Toward a (Re)Integrated Application of Bordieuan Theory

Bourdieu’s critical analysis of capital (BCAC) is a useful tool for unmasking how schools legitimate class structure and identifying the institutional, societal, and cultural forces that structure class reproduction and oppression. In this paper, we examine the ways educational researchers have constrained the critical application of Bourdieu’s concepts. We highlight the utility of BCAC for exposing the symbolic violence that educational systems enact upon students and families who are unfamiliar with the “culture of power.” Our purpose is to engage in a revitalized critique against the reproduction of educational inequalities and explicate how BCAC is useful toward these ends.

Class in Iceland

Individualization theorists claim that the socio-cultural changes of late modernity have dissolved class division and awareness. In contrast, this review of class research on Icelandic society since the dawn of modernization shows that class relations continue to structure inequality and that neoliberal globalization has increased class awareness. This is shown in relation to class structure, class politics, class inequality, class awareness and class culture. Moreover, it is argued that the strength and trajectory of class awareness in late modernity vary by welfare regime and that theorists overgeneralize declining class awareness based on highly differentiated, liberal welfare states. Heightened class awareness in Iceland is explained by the polarizing effects of neoliberal globalization, which represents a more significant shift for social democratic welfare states, where low inequality, comprehensive social citizenship and cultural homogeneity have long curbed perceptions of class division.

POTENTIALS AND PITFALLS OF THE IMPLEMENTATION OF HYBRID LEARNING IN STRUCTURE CLASS IN RELATION TO THE STUDENTS’ DIGITAL LITERACY AND LEARNING ACHIEVEMENT

The purpose of this study is to describe the potential and the pitfalls of the implementation of hybrid learning in structure class. The sampling technique used was purposive sampling since there was only one class who experienced hybrid learning in grammar class. The samples were 20 students of class D from the third semester. The research instrument was a questionnaire and also Focus Group Interview. The research method used is mixed method. The quantitative data is taken from experimental research design and is processed by using SPSS (Statistical Package for Social Science) software version 25.0. the qualitative data is taken from the questionnaire and focus group interview. The results showed the application of hybrid learning affected positively to the students’ score in structure class since there is significant increase of their posttest score. Based on the qualitative data, it is shown that the application of hybrid learning model has certain aspects that affect their improvement in structure class. Yet, based on the FGI, the researcher also found out some disadvantages of pitfalls of the implementation of hybrid learning.

Ownership Patterns Drive Multi-Scale Forest Structure Patterns across a Forested Region in Southern Coastal Oregon, USA

Research Highlights: We used airborne lidar to assess the multi-scalar patterns of forest structure across a large (471,000 hectare), multi-owner landscape of the Oregon Coast Range, USA. The results of this study can be used in the development and evaluation of conservation strategies focused on forest management. Background and Objectives: Human management practices reflect policy and economic decisions and shape forest structure through direct management and modification of disturbance regimes. Previous studies have found that land ownership affects forest cover, patch dynamics, structure, and ecosystem function and services. However, prior assessments of forest structure across landscapes and ownerships have been limited by a lack of high-fidelity forest structure measurements across a large spatial extent. We addressed three research questions: (1) What distinct classes of forest structure exist across our study area? (2) How does the distribution and pattern of forest structure vary among types of owners at scales of patches, ownership types, and subregion, and is this independent of property size? and (3) What implications do the fine and sub-regional scale patterns have for landscape configuration goals under recent updates to the Northwest Forest Plan? Materials and Methods: We examined forest structure patterns by identifying six statistically distinct classes of forest structure and then examining their distribution across and within ownership types. We used these structure classes to examine their area within each ownership class, mean patch size, and intermixing at multiple scales. Results and Conclusion: We found that the six different forest structure classes in the study area can be interpreted as two assemblages: production-style forests, principally on private lands, and structurally complex forests, principally on public lands. We found that land ownership objectives resulted in distinct landscape patterns of forest structure as measured by mean structure class patch size and intermixing of different structure class patches. Finally, we found that forest structure differed between public and private lands but differed comparatively little among ownership types within those two broad categories.

Classroom Management in Basic Yellow Book Learning at The Pesantren

Pesantren are traditional Islamic educational institutions which are never used up to be discussed and studied. One of the exciting things to study is how pesantren design basic "classes" so that they can make effective and efficient learning while staying oriented towards learning goals. And how do pesantren make "class" a secure emotional connection between teacher (kyai), student (santri), and teaching material (kitab kuning) in the class so that class harmonization appears within the typical scope of pesantren-style learning. Kitab Kuning learning in pesantren has a unique "model" in carrying out its education; this particularity is then interesting to be used as study material as another alternative in organizing education. Kitab Kuning learning in pesantren adheres to management that is different from class management in general, both in terms of curriculum structure, class construction, and interaction of existing learning components. In general, Kitab Kuning learning in pesantren is divided into 3 (three) levels, namely the primary level (Ula), the intermediate level (Wusta), and the upper level (Ulya). However, this research focuses more on the basic level (Ula), because this level is a determinant of success at the next grade level. Santri at the elementary level are not directly taught the Kitab Kuning, but were introduced first how to read and write the ‘Pegon’ Script. So, students who just entered were conditioned in such a way as to be more familiar with the ‘Pegon’ Script. Therefore, it will be discussed about the patterns and models of class management in the learning of the Kitab Kuning at As-Sunniyah Kencong Pesantren and Baitul Arqom Balung Pesantren in Jember Regency using behavior modification, socio-emotional, and group process approach, which is seen in the classroom conduciveness based on class conduciveness, the element of spirituality, namely the synergistic and harmonious interaction between the kiai, the teacher, and the santri in achieving the learning objectives.

Thinking Comparatively about Israel

Students enrolled in Israel Studies courses often come to class with either firm opinions or little knowledge about the country (sometimes both). One way to address this while training students in the particular disciplines in which they are interested is by emphasizing the use of disciplinary concepts and tools to study Israel in a comparative framework, specifically, by pointing out the similarities and differences between Israel and other states. An effective epistemological approach to this end is the use of discussion questions to structure class conversations. This article demonstrates the usefulness of such an approach by looking at three main concepts in Political Science—the state, democracy, and liberal democracy.

Structure and Logistics

Considering the format, structure, and logistics of the Koru course, one is struck by how even these practical aspects of the model make it possible for students to learn the practice and skills being taught. A critical aspect of the model is the emphasis on both meditation and mindfulness-based stress-management skills. This chapter describes the structure and logistics involved in teaching Koru mindfulness. The following elements are reviewed: class structure, including the number and length of classes; recruitment; registration using the Koru teacher dashboard; communication with students; setting; structure; class commitments; and tools for teaching including the Koru mobile app.