on the progressive ideas of humanization, child-centrism, and the subject-subjective paradigm of upbringing, which treats it as subject-subjective interaction. Generalization of scientific sources indicates that the diversity of interpretations of the phenomenon of “education” is due to the presence of different methodological approaches, concepts of education, scientists and researchers ideas about the formation of personality, the role and place of the teacher and the pupil in education. Therefore, they as a social phenomenon, activity, system, action, value, process, interaction, interpret this concept. The prospects for further research on this problem of the educational theory are seen in the disclosure of concepts such as “the process of education” and “educational process”.

Embedding Character Values to Children in Bugis Family Nurture

Family nurture is one of parents’ attempts to guide and lead their children physically and mentally from born to adulthood. The family has a significant role in preparing individuals in the early stages of development of their members. Family members are expected to have an active role in the community where they live. Values, norms, and practices embedded in primary socialization are influenced by family background involving ethnicity, religion, culture, and social strata. This causes children to acquire character values slowly and below the parents’ expectations. This study aimed at obtaining information on children character values inculcation in Bugis family nurture as it has been stated in Law number 20 Year 2003. This study indicated that there was character values inculcation to children in Bugis family nurture. One of the parents’ roles was to inculcate noble values to children from birth to adulthood. To realize this mission, it was crucial to strengthen the character values and the Bugis family nurture as well as to cooperate with the people within the community, messages in the Bugis community to children occur through the process of socialization and enculturation. Socialization through a verbal process, namely through advice, advice, advice and also actions in the form of parents giving examples of what is good and not good for children, while the enculturation process occurs through habituation by children to the values learned from parents and to their children. surrounding environment.

Sociology of generation’s social structure

In sociology, the concept of “generation” is usually applied to a wide variety of social categories. This is a cohort of peers, and a cohort of several years of birth — as in studies of social mobility, as well as a community of those who share acceptable values, simultaneously experienced significant events, is a bearer of similar experiences and memories. Theoretical reflection in modern literature continues to excite the fundamental essay of K. Mannheim “The Problem of Generations”. The cognitive intuitions it contains have a priority status, but the published reviews state that the empirical potential of the concept outlined there is minimal, and new times require new approaches to analyzing the role of generations in the intensification of social dynamics and the movement of history. Sociology of the social structure of a generation is mainly a way of observing, fixing and describing the transformations of the morphological structure of a community. The heterogeneity of the age cohort is prescribed by origin from different types of families and birth in a particular region and type of settlement. In the course of primary socialization, general patterns of worldview and worldview are formed, an attitude to the past, present and future on the basis of internalized values, standards and norms of behavior. The degree of stratification of life chances and opportunities given by birth is subsequently corrected or fixed by institutions of secondary and higher education, which is monitored in studies of professional and status mobility. Events are capable of elevating an age cohort to the status of a generation, constructing an identity (“we,” shared ways of feeling, thinking, acting) and, almost synchronously, differentiating peers, establishing differences and distances.

Family as a Primary Socialization in Preschool Children Upbringing

This article examines the role of the family and its features in the process of socialization, also the main forms and functions (informative, mentor function, initiating and orienting function) of the family. Effective mechanisms of family social education of a child were described including the psychological climate of the family and its factors: national traditions, moral values, educational level, etc. Features of children's folklore in education. Methods of accustoming and the totality of the views of the people. The main components of the rural ethnocultural space.

Promuovere un’educazione plurilingue parlando a casa di cose di scuola Esiti da una ricerca-azione

The positive effects of multilingual education are hindered when some languages in one’s repertoire do not develop beyond the level of primary socialization, as is often the case of children of immigrant families: on the one hand, monolingual use at school limits the sociolinguistic functions of home languages; on the other, inadequate parental competence in the language of schooling hinders their involvement in scholastic practices at home. Starting from these presuppositions, the paper describes a research project aimed at promoting multilingual communication related to school matters and practices within immigrant families of children attending Italian primary schools. Enhancing the use of heritage languages can promote parental participation in homework interactions thus enhancing CALP-related practices within the family.

Recruitment into Organized Crime: An Agent-Based Approach Testing the Impact of Different Policies

Objectives We test the effects of four policy scenarios on recruitment into organized crime. The policy scenarios target (i) organized crime leaders and (ii) facilitators for imprisonment, (iii) provide educational and welfare support to children and their mothers while separating them from organized-crime fathers, and (iv) increase educational and social support to at-risk schoolchildren. Methods We developed a novel agent-based model drawing on theories of peer effects (differential association, social learning), social embeddedness of organized crime, and the general theory of crime. Agents are simultaneously embedded in multiple social networks (household, kinship, school, work, friends, and co-offending) and possess heterogeneous individual attributes. Relational and individual attributes determine the probability of offending. Co-offending with organized crime members determines recruitment into the criminal group. All the main parameters are calibrated on data from Palermo or Sicily (Italy). We test the effect of the four policy scenarios against a baseline no-intervention scenario on the number of newly recruited and total organized crime members using Generalized Estimating Equations models. Results The simulations generate realistic outcomes, with relatively stable organized crime membership and crime rates. All simulated policy interventions reduce the total number of members, whereas all but primary socialization reduce newly recruited members. The intensity of the effects, however, varies across dependent variables and models. Conclusions Agent-based models effectively enable to develop theoretically driven and empirically calibrated simulations of organized crime. The simulations can fill the gaps in evaluation research in the field of organized crime and allow us to test different policies in different environmental contexts.

Primary Socialization on the Formation of Child Behaviors in Kenya

Early childhood socialization is particularly important in the formation of personality. Usually, through socialization, children learn to make important future choices in all spheres of life. This can be in terms of political, social, economic, and physical decision making. Recently, children have been reported to use inappropriate language on adults and their mates; fighting teachers, parents, and adults; burning schools; abusing drugs; engaging in premarital sex; even trafficking drugs; among other social vices. Moreover, children have been seen to value ethnic and religious pessimism. The pessimism has led to the retention of negative ethnicity leading to prejudice and stereotyping. Studies have pointed out poor parenting as the main cause for this disturbing trend. The study was guided by the social learning theory and cognitive development theory. The study adopted a simple analytical framework—the search, appraisal, synthesis, and analysis (SALSA)—to examine the main review types. Data were analyzed using discourse and content analysis.