Zreformowana Anglia w oczach polskich podróżników

Reformed England in the Eyes of Polish Travelers in the Early Modern Period The aim of this article is to reconstruct and present the image of reformed England and the English people as perceived by the inhabitants of the Polish-Lithuanian Commonwealth between the sixteenth and eighteenth centuries. The primary source used is travel literature. The author analyses travellers’ impressions with research and educational journeys, “grand tour,” and diplomatic missions related to state or parliamentary activities. Travel literature containing descriptions of England reflect the author’s impressions, feelings, judgments and subjective opinions, as well as convey some knowledge about the world acquired not only during the trip, but also as a result of prior knowledge gained through learning and education. Moreover, the article discusses the emergence of a spectrum of perspectives and prejudices both for and against the English people, as well as the formation of national stereotypes.

“We aren’t given the same chances”: Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014, aiming to provide a radically different system for young people with SEND. In this research, we evaluated the impact of these changes from the perspective of autistic young people aged 16-25 years. Using an online survey and interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results painted a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here, with young people in mainstream schools highlighting particular challenges in accessing appropriate support. Parental advocacy was crucial in this regard, as was having key ‘champions’ in the form of teachers who really knew the young people well. The need for the development of general life and self-advocacy skills was apparent however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvements. Overall, the results highlight the importance of listening to - and learning from - autistic young people; throughout their educational journeys but especially as they transition to adulthood.

Theorizing Home in the Academy: Chicana Doctoral Student Testimonios From the Borderlands

This article focuses on the educational journeys of two Chicana doctoral students born and raised along the U.S.–Mexico border. These scholars analyze how the intersection of their multiple identities, specifically border identities, has informed their socialization into the academy. Specifically, the authors use a combination of autohistoria, platica, and reflexión to theorize their doctoral experiences and examine how the concept of Home manifests in their research and praxis as graduate students.

Racialization of Religion

Muslim American high school seniors navigate their educational spaces at a time when the 2016 Election has unleashed a rhetoric that is riddled with Islamophobia. The experiences of four female participants engages us in their counter-narratives, debunking stereotypes and assumptions that exist about their demographic. The formal and informal experiences of the educational journeys of these participants help us explore the role of family, faith-based education, mosque, and community in the lives of these students. The social and academic learning opportunities for these participants showcased instances of inclusion and marginalization, where there were times when the students underwent a double consciousness. Transitioning from faith-based schools to the public education system became easier when positioned in a climate of diversity. Muslim American students experience a dichotomous pull between religious values and American culture and remain cognizant of these differences. Muslim educational leadership will find the study insightful.

Best Practices for Motivating and Supporting Learning for Adult and Non-Traditional Learners

Higher education institutions have witnessed an increase in the share of adult and non-traditional learners that make up their student bodies. With this increase in the representation of adults and non-traditional learners on college campuses comes a need to understand the unique needs that adult and non-traditional college students have when motivating them for success and providing the right learning supports. This starts with promoting a sense of belonging, so students recognize they are a valued part of the student body. Educational programs should include attention to the affective and conative domains of learning, empowering students to take responsibility for their educational journeys, promoting a growth mindset, activating learners' intrinsic motivations, creating opportunities for self-directed learning, and designing courses with supportive structures and resources.

Teachable Moments and Strategies for First-Time Leaders

Leaders emerge from different levels of an organization. Some arise as young leaders, fresh from their educational journeys, while others are knowingly or unknowingly groomed and the right opportunity and time intersect for an appointment. There is no doubt that leaders can lead without an official title; however, once a title is given, much work is needed to excel and advance not only oneself but also the organization. Many leaders come into mid to high level positions with skills needed for the tasks at hand but lack various strategies to navigate the organizational landscape without burning bridges or falling into pitfalls. This chapter, per the authors, illustrates how true and effective leaders transition well into their new role or spaces, track the landscape by observing their environment, and prioritize the grooming, growing, and transformation of others to create more leaders. This chapter reveals teachable moments in the lives of others and strategies for first time leaders to adopt in order to grow as a leader and avoid missteps.