Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum

This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.

THE REALITY OF LEARNING AND CAPACITY-BASED FULFILLMENT AT DARUL MA'ARIF ISLAMIC BOARDING SCHOOL IN JAYAPURA

This paper will elaborate deeply on the reality of learning and capacity-based fulfillment at Darul Ma'arif Islamic Boarding School in Jayapura City. Qualitative descriptive research type, conducted on primary and secondary data sources with a phenomenological approach from a methodological perspective, educational sociology and educational psychology from a scientific perspective using interview guidelines, observation sheets, and documentation tools as instruments to collect data that are processed and analyzed using reduction techniques. data, data presentation, and data conclusions, and validity is tested by triangulation techniques and observation extension. The results showed that learning is carried out classically using formal standard methods, in addition to takhassus learning that studies classical Islamic books that bring results to the ability to memorize the Koran, mastering Arabic and English, and mastery of reading books in limited quantities. The fulfillment of capacity at the Darul Ma'arif Islamic Boarding School in Jayapura City is illustrated, that the aspects of the kiai were not found in the three boarding schools, students from simple family backgrounds, education facilities and infrastructure built from natural materials with semi-permanent capacity. limited, and the same curriculum refers to the Ministry of Religion.

Social data and society

The Japanese Association for Social Research (JASR) works to advance and promote the social sciences, furthering the discipline while also highlighting its importance. It was formed in 2003 as the Japanese Certification Board for Social Researchers with a view to administering accreditation on behalf of its three founding societies: the Japan Sociological Society, the Japan Society of Educational Sociology and the Behaviormetric Society of Japan. Five years later, it was reorganised into its current form and operates independently of its founding societies. JASR's focus on social research involves ensuring continuous improvement in social survey research and instilling public trust in this area. It operates a qualification called the Program of Certified Social Researcher, which is designed to certify social researchers. Further activities for the JASR relate to: granting certification; accreditation of tertiary education courses; seminars; grants; symposia and lecture meetings; awards; consulting; and publications. The ultimate goal of these activities is to support and promote practitioner and researcher professional development, thereby assisting in the development of social research. Its efforts to further the continuation of education for social researchers also involve the JASR hosting relevant seminars, symposia and lecture meetings. As part of these events, leading experts share their knowledge with attendees, helping foster the professional development of practitioners and researchers. The JASR's seminar series covers the Standard Curriculum and primarily targets graduate students. It's completion contributes to the requirements for the Certificate of Advanced Social Research.

Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

Analisis Mutu Pendidikan Islam (Input, Proses & Output) (Studi di MI Unggulan Ash-Shiddiqiyyah-3 Purworejo)

The purpose of this study is to analyze the quality of Islamic education which includes: input, process, output. Specifically on the object of study in this study, namely in SD/MI Unggulan Ash-Shiddiqiyyah-3 di Purworejo. This type of research is qualitative. Using an educational sociology approach. Data collection was obtained directly from informants through interviews, observations, and documentation. Data analysis techniques used are data reduction, data display, data verification, and affirmation of conclusions. An important finding in this study is that SD/MI Unggulan Ash-Shiddiqiyyah-3 di Purworejo cannot be said to be a quality school. Because, the three components of education quality have not been fulfilled, namely: overall input, process, and output.

Educational and public information comics, 1940s–present

This article examines the history of educational and public information comics and the emergence of scholarship that investigates the educational potential of the medium. There is a particular focus on American comics, but also reference to comics from other countries, notably the United Kingdom. Early comics scholarship, such as that published in the 1944 special issue of The Journal of Educational Sociology, is put in dialogue with later scholarship on comics. The article considers how the pedagogical power of comics is expressed not only at the level of content but also through formal and stylistic elements.

Educational and public information comics, 1940s‐present

This article examines the history of educational and public information comics and the emergence of scholarship that investigates the educational potential of the medium. There is a particular focus on American comics, but also reference to comics from other countries, notably the United Kingdom. Early comics scholarship, such as that published in the 1944 special issue of The Journal of Educational Sociology, is put in dialogue with later scholarship on comics. The article considers how the pedagogical power of comics is expressed not only at the level of content but also through formal and stylistic elements.

NILAI-NILAI KEMANUSIAN DALAM PENDIDIKAN ANAK USIA DINI INKLUSI

This study aims to analyze and map inclusive education for children who have special intelligence potential. And to find out whether the inclusive PAUD teacher has applied the concept of education that prioritizes the humanitarian side or not. This type of research is qualitative. Using an educational sociology approach. Data collection was obtained through literature analysis studies. Data analysis techniques used are data reduction, data display, data verification, and affirmation of conclusions. An important finding in this research is the existence of human values possessed by every educator, in positioning themselves as a facilitator for children with special needs. The conclusion in this study is that teachers in PAUD inclusion must have human values, which include: a) Awareness that all children are born the same, b) Educate professionally, c) Look at children with special needs that are special, d) Educate because they care, e ) Educate with love, f) Educate through example.

POWERFUL KNOWLEDGE AS THE FUTURE OF SCHOOL CURRICULUM

The global, social, economic and technological conditions of the 21st century are drastically changing the way societies and education policymakers understand the goals of education. Pedagogy has always been about how to pass on the knowledge, skills, values, and development of one's personality to the next generation, to create the conditions for growth that meet everyone’s needs and provide equal opportunities. However, today this issue has become more relevant than ever as the world is changing very rapidly, society, its values, and needs are changing, as confirmed by the UNESCO goals for 2030.Young, pointing out that in many countries education policy neglects what knowledge a student needs today, creates a theory of "Powerful knowledge" based on the work of educational sociology authors such as Durkheim, Bernstein, Bourdieu. The goal of this paper is to conduct a literature review of the concept of 'powerful knowledge'.Since the year 2009, this term has been described in many articles but is still in development. Analyzing the works of Young and Muller, as well as getting to know works of other authors who complement and develop the concept (Wheelahan, Lambert, Deng, etc.) and those who are more skeptical (White), the definition and features of Powerful Knowledge have been revealed and scientists' thoughts on what makes knowledge "powerful", why it is needed, what place it can play in school curricula have been collected, as well as highlighting questions that have not yet been answered clearly.

The Women and the Development of Inclusive Religious Education in the Srikandi Lintas Iman Community of Yogyakarta

The involvement of women in acts of intolerance and radicalism disturbs religious harmony in Indonesia. The phenomenon of the Surabaya bombing involving women as the main perpetrators of acts of terrorism proves that acts of terrorism, which initially had a patriarchal masculine face, later made use of women with their feminine approaches. In such anxiety arises the Srikandi Lintas Iman Community in Yogyakarta, Indonesia. This community is an alternative for women in sowing the values ​​of diversity, tolerance, and peace among the people. For this reason, it is important to research this community. This study aims to determine the construction and implementation of inclusive religious education built by the interfaith heroine community and the role of women in the development of inclusive religious education. This type of research is qualitative research. The research approach used is the educational sociology approach. The results of the study show that the construction of inclusive religious education in the Srikandi Lintas Iman Community in Yogyakarta stands on the principles and implementation of humanism and democratic values ​​, which include pluralism, justice, equality, doing good to others, and honesty which is manifested in community activities. The implementation of inclusive religious education is classified into several activity groups; religious studies, interfaith dialogue, and interfaith cooperation while the role of women in the development of inclusive religious education in the Srikandi Lintas Iman Community includes the domestic role of the family and the transition role of social and religious communities.