Suchergebnisse

xiv, 260 pages : illustrations ; 23 cm. ; Puerto Rican migration and the colonial state -- "Neither encouraging nor discouraging": the making of Puerto Rico's migration policy -- Puerto Ricans as domestic workers and the Farm Placement Program -- There ain't no buses from San Juan to the Bronx: postwar migration and air transportation -- "Every Puerto Rican a potential migrant": migrant education and the English language issue -- The beets of wrath: migration policy and migrant discontent in Michigan, 1950 -- Puerto Ricans as migratory labor, the state as a labor contractor.

Abstract'Reproduction mobility' adopted in this article indicates a rising trend of social reproduction mobility serving the purpose of maintaining an alternative life that many middle‐class Chinese parents, mostly mothers, are taking their children out of the hyper‐competitive domestic education arena in mainland China to attend international schools in Chiang Mai. This escape implies macro‐level changes in the global education market on two fronts: Chinese national education is enveloping families into a national education competition from which they cannot withdraw; meanwhile, Thailand's international education market is being industrialized as part of the neoliberal marketization of international education in less developed countries. This paper analyses the calculation, evaluation and agentive selection of Chinese families as they pursue an increasingly popular education project of reproduction mobility. It identifies different modes of mothering that are similar to the domestic phenomenon of 'mothering brokerage' but practised in the international education environment of Southeast Asia.

It is investigational as in a modern cultural situation a self-education gives an opportunity to social independence and independence of personality. It is marked that the mod- ern system of education is oriented to activity of personality, on independence in the choice of subjects and time of mastering of information. It is shown as a democratic type of or- ganization of self-education deprives personality of dependence and allows to go out her on the new level of spiritual freedom in realization of creative potential.

Highlights of the Navajo Area Education progress report. The document states education goals by the Tribal Education Committee for Navajo students from kindergarten to high school. It was originally written in 1966 by counselors, supervisors and instructional aides and continued to be implemented. One of the goals was to meet the special needs of the Navajo student by curriculum development. The expected results of the goals were improved student self image, better school work and increased social competence. This collection pertains to Public Health Nursing among Native American people, with emphasis on the Navajo Tribe. This collection consists of correspondence, a manuscript, a questionnaire, and responses, personal reminiscences, articles, essays, many government documents and pamphlets, as well as photographs (see Photographic Collection), which depict Reservation life through the eyes of Public Health nurses, Native Americans, and government officials and includes a wealth of statistical material and government data.

There is international concern relating to access and opportunity in Higher Education, particularly for those from traditionally marginalized groups (Council of Europe, 1996; Rougaas, 2001). In Australia, the Government has recently established targets to increase the proportion of Australian 25–34-year-olds with a Bachelor degree to 40% by 2025 and the proportion of undergraduate enrolments from low-socioeconomic backgrounds to 20% by 2020 (Gillard, 2009). The drive towards equity and social cohesion in tertiary education is a clear political goal internationally (OECD, 2008, Rougaas, 2001; ) with significant policy congruence across Europe, the USA and Australia (Ball, 1998). However, longitudinal studies in the USA (Tinto, 2006-7) Australia (Kift, Nelson & Clarke, 2010) and Europe (UK) suggest that concerted government and individual institutional efforts are piecemeal or have made minimal difference to overall retention and completion rates of students from traditionally marginalized groups. Furthermore, the intent and effectiveness of these interventions have been brought into question (Osborne, 2003)This 'wicked' international problem seems resistant to focused policy interventions suggesting, as argued by Gale (2009), that a more fundamental shift is required in how tertiary institutions might be more responsive to increasing diversity. Like Kift et al. (2010) and Krause et al. (2005), Gale (2009) focuses on the student learning environment as the site or "glue that holds knowledge and the broader student experience together" (McInnis, 2001)" and consequently where issues of exclusion and embodied knowledge may best be addressed. However, unlike these researchers, Gale advocates a more sophisticated approach to student equity and social inclusion [that] entails the creation of space in higher education not just for new kinds of student bodies but also for their embodied knowledges and ways of knowing … [that] has relevance for the epistemologies of all socio-cultural groups. (2009, p.14) Higher education institutions and researchers have become increasingly interested in how and why tertiary education systems tend to reproduce privilege (Bourdieu & Passeron, 1977; Teese, 2011). Sellar and Gale (2011) after Connell (2007) posit that real student engagement necessarily involves a shift towards 'epistemological equity' (Dei, 2008) "…from a politics of representation ( of population groups and particular interests) to a politics of recognition (of knowledges and ways of knowing in addition to Eurocentric forms). This conceptual framework resonates strongly with a design-thinking orientation to pragmatic ways in which universities might rethink and reshape their approaches. Taking up Sellar and Gale's (2011) proposition, this paper analyses data collected in the development and implementation of a whole-of-institution Transition Framework for commencing students at one Australian university which used a design-thinking oriented methodological approach to try to disrupt the dominant institutional paradigms at work. In particular, attention is paid to the epistemologies and institutional policies and practices that work as powerful technologies (Ball, 2003) in maintaining a dominant culture. Method: This paper uses a creative and innovative combination of conceptual frameworks; design thinking and the notion of epistemological equity (Dei, 2008) to analyse data collected over two years in the development and implementation of a whole of institution transition framework. Design thinking is an intellectual approach to tackling complex (wicked) problems that focuses on close observation, understanding of and empathy with, end-users (students) as a way of obtaining deep knowledge and rapid prototyping of effective solutions (Caroll et al. 2010). The processes of development of the transition framework followed design thinking processes. Data sources included quantitative institutional data as well as qualitative data from staff and student interviews and surveys. Expected Outcomes: The analysis provides insights into how and why institutional policies, practices and epistemologies militate against the creation of more inclusive spaces and experiences for non-traditional students and proposes some ways in which institutions might tackle the issue of widening participation. It also suggests ways in which institutions might enact a politics of recognition and design more positive and productive higher education experiences for increasingly diverse students.

Universities in the UK are increasingly adopting corporate governance structures, a consumerist model of teaching and learning, and have the most expensive tuition fees in the world (McGettigan, 2013; OECD, 2015). This article discusses collaborative research that aimed to develop and define a conceptual framework of knowledge production grounded in co-operative values and principles. The main findings are outlined relating to the key themes of our research: knowledge, democracy, bureaucracy, livelihood, and solidarity. We consider how these five 'catalytic principles' relate to three identified routes to co-operative higher education (conversion, dissolution, or creation) and argue that such work must be grounded in an adequate critique of labour and property, i.e. the capital relation. We identify both the possible opportunities that the latest higher education reform in the UK affords the co-operative movement as well as the issues that arise from a more marketised and financialised approach to the production of knowledge (HEFCE, 2015). Finally, we suggest ways that the co-operative movement might respond with democratic alternatives that go beyond the distinction of public and private education.

Abstract
In this article, we interpret sex education from the perspective of feminist care ethics, emphasizing the concept of caring democracy, advanced by Joan Tronto one of the most influential feminist political theorists. According to Tronto, these theories show that a deficit of care and a lack of democracy are mutually conducive. We argue that, as in other areas of life, a lack of care in sexuality and sex education leads to social inequalities that eventually translate into an unequal approach to freedom, equality, and justice, and to a deficit of democracy in the lives of some people. At the same time, we believe that, as a moral theory, care ethics, with its emphasis on the needs of men and women, can be adequately applied to the design of research projects, as well as to sexuality policies and practices. This may contribute to overcoming the stalemate in the debate on sex education and other topics in Slovakia.

This article offers a divorce education intervention model that court systems can use to determine the level of programming that fits their goals for divorce education and their available resources. This model includes three levels of education that vary by extent of presenter and parent involvement: basic information, feelings and skills, and brief focused intervention. Eight program components are compared: goals, personnel, strategies, resources, examples, parental involvement, potential outcomes, and limitations.

"This book describes and analyses the development of anti-racist social work education and training and moves on to a broader debate. Issues such as 'political correctness' and 'identity politics' are critically explored, and the implications of these political processes on the anti-racist policy agenda are assessed. The analysis reflects on both the possibilities and limitations of establishing anti-racist policies." "Tackling Institutional Racism will be of particular interest to Diploma in Social Work students, social work practitioners and academics, social policy undergraduates and postgraduates. It should also be read by professionals at different levels in the policy-making process, particularly those working directly with, acting on behalf of, or pursuing the interests of the black community."--Jacket

The diagnosis of the problem of the contemporary world in the area of global media communication is a basic challenge for existing and modernized educational systems. Without a complete vision of the world, people cannot exist in a fully aware way. Hence, the most important questions related to such social development in which no one would be excluded from the world-wide circulation of information. The general assumptions of common media education have been presented in the article.

The services of special education and training (SET) are provided among other people with disabilities and to students with complex COgnitive, EMOtional and SOcial (COEMOSO) difficulties. The purpose of this study is to highlight and understand the COEMOSO difficulties in the wide field of inherent and/or acquired situations of disability identified in the learning process and related to the rights of people with disabilities in modern school. According to Greek Law 3699/2008 on special educational needs or disability, students with COEMOSO include those who have suffered parental abuse, neglect or are living in an environment of domestic violence and exhibiting delinquent behaviour. Our methodology builds on the bibliographical documentation from texts on legislation, the Commission on the Rights of Persons with Disabilities (CRPDs, Article 24) and the concerns raised about them and World Health Organisation (WHO) texts on Covid-19. It has also included the views of undergraduate students in the School of Humanities and Cultural Studies (SHCS) at the University of Peloponnese from 2016 to 2020. The results confirm that there is insufficient data on complex COEMOSO difficulties in greek schools from the influence the way in which the Targeted Individual, Structured, Differentiated Teaching, Integration Intervention Program of Special Education and Training (TISDTIPSET) intervenes. Most considered that COEMOSO difficulties are included in dyslexia, dyscalculia and dysgraphy, which is why educational care is limited to academic deficits, ignoring emotional and social problems.