Do Indian daughters shadow their mothers?

Purpose A few studies in India have related daughters’ education to their fathers, but there is little to no evidence when it comes to the intergenerational relation between daughters and mothers’ education. Using India Human Development Survey (IHDS) 2011–2012, the purpose of this paper is to investigate intergenerational educational mobility among women (15–49 years) (vis-à-vis their mothers) for all India. Design/methodology/approach The study uses transition/mobility matrices and multiple mobility measures for the examination of intergenerational educational mobility among women (15–49 years) in India. The data have been taken from the “India Human Development Survey 2011-12.” Findings Findings indicate that intergenerational educational mobility at the all-India level is about 0.69, that is, 69 percent of the women acquire a level of education different from their mothers. Of the overall mobility, about 80 percent is contributed by upward mobility whereas the rest is downward. Mobility is greater in urban areas and is highest among the socially advantaged “Others” (or upper) caste group. Also, the upward component is substantially lower for socially disadvantaged groups compared to others. Further, there are large inter-regional variations, with the situation being worst in the central and eastern states such as Uttaranchal, Chhattisgarh, Bihar, Jharkhand, Assam, Arunachal Pradesh, Meghalaya, Manipur, Mizoram, Tripura, etc. Moreover, mobility (overall and upward) increases consistently as one moves up the income distribution. Originality/value This study is perhaps the first study which comprehensively studies intergenerational educational mobility for women (15–49 years) at an all-India level. Findings not only capture the mobility at the aggregate level but also for different caste groups as well as regional variations and income effect.

Latvian Teachers on Primary School Pupils' Social Sustainability

<p><strong>The aim of the study</strong> is to explore teachers’ view about a social responsibility of primary school teachers and pupils’ social sustainability as viewed by the teachers. Social sustainability defines responsible and wise decision making at present as a significant precondition for development of a sustainability-oriented society in the future, the bases of which is an efficient individual’s, society’s and environments’ interchange. Personal and a social competence is a significant component of social sustainability that fosters possibilities of each pupil’s individual development and interrelatedness, by providing solutions to the problems that arise in the pedagogical process. <strong>Research methodology used </strong>for the purpose of the study are focus group interviews (n = 45) that involve 234 teachers from all over Latvia. <strong>Research results</strong> indicate that teachers while expressing their opinion about the contemporary primary school children create a profile of their social sustainability. Among the most significant features of a profile of contemporary pupils, the teachers have mentioned such pupils’ values which are not acceptable for them. This indicates that teachers cannot trust and accept children’s role as equal partners in the learning process. This situation may create problems in reorienting education towards a competency-based learning process. Therefore, the authors have analyzed the opportunities for the teachers’ professional development by paying a deeper attention to an intergenerational relation in the context of social sustainability.</p>

Connecting generations. A research and learning approach for media education and audience studies

Based on theoretical and methodological orientations from authors’ previous research on media and generations, this article presents a research and learning process involving supervised field work conducted by graduate students from a Master Seminar on Media Studies at FCSH, New University of Lisbon. Acting as facilitators of focus groups composed of older participants, exploring intergenerational and intragenerational differences and similarities that emerge from different age cohorts, and critically reflecting on this experience on their individual essays, students were able to build a contextual knowledge of media uses among their grandparents’ and parents’ generation in Portugal. The choice of focus groups as a tool for research and the topic of generations to be investigated within Media Studies proved to be very productive. The article argues on the potentialities of this intergenerational relation between facilitator and focus groups’ respondents as a way of activating the interactions inside the groups, leading –for instance– the participants to assume an «explaining» attitude in selfaccounting. Final notes are presented about the educational gains of this methodology for Media Education and for different branches of Media Studies, such as media and social history, journalism and the news or political participation. A partir de orientaciones teóricas y metodológicas previas sobre medios de comunicación y generaciones, este artículo presenta un proceso de investigación y aprendizaje a partir de la supervisión del trabajo de campo desempeñado por estudiantes licenciados en el Seminario del Máster en Medios de Comunicación en la Facultad de Humanidades y Ciencias Sociales de la Universidad Nueva de Lisboa. Los estudiantes implicados lograron construir conocimiento contextual sobre el uso de los medios en la generación de sus abuelos y en la de sus padres en Portugal, actuando como facilitadores en los grupos de discusión, formados siempre por participantes de mayor edad, explorando las diferencias y similitudes intrageneracionales que emergen en grupos de diferente edad y llevando a cabo una reflexión crítica sobre la experiencia en sus informes individuales. La elección de los grupos de discusión como herramienta para la investigación y la elección del tema en el marco del Estudio de los Medios de Comunicación resultó muy eficaz. Este artículo pretende defender la potencialidad de esta relación intergeneracional entre los facilitadores y los miembros de los grupos de discusión como forma de activar la interacción entre grupos, permitiendo, por ejemplo, que los participantes asuman una actitud explicativa para consigo mismos. Las notas finales que se presentan contemplan las ventajas de esta metodología para la Educación en Medios y para diferentes ramas del Estudio de los Medios, como la historia de los medios de comunicación e historia social, el periodismo o la participación política.

Olympic Education as an Intergenerational Relation of the Third Degree

Olympic Education as an Intergenerational Relation of the Third DegreeOlympic education is a more complex social reality than is commonly thought to be the case. Olympic education, understood as a social relation, is expressive when it takes place between the three generations, and when its axiological leader: the Olympic pedagogue, engages all subjects of the Academy.Olympic education must be constructed in such a way as to include both the act and the thought about the sense of the act. It must include the act of participation and the culture of actions through Olympic practice and the cultural awareness of the act. It must account for the cognitive capabilities of the pupil. Olympic students must participate in the adults' thoughts about cultural acts and in cultural acts themselves. Olympic education, like any other kinds of education, should encourage students to participate in the thoughts about cultural acts and cultural acts themselves. Education based exclusively on thoughts is not effective, and education based exclusively on acts is incomplete.It is easier to imagine and provide students with education through sport than with education through the culture of sport. In everyday school practice, sport education is provided only through actions, through learning by doing. This duality of education: through culture and through action, is demonstrated to the Olympic pedagogue by the concept of universal good, which grants every member of the Olympic family access to the truth about himself or herself, access to the knowledge about the meaning of one's destiny. This concept concerns each subject to education in each relationship it experiences. The discursive deficit of the Olympic good in one such relationship destroys education as an intergenerational transfer of self-knowledge.

Olympic Education as an Intergenerational Relation of the Third Degree

Olympic Education as an Intergenerational Relation of the Third DegreeThe 30th anniversary meeting of the Japanese Society for the Philosophy of Sport and Physical Education was held in September 2008. It has been over 30 years since this society was established. Nevertheless the tendency and recent trend in sport philosophy in Japan have not been conveyed abroad. The good reason behind this may be the language barrier between English and Japanese. This makes it difficult to spread the activities on sport philosophy in Japan throughout the world. The question arises as to whether sport philosophy in Japan has the same trend and tendency as sport philosophy in Western countries. We would like to report on sport philosophy in Japan, especially on its characteristics and future perspectives, in order to contribute toward the international development in this field. Sport was introduced into Japan from Western countries in the Meiji period when a national isolation policy in the Shogunate Government of the Edo period finished. The Japanese accepted and have been developing it as a means of school physical education. This fact shows why sport philosophy in Japan has its origins not in sport as culture but in sport in physical education at school. The Japanese philosophy of sport society was not founded by philosophers. It was founded and has been administered by experts in teaching sport and physical education. They recognized several reasons why sport philosophy widened its object from school physical education to sport as the cultural and public phenomenon in the 1960s. Competitive sport was recognized with Japan taking the opportunity of staging the Olympic Games in Tokyo in 1964. This happened because the nation was strongly interested in the competitive sport, and in particular in the Olympic Games. The object of sport philosophy came to be taken for the social meaning of this competitive sport. Also, the change of the Japanese mind structure from common consciousness to self-consciousness, which was affected by the understanding of the human being in the Western culture, made sport a certain action of personal meanings. We would like to suggest a future perspective of the sport philosophy in Japan.