Pedagogical lines and critical consciousness for quality education at the time of the Covid-19 pandemic

In a global context of children’s material and cultural deprivation, the Covid-19 pandemic contributed to redefine the human condition’s vulnerability, favoring the emergence of new forms of poverty and invisibility. Starting from the analysis of the consequences caused by the spread of the pandemic on children’s environment and fundamental development factors, the contribution focuses on the emerging educational challenges, to offer a pedagogical reflection on the possibilities of quality education at the time of emergency. The interviews – carried out as part of the Research Project Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori – make possible to restore visibility and voice to the discomfort of mothers and children between zero and six years old, acting as a starting point for the development of some work’s lines for a reappropriation of relationality, awareness and corporeality, with a look at the children’s rights and at the society’s ethical and civil responsibility in their global protection. Linee pedagogiche e sentieri di coscientizzazione per un’educazione di qualità al tempo della pandemia Covid-19. In un contesto globale di forte deprivazione materiale e culturale dell’infanzia e dell’adolescenza, la pandemia da Covid-19 ha contribuito a ridefinire i volti della vulnerabilità della condizione umana, favorendo l’emergere di nuove forme di povertà e di invisibilità. A partire dall’analisi delle conseguenze provocate dalla pandemia sugli ambienti e sui fattori di sviluppo fondamentali della minore età, il contributo si concentra sulle sfide educative emergenti, per offrire una riflessione pedagogica sulle possibilità di una relazione e di una educazione di qualità dentro il tempo dell’emergenza. Le interviste svolte nell’ambito del Progetto di Ricerca Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori hanno consentito di restituire visibilità e parola al disagio delle mamme dei bambini tra gli zero e i sei anni, ponendosi come punto di partenza per lo sviluppo di alcune linee di lavoro per una riappropriazione della relazionalità, della consapevolezza e della corporeità, con uno sguardo ai diritti dei minori e alla responsabilità etica e civile della società tutta nella loro tutela globale. In un contesto globale di forte deprivazione materiale e culturale dell’infanzia e dell’adolescenza, la pandemia da Covid-19 ha contribuito a ridefinire i volti della vulnerabilità della condizione umana, favorendo l’emergere di nuove forme di povertà e di invisibilità. A partire dall’analisi delle conseguenze provocate dalla diffusione della pandemia sugli ambienti e sui fattori di sviluppo fondamentali della minore età, il contributo si concentra sulle sfide educative emergenti, per offrire una riflessione pedagogica sulle possibilità di una relazione e di una educazione di qualità dentro il tempo dell’emergenza. Le interviste svolte nell’ambito del Progetto di Ricerca “Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori” hanno consentito di restituire visibilità e parola al disagio delle mamme dei bambini tra gli zero e i sei anni, ponendosi come punto di partenza per lo sviluppo di alcune linee di lavoro per una riappropriazione della relazionalità, della consapevolezza e della corporeità, con uno sguardo ai diritti dei minori e alla responsabilità etica e civile della società tutta nella loro tutela globale.

Subversion of Cultural Disparities against African Women: a Feminist critical analysis of Malatji’s short fiction

It is axiomatic that African women have been compromised by patriarchy for centuries, with culture used as a subterfuge. This paper, therefore, strives to subvert existing cultural adversities meted out against African women for African development. These unsavoury patriarchal tendencies are used to subjugate women by stifling their potential to make a meaningful contribution to Africa’s growth. The paper is, furthermore, based on a critical analysis of the dilemmas of women in Malatji’s short fiction from her text Love Interrupted (2012). It is underscored by African Feminism which is a transformative theory that seeks to popularise the emancipation of women from socio-cultural deprivation. directed by the qualitative research approach. Purposive sampling was employed to select the short stories from other short stories by the same author, and textually analyse them. The paper recommends that for Africa to flourish, she should empower women for equal participation in socio-cultural engagements.

A Study on Socio-Economic Conditions of Widows and their livelihood Status in Puducherry

In this paper, the main aim is to understand the socio-economic conditions of the widows and their livelihood in the Puducherry region in the Union Territory of Puducherry. The study has also been focusing on the widow’s socio-cultural deprivation, social security, and social participation in the system. Data for the present study has been collected from 200 widows in both rural and urban of Puducherry area and hundreds of samples from each. The study reveals that there is no huge difference between the rural widows and urban widows are facing socio-economic problems, and widows are not much facing socio-cultural deprivation due to changing the attitude of modern society. The study also finds out that major determinants of livelihood of widows such as themonthly widow’s pension and free rice providing by the state.

Measuring food poverty in Ireland: The importance of including exclusion

Food poverty is multi-faceted. While it is certainly about having enough, nutritious food, it is also about the cultural acceptability of diet and the ability to participate in customary activities associated with food. Within the Irish Survey of Income and Living Conditions (SILC), there are deprivation indicators that make it possible to monitor many aspects of food poverty – nutritional adequacy, absolute deprivation, cultural acceptability and social inclusion. However, within the composite official food poverty indicator, only nutritional deficiency, absolute and cultural deprivation are included. Those households experiencing only social exclusion vis-a-vis food are classified as non-food poor households. This paper analyses this group of households using Irish Survey of Income and Living Conditions data for 2015. These households – households who are not officially classified as food poor, but who cannot afford to entertain family or friends with food and/or drink once a month – are much more likely than non-food poor households to be experiencing multiple deprivations, to be unable to afford many household amenities, and, if employed, to be employed in jobs often associated with the working poor.

Evaluating the Aboriginal child’s mind: assimilation and cross-cultural psychology in Australia

This article examines two psychological interventions with Australian Aboriginal children in the late 1960s and early 1970s. The first involved evaluating the cognitive maturation of Aboriginal adolescents using a series of Piagetian interviews. The second, a more extensive educational intervention, used a variety of quantitative tests to measure and intervene in the intellectual performance of Aboriginal preschoolers. In both of these interventions the viability of the psychological instruments in the cross-cultural encounter created ongoing ambiguity as to the value of the research outcomes. Ultimately, the resolution of this ambiguity in favour of notions of Aboriginal ‘cultural deprivation’ reflected the broader political context of debates over Aboriginal self-governance during this period.

Deprivasi Budaya pada Remaja Kalangan Marginal

This study aims to: 1) describe the characteristics of deprivation of culture in the students of secondary school (SMP), which is in an environment characterized by cultural deprivation. 2) Know the difference in strength characteristics of cultural deprivation boys and girls, as well as the differences between classes. Participants of this study lived in the school environment and farm workers Banten, they are Mitra Persada junior high school students of class VII, VIII and IX amounting to 90 people and consists of 37 boys and 40 girls. Measuring instrument used is an instrument consisting of 30 items and has been tested for validity and reliability, the instrument was made based on the indicators of three (3) main aspects of deprivation of culture, namely: 1) Development Property, 2) Language, 3) Attitude. And measurement using a questionnaire using the Likert scale. From there Descriptive Test standard deviation is very large (more than 30% of the mean) showed a large variation or the existence of a considerable gap from the lowest score and the highest score. Based on the calculations above descriptive, known from the mean total score of social deprivation in the can that is 79.12 which is 64.85% of the total score of each item that is ideal 122. It can be concluded that the impact of deprivation Mitra Persada junior high school students is still relatively high. While the Mann-Whitney test concluded that there are significant differences in the characteristics of cultural deprivation boys and girls. And grade level provides a significant effect on cultural deprivation.

Introduction

This introduction to a special issue rethinking the Boston “Busing Crisis” seeks to examine how the misleading ‘busing crisis’ narrative took hold as a way to understand Boston race relations. The piece examines the long struggle for school desegregation in Boston and the myriad of tactics used to deflect and delegitmize that struggle through frames of “busing,” “neighborhood schools,” “choice,” and “cultural deprivation” which provided a palatable way for Bostonians to explain and hide school inequalities. Finally, the piece considers the role of the media in legitimating these white framings and delegitimizing the urgency of the struggle against school inequality in the Cradle of Liberty.