Author's introductionOver the last 20 years, there has been a technological advance and commercial boom in genetic technologies and projects. These developments include a renewed scientific interest in the biological status and genetic constitution of race. This aspect of genetic research is of interest to sociologists and others working in the field of race and ethnicity studies. While the consensus among sociologists is that race is a social construction with no biological foundations, innovations in genetic research have pushed sociologists and other social scientists to reflect upon the ways in which ideas of biology mediate everyday understandings of race. Anthropologists, cultural geographers and sociologists have begun to study the complex and ambivalent ways in which laypeople think about the biological and genetic constitution of racial identities. Central to this area of inquiry has been analysis of laypeople's engagements with the new reproductive technologies, such as IVF. In addition, social scientists have begun to study laypeople's uses of genealogical technologies that claim to trace family ancestries, including racial descent and ethnic origins. Ultimately, such studies enable a deeper understanding of the social construction of 'race', and in the course of so doing provide an important research avenue to challenge racism.Author recommendsWade, Peter 2002. Race, Nature and Culture: An Anthropological Perspective. London: Pluto Press.In this book, Peter Wade argues that anthropological studies of kinship provide a lens to think about how ideas of nature and culture mediate the formation of racial identities. Drawing upon studies from within anthropology, Wade contends that an increasing emphasis upon the 'gene' at the everyday level does not necessarily signify a growing genetic/biological determinism in laypeople's conceptions of race and human nature. Rather, he suggests anthropological studies that explore the biological and social 'origins' of persons can be deployed to unpack 'everyday' understandings of the relationship between ideas of 'race', 'nature' and 'culture'. In his review of anthropological approaches to the study of 'race', Wade (2002, 15) writes that, 'People…move between the biological and the social, the given and the developing, the permanent and the changeable, in ways that blur the boundary between them'.Skinner, D. 2006. 'Racialized Futures: Biologism and the Changing Politics of Identity.'Social Studies of Science 36: 459–88.In this paper, David Skinner examines sociologists' and scientists' reflections on the social and ethical implications of recent research on race and genetics. He argues research on race and genetics has led to both utopian and dystopian visions of the future: 'one in which scientific racism is revived, the other in which science finally abolishes race thinking'. Skinner contends that detailed critical attention needs to be paid to existing notions of relatedness, personhood and nature/culture, to understand the implication of genetic science on racial thinking.Franklin, S. and S. Mckinnon (eds) 2001. Relative Values: Reconfiguring Kinship Studies. Durham, NC: Duke University Press.This book provides a collection of articles that represent the diversity of perspectives that constitute the 'new kinship studies' within anthropology. Chapters by Kath Weston, Charis Thompson and Signe Howell focus explicitly upon how ideas of biology, blood and culture mediate the formation of racial identities within everyday and popular discourses. In this vein, Thompson explores how kinship ideologies become reconfigured by people who take‐up the opportunities offered by the new reproductive technologies, for example, ova and sperm donation. In so doing, Thompson's study illuminates the ways in which these recent clinical practices have opened a space for anthropologists to examine how ideas about biogenetic and social relatedness within families and across generations become intersected with ideas about the inheritance of ethnic and racial identities.Wade, Peter (ed.) 2007. Race, Ethnicity and Nation: Perspectives from Kinship and Genetics. Oxford: Berghahn, New York.This book brings together a collection of essays written by scholars who worked collaboratively for 3 years exploring everyday articulations of race, ethnicity and genetics across Europe in the face of innovations in genetic science. The book draws upon a rich array of anthropological studies of 'assisted reproduction, transnational adoption, mixed‐race families, Basque identity politics and post‐Soviet nation‐building' to explore how ideas of race, ethnicity, nation and nature are lived and experienced by people within differing European social contexts.Tyler, Katharine, 2009. 'Whiteness Studies and Laypeople's Engagements with Race and Genetics.'New Genetics and Society 28 (1): 36–48.In this paper, Tyler proposes a research strategy for examining laypeople's thoughts and reflections on innovations in the science of race and genetics. While some sociologists have shown a reluctance to engage in such discussions, Tyler argues that social scientists need to take such views seriously. To do this, the paper brings together an anthropological approach to the study of scientific literacy and recent scholarship in the field of Whiteness studies. The combining of these literatures raises a set of interesting and sometimes uncomfortable questions about the ways in which social scientists and research participants contribute to the reproduction of White power and dominance in Western societies.Online materials'Ten commandments' of race and genetics issued, Science in Society http://www.newscientist.com/article/dn14345‐ten‐commandments‐of‐race‐and‐genetics‐issued.html This website describes 10 'guiding principles' for the scientific community in relation to research on race and genetics. These principles were written by a multidisciplinary group including geneticists, psychologists, historians and philosophers. At the end of the principles are reflections from readers of the New Scientist. Motherland: A Genetic Journey, BBC Documentary, Director Archie Baron; Producer Tabitha Jackson http://www.rootsforreal.com/motherland_en.php The programme analysed the DNA of 228 Black African Caribbean descent men and women living in the United Kingdom. The research participants were selected on the criteria that they had two generations of paternal and maternal grandparents that were of Black African Caribbean descent. Twenty‐six percent of the Black male participants were told that their Y chromosome, inherited through the male line, traced them back to a European ancestor. The tests also showed that mitochondria DNA that is inherited through the maternal line affiliated many of the research participants with ancestors from African tribal groups. The documentary follows the journeys of three research participants who used their newly acquired genetic kinship to interrogate either their Black/African or their White/European ancestry, depending on which aspect of their identity was important to them. In this regard, the viewer is left with the impression that an individual's DNA can be objectively coded, separated and divided into its racially distinct component parts. However, when the research participants embarked on their journeys to forgotten African and Caribbean ancestral home‐places, they unexpectedly discovered the entanglement of White and Black people's colonial histories and origins. In this way, knowledge of genetic ancestry when combined with social relationships and history can be put to work to undermine the idea of racially pure lines of descent within families.'Roots for Real, your ancestry discovered' http://www.rootsforreal.com/?gclid=CNbs86LYu5kCFQ00QwodliIP6A 'Roots for Real' is a commercial organisation that offers a DNA tracing service, as used in the BBC programme, Motherland, to the general public. Deploying an 'at home saliva test', this service promises to analyse individual's maternal and paternal ancestry, and match it with the company's database of samples from all over the world. A map is sent to the genealogist (i.e. the client) estimating the location of the client's ancestral origins. The website includes links to testimonies from people who have used this site, press coverage of this service and a description of 'ancient migrations'.'African American Lives 2' http://www.pbs.org/wnet/aalives/ This website accompanies Professor Henry Louis Gates, Jr, television series that traced famous African American people's ancestries back to slave times. The research deploys the same kinds of genealogical techniques used in the Motherland experiment, as well as archival and historical research. Gates' guests include Tina Turney, Morgan Freeman and Maya Angelou. The website provides information about the television series, video clips from the series, including interviews with famous African Americans, background on the scientific and scholastic research, and resources for people to learn more about their own family history and genealogy.'Oxford Ancestors Ltd' http://www.oxfordancestors.com/ Oxford Ancestors was the first provider of DNA‐based services in the UK. The founder is Professor Bryan Sykes, a geneticist at Oxford University. Through the use of a saliva test, Sykes claims to be able to trace an individual's European maternal ancestry back to one of seven 'clan mothers', who are ultimately all related to 'Mitochondrial Eve' the original mother. Catherine Nash has written extensively about the gendered and ethnic meanings embedded within the work of Bryan Sykes in the following article: Nash, C. 2004 'Genetic Kinship.'Cultural Studies 18: 1–33.Sample syllabusOverview of the courseThis course introduces students to the contemporary debates in the sociological and anthropological study of race, ethnicity and racism. Historical material, social theories and ethnographic studies will be used to illustrate the social construction of race and ethnicity and the reproduction of racial power in western societies.Lecture 1 – Meanings of race and ethnicityWhat is race? What is ethnicity? How do race and ethnicity relate to racism? The era post‐1945, it has been argued, marked a shift from 'biological racism' to 'cultural racism' in which culture, rather than biology, forms the reference point for defining identities previously seen as racial. We consider to what extent such a shift has actually taken place. We shall also examine the ways in which this shift corresponds with a change in social policy and academic debates from the use of the term 'race' to 'ethnicity'.Anthias, F. and Yuval‐Davis 1992. Racialised Boundaries. Routledge.Barker, M. 1981. The New Racism: Conservatives and the Ideology of the Tribe. Junction Books.Goldberg, D. T. 1993. Racist Culture: Philosophy and the Politics of Meaning. Blackwells.Malik, K. 1996. The Meaning of Race. New York University Press.Wade, P. 2002. Race, Nature and Culture. Pluto Press.Post‐race: The end of race?Lecture 10 – Interracial IdentitiesWith a marked rise in the number of children of mixed parentage, there is a growing body of literature that explores the experiences and identities of the members of interracial families. This body of literature challenges simplistic understandings of 'race', nation and culture through an interrogation of what it means to be the parent of mixed‐race children and/or to grow up and claim a 'mixed' identity.Ali, S. 2003. Mixed‐Race, Post‐Race. Berg.Alibhai‐Brown, Yasmin 2001. Mixed Feelings: The Complex Lives of Mixed‐Race Britons. The Women's Press.Brah, A. and Coombes, A. 2000. Hybridity and its Discontents. Politics, Science and Culture. Routledge (see Part 1 of this book titled 'Miscegenation and Racial Purity' that include essays by Stoler, Labanyi, Phoenix and Owen, Treacher).Frankenberg, R. 1993. White Women, Race Matters: The Social Construction of Whiteness. Routledge (chapter 5).Howell, S. 2001. 'Self‐Conscious Kinship: Some Contested Values in Norwegian Transnational Adoption', in Franklin, S. and Mckinnon, S. (eds), Relative Values: Reconfiguring Kinship Studies. Duke University Press.Ifekwunigwe, J. 1999. Scattered Belongings: Cultural Paradoxes of 'Race', Nation and Gender. Routledge.Parker, D. and Song, M. 2001. Rethinking 'Mixed Race'. Pluto Press.Root, M. (eds) 1992. Racially Mixed People in America. Sage.Tizard, B. and Ann Phoenix 1993. Black White or Mixed‐Race? Race and Racism in the Lives of Young People of Mixed Parentage. New York: Routledge.Twine, F. W. 2000. 'Bearing Blackness in Britain: The Meaning of Racial Difference for White Birth Mothers of African‐Descent Children.' Pp. 76–108 in Ideologies and Technologies of Motherhood: Race, Class, Sexuality, Nationalism, edited by H. Ragone and F. W. Twine. Routledge.Tyler, K. 2005. 'The Genealogical Imagination: The Inheritance of Interracial Identities.'The Sociological Review 53 (3): 475–94.Wilson, A. 1987. Mixed Race Children: A Study of Identity. Allen and Unwin.Zack, N. (ed). American Mixed‐Race: The Culture of Microdiversity. Rowman and Littlefield Pub.Lecture 12 – Race, genealogy and geneticsRecent research into human genetics has probed the relationship between human characteristics and the meaning of racial difference. Some social critics have warned that such research will heighten racist attitudes, whereas others argue that the new genetic research opens the way to a post‐racial future. In this lecture, we shall examine this debate and in doing so inquire into the interpretations that laypersons might hold of the relationship between race, genetics and human nature.Brodwin, P. 2004. 'Genetics, Identity and the Anthropology of Essentialism.' Pp. 116‐122 in Mixed Race Studies: A Reader, edited by J. O. Ifekwunigwe. London: Routledge.Condit, C. M, et al. 2002. 'Lay Understandings of the Relationship Between Race and Genetics: Development of a Collectivized Knowledge Through Shared Discourse.'Public Understandings of Science 2: 373–87.Cross, K. 2001. 'Framing Whiteness: The human Genome Diversity Project (As Seen on TV).'Science as Culture 10 (3).Essed, P. and D. T. Goldberg 2002. 'Cloning Cultures: The Social Injustices of Sameness.'Ethnic and Racial Studies 25 (6).Franklin, S. and Ragone, H. 1998. Reproducing Reproduction: Kinship, Power and Technological Innovation. University of Pennsylvania Press.Franklin, S. and Mckinnon, S. 2001. Relative Values: Reconfiguring Kinship Studies. Duke University Press.Gilroy, P. 2000. Between Camps: Nations, Cultures and the Allure of Race. Penguin.Haraway, D. 2000. 'Deanimations: Maps and Portraits of Life Itself.' in Hybridity and its Discontents. Politics, Science and Culture, edited by A. Brah and A. Coombes. Routledge.Inhorn, M. C. 2000. 'Missing Motherhood: Infertility, Technology, and Poverty in Egyptian Women's Lives.' in Ideologies and Technologies of Motherhood: Race, Class, Sexuality, Nationalism, edited by H. Ragone and F. W. Twine. Routledge.Marks, J. 2001. 'We're Going to Tell These People Who They Really Are,' in Relative values: Reconfiguring Kinship Studies, edited by S. Franklin and S. Mckinnon (eds). Duke University Press.Moore, D., Kosek, J and Pandian, A. 2003. Race, Nature and the Politics of Difference. Duke University Press.Nash, C. 2002. 'Genealogical Identities.'Environment and Planning D: Society and Space 20.Nash, C. 2004. Genetic Kinship. Cultural Studies 18: 1–33.Palsson, G and Haroardottir, K. E. 2002. 'For Whom the Cell Tolls.'Current Anthropology 43 (2).Reardon, J. 2001. 'The Human Genome Diversity Project: A Case Study in Coproduction.'Social Studies of Science 31 (3).Ragone, H. 2000. 'Of Likeness and Difference: How Race is Being Transfigured by Gestational Surrogacy.' in Ideologies and Technologies of Motherhood: Race, Class, Sexuality, Nationalism, edited by H. Ragone and F. W. Twine. Routledge.Steinberg, D. L. 2000. "Reading Genes/Writing Nation: Reith, 'Race' and the Writings of Geneticist Steve Jones." in Hybridity and Its Discontents. Politics, Science and Culture, edited by A. Brah and A. Coombes. Routledge.Skinner, D. 2006. 'Racialized Futures: Biologism and the Changing Politics of Identity.'Social Studies of Science 36: 459–88.Skinner, D. 2007. "Groundhog Day? The Strange Case of Sociology, Race and 'Science'."Sociology 41: 931–44.Thompson, C. 2001. 'Strategic Naturalising: Kinship in an Infertility Clinic.' in Relative Values: Reconfiguring Kinship Studies, edited by S. Franklin and S. Mckinnon. Duke University Press.Tyler, K. 2007b. "Race, Genetics and Inheritance: Reflections Upon the Birth of 'Black' Twins to a 'White' IVF Mother." Pp. 33–51 in Race, Ethnicity and Nation: Perspectives from Kinship and Genetics, edited by Peter Wade. Berghahn Books.Tyler, K. 2009. 'Whiteness Studies and Laypeople's Engagements with Race and Genetics.'New Genetics and Society, 28 (1): 35–48.Tyler, K. 2008. 'Ethnographic Approaches to Race, Genetics and Genealogy.'Sociology Compass, 2 (6): 1860–77.Wade, P. 2002. Race, Nature and Culture: An Anthropological Perspective. Pluto Press.Wailoo, K. 2003 'Inventing the Heterozygote: Molecular Biology, Racial Identity and the Narrative of Sickle‐Cell Disease, Tay‐Sachs and Cystic Fibrosis.' in Race, Nature and the Politics of Difference, edited by D. Moore, J. Kosek and A. Pandian. Duke University Press.Wiegman, R. 2003. 'Intimate Publics: Race, Property, and Personhood.' in Race, Nature and the Politics of Difference, edited by D. Moore, J. Kosek and A. Pandian. Duke University Press.
Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. ; SELF-FULFILLMENT THROUGH EDUCATION 2 Acknowledgements I most appreciate Dr. Louise Moulding. Qualitative research is not her thing. I know she did this for me. Dr. DeeDee Mower was the framework and the scaffolding who kept this project steady throughout its construction; however, long before we were aware of DeeDee's expertise, Louise took on this project with me. She remained my chair though she felt, and verbalized, that she was not the best candidate for that role. I cannot think of a better person to have guided me through this project. I do believe that there is no one else with whom I would have rather gone on this journey. She made me feel safe and she made me feel loved. This was a very special project, so I needed a very special person to chair it. Thank you, Dr. Moulding. You helped me change my life. Love is not enough they say. That is why we needed Dr. Mower. She was the shepherd of us sheep lost in the pasture of qualitative research. We often strayed, but she kindly brought us back. She brought her expertise, but she also brought excitement. I was discouraged a few times-more than a few times. DeeDee was always so excited about this project. She saw something I could not see. She saw power in this research beyond what I had ever considered. Her wisdom was indispensable. I have never experienced as much altruism in life as I did in her office as she taught me the language of narrative research. It has always seemed that she was invested as much as I was to this project. I did not spend a lot of time in Dr. Stewaii's office, but it is in her class where my journey began. She allowed me to explore my story within the contexts of her course. My reflections were priceless to me. They were precious. I will continue to appreciate the respect and care Dr. Stewart showed toward my feelings. Her comments were insightful and helped me continue my growth. I felt validated as a person and encouraged to stay on SELF-FULFILLMENT THROUGH EDUCATION my journey of self-discover because of the comments she wrote in the margins of one of my assignments. She made me feel special. 3 In addition, I wi~h to thank Hayley Blevins and Erin Furlong for their support. We went through this program together. They became my very best friends: we had a lot of fun. They loved me, they laughed with me, and they even cried with me. This experience was overwhelming with the many emotions that came with the project. Our friendship became my strength many times. I am fortunate to have met them. I think they are great, and I love them. Thank you also to Weber State University and the M.Ed. program for providing the platform for this research. SELF-FULFILLMENT THROUGH EDUCATION 4 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 8 Purpose of Education . 9 Personal Experiences in Education . 12 The Role of Expectations . 1 7 Self-efficacy for Educators . 21 Why Narratives Are Valid in Educational Research . 23 PURPOSE . 29 METHOD . 30 Instruments . 3 0 Procedures . 31 FINDINGS . 35 The Four Major Themes . 35 Self-worth and Self-esteem: Authenticity and Freedom . 36 Regret . 39 Change and Redemption . 40 Conclusions . 43 REFERENCES . 47 APPENDICES . 51 Appendix A: Institutional Review Board Approval Letter . 51 SELF-FULFILLMENT THROUGH EDUCATION 5 List of Figures Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis . 34 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four . 36 SELF-FULFILLMENT THROUGH EDUCATION 6 Abstract Education has the power to provide opportunities for meaningful, personal growth. In this research I usc my own, personal narrative as a means to explore various feelings of accomplishment and disappointment throughout my educational experience. Written reflections from graduate-level courses and a self-written story of my educational experiences, including my role as a teacher, were used for data analysis. These artifacts were coded using NVivo software. Coding revealed four themes: Self-worth and Selfesteem; Freedom through Authenticity; Regret; and Change and Redemption. Discourse, which is a guiding, invisible force, shapes the narrative, or lived experiences, of individuals. Its influence on my narrative was examined. The discursive claim of education is that the main goal of education is about and in the best interests of students. As my experiences in education were not positive and I felt that I did not receive what I needed, I assumed that my narrative countered the discourse. The findings showed that it was not I who countered the discourse, but rather my mental illness. This finding revealed the oppressive force of discourse upon the teachers in that there was not room for mental illness in education. This brings into question the discourse about viewing teachers solely as professionals as opposed to teachers as people. SELF-FULFILLMENT THROUGH EDUCATION 7 NATURE OF THE PROBLEM The purpose of education today seems to be influenced by economy rather than by humanity. Its extrinsic rewards are favored over its intrinsic power for personal transformation and growth. The earliest colleges were institutions used to prepare its students to become clergy. In the 1700s universities began to offer a breadth of courses that enabled individuals to reflect and reason. Experiences during university studies crossed many subjects. Students were mentored so that they would be able to apply the knowledge from these subjects to their own growth and identity. The goal was to allow individuals a range of opportunities that would engage all parts of their lives, both present and future. The early 1800s marked an initial shift in the view of education that abandoned the emphasis on the learner, his experience, growth, and identity replacing them with what the learner should learn. College attendance became more common and those pressures led to a decrease in the quality of instruction. The educational philosophy concerning the purpose of education is again focused on practical measures and extrinsic gains. This comes at the cost and marginalization of the intrinsic benefits of education. Despite this current situation, education still has power to provide intrinsic benefits. These benefits are still of value independent of the extrinsic benefits and need to be acknowledged and encouraged. The expectation an individual holds as he experiences education enhances or diminishes the potential for education to aid in personal growth and transformation. Thus, students who enter their scholastic endeavors with hopes of becoming a better person or a belief that they will gain a new view of the world are likely to find such things, while SELF-FULFILLMENT THROUGH EDUCATION 8 those who seek only a degree and better employment are likely to overlook and graduate never experiencing the available benefits. Society continually undervalues intrinsic aspects of education, which encourage students to do the same. Education is a lived experience that shapes identity and should be a foundation for a stable view of one's self. However, as students increasingly enter college without the realization of the role education can play in self-views and self-efficacy, they graduate with only a degree, mostly unchanged. Eliminating academic studies that may not be practical or directly applied to the workplace neither produces college graduates who have attributes employers state they look for in candidates nor does it project happiness or satisfaction in their future professional lives. The professional benefits may feel hollow or inadequate because individuals also need a sense of fulfillment. By sharing and discussing the intrinsic benefits of education, expectations of students may shift and graduates may feel a sense of fulfillment and self-pride. Literature Review The contemporary debate about the main role of education in society is not a new idea with such dialogue recorded as far back as the early eighteenth century, before American independence (Spring, 2014). Early colleges resisted focusing on specialized and practical curricula, opting instead to uphold the principle that the student graduate having developed "a balanced character that could fit into any intellectual conversation or gathering" (Spring, 2014, p. 70). However, over time higher education shifted toward specialized curricula that would land graduates in occupations, and ultimately came to care less about the intrinsic benefits of education, such as a sense of fulfillment or SELF-FULFILLMENT THROUGH EDUCATION 9 identity, than the knowledge or skill sets they attain (Hanson, 2014). As this shift continues, the expectations for growth in universities decrease as knowledge and occupational tasks increasingly become, not means to an education, but the "benchmarks and we abandoned the big questions about who our students become" (Hanson, 2014, para. 3). Purpose of Education The marginalization of intrinsic benefits of education existed even in the eighteenth century (Hofstadter, 1955/1995). Higher education, and education in general, has historical foundations in religion. The instruction focused on doctrines and teachings from whatever religion managed the institution. Courses, such as Greek and Latin, were not offered as means for personal growth, but to enable the students who were expected to become clergy or civic leaders to fulfill their responsibilities. In the eighteenth century colleges began to depart from this practice (Spring, 2014). Despite this departure from narrow religious curricula, there were individuals who proposed universities what would exclude "all but the useful and vocational subjects" (McCaughey-Ross & McCaughey, 1980, p. 251) this meant the elimination of classical languages completely, and restricting instruction of science and mathematics to direct applications similar to today. However, these proposals were originally rejected in favor of a far greater breadth of instruction (Spring, 2014). Samuel Johnson was instrumental in these changes when he became the first president of what is now Columbia University in 1754 (Mccaughey-Ross & McCaughey, 1980). In the announcement of the university's opening, Johnson explains the proposed instruction to be: SELF-FULFILLMENT THROUGH EDUCATION 10 . In the learned languages, and in the arts ofreasoning exactly, of writing correctly, and speaking eloquently; and in the arts of numbering and measuring, of surveying and navigation, of geography and history, of husbandry, commerce, and government, and in the knowledge of all nature in the heavens above us, and in the air, water, and earth around us, and the various kinds of meteors, stones, mines, and minerals, plants and animals, and everything useful for the comfort, the convenience and elegance of life, in the chief manufactures relating to any of these things; and finally to from the study of nature to the study of themselves . and everything that contributes to their true happiness, both here and hereafter. (as quoted in Mccaughey-Ross & Mccaughey, 1980, pp. 251-252, emphasis added) Changes at other universities followed: arithmetic became a requirement for college admission; mathematics became required in three of the four years of college instead of one; science equipment such as barometers and microscopes was imported; and readings by Locke, Newton, Copernicus and others were assigned readings (Spring, 2014). A graduate of baccalaureate programs in the 1 gth century was expected and assumed to be one who was balanced and engaged in all the facets of his intellect (Spring, 2014). However, this changed decades later as the demand for education rapidly increased (Spring, 2014). In the haste to respond to the demand for more and more universities, the quality of instruction was ignored (Spring, 2014 ). The proposals to exclude the classics, depth in mathematics and science, and reasoning, which had been rejected in the past, gained favor. The majority of causes were economic since limited content would result in the hiring of fewer faculty, who could then be assigned a maximum amount of courses. But appearances also played a role, as the time-to- SELF-FULFILLMENT THROUGH EDUCATION 11 graduation rate could be more efficient. Not only were instructional concerns ignored, the construction of universities was also poorly planned and poorly organized. The goal of education became simply to provide "every locality with a cheap . institution that would make it possible for the local boys who desired degrees to get them easily" (Hofstadter, 1955/1995, p. 214). In fact one historical researcher pointed out that Often when a college had a building, it had no students. If it had students, frequently it had no building. If it had either, then perhaps it had no money, perhaps no professors; if professors, then no president, if a president, then no professors. (Rudolph, 1962/1990, p. 4 7) Philosophies of education today are similar and with a similar cause. The narrowing of curricula in the early nineteenth century resulted from an increased demand of college attendance. Today there is again an expectation that all children should have the opportunity to attend institutions of higher education. There is also an idea of the "cheap institutions" quoted by Hofstadter (1955/1995) earlier; demands for grants, debt forgiveness (whether federal or through future employer), or other financial aid such as scholarships has been increasing rapidly (Cronin, 1986). Educational achievement is now narrowed to data that can be published and explicitly verbalized. There is little acceptance of alternative forms to demonstrate educational success (Burwood, 2006). It is ironic to learn that the very employers students hope to impress by their resumes, grades, and efficiency of scholastic achievement tend to say they value qualities of diverse and intellectually curious people (Hanson, 2014). The emphasis on test scores, economics, and career and technical readiness is at odds with the attributes employers seek when interviewing candidates for positions. Recognition of the intrinsic benefits of SELF-FULFILLMENT THROUGH EDUCATION 12 education seems to be superficial when accrediting agencies are not known to hold educational institutions accountable for the personal growth of their graduates even when it is explicitly written in the institution's mission statement or objectives (Hanson, 2014). When individuals and universities do cite these benefits they are mentioned only as support to the extrinsic benefits to society such as communicating in occupations, saving the government welfare money, and so forth (Times Education Supplement (TES), 2005). It is now the credential that matters most, not the education or the process (TES, 2005). In both secondary schools and within higher education, grades are inflated and content has been diluted to increase graduation rates with an inattention to student achievement or competence (Carter, 2007; Goos, Gannaway, & Hughes, 2011; Hanson, 2014). Promoting programs that provide only the content of subjects without the reasoning, application, and history of the material has caused some to ask, "What kind of 'graduate' [are] these courses producing?" (Smith, 2003, para. 11). The associated expectations and assumptions surrounding diplomas, certificates, and degrees is that they are symbols of sacrifice, dedication, enlightemnent, and application of traits such as perseverance, but "all too often the piece of paper is confused with the territory that it purports to describe" (Starr-Glass, 2002, p. 224). Therefore, such expectations and assumptions that have accompanied academic progress for hundreds of years are no longer a guaranteed result of educational achievement such as graduation. Personal Experiences in Education The statement, "Education holds a miraculous and transformative power," is an example of intrinsic benefits. It is also the title of a recent report on education (Adkins, 2012). What is interesting about this title is that the great majority of the report is spent SELF-FULFILLMENT THROUGH EDUCATION 13 overviewing the state of American education and its impact on economy, such as salaries and costs per pupil, and touting the monetary advantages of graduating from both college . and high school; the monetary disadvantages of not completing school, and other economic boons from education. Yet, the author, the executive director for the Council of State Governments, titles his work Education Holds a Miraculous and Transformative Power and concludes the piece with an unexpected redirection of thought: While the statistics are telling, for me, education has always been a very personal pursuit. I can still name each of my elementary school teachers . These educators . had a profound impact on my aspirations, my career and my enjoyment of life . I was blessed with dedicated teachers whose passion for learning helped kindle my own pursuit of knowledge . What a miraculous and trans.formative power education holds! (Adkins, 2012, p. 3, emphasis added) There is a natural question as to why an author would spend so much time discussing the extrinsic aspects of education and its role to produce economically viable citizens only to conclude with emotional recollections. It is because education can, and does for many people, provide means for personal growth to transform them into the very best versions of themselves independent of societal and personal affluence (Smith, 2003; TES, 2005). However, it is important to note that in spite of the heartfelt description of his own childhood experience in education, he states that he knows that his daughter is successful because of her test scores with no mention of any personal transformation (Adkins, 2012). Possibly nowhere else in education has this point of personal fulfillment and intrinsic benefits of education been advocated more than in the arts. It is well known that SELF-FULFILLMENT THROUGH EDUCATION 14 funding for such programs in public education has faced cutbacks providing another example of favoring extrinsic aspects of education. Of course, there have been many who fight for the arts to stay, but often these arguments approach the battle from the wrong angle (Koopman, 2005). The justification for the persistence of art curricula has been housed within the tenets that they enhance the traditionally respected subjects such as reading, math, and science, because that is the currency used for influencing law and policymakers. Even when these claims can be supported with research, they tend to be correlational; however, Koopman (2005) contends that justification in relation to math and sciences should not be required. When individuals are self-aware and have created stable identities, they are more likely to stay in college, improve weaknesses (Carter, 2007), and find satisfaction and happiness in the workplace over their lifetimes (Hanson, 2014). When education is free from the oppressive pressure of efficiency and task achievement, it can shape the understanding students have of themselves when they ask "Who am I?" (TES, 2005). Koopman (2005) asserts that the benefit of forming self-identity ought to be adequate to argue the benefits of arts in education and ought to be valued independently of practical and extrinsic educational goals. In a hierarchy of learning, changing as a person is placed at the top (Wood, 2015), yet this type oflearning remains undervalued. This has diminished opportunities for personal growth, which have become a secondary goal of education, if a goal at all. Sandra Smith's (2003) personal story may be helpful to explain the dual and contradictory claims that education is providing both practical and personal gains. Sandra was well aware that college education would prepare her for and provide better SELF-FULFILLMENT THROUGH EDUCATION 15 employment and economic stability. Sandra explained that though she did go to college (being a single-parent and working as a low-wage input clerk) with the hopes of improving her social and economic status, she also wanted to study something she loved, being English literature, "and maybe even to achieve personal transformation along the way" (Smith, para. 5). These expectations shaped her experience. Her university requirements included a breadth of courses before any specialized courses could be taken. Because of these courses, Sandra "discovered a new way for seeing [her]self' and has "never seen [the] world in quite the same way again" (Smith, para. 6). In her writing, Sandra reminisced about courses in sociology, geography, and cultural history. She shared specific content and its transfer to her life, thoughts, feelings, and philosophies. She learned how to develop and communicate ideas, to question the status quo, to gain an active frame of mind in addition to practical skills such as pdoritizing work and developing strategies for success in new situations. At her "traditional university a degree meant much more than the subject in which you majored" (Smith, para. 6). Of course she also learned linguistics, grammar, the history of the English language, and "how to write a whole lot better" (Smith, para. 7). In fact, she got everything she had sought. She did graduate in English, and loved her major, but of the internal changes mentioned in her writing, none of them were in direct relation to that major. Those changes resulted in experiences and learning that were outside of her initial focus; they came because the university requirements held to the historical roots that education has outcomes of educated, well-versed beings not simply graduates with degrees. Upon graduation, however, Sandra concluded that her degree in English would likely not lead to a position that would yield economic independence (Smith, 2003). With SELF-FULFILLMENT THROUGH EDUCATION 16 this concession, she returned to school with the aim of getting vocational training. She quickly found that the attributes which are claimed to be encouraged in schoolingdiscussion, questions, and creative thought-were not so welcome, instead favoring preconstructed work skills. In spite of this she found the experience to be positive due to its learning opportunity. Her goal was different from the first; she was not in school to study something she loved or maybe to experience personal transformation. However, her perspective favoring learning as the goal increased her satisfaction and still allowed for personal growth. She did learn skills for the work place, except they were not fully adequate. In a sad irony, Sandra took her up-to-date skill set directly into the workplace only to find that they were not up to date (Smith, 2003). Instead she found that in today's workplaces "there is no time to find your feet or acquire specialist knowledge. You have to hit the ground running" (Smith, para. 10). Design of courses was formed wholly for the needs of business and industry. This relationship between higher education and industry no longer supports educated beings. Rather, it supports the production of what Hanson (2014) terms human capital, viewing students as the currency of American economics. Sandra's story, though, actually provides an example that even this goal of skills-based education is not being met. Sadly, this extrinsic model of education caused Sandra to doubt the value of personal growth and transformation in education. She wondered for a time if her first four years of college had been a waste, eventually concluding: . That it cannot be just about training for the workplace. There's probably something very wrong with a society that is driven by market forces to turn its back on millennia of knowledge and learning in favor of narrow vocational skills. SELF-FULFILLMENT THROUGH EDUCATION . I think that a workplace that has little room for arts/humanities graduates is missing something vital. (Smith, 2003, para. 12) 17 She was correct. Education does not need to be justified in terms of objective and practical measures. Even though not all parts of education are "necessary for subsistence, [they can] crucially . contribute to the fulfillment of one's life" (Koopman, 2005, p. 93). "The question, 'What is [education] good for?' should be answered by the response: '[It is] good for life.' Or, better still, '[It is] good for nothing. [It is] good life itself'" (Koopman, 2005, p. 96). The Role of Expectations The effects of expectations and perspectives on the perceived benefits of obtaining an education were briefly noted in Sandra's story, yet it is an important supporting idea when considering intrinsic benefits. Bruner (1966) has stated that people. are naturally curious with a desire to learn. This desire seems to be innate beginning with infants (Martinez, 2010). As individuals grow, this curiosity becomes more complex as various factors shape the motivations behind the will to learn. Bruner (1966) divides individuals' motivations as either competence-based or achievement-based. Tippen, Lafreniere, and Page (2012) divided motivation into similar divisions of grade-oriented and learning-oriented. Competence-based motivation serves to fulfill the basic need that humans have to use learning to exert control over a situation. This could be analogous to grade-oriented motivation, which leads to efficiency, and, in a way, control of one's educational experience. In contrast, achievement-based motivation does not allow satisfaction to occur due solely to evidence of skill or ability, which evidence could be analogous to a grade, but rather the actual application of that skill or ability. For example, SELF-FULFILLMENT THROUGH EDUCATION it would not be enough to get a grade; one must show how his or her ability to get the grade affected his growth. 18 Achievement-based motivation requires greater self-awareness or metacognition (Tippen et al., 2012) Learning-oriented students were more likely to have a high level of conscientiousness in addition to the characteristics discussed as desirable by employers: self-discipline, independence, intellectual curiosity, creativity, and an openness to experience new opportunities (Tippen et al., 2012). Students who were motivated by learning were also seen to self-impose high academic expectations. The opposite was found for grade-oriented students who displayed conforming and uncreative approaches to learning. Interestingly, neuroticism was highly correlated with grade-oriented students. This may relate to the controlling component of Bruner's competence-based motivation since pressure to control the outcome of grades creates stress when the success, in this case the grade, will be determined by the teacher or professor. Even though this knowledge about motivation has been communicated, a focus on objective and businessready education persists. As such, there is pressure upon educators to decrease the standard required in order appease those students who refuse to use learning as motivation. Otherwise, such students would perceive their professors as unfair, provide them with poor evaluations, which may directly affect their positions (Goos et al., 2011). As the environment where "students are consumers and grades the currency exchanged for measures of success" (Goos et al, 2011, p. 95) continues to grow, competency-based motivation is encouraged over achievement-based motivation and grade-oriented motivation is encouraged over learning-oriented motivation. For example, in assessing a skill, a teacher may simply accept an explanation or description of what SELF-FULFILLMENT THROUGH EDUCATION 19 must be done, grade-oriented and competency-based, rather than requiring the student to show understanding through action or the creation of a product, learning-oriented or achievement-based. There may be some who contend that the students may already have a grade-orientation when they enroll in college. However, it has been shown that as students spent more time on campus and in classroom settings during their first year of college, they became more work-avoidant (low effort) and grade-oriented (Kowalski, 2007). This can cause educators and students to lose faith in the caliber of the education provided (Carter, 2007; Hanson, 2014; Smith, 2003). Bandura proposed a different idea termed self-efficacy. This is a person's belief that he or she is capable of doing something regardless of his or her actual ability. Bandura (1977) describes four different ways that an individual's self-efficacy can be positively affected: mastery, through repeated success in an experience that required effort or perseverance; vicarious experience, observing others' success and believing "I can do the same"; social persuasion, when others praise and encourage actions voicing their belief of the individual's ability to succeed; and lastly, emotional and physiological states, the effects of a person's physical and mental health, may also alter ones perceptions of ability. I will use Krista's story to illustrate some of these ideas. Krista did not complete high school in spite of loving school and her teachers (Lebrun, 2013). However, for reasons unstated she did not complete high school; she did not finish ninth grade. She did her best to find work in the mall or at restaurants. At one point she shook blueberry bushes as a harvester, which apparently paid a decent wage. Despite the bush-shaking income, life was hard and she was tired. She was tired physically and she was tired of looks and judgments. "Determined to prove to people that SELF-FULFILLMENT THROUGH EDUCATION 20 [she] was more than a blueberry-shaker or a hamburger flipper" (Lebrun, 2013, para. 4) she decided to get her GED. Krista had an expectation that school could change her and improve her life. Just as self-efficacy can be positively influenced, it can also be negatively influenced. Being viewed "with pity or disgust, as if you are worse than the gum stuck to the bottom of [a] shoe" (Lebrun, para. 4) is an example of how self-efficacy can be diminished. This being her experience, Krista began her journey with feelings of uncertainty. This changed through a mentor at the community college she attended. Through her encouragement, Krista earned her GED. In contrast to the negative influences of society, this mentor had "looked at [her] as though [she were] somebody . [and] made her feel like [she] could do anything" (Lebrun, para. 5). This is an example of how social persuasion can increase self-efficacy. Upon completion of her GED, Krista displayed the influence of Bandura' s mastery experience describing her sense of identity and rise in society. Upon reception of her GED, "just like that, [she] was somebody . [she] could do anything" (Lebrun, para. 6-7). Education has that power. It has the power to shape a person's identity and a person's self-image. Krista's example does not end with a GED, however. With new confidence in academic success, stemming from mastery of previous educational success, she returned to community college. Her expectations were unclear, but not undefined: "I had no clue what I wanted to be or what I wanted to do, but I knew I wanted a college diploma to hang next to my GED" (Lebrun, 2013, para. 7). Krista was not operating under an expectation that college would provide her a skill set and a myriad of knowledge to recall. She was not returning to school with the needs of industry in mind. She returned to get what a college diploma is purported to represent-a changed person. Similar to SELF-FULFILLMENT THROUGH EDUCATION 21 Sandra's experience, Krista took courses in multiple areas leading to an associate's degree. Upon graduation she realized that she loved learning. It could be said that Krista was a learning-oriented student. She graduated with a bachelor degree in education, then a master's. With a little social persuasion from the dean of her university she finally earned a Ph.D. She started at a community college in Florida; now she teaches at a community college in Florida, yes, the same one. "I not only got my start at a community college. I got my future" (Lebrun, para. 13). Self-efficacy for Educators Krista's story is insightful and exemplary of the way education can shape a person's personal growth and sense of fulfillment. The GED to PhD experience is not common, but the impact of education is. Self-efficacy for teachers has traditionally been related to teachers' belief that they will be able to elicit desired outcomes from their students (Williams, 2009). That is the traditional meaning of education-the classroom, the students. Interviews with practicing teachers revealed a common theme. Teachers' self-efficacy is most positively affected not through student achievement from their instruction, but rather through personal interactions with their students and the faculty (Hargreaves & Preece, 2014). The literature rarely represents teachers as individuals separate from their professional roles. In review of the research regarding teachers' emotions, Gargante, Monereo, & Meneses (2013) found that " . Teachers' emotions are generated and applied only to specific objectives, such as in their preparation and professional development, in process of educational changes, in teaching situations, or in teachers' professional lives . Although teachers' emotions are clearly identified and labelled . there are few SELF-FULFILLMENT THROUGH EDUCATION 22 classifications to sort [them] into relevant and useful categories in education . Emotions are [mostly in] only two categories, positive and negative emotions. (p. 3) As established earlier in this paper, attending school is a personal and can also be an emotional experience. For teachers in New Zealand who returned to school to update their credentials both were true (Williams, 2009). Over two hundred teachers entering a university program to upgrade teaching credentials participated in a survey examining both personal and professional self-efficacy. Over half of the participants had more than twenty years of teaching experience. Unlike the United States and most of Europe, New Zealand has traditionally only required a certificate program for education, not a baccalaureate degree. Only recently, at the very end of the twentieth century was a degree required. Though it was not a requirement for practicing teachers, many went back to college to attain the degree, which explains the large sample size. Partial credit toward the upgrade, which amounted to approximately two thirds, was awarded to those teachers for the education attained in their initial certification along with work experience. Most of the teachers stated they experienced doubts of success, discomfort or intimidation at the beginning of the program, not only because of the program but also because of the newly-graduated teachers who already had a degree (Williams, 2009). As the program progressed the experienced teachers realized they could be successful. These mastery-experiences positively influenced their self-efficacy. At the end of the program self-efficacy had improved dramatically in both confidence personally and confidence professionally. Closing interviews did not reveal many comments about confidence in their ability to teach. However, "several interviewees spoke of becoming 'a different SELF-FULFILLMENT THROUGH EDUCATION person', having 'an extra spring in my step' . or 'walking through the world with a head held high'" (Williams, 2009, p. 607). One specific teacher was quoted as saying: 23 I always thought I was . quite good in the classroom but academically average . . . I was stunned every time I opened a paper and there was an A . Coming here and doing those papers made me realize . I actually can. I actually have a good academic brain and what a shame it's taken me until my 40s to find out. (p. 607) Through the process of upgrading their credentials, the teachers in New Zealand showed that it is not just the teacher who gained greater self-efficacy, but also the person. Far too often the personal is taken out of educational research forgetting that these experiences have power. Education is not an isolated, sterile environment in which humans exist for the first twenty-five or so years of life. That is why education has such broad implications for personal growth. Education is a process of becoming a new person. Starr-Glass (2002) explained that the woman in his research "is a real person, not just a straw-woman set up for the sake of argument or rhetoric" (p. 221 ). We are all real people. We are not numbers or imaginary visages. We are real and have real emotions. Education has the potential to provide a place to experience them as a means for the growth of self and identity. "A good degree opens the world" (Elmes, 2015, para. 11). Why Narratives Are Valid in Educational Research Education is a part of life. In the United States, this statement more than likely elicits a visualization of a schoolhouse with classrooms filled with desks and tables. This common view of education is provided, shaped, and determined by discourse (Foucault, 1972). Discourse, in qualitative terms, is overarching ideas and frameworks within which SELF-FULFILLMENT THROUGH EDUCATION 24 individual experiences occur. Narratives are the experiences themselves. It is within this relationship that narratives are subjected to the power of the discourse to frame and shape realized experiences. Whether speaking of formal or informal education, learning is a natural part of one's life experience. Learning is believed to occur through a sequence and collection of experiences. "To live is to live in time, from moment to moment, from episode to episode" (Koopman, 2005, p. 93). Learning is a process over time, which varies among individuals. Because education and learning are of an experiential nature, it makes sense to study education in terms of discourse and narratives (Clandinin & Co1melly, 2000). There is no way for an individual to share a story without using narrative. Focuses in U.S. education have shifted more and more toward measuring academic achievement based on statistics and what students know rather than what they become (Hanson, 2014). Narratives have been useful in analyzing language and linguistics (Althusser, 1970/1971; Sartre, 1988) and ethical, moral decisions (McCarthy, 2003). These historical and traditional uses of narrative research will not be examined here. Instead, the more recent application of narrative research in regards to identity and self-fulfillment will be examined. A study of nurses specializing in the emergency department (ED) of hospitals examined certain personality characteristics in relationship to the nurses' practices when treating geriatric patients presenting with cognitive impairment and pain; this sample population is notable as it presents complex needs (Fry, MacGregor, Hyland, Payne, & Chenoweth, 2015). The results support the claim that learning and self-analysis are positively assessed and improved through use of narratives. In the case of these nurses, SELF-FULFILLMENT THROUGH EDUCATION who are in a non-traditional, but still educational environment, it was concluded "confidence and self-efficacy was [sic] developed through the experience of nursing praxis . communication, and interrelationship with patients and caregivers and the wider social and physical environment within the ED" (p. 1627). The results also included nurses' comments during focus groups, which provided insight to the changes that occur over time, context, and experience. It is possible that a person's narrative, or story, can be shared and interpreted differently at one time or in one context in one narrative, but then change in another narrative (Georgakopoulou, 2013). 25 The discourse of nursing praxis did not change resulting in new nursing practices, but rather time and context changed nurses' narratives of self and of nursing praxis, which may no longer fit within discursive nursing practices. It is through the sharing of narratives that the power to employ a dynamic relationship between a person's past self and a person's current self through reflexivity is allowed. Narratives can continue to be defined and interpreted in different ways through time and context. It is because of this that students use narratives to create, develop, and alter their identities as they "think, talk, and tell stories about who [they] are, where [they] have been, and what [they] have done" (Hanson, 2014, para. 7). Engaging in meta-narrative may reveal conflicts between accepted discursive understandings and an individual's narrative. This can be specifically useful to resolve ideas about the ability to be different from and yet the same as others; to maintain a self-view of constancy over time (even a lifetime); and one's place in the world-"Am I acting on the world, or is the world acting on me?" (Bamberg, 2010). In the context of this paper, "Am I constructing my experience(s) in education and therefore SELF-FULFILLMENT THROUGH EDUCATION myself, or is my place in education determined outside of myself?" Bamberg terms this as the "two directions of fit." 26 Because narratives shape a person's identity and discourse shapes narratives, it makes sense that a study and analysis of an individual's narratives ought to be used to understand what education is actually accomplishing in regards to both narratives and educational discourse. This is to say that narratives have inherent power to provide meaningful information about identity and personal growth, particularly meta-narratives. However, this power is constantly ignored in favor of the informative powers of discourse. Koopman (2005) states that "the concept of fulfillment indicates that our experience . need not be that of an external power [such as discourse] to which we are exposed. It suggests how we might optimally realize our temporal existence" (p. 93) through sharing and experiencing narratives to inform discursive traditions and see beyond them. A student's self-view is not objective and is not stagnant. It is inextricably coru1ected to all things he experiences, thinks, and feels. Thus, it follows that education and learning become part of a student's identity, who he is, while also becoming part of his past (Hanson, 2014). It follows, then, that there is information regarding education and learning that can only be recovered and presented through narratives. This information can only be useful when gleaned from authentic, personal narratives. This research, for instance, is based on my personal narrative. As such, I have chosen to write using first-person voice. The discourse of academic writing is well illustrated by Nash (2004) as he explains his cause to liberate academic writing: The denial of the value of the selfs stories in an academic setting is born in the command all of us have heard in school at some time: never use the 'I' in formal SELF-FULFILLMENT THROUGH EDUCATION writing. The 'I', we have been told, is incapable of discovering and dispensing wisdom without the support of the 'them', the certified experts. (p. 54) 27 Using made-up, rhetorical examples does not allow for a discursive analysis, as those will naturally conform to the discourse (Georakopoulou, 2013). However, Bamberg (2010) has indicated that an individual considering hypothetical situations for himself, such as "what ifl had made [this choice]?", may be a safer and more reliable way to explore one's self-identity with greater clarity. This is true because meta-narratives have the ability to consider deviations from or discrepancies in the discourse. There are really two parts to this idea: the ability to view one's possible selves based on hypothetical decisions in the past; and the ability to view one's possible selves in the future based on decisions currently being made. This latter part is quite relevant to this paper as a student's perception of academic achievement is shaped by discourse. Relating back to Bamberg's "two directions of fit" would raise the question as to how a student views himself in regards to education. Is it education to student or student to education? It is known that narratives are not fixed (Bamberg, 2010). One reason is that they are shared for a variety of reasons, which alters what is determined as relevant to be shared. Some examples include trying to get out of an undesirable consequence, consoling another, and teaching or sharing one's understanding with others. Again the dynamic nature of narratives is seen as a person interprets and re-interprets his life at different times. Comparing such narratives can show themes (sameness over time) in a person's life, while also showing changes. Narrative research is of particular importance when viewed in light of the latter as changes in self-identity or life-interpretation can often be unexpected and may not otherwise be noticed as discourse limits what can be SELF-FULFILLMENT THROUGH EDUCATION 28 shared and what will be seen (Dyson & Genishi, 1994). Narrowing the experience of education to charts and graphs of some such variable like graduation rates or time spent in a library does not represent what is actually occurring in a student's life. "Students use narratives to build and maintain a sense of who they are" (Hanson, 2014, para. 23). Considering the narrative nature of a student's education, it only makes sense to incorporate narratives and discourse into the field of educational research. SELF-FULFILLMENT THROUGH EDUCATION 29 PURPOSE The historical timeline of American education has seen changes from narrow religious curriculum, to broad learner-focused curriculum, to today's narrow business-driven curriculum. The current curriculum marginalizes intrinsic benefits of education limiting opportunities for personal development, the formation of self-identity, and new perspectives on life and the world. To promote the self-fulfillment and satisfaction individuals will have in both their personal and professional lives, intrinsic benefits of education must again be valued in their own right not secondarily to extrinsic benefits. The current practice, which devalues the personal components of education, limits and ignores the potential power that individual narratives have to inform discursive practices and beliefs. When the sharing of narratives is consistently censored, prevented, or otherwise limited, unknown and unexpected truths will remain undiscovered. The purpose of this project was to offer a place for me to examine my life: beliefs, philosophies, feelings, self-esteem/self-efficacy, and identity. I am the purpose of this project. I can truly say, "It is all about me." My journey through life is not only different, as all journeys are, but very unique and not very happy. I entered the M.Ed. program at Weber State University with a desire to change. I wanted to find love and meaning in my personal life; I wanted to be happy. The purpose of this project was to reach a place where I could overcome feelings of shame, guilt, and regret as I looked back on the choices I had made, specifically in regards to my education. It is about me, and in a way it is me. I do hope that it will resonate with and aid others. I hope it will build camaraderie and unity among other teachers, but ultimately, the purpose of this project was just as the title says: self-fulfillment through education. SELF-FULFILLMENT THROUGH EDUCATION 30 METHOD Educational discourse stresses the quantifiable and utilitarian aspects of education. This has led to an ignorance regarding the potential for education to provide a platform for individual growth and the lived experience of students. This driving force of education has had direct, negative effects on my life leading to confusion, unhappiness, and eventually resentment toward educational praxis. Because the motive of this project was to sort through my own personal concerns, narrative research was utilized. There have been some persisting concerns about the use of narratives as a methodology in educational research. These are addressed in the previous section titled "Why narratives are valid in educational research" and partly in the literature review. Unaddressed in those sections are concerns regarding personal narrative. Since it has already been established that each individual is shaped by discourse, the validity of findings can be questioned. Operating under the basis that subjectivity has power and provides benefits to educational research, this method is appropriate for use. Instruments Narrative research, by its definition, is based in storytelling. The story then becomes the primary artifact for analysis. It was imperative, therefore, that my story was told. This was accomplished through a written reflection of my educational experiences using a technique known as stream of consciousness (James, 1890). The idea is that thoughts cannot be viewed as isolated or chopped apart; they are always flowing-like a stream. The use of stream of consciousness shows this interior monologue through writing. Structure and grammar are abandoned to allow for an exploration of associated thoughts. In a colloquial sense, it allows, and possibly encourages, the storyteller to go SELF-FULFILLMENT THROUGH EDUCATION 31 off on tangents. Once finished this narrative was not reviewed by me until months later when I coded the data, which allowed for greater objectivity on my analysis. My written narrative provided the bulk of data. In addition, ten other reflective artifacts were used for analysis. These were written as requirements for courses taken in the M.Ed. program. It is important to note that they were not written with the intent to be used or analyzed in any project, which provides greater objectivity of the data. Of the ten, eight artifacts came from an educational psychology course. The professor required her students to design and propose assignments that would be used to assess his or her competence of the material presented in each chapter of the text. In a research methods course in the prior semester, I was first exposed to narrative research during a routine search of literature for an assignment. I initially questioned the validity of the article for publication, but after reading it felt a powerful connection and considered employing it in my own project. Entering the educational psychology course with that consideration, I felt it may be useful to practice writing narrative pieces. For each chapter in our textbook I wrote a reflection of when I felt or identified with the psychological theories presented whether professionally as a teacher, personally as a student, or as an individual. The other two artifacts came from an independent studies course in which I read literary classics, and the other from a curriculum and assessment course. Procedures· NVivo software was used to code the data. This software allows for electronic coding and sorting of written data into categories, including cross-referencing. The narrative and reflective pieces used were uploaded into the software. As I read over the SELF-FULFILLMENT THROUGH EDUCATION 32 sources I created categories and assigned sections of texts to a category. All categories were developed after the coding process began; there were no pre-defined categories. Any length of text could be selected and assigned to one or more categories. Through the use ofNVivo, all original sources remained intact while new pages were created-one for each category-which contained the references from all sources for that category in one place. It was also possible to delete references from within a category, move a reference into a different category, or to keep a reference in that category and add it to a different one at the same time. In other words, coding could be done from within the original source itself or from within a category page. Narrative research allows themes to appear without predefined categories. This avoids the forcing of references into specific categories, which provides greater validity to and confidence in the conclusions. Although the initial coding did not have predefined categories, research questions had been generated months prior. These questions were not used to create categories or guide the coding process. I developed three research questions regarding how the timing of my master's degree, my mental illness, and motivation affected my educational narrative respectively. These questions in themselves would threaten the claim of objectivity of the coding; however, I actually misplaced and forgot these research questions. I was troubled about losing my research questions; but it turned out to be an unintended positive means to improve the strength of my claims. It was under this condition that I coded the original sources without influence from the three research questions: Why were my goals for my education different during my master's degree than those in my public school and undergraduate degree? What SELF-FULFILLMENT THROUGH EDUCATION 33 influence has my mental illness had on my educational experience? How does motivation affect educational experience? When I was writing the narrative piece, which provided the core of data for this project, I felt anxious and an unwillingness to explicitly state anything about mental illness. In fact, at times, I would reword, rephrase, or entirely remove sections of the narrative as I wrote it. I knew it was an integral part of my experience, but also felt as though it should not be present in the writing. As a result, very few references to my illness survived the written telling of my story. Once I began developing research questions, I felt guilty that I was not as forthcoming about that part of the story. Dr. Mower told me that it would be fine and still useful because it might be able to strengthen my case that the discourse prevents the honest expression of my narrative. I felt that I, again, had prevented my project from showing what I believed to be a very impactful part of my narrative. First, I diminished and limited the inclusion of mental illness in my written narrative, and then I forgot to include it in my coding. It was discouraging. Dr. Mower again thought it was just fine and said the bit about the discourse battle. The pep talk was not effective and I remained saddened. This experience will be of importance in the findings section. I was disappointed and honestly felt that my project had been compromised in some way; yet, I continued. As aforementioned, normally in narrative research one would decide which categories to use for continued analysis and allow overarching themes to appear. However, since I had specific research questions, this traditional methodology was adjusted. After identifying which of the many categories ought to be used for further analysis, I created three new categories, one for each of my research questions: Master's, SELF-FULFILLMENT THROUGH EDUCATION 34 Motivation, and Mental Illness (see Figure 1). I reviewed the coded data within each of the original categories and then performed a secondary coding of the data into one (or more) of the three research questions. Any references that did not fit within those three categories were abandoned. I printed the coded data within the three research questions and then performed a tertiary coding. Just as the first coding process, I allowed categories to appear without predetermined ending points. This coding was done by hand. Figure 1. Coding data for final analysis. This figure shows the interactions of the three research questions in data analysis. Only categories that fell within the overlapping area of the three research questions were considered for final analysis. Four categories remained for final analysis: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption. It is worth noting that the references within these four categories remained in the data pool after three separate coding procedures. Unlike during the original and secondary coding, the emotional influence and the overall feeling of the references were added to the criteria. Therefore, themes rather than categories will be used to refer to these four groupings. References that were accepted for final analysis were also reviewed as to whether they showed examples of the discourse or a counter-narrative, meaning that my experience opposed the discursive claim. SELF-FULFILLMENT THROUGH EDUCATION 35 FINDINGS Discourse is an idea that has developed an identity. It has power and influence over an individual, a group, or even an entire society or culture. Discourse shapes the experiences of individuals. It is an invisible hand that directs actions, thoughts, words, and beliefs. The personal stories and lived experiences are narratives. The discursive view is that narratives are fiction in themselves, that there is no individuality. Discourse makes the rules and people unknowingly obey. It is this reason that my final analysis includes this section in addition to the research questions. This research brings into the light the reality that what the discourse claims to be may not be at all. In fact the actual realities which are lived and felt every day might be completely the opposite. Though I set out to reveal the discourse and its oppression on narratives, I found that narratives may also perpetuate the discourse not only through conformity but also by agreement. My story illustrates all three of these situations: countering against, conforming to, and agreeing with the discourse. The Four Major Themes Four major themes emerged while looking within the overlapping area of the three research questions. These were: Self-worth and Self-Esteem; Authenticity and Freedom; Regret; and Change and Redemption (see Figure 2). SELF-FULFILLMENT THROUGH EDUCATION 36 Figure 2. Four themes emerged from the overlapping area of the three research questions. The arrows show the interconnectedness of all four. One theme included references about self-worth and self-esteem. Positive references such as "I feel more empowered," were coded together alongside any negative references such as "I did not deserve to have fun." The second theme presented many different feelings that have in common living with authenticity. Although the term authenticity was never mentioned in the data, I often refer to the "real-me." Other references in this theme share my desire "to be free from it all," and resolving feelings of instability. The third of the four themes was regret. Regret was also one of the original categories during the first-order coding of the data. The final theme focused on change and redemption. References included thoughts about change when I wrote," . education has the power to change people . it could change me," as well as references to applicable changes as in my world views or my motivation behind my actions. All four themes were closely intertwined. This finding was not surprising considering this was a single, personal narrative. More than being intertwined the first SELF-FULFILLMENT THROUGH EDUCATION 37 two themes were more akin to a pair. The best term for the relationship is mutually inclusive. The categories are distinctly different but necessarily interactive. I explain this term as analogous to the relationship between twins. Each has his own name, personality, habits, friends, and so on, yet always the relationship with his twin is apparent and powerful. Certainly what one twin does affects and causes changes to the other, but often both operate separately while never operating independently. In the good, in the bad, in the confusing, in the times which would otherwise fracture a relationship forever, twins are together. So also were my feelings of self-worth and my feelings about emotional stability, authenticity, and self-entrapment. The remaining two themes were also closely related and in a similar way. Contrastingly, the relationship between change and redemption and regret was more similar to cause-effect and correlation. More often than with the other pairs, references from these two themes were often found without the other nearby. However, this quote may illustrate how regret can act as an impetus for change: "I want to show the world that I can take all of those regrets and the guilt and the shame and remedy them by living by a different pattern," whereas these quotes show how change can expunge regret: "My master's degree is all about redemption." "It will give me my life and my joy back." Self-worth and Self-esteem: Authenticity and Freedom Living with authenticity, I found, brought relief. My writings mention more than once that I believe that education had the power to change individuals, and I knew that I would need to put myself in a position to take advantage of that. The data showed that I lived with a lot of shame because I was not willing to take that risk. "I could not force myself to be the best version of myself. I held myself back . and I was unhappy and SELF-FULFILLMENT THROUGH EDUCATION 38 unfulfilled." Of the many, many other entries that portray this, the feeling is most appropriately captured in a quote from Great Expectations (Dickens, 1860/1979): "In a word, I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong." This trend began in my k-12 experiences. As it continued, "I became more aware of the conflict between my values of growing and . [my] actions." In fact, I received "my bachelor's degree with a lot of regret and disappointment." My master's experience was different because I was willing to be authentic. I decided that I could not sacrifice.myself any longer. This relief is shown as "I am so very proud of myself. I am proud that I am doing it [meaning making education about my personal needs for once,] and I am proud that I am doing it now-earlier than later." As part of my master's program I enrolled in an individual study course. I elected to read classic literature. In part, the motivation of this was to overcome the fear that someone would one day discover, that as smart and educated as I was, I was not well read. I had not had the opportunity in school to read these books, and I had not yet taken it upon myself to procure them from the library or bookstore. These readings yielded far more than overcoming the embarrassment from the deception about not reading a few famous books. In these books I found myself and my identity. "I understand myself more because of this course," I wrote in my final reflection. One book was particularly affecting. A young, innocent man posing for his portrait was introduced in the opening chapter of The Picture of Dorian Gray (Wilde, 2011 ). As Mr. Gray experienced the world, he behaved in dishonest, lustful, and other undesirable manners. Through some magic, never fully explained in the book, the manifestations of these choices never SELF-FULFILLMENT THROUGH EDUCATION 39 showed on his face but rather on his portrait. Likewise he did not age rather his agedness appeared on his portrait. Thus he was able to maintain the appearances of a good, scrupulous man while living quite oppositely. I considered the similarities to my own life: "I feel that I misrepresented myself;"" . No one knew me. Not even my family. I could not share myself with them (referring to anyone, not just my family.)" Reading the book felt like a confession-as ifthe author of the book knew my story. It brought relief, though nothing had changed. I viewed Dorian Gray as myself in fictional form and the portrait as a representation of my soul. Others saw my accomplishments. I saw "a fraud and a man who cut the corners of his education." This book strengthened my resolve for authenticity in my education. "I do not want to look at my portrait and find it ugly and dirty and unbearable to look upon, while I appear so youthful and enviable." Instead of hiding my portrait away in the attic and behind locked doors, as Mr.· Gray did, I found that I was "as open as possible" which led to "a greater connection to humanity." Regret Many references of regret were accompanied by guilt. This was not surprising and those references, though applicable here, were better placed in the first theme of selfworth and self-esteem. What was surprising were the feelings of loss which also accompanied regret. Loss of enjoyment was one common regret, which appeared in the very opening line of my written story: "My biggest regret of my college career was that I never enjoyed it." In another reminiscing thought: "I wish I would have done more in my college career that involved . enjoyment." Yet another: "I wish I would have slowed down and enjoyed youth . "In addition to loss of enjoyment was the loss of self-improvement. This regret often came because "I held myself back." Others were formed SELF-FULFILLMENT THROUGH EDUCATION 40 while "I was frozen in fear," or because "I could do only those things in which success seemed inevitable . " I missed an opportunity to study red pandas in China. "I really wanted to go and it felt right. I had the money," but I did not go. Many of these regrets were due to social pressures. The judgement and approval of others was a deciding factor as to what I would do. "One reason . I never felt fulfilled is because I was accomplishing things to impress and fill up others buckets, not to fill up my own." One of the most interesting issues of my regrets was that I felt I had no power to change them. The feelings of loss expressed with regret came with a sense of permanence. There was a forever loss. In many ways and in various amounts of words, I expressed there are things "I will never get back." I also found that regrets were persistent. With each new regret, the "burden of [my] mistakes" would grow larger. In fact, "mistakes and regrets pile[ed] on [my] body simultaneously." Regrets, it seemed, could be created, but never destroyed. Change and Redemption I was constantly "wait[ing] in fear and hope both to be found out as a fraud . "I convinced myself that if someone were to call me out I would be forced to change. My high school counselor did just that. "I realized that she knew how I was not living up to my greatness and . gave partial effort for appearance only. It was a powerful moment in my life, but one that still did not allow me to change." I think the most interesting finding about change was that there was so little of it for so long. The second theme about authenticity and freedom presented many desires for change. Thus, motivation for change was always present, yet change did not occur. I later wrote about a requested substitution of course requirements in my bachelor's program. Again, the data showed that I was not SELF-FULFILLMENT THROUGH EDUCATION 41 completely open to embracing change. "Part of me hoped that [my advisor] would deny the request, but part of me was ready to fight her if she did." One of the premises within the literature review focused on the shift education has taken in focusing on data and grades, not the student. In my mind, this was the new discourse on education. I would call this the discourse of educational prestige. It was my belief that the discourse of educational prestige is what prevented change and growth. I believed this was the oppressive force, which had prevented my self-fulfillment. There was a great power and a sense of defiance when I wrote that I applied to the master's program "to find myself personally, not professionally." I felt I was proving something to the world when I wrote in bitterness, "This time it is about me." I found out that the discourse of education still maintained a focus on the students' best interests. Through analysis of the data, I learned that the discourse of educational prestige was not a discourse, and it already had a name. Its name was mental illness. For me it came in the fonn of bi-polar and social anxiety disorders. One common finding about change was that I refused "to deviate from the path that I had planned earlier." Once I made a plan, I felt obliged to see that plan true to the end, even after it was clear that it was a bad plan. Mental illness was the invisible force, which silently shaped my narrative to oppose and resist change. Thus, when opportunities came to improve or change, I would not take them. "I felt that I did not deserve [to change] because I had made a mistake in not planning for those opportunities." This was a dominating thought. This was what held me back. It was this logic which made regret permanent. My narrative became a collection of unhappy experiences though the influence of mental illness, not the discourse. Despite that reality, I did change. I did make "it about me." I did "make a difference. A difference SELF-FULFILLMENT THROUGH EDUCATION 42 for me." All of those changes happened, but they did not happen because I overcame the discourse. The reason that my master's experience yielded more rewarding outcomes is not because I was more aware and more empowered to fight the discourse, but rather that I was more aware and more empowered to fight my mental illness. Before my master's degree I viewed education as a means to gain social approval and self-worth, which caused me to take classes and participate in extra-curricular activities "that would be impressive and [make] people love me." This is apparent in the two examples with the high school counselor and college advisor. Contrastingly, I entered the master's program believing that it "could help me deal with my emotional insecurities and other personal chaos." Directly stating my need for emotional support is what made this time around different. "I am here to be healed," I wrote. This does agree with the discourse. Education is power. This theme is also about redemption. I found in the end that redemption is not what was there. Even though, "My master's degree is all about redemption." When I imagined this moment in my story, I wrote, "I will see my own portrait of a man redeemed of errors and a man regained of his confidence and self-worth." I do not think that redemption has taken place. The words speak of redemption, but instead I found healing and forgiveness. "I just want to be at peace," I said. "I want to feel stable." The data showed those wishes were granted. The discourse would claim that these changes in my self-worth, self-esteem, and self-acceptance were socially constructed, that there was no individual force from my narrative, but I know it is different. I felt the battle against the discourse as I pushed SELF-FULFILLMENT THROUGH EDUCATION 43 myself to find a place in the world and in the teaching profession with mental illness. I felt the pressure of the discourse every time I added a bit more of myself to the project. The discourse does influence my life, but it is not the only power that exists in my life. I have my own power to fight the discourse in the times when my experiences no longer agree with the discourse. Conformity is not guaranteed. I do have a voice, and that's what this is. This is my narrative. It is I. Conclusions I found that discourse is not inherently evil. In fact, narratives may very well agree with discourse more often than they do not. Contradicting my expectations, the data did not support that discourse was the oppressive enemy I had villainized it to be at the commencement of this project, or at least not to the severity I assumed. I found, rather, that it was the mental illness that shaped and oppressed my narrative. However, though the discourse did not oppress my narrative directly, it hid from view my mental illness, which prevented me from growth. I was unable to face my mental illness because I was not fully aware of where or what it was. It is in this way that, for me, the discourse was oppressive and was an enemy. One clear example of the role mental illness played in my narrative comes from the paired themes of self-worth and authenticity. In that section I quoted the disappointment and shame that came with the reception of my bachelor's degree. The discursive practices regarding graduation are celebrating, rejoicing, and congratulating. Clearly my experience countered that discourse. I assumed that my nanative was countering that discourse. Reviewing the data I found a quote about how I would feel upon reception of my master's degree: "The acceptance of my degree will in a way be an acceptance of myself." Here, my narrative agreed with the discourse. In light SELF-FULFILLMENT THROUGH EDUCATION 44 of these contradictory experiences, I conclude that it was my mental illness that countered the discourse. Another example was shared under regret. It was the missed opportunity to study abroad in China. I regret not going because it would have been an awesome and rewarding experience, "but in my mind I did not have the time." "I tried to convince myself that I should go and get the experience but every time I thought about taking the trip I felt overwhelmed with all the pressure to get my degree as soon as possible." The discourse on education supports unique, personal, and expansive experiences. In other words, the discourse supported the trip. It was my mental illness that pressured me into living a narrative without a trip to China. Mental illness expects conformity. It shapes narratives and counters discourse. The reason I did not see mental illness in each of these examples is because mental illness has no place within the discourse. In some professions, mental illness is acceptable and even expected. These are often the arts. This is not the case in teaching; even art teachers are held to a different standard when it comes to mental illness than their non-teaching counterparts. I have written that it is the mental illness which counters the discourse. That mental illness is part of me. Mental illness and my narrative are linked. In that way, my narrative does counter the discourse. Because the discourse said mental illness in educators cannot exist, it was difficult to distinguish between the influences of the discourse and the influences of my mental illness. It was difficult for me to find my place in this profession. I knew that I had a mental illness and I knew that I wanted to be the stable, helpful, competent teacher that the discourse advertised teachers to be. I wanted the discourse. I agreed with the discourse. However, I also had a mental SELF-FULFILLMENT THROUGH EDUCATION 45 illness, which meant I could not fully embrace the discourse. This conflict was confusing for me as a student and later as a teacher. It caused me to feel "uneasy and [lack] confidence in myself . for being unable to decide within which arena I belonged." The discourse celebrates differences and individuality. I felt that mental illness was too diverse for celebration: " . Being different and unique is not easy," I explained, "This is especially true when it comes to intellect. It is extremely isolating." There was no room for mental illness, so there was no room for me-or for teachers like me, I suppose. With all of the findings about the oppression of mental illness, I return to the final theme of redemption. Redemption is about being saved. I found there was nothing from which I needed to be saved. The discourse informs us that mental illness is to be hidden and controlled. I believe this discursive influence caused me to feel that I needed redemption from my mental illness. The discourse was wrong. I still feel that there is a necessary battle with my mental illness, yet I also found that the acceptance of my mental illness opened the doors that led to self-fulfillment. Mental illness is not a sin, which requires redemption. Had I continued to hide my mental illness, I would not have gained access to the good in education-the good of the discourse. I now have far fewer regrets, and none that haunt me, because I ensured that I received both satisfaction and growth in my master's program. I found that enjoying life is not regrettable. I found that selfimprovement is not regrettable. In the final analysis, as I looked upon my po1irait, I did not find a man redeemed of his errors, but I did find a man regained of his confidence and self-worth. Whether fighting or embracing my mental illness, the data showed that it is only when I accept its existence that I feel at peace. Itis an authentic way to live. I found that being the best is not as good as being the best me. SELF-FULFILLMENT THROUGH EDUCATION 46 Finding that mental illness is what caused much of my frustration and dissatisfaction in education advocates for more narrative research on mental illness in teachers including the narratives of teachers without mental illness. This recommendation echoes the observation in my literature review that there is little research in education from the perspective of the teacher, particularly in separation from instructional strategies and professional duties. Teachers are a major part of the educational system both in effort and in number. Considering this large role, it makes sense to include their real, lived, and personal thoughts based on their real and lived experiences even when they may include such things as mental illness. The discourse of educational professionalism portrays teachers in objective ways such as measurable credentials and role-model-worthy characteristics. However, it was found that teachers' emotions heavily influence teachers' motivations and thought processes. Thus, "knowledge of teachers' emotions is essential to understand teachers and teaching" (Gargante et al., 2013, p. 2). My research showed that teachers, as people, ought not to be forgotten. SELF-FULFILLMENT THROUGH EDUCATION REFERENCES Adkins, D. (2012). Education holds a miraculous and transformative power. Capitol Ideas, 55(5), 3. Retrieved from 47 http://www.csg.org/pubs/capitolideas/sept_ oct_ 2012/sept_ oct_ 2012 images/CI_S ept0ctl2.pdf Althusser, L. (1971). Lenin and philosophies and other essays. (B. Brewster, Trans.). 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Se puede pensar que esta asociación pudiera tener alguna relación biológica, pero como argumenta Pauletti (2012) no hay raíces ancestrales de esta asignación de colores a las niñas y niños. Esta autora señala que estos colores empezaron a asociarse al sexo en la Segunda Guerra Mundial, ya que antes se usaba el blanco para los bebes. La finalidad de esta imposición es establecer unas pautas, normas y estereotipos a las personas. Esta cuestión no tendría importancia si ello no conllevara una clasificación y jerarquización. Esta asignación condiciona el aspecto físico, el entorno y hasta los gustos. Y lo mismo ocurre con la música. Cuando se piensa en instrumentos o dirección de orquestas se extrapola a los varones. Si nos preguntasen por el nombre de algún compositor de música clásica, prácticamente todas las personas podrían responder como ejemplo que son Mozart, Beethoven o Falla. En cambio no mencionarían a las mujeres, como ocurre en otras artes. La invisibilidad de las mujeres en este ámbito es tan llamativa que, una de las razones para realizar esta Tesis es poner en evidencia los mecanismos que son los causantes de ese error. Los pilares básicos que sustentan este trabajo son la igualdad, el género, los derechos humanos, la música y la educación. Con los hallazgos se pretende conocer, analizar y demostrar cómo se construye la identidad del alumnado a través de la educación musical en la etapa de primaria, desde una mirada de género. Queremos "prestar nuestras gafas" para que se vea la discriminación que aún existe en la educación. De hecho la Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad Educativa (LOMCE), afirma que "el nivel educativo de los ciudadanos determina su capacidad de competir con éxito en el ámbito del panorama internacional y de afrontar los desafíos que se planteen en el futuro", esto supone abrir las puertas a puestos de trabajo de alta cualificación, lo que representa una apuesta por el crecimiento económico y por un futuro mejor. Para ello se resalta el papel de materias científicas y técnicas, eliminando la obligatoriedad de cursar educación artística (plástica y música) en Educación Primaria, y música en Educación Secundaria, hecho que posibilita que un alumno o alumna termine su escolarización en España sin haber estudiado dicha materia. Otra razón para iniciar este estudio es que, como docente que soy, comparto los planteamientos de la corriente constructivista (Porlan, 1993; Díaz-Aguado y Medrano, 1994; Carretero, 2010) en la consideración de que la investigación es un factor fundamental para que las personas elaboremos y reconstruyamos nuestro conocimiento. Está claro que es fundamental mantener una perspectiva investigadora que nos permita conocer cuáles serían los nuevos conocimientos más adecuados para interaccionar en un contexto de aprendizaje y/o de formación. Pero la valoración de esta disciplina no siempre ha sido positiva, en concreto en la enseñanza básica. Murphey (1992, pp. 8-9) recoge algunas creencias del profesorado sobre el uso de la música en el terreno educativo, como son ''Los profesores no se toman la música en serio; creen que puede molestar a las clases contiguas; los estudiantes "se desmadran " y se pierde el control de la clase; los diferentes gustos musicales entre los estudiantes de un mismo grupo es un problema. " Santos (1997a) insiste también en que siguen persistiendo los prejuicios contrarios a la utilización de las canciones en el colegio, ya que se considera una pérdida de tiempo, una distracción del currículum a seguir, además de una falta de rigor y seriedad académica. Partiendo de la afirmación ya conocida de que "la educación, bien entendida, no es tan solo una preparación para la vida; es, en sí misma, una manifestación permanente y armoniosa de la vida" (Willems, 1984, pp. 13-14). Nos planteamos que esta idea debería extenderse a todo estudio artístico y particularmente para la educación musical, que apela, como afirma Willems (1984, pp. 13-14) "a la mayoría de las facultades del ser humano ". El desarrollo de estas capacidades y cualidades en los niños y niñas va a depender de los ambientes sociales a los que están expuestos: la familia, la escuela y la sociedad en general. En particular, la familia es el primer ambiente en el que pasamos los primeros años de nuestra vida, y precisamente es en éste, dónde reside la base de la educación musical. En ella se adquieren las habilidades sociales que permitirán desarrollar la autonomía, ya que "e/ modo como están siendo educados puede contribuir para que lleguen a ser más completos o, por otro lado, para limitar sus iniciativas y sus aspiraciones" (Finco, 2010, p. 59). Por lo tanto, será la familia la primera forma natural de preparación, transmitiéndoles, por medio del canto y juegos, la sensibilidad por la música. Luego está la escuela que complementa la formación en valores que el discente recibe en su hogar, máxime cuando existen en el entorno deficiencias en esta formación (García, 2005). Incluso desde "las ropas rosas y azules y los pendientes que 'adornan ' las orejas de las niñas, son claros indicios de que el desarrollo de los roles de género comienza muy tempranamente" (Gómez Bueno, 2001, p. 56). El segundo agente es la escuela. El colegio tiene un importante papel socializador, transmisor de valores, normas, hábitos de comportamiento., que facilitan la convivencia entre las personas. Tiene una serie de funciones, las cuales podríamos resumir en tres: preparar al sujeto para su futuro profesional, educar a las personas moral y socialmente, y dar una cultura personal. El ambiente social y público de las instituciones educativas, posibilita una educación colectiva, lo que propicia al niño o niña diferentes experiencias por medio de la convivencia con las diferencias de sexo, edad, etnia, religión, entre otras (Faria y Finco, 2011). Dentro de la función socializadora que tiene el colegio, es destacable "el papel de las personas que intervienen en él, las relaciones de poder, usos del lenguaje, estereotipos de género, estrategias de enseñanza y pertinencia de sus contenidos, y evaluación en la escuela" (Chavez, 2006, p. 18). Imbemón (2002, p. 17) considera que "la educación por sí sola no puede introducir los cambios necesarios en las sociedades pero sí puede actuar como instrumento fundamental para promover cambios en la misma. Es precisamente en estos tres ambientes, donde se mueve este trabajo de investigación que se presenta como Tesis Doctoral, puesto que la música se aprende desde la familia, ya que forma parte de la cultura de un lugar, y se vivencia en la escuela y la sociedad. La finalidad de este trabajo de investigación tiene una doble vertiente, por un lado valorar y demostrar que la música es un potente agente transmisor de conocimientos, no solamente musicales, sino también de valores, costumbres, creencias, estereotipos., que influyen en el desarrollo de la identidad de las personas. Por otro lado, resaltar la importante labor de la música en el proceso educativo del alumnado, ya que a través de ella se desarrollan capacidades, habilidades, destrezas. básicas para la vida de nuestro alumnado. El interés por este tema, parte del año 2008, ya que me inicié en esta temática con el trabajo de investigación titulado "Análisis de la transmisión de los estereotipos de género en el cancionero de Huelva como recurso educativo" realizado para el programa de doctorado "La Educación en la sociedad multicultural" (Bienio 2006/08). Para el desarrollo de dicho trabajo, se tomó como referencia el Cancionero infantil de la provincia de Huelva, realizado por Francisco José García Gallardo y Herminia Arredondo Pérez (1995), investigadores y docentes de la Facultad de Ciencias de la Educación de esa provincia andaluza. Las conclusiones de dicha investigación fueron la génesis de esta tesis doctoral, pues como se verá más adelante en el apartado "Conclusiones Finales", se siguen manteniendo los estereotipos en los recursos utilizados en las clases de música. En los primeros pasos para profundizar en esta temática, se puso de manifiesto los pocos estudios realizados en nuestro contexto sobre este tópico. Precisamente éste fue uno de los motivos que profesionalmente como docente, me generó curiosidad y fue decisivo para iniciar el estudio de investigación Como se ha mencionado anteriormente, tras una primera labor de búsqueda de documentación e investigaciones al respecto, encontramos que existen trabajos sobre el desarrollo de la identidad en la infancia como Phinney & Ong, 2007; Smith, 1995 y 2002; Pnevmatikos, Geka y Divane, 2010; y Markus, 2008; Al mismo tiempo, constan numerosos trabajos de investigaciones sobre transmisión de estereotipos de género a través de diversas asignaturas (como lenguaje, matemáticas, ciencias sociales, naturales, educación física. e incluso en la formación del profesorado que las imparte) como Márquez Guerrero, 2013; Álvarez, 1990; Torre, 2002; Velasco Marugán, 2012; Torres, G., y Arjona, 1988; Martínez Scott, 2012; Marco López, 1991; Lomas, 2004; Lozano Domingo, 1995; Díaz De Greñu, 2010; entre otros. Sin embargo, a la hora de abordar la educación musical como trasmisora de estereotipos a través de los recursos utilizados en las clases de música, existen muy pocas investigaciones al respecto. Con esta Tesis Doctoral, se pretende demostrar que en los recursos utilizados en clase, en este caso uno de los más empleados, como son los libros de texto de la asignatura de música en un centro educativo concreto, se transfieren conocimientos, hábitos, creencias., en definitiva, las concepciones existentes en una cultura andró céntrica, incluyendo los prejuicios. Se pretende poner de manifiesto el poder de este medio, ya que la educación es sonido e imagen; es decir, se transmite lo que se escucha y se ve, pero en la música, más concretamente, está acentuada esta relación por su incidencia en el desarrollo de las personas. Concretamente nos centramos en la influencia y efectos de la educación musical en la conformación de la identidad de género y en concreto en la transmisión de los estereotipos que se divulgan en los libros de texto de música. Para ello, se ha elegido un colegio onubense, el CEIP Aurora Moreno, ubicado en la localidad Gibraleón (Huelva). El planteamiento de este trabajo en el estudio de los libros texto es porque (desgraciadamente) en la educación en general, y la musical en particular, es el recurso más extendido a la hora de impartir las clases, limitando enormemente las actividades, tareas y ejercicios, ya que "todo está planificado" por las editoriales, ofreciendo hasta las respuestas estandarizadas que cada alumna o alumno debería dar, y no solo eso, sino las imágenes y textos que contienen, están encasillados en unas creencias, valores, pensamientos, actitudes. que poco a poco van influenciando la identidad de nuestras niñas y niños. Este poder educativo en la construcción del género, lo tiene incluso en la música actual, ya que se representan patrones de comportamiento que se asumen como normales y que, aun en la actualidad, ni se cuestionan. Podemos poner como ejemplo de esto la canción titulada "Mujer Florero" de Ella baila sola. Los fenómenos educativos no son de carácter meramente técnico. Son, más bien, de naturaleza moral y política. La actividad educativa está impregnada de contenidos morales. La responsabilidad que tenemos como profesionales del proceso educativo -en política, gestión, docencia.- es tener un control democrático externo de las acciones que se llevan a cabo y, también, un control interno nacido de las exigencias y necesidades de los protagonistas (Kelley y Beauchesne, 2001). Por eso, "no podemos ignorar o desatender que las escuelas están altamente implicadas en la educación, regulación, control y corrección de las expresiones sexuales y de género de niños y niñas, y que esas prácticas son indisociables de la producción simultánea de ordenamientos y jerarquías que legitiman y autorizan situaciones de exclusión, marginación, subordinación y violencia entre las identidades sexuales y de género, lo que posee una trascendencia política imposible de ignorar, por lo que urge avanzar en la inserción y discusión del tema en la formación de los y las profesionales de la educación" (Quaresma da Silva, Fanfa Sarmentó & Fossatti, 2012, p. 17). Los estereotipos de género que se muestran en muchas ocasiones en los libros de texto, canciones populares o tradicionales, videojuegos., encasillan a las mujeres en las "perfectas amas de casa y esposas", amables, dóciles, frágiles y, en definitiva, sin voluntad propia ni identidad o autonomía, dependientes siempre de un hombre para sentirse realizadas. Todo esto pertenece en educación al llamado currículum oculto. Se puede definir el currículum oculto como el conjunto de normas, costumbres, creencias, lenguajes y símbolos que se manifiestan en la estructura y el funcionamiento de una institución, constituyendo una fuente de aprendizajes para todas las personas que integran la organización (Santos Guerra, 2002). Los aprendizajes que se derivan del currículo oculto no solo afectan al alumnado sino también a los docentes. A partir del currículo oculto se asimilan significados a través de las prácticas que se realizan, de los discursos que se utilizan, de los textos que se leen (Santos, 2002). El androcentrismo tiene acciones muy poderosas y, en el ámbito musical más concretamente, han tratado de desvalorizar todo lo que hacen las mujeres. Estas acciones sumadas a la invisibilidad de las mujeres en la música, contribuye a desarrollar este papel secundario de ellas en esta materia de conocimiento. Por una parte se consigue infravalorar a la música realizada por mujeres, ya que carece de valor o importancia y, es por ello considerada una actividad propia de ellas, mientras que cuando hacen una aportación importante se destaca si son hombres. Como se plantea al inicio de este apartado todas y todos hemos oído hablar de Mozart o Beethoven, pero apenas se conoce la producción y el papel que han desempeñado en la vida de sus familiares mujeres como Fanny Mendelssohn (hermana de Félix), Clara Schumann (mujer de Robert), Alma Malher (mujer de Gustav) o Nanerl Mozart (hermana de Wolfgang Amadeus). Estas cuestiones son, muchas veces, olvidadas por el profesorado a la hora de seleccionar los libros de texto y quien tiene la responsabilidad en las editoriales, mostrando las concepciones y creencias arcaicas de una sociedad patriarcal, dominada por los hombres, que en algunas cuestiones es diferente en nuestros días, estando, por tanto, fuera de contexto. Con los hallazgos de este estudio se obtienen pruebas que resaltan la importancia que tiene el papel femenino dentro de la música y su efecto en la educación de las personas, en la línea que plantea una corriente actual del postmodemismo como es la musicología feminista. Esta rama de la musicología reivindica la figura de las féminas como eje central para evitar la discriminación de las mujeres no sólo como contenido, sino también como objeto. Para llevarlo a cabo, planteamos esta investigación cuya estructura se presenta a continuación: Para iniciar la fundamentación teórica de este trabajo, iniciamos una presentación de aspectos básicos que aportan la aclaración de los conceptos básicos que van a permitir la comprensión del mismo. Se parte de la idea de que la música es potente medio de comunicación, en muchas ocasiones objetivo y en otras subjetivo, otorgándole así una gran importancia como transmisor de ideas, creencias, valores, sentimientos. En primer lugar, se presenta la música como lenguaje, con sus elementos constitutivos, pues es una faceta poco conocida. También describimos lo inmensamente relacionada que está con la palabra, pues, muchos musicólogos coinciden en asignarle un origen común con el lenguaje oral. Como expresa Bernabé Villodre (2012, p. 107), "la música es una manifestación artística, es un medio de expresión de ideas, de emociones, de vivencias de una sociedad. El arte musical combina sus elementos propios de tal forma que acerca al oyente a la cultura del pueblo que la ha producido y a las emociones humanas. Por todo esto, podemos considerarla como una base para el establecimiento del diálogo intercultural, como una herramienta más de trabajo de la ínterculturalidad". La educación artística y, más concretamente la musical, ayuda a una transmisión de creencias, normas. ya que "en la música se enseñan valores y con la música se aprende a elegir valores" (Touriñán y Longueira, 2010, p. 160). Posteriormente, presentamos a la música como una fuente de expresión, e incluso haremos un recorrido cronológico del desarrollo expresivo de los niños y niñas a través de la misma. Además, se explicará con más detenimiento los tres tipos de expresión musical: vocal, instrumental y corporal. "El proceso de creación de la música puede contribuir a la apreciación de la diversidad cultural y al respeto de la libertad de expresión; de ahí, la importancia de la música como medio de comunicación entre culturas y, por extensión, la importancia de la educación por la música. Sin embargo, debe señalarse que no sólo la práctica musical en el ámbito formal puede favorecer la adquisición de la denominada competencia inter cultural" (García, Escarbajal de Haro y Escarbajal Frutos, 2007, p. 26). Posteriormente, se explica cómo el estudio de la música a lo largo de las distintas sociedades ha dado lugar a una ciencia llamada sociología. Se desarrolla una aproximación cronológica de la génesis de esta ciencia, así como de los distintos intelectuales importantes en el desarrollo de la misma. "Partimos de la idea de que la música se ha dotado desde un principio de una carga inherente de sociabilidad, es expresión de la vida interior, expresión de los sentimientos, pero a su vez exige por parte de quienes la escuchan, receptividad y conocimiento del estilo de que se trate, además de conocimiento de la sociedad en la que se crea, ya que cada obra musical es un conjunto de signos, inventados durante la ejecución y dictados por las necesidades del contexto social. Si desligamos a la obra de la sociedad que la creó los signos musicales tendrán sentidos distintos" (Hormigos, 2012, p. 75). En la antigüedad, el sentido musical estaba asociado a actividades colectivas, donde se compartían experiencias y vivencias, es decir, el contacto del individuo con la música se producía en el directo, compartiendo la experiencia musical con otras personas y generándose, de este modo, un verdadero acontecimiento social, sin embargo en la actualidad, es habitual que olvidemos esta dimensión ya que estamos demasiado acostumbrados a escucharla en solitario (Drósser, 2012). A continuación, se presenta el desarrollo cronológico de la función social de la música, desde la prehistoria hasta la actualidad. En este apartado se explica la importancia de la misma en las distintas sociedades y los usos que se hacía o hace de ella. En el desarrollo de este punto se resalta la importancia que tenía la música en la prehistoria hasta Grecia y Roma, pues entonces, tenía un valor formativo y educativo, y como posteriormente se le dio un trato de divertimento o pasatiempo, obviando sus propiedades. "Para descifrar el mensaje que posee toda composición musical es necesario entender su estructura y la forma de la música, estructura y forma que quedan determinadas por las características de la sociedad que las crea, las hereda o las interpreta. Por tanto, el hecho musical debe entenderse como una actividad social" (Hormigos, 2012, p. 76). Además, destaca la importancia del protagonismo femenino a lo largo de la historia, pues como veremos más adelante, las mujeres somos las "grandes olvidadas" en los libros de historia de la música. Green (2001, p. 25) argumenta que "la división del trabajo musical en una esfera pública, en gran medida masculina, y una esfera privada, en gran parte femenina, es un rasgo de la historia de la música occidental, así como de muchas culturas musicales de todo el mundo ". "En la música, el sistema patriarcal no ha sido menos influyente que en otros niveles sociales. La mujeres en la música han estado siempre invisibilizadas y relegadas a un segundo plano. No debemos olvidar que la música está insertada en un determinado modelo de sociedad que la produce, transmitiendo un determinado tipo de cultura, valores e intereses estéticos que siempre han de estar en conexión con el resto de factores que conforman dicha sociedad" (Laborda, 2015, p. 168) En el siguiente apartado se aborda el valor educativo de la música, iniciándolo en los antecedentes históricos y recorriendo cronológicamente las distintas épocas hasta llegar a la ley educativa actual, LOMCE. En este apartado, se desarrolla cómo se entiende la educación actual, así como más específicamente el currículum de música. Como en este trabajo es especialmente relevante el valor educativo de la música, así como de sus aportaciones a la etapa de primaria, se realiza una revisión detallada de los métodos de enseñanza y aprendizaje con fundamentación psicológica, los cuales aseguran que la música contribuye a una formación integral del alumnado, como son los de Suzuki, 1978; Willems, 1984; Kodaly, 1974; Ward, 1964; Orff-Schulwerk, 1969; Martenot, 1993; Paynter, 1999; y Dalcroze, 1998. En la escuela es fundamental tratar, estudiar y formar al alumnado en conocimientos sobre música. Según Alonso, Pereira y Soto (2003) la música es un instrumento educativo para la expresión de valores y sentimientos, ya que a través de la educación musical, el alumnado puede participar en producciones de forma cooperativa, establecer relaciones sociales, trabajo en equipo. Herrera (2007, p. 6), considera que "desde la educación musical podemos elaborar un marco de actuación idóneo para trabajar aspectos como la libertad, autonomía personal, autoestima, honestidad, felicidad, espíritu crítico, igualdad, solidaridad, pluralismo, cooperación, amor, creatividad. ". Una vez contextualizado el marco teórico, en el segundo bloque, se fundamenta y describen los objetivos de este estudio, que pueden resumirse en el título de esta Tesis Doctoral, realizar un análisis de la construcción de la identidad desde una perspectiva de género a través de la educación musical en la etapa de primaria. Para ello, se analizan los libros de texto de música desde una perspectiva de género; se realiza un análisis de los personajes que aparecen en los libros; se describe el rol social que desempeñan hombres y mujeres presentes en los libros de texto utilizados en las clases de música; se detectan y analizan los estereotipos de género que se le enseñan y transmiten al alumnado. Todo ello, con la finalidad de sensibilizar y crear conciencia entre el profesorado y a la administración pública de la presencia de un potente currículum oculto en los libros de texto; descubrir si en los libros de texto y editoriales seleccionadas existen valores racistas, sexistas o de otro tipo de discriminación de las personas de forma explícita y, además, proporcionar unas pautas de análisis que faciliten una mirada crítica, de género, sobre el material que se utiliza en las aulas de Educación Primaria que son los libros de texto. Sobre el material estudiado se ha realizado un análisis de contenido, cuyas categorías son la denominación de los personajes, descripción física, descripción psicológica, acciones que realizan, oficios o profesiones y objetos. Entre las conclusiones extraídas destaca el importante papel que desempeña la música como transmisora de normas, costumbres., en muchas ocasiones estereotipados, así como la influencia que esto produce en el desarrollo de la identidad del alumnado. De esta forma, se demuestra el verdadero valor educativo que tiene la música, más allá del aspecto lúdico, revalorizando su papel en el proceso formativo de los niños y niñas. Para finalizar, se ha incluido un apartado titulado "Limitaciones y posibles nuestras líneas de actuación" en el que se expondrá tanto propuestas de interacción como futuros estudios a realizar en esta línea. Dadas las condiciones de espacio y tiempo, hay cuestiones que no se pueden presentar en este trabajo, pero siento un gran interés para abordarlas en futuros estudios como son tratar las principales aportaciones de la musicología feminista, estudiar y poner de manifiesto en el contexto educativo los nombres de instrumentistas, directoras y compositoras, así como los instrumentos y repertorios considerados masculinos o femeninos. Por ello, hay que recalcar la importancia de una buena selección de los materiales utilizados por parte del profesorado en las clases, pues en la escuela, como agente socializador que es, se transfieren las creencias y valores inmersos en ellos. ; As presentation of this thesis, we want to mention the name of it in the title. By "Beyond Pink or Blue" we wish to express the arbitrariness of cultural patterns that prevail in childhood and spanning the entire life of the people. You might think that this association could have any biological relationship, but as argued Pauletti (2012) no ancestral roots of this color mapping to children. She points out that these colors began to associate sex in the Second World War, since before white for babies was used. The purpose of this tax is to establish guidelines, standards and stereotypes people. This issue would not matter if it did not involve a classification and prioritization. This assignment affects the appearance, the environment and even tastes. And so it is with music. When you think about instruments or orchestras address is extrapolated to men. If question at by the name of a classical composer, virtually everyone may respond as such they are Mozart, Beethoven and Falla. However not mention women, as in other arts. The invisibility of women in this field is so striking that one of the reasons for this thesis is to highlight the mechanisms that are responsible for that mistake. The basic pillars of this work are equality, gender, human rights, music and education. With the findings it aims to analyze and demonstrate how identity is constructed pupils through music education in the primary stage, from a gender perspective. We want to "pay our glasses" to see that discrimination still exists in education. In fact the Organic Law 8/2013, of 9 December, for the improvement of educational quality (LOMCE), states that "the educational level of citizens determines its ability to compete successfully in the field of the international scene and to face the challenges arising in the future ", this means opening the doors to jobs for highly qualified, representing a commitment to economic growth and a better future. For this, the role of scientific and technical matters is highlighted by eliminating mandatory study art education (plastic and music) in Elementary Education, and music in secondary education, a fact that enables a pupil finished his schooling in Spain without having studied this matter. Another reason to start this study is that, as a teacher I am, I share the ideas of the constructivist (Porlan, 1993; Diaz-Aguado y Medrano, 1994; Carter, 2010) in considering that research is a key factor for we draw people and rebuild our knowledge. Clearly it is essential to maintain a research perspective that allows us to know what would be the most appropriate new knowledge to interact in a context of learning and / or training. But the assessment of this discipline has not always been positive, particularly in basic education. Murphey (. 1992, pp 8-9) collects some beliefs of teachers on the use of music in the educational field, such as "Teachers do not take music seriously; They believe it can disturb adjacent classes; students "are desmadran" and control of the class is lost; different musical tastes among students of the same group is a problem . " Santos (1997a) also insists that those opposed to the use of songs in school prejudices persist, as it is considered a waste of time, a distraction from the curriculum to follow, along with a lack of rigor and academic seriousness. Starting from the well-known statement that "education, properly understood, is not just a preparation for life; is, in itself, a permanent and harmonious manifestation of life "(Willems, 1984, pp. 13-14). We propose that this idea should be extended to all artistic study and particularly for music education, appealing, as Willems (1984, pp. 13-14) "to most of the powers of the human being," he says. The development of these skills and qualities in children will depend on the social environments to which they are exposed: the family, school and society in general. In particular, the family is the first environment in which we spent the first years of our lives, and this is precisely where the basis of music education lies. In her social skills that will develop autonomy, because "the way we are being educated can contribute to become more complete and, secondly, to limit their initiatives and aspirations" (Finco, 2010 are acquired, p. 59). Therefore, the family is the first natural form of preparation, passing, through singing and games, music sensitivity. Then there is the school that complements the teaching of values that the learner receives at home, especially when there are deficiencies in the training environment (Garcia, 2005). Even from the "pink and blue clothes and earrings 'adorn' ears girls, are clear indications that the development of gender roles begins very early" (Gomez Bueno, 2001, p. 56). The second agent is school. The school has an important socializing role, transmitter of values, norms, habits of behavior . that facilitate the coexistence between people. It has a number of functions, which could be summarized in three: prepare the subject for their professional future, educate people morally and socially, and give a personal culture. The social environment and public educational institutions, enables a collective education, which encourages the child through different experiences of living with differences in gender, age, ethnicity, religion, among others (Faria and Finco, 2011) . Within the social function that has the school is remarkable "the role of the people involved in it, power relations, use of language, gender stereotypes, teaching strategies and relevance of its contents, and evaluation at school "(Chavez, 2006, p. 18). Imbernon (2002, p. 17) believes that "education alone can not make the necessary changes in societies but can act as a key instrument to promote changes in them." It is in these three environments, where the research work presented as a doctoral thesis, since music is learned from the family moves, as part of the culture of a place, and is experienced in school and society. The purpose of this research is twofold, first assess and demonstrate that music is a powerful transmitter agent of knowledge, not only music, but also of values, customs, beliefs, stereotypes . that influence the development the identity of people. On the other hand, emphasize the important role of music in the educational process of students, since through her abilities, skills . basic life of our students develop. Interest in this issue of the year 2008, since I started in this area with the paper titled "Analysis of the transmission of gender stereotypes in the songbook of Huelva as an educational resource" made to the doctoral program " Education in multicultural society " (2006/08 biennium) . For the development of this work, reference was made to child Songbook province of Huelva, by José Francisco Gallardo and Herminia Garcia Arredondo Perez (1995), researchers and teachers of the Faculty of Education of the Andalusian province. The findings of this investigation were the genesis of this dissertation, because as you will see later in "Final Conclusions" stereotypes are still maintained in the resources used in music classes. In the first steps to deepen this subject, it revealed few studies in our context on this topic. Precisely this was one of the reasons that professionally as a teacher, I generated curiosity and was instrumental in initiating the research study As mentioned above, after a first work of literature search and research the matter, we find that there are studies on the development of identity in childhood as Phinney & Ong, 2007; Smith, 1995 and 2002; Pnevmatikos, Geka and Divane, 2010; and Markus, 2008; At the same time, numerous studies consist of research on transmission of gender stereotypes through different subjects (such as language, mathematics, social sciences, natural, physical education . and even in teacher training that taught) as Marquez Guerrero, 2013 ; Alvarez, 1990; Torre, 2002; Marugán Velasco, 2012; Torres, G., and Arjona, 1988; Scott Martinez, 2012; Marco Lopez, 1991; Lomas, 2004; Lozano Domingo, 1995; Diaz De grenu, 2010; among others. However, when dealing with music education as a transmitter of stereotypes through resources used in music classes, there is little research on the subject. This doctoral thesis aims to demonstrate that the resources used in class, in this case one of the employees, such as textbooks for the subject of music in a particular school, knowledge, habits, beliefs are transferred . In short, existing in a male-centered culture, including prejudice conceptions. It is intended to demonstrate the power of this medium, since education is sound and picture; that is, transmitting what is heard and seen, but in music, more specifically, this relationship is accentuated by their impact on the development of people. In particular we focus on the influence and effects of music education in shaping gender identity and specifically in the transmission of the stereotypes that are disclosed in music textbooks. To do this, we have chosen a school Huelva, CEIP Aurora Moreno, located in the town Gibraleón (Huelva). The approach of this work in the study of text books is because (unfortunately) in education in general, and music in particular, is the most widespread when it comes to teach the classes, greatly limiting the activities, tasks and exercises resource because "everything is planned" by publishers, offering up the standard replies that each student or student should give, and not only that, but the images and texts that contain, are encased in some beliefs, values, thoughts, attitudes . that they are slowly influencing the identity of our children. This educational power in the construction of gender, has it even in music today, as behavior patterns that are assumed to be normal and, even today, not at issue are represented. We can make an example of this the song entitled "Woman Vase" Her dances alone. Educational phenomena are not purely technical. They are, rather, moral and political. The educational activity is imbued with moral content. Our responsibility as professionals of the educational process-in policy, management, teaching . - is to have an external democratic control of the actions undertaken and also an internal control born of the demands and needs of the protagonists (Kelley and Beauchesne, 2001) . Therefore, "we can not ignore or neglect that schools are highly involved in education, regulation, control and correction of sexual expression and gender of children, and that these practices are inseparable from the simultaneous production of systems and hierarchies legitimizing and authorizing situations of exclusion, marginalization, subordination and violence between sexual identities and gender, which has a political significance impossible to ignore, it is urgent to advance the inclusion and discussion of the issue in the training of and education professionals "(Quaresma da Silva Sarmento Fanfa & Fossatti, 2012, p. 17). Gender stereotypes shown on many occasions in textbooks, popular and traditional songs, video games . pigeonhole women in "perfect housewives and wives", kind, gentle, fragile and ultimately without free will or identity or autonomy, always dependent on a man to feel fulfilled. All this belongs to the so-called hidden curriculum education. You can set the hidden curriculum as a set of rules, customs, beliefs, languages and symbols that appear in the structure and functioning of an institution, constituting a source of learning for all people within the organization (Santos Guerra, 2002 ). The lessons derived from hidden curriculum not only affect the students but also teachers. From the meanings hidden curriculum through the practices carried out, the speeches that are used, the texts read (Santos, 2002) are treated. Androcentrism has very powerful actions and, more specifically in the musical field, have tried to devalue everything that women do. These actions added to the invisibility of women in music, helps develop this secondary role of them in this area of knowledge. On the one hand it is achieved underestimate music by women because it has no value or importance and is therefore considered an activity for them, whereas when they make an important contribution stands out if they are men. As discussed earlier in this section each and everyone has heard of Mozart or Beethoven, but little production and the role they have played in the lives of their female relatives as Fanny Mendelssohn (sister of Felix), Clara Schumann is known ( wife of Robert), Alma Mahler (Gustav woman) or Nanerl Mozart (sister of Wolfgang Amadeus). These issues are often neglected by teachers when selecting textbooks and who is responsible for the editorial, showing the archaic conceptions and beliefs of a patriarchal society dominated by men, that on some issues is different nowadays, being thus out of context. With the findings of this study tests that highlight the importance of women's role in music and its effect on the education of persons, in line it posed a current stream of postmodernism and feminist musicology is obtained. This branch of musicology claimed the figure of the women as central to prevent discrimination against women not only as content but also as an object. To carry out this research propose the structure is as follows: To start the theoretical foundation of this work, we began a presentation of basics that provide clarification of the basic concepts that will allow the understanding of it. It starts from the idea that music is powerful means of communication, in many goal chances and other subjective, thus giving great importance as a transmitter of ideas, beliefs, values, feelings . First, music is presented as a language with its constituents, as it is a little-known facet. We also describe how immensely related one with the word, then, many musicologists agree to assign a common origin with the spoken language. As expressed Barnabas Villodre (2012, p. 107), "Music is an art form, it is a means of expressing ideas, emotions, experiences of a society. The musical art combines elements so that the listener about the culture of the people that has already produced human emotions. For all this, we can consider it as a basis for establishing intercultural dialogue as a working tool of multiculturalism ". Arts education and, more specifically musical, helps transmission of beliefs, rules . and that "values are taught music and music learn to choose values" (Tourinan and Longueira, 2010, p. 160). Subsequently, we present the music as a source of expression, including making a chronological development of the expressive children through it. Also, it is explained in more detail the three types of musical expression: vocal and instrumental body. "The process of creating music can contribute to the appreciation of cultural diversity and respect for freedom of expression; hence the importance of music as a means of communication between cultures and, by extension, the importance of education for music. However, it should be noted that not only the musical practice in the formal scope may favor the acquisition of the so-called intercultural competence "(Garcia de Haro and Escarbajal Escarbajal Frutos, 2007, p. 26). Later, he explained how the study of music along the various companies has led to a science called sociology. A chronological approach to the genesis of this science develops, as well as other leading intellectuals in developing it. "We start from the idea that music has provided from the beginning of an inherent burden of sociability, it is an expression of the inner life, expression of feelings, but in turn requires from those who listen, responsiveness and knowledge of style which, in addition to knowledge of the society in which you create concerned, as each musical work is a set of signs invented during implementation and dictated by the needs of the social context. If we disclaim the work of the society that created the musical signs have different meanings "(Hormigos, 2012, p. 75) In ancient times, the musical sense was associated with group activities where life experiences are shared, that is, the individual's contact with music was produced in the direct sharing music experience with others and generating, in this way, a real social event, but today, it is common to forget this dimension as we are too used to listen alone (Drosser, 2012). Then the chronological development of the social function of music, from prehistory to the present day is presented. In this section the importance of the same in different societies and the uses made of it does or says. In developing this point how important it was the prehistoric music to Greece and Rome, since then, had a formative and educational value, and subsequently was given as a deal of amusement or pastime, ignoring its properties it is highlighted. "To decrypt the message that has all musical composition is necessary to understand its structure and form of music, structure and form are determined by the characteristics of the society that created, inherited or interpreted. Therefore, the musical should be viewed as a social activity "(Hormigos, 2012, p. 76). It also highlights the importance of women's role throughout history, because as we shall see, women are the "forgotten ones" in the history books of music. Green (2001, p. 25) argues that "the division of the musical work in a public sphere, in large measure men and a private sphere, largely female, is a feature of the history of Western music, as well as many musical cultures around the world. " "In music, the patriarchal system has not been less influential than in other social levels. The women in music have always been invisible and relegated to the background. We must not forget that music is inserted in a particular model of society that produces it, conveying a certain type of culture, values and aesthetic interest must always be connected with the other factors that make that society "(Laborda, 2015 , p. 168) In the next section the educational value of music, starting it on the historical background and chronologically through the different times to reach the current education law, LOMCE addressed. This section develops understand how the current education and more specifically the music curriculum. As this work is especially relevant educational value of music as well as their contributions to the primary stage, a detailed review of the methods of teaching and learning is done with psychological foundation, which ensures that music contributes to a comprehensive training of students, such as Suzuki, 1978; Willems, 1984; Kodaly, 1974; Ward, 1964; Orff -Schulwerk, 1969; Martenot, 1993; Paynter, 1999; and Dalcroze, 1998. In school is essential to address, study and train students in knowledge about music. According to Alonso, Pereira and Soto (2003) music is an educational tool for the expression of values and feelings, and that through music education, students can participate in cooperative productions, social relationships, teamwork. . Herrera (2007, p. 6), believes that "from the musical education we can develop a framework for suitable action to work on aspects such as freedom, personal autonomy, self-esteem, honesty, happiness, critical thinking, equality, solidarity, pluralism, cooperation, love, creativity . " Once contextualized the theoretical framework, in the second block, is based and describe the objectives of this study can be summarized in the title of this thesis, an analysis of the construction of identity from a gender perspective through music education in the primary stage. To do this, the music textbooks are analyzed from a gender perspective; an analysis of the characters in the books is done; the social role played by men and women on the textbooks used in music classes described; They are detected and analyzed gender stereotypes that teach and transmit to students. All this, in order to sensitize and raise awareness among teachers and public administration of the presence of a powerful hidden curriculum in the textbooks; discover whether there are racist, sexist or other discrimination against people explicitly values in selected textbooks and publishers and also provide guidelines to facilitate analysis a critical, gender, about the material used in classrooms of primary education are textbooks. On the studied material it has conducted a content analysis, whose categories are the names of the characters, physical description, psychological description, actions performed, trades or professions and objects. Among the conclusions drawn stresses the important role of music as a transmitter of norms, customs . in many stereotyped occasions as well as the influence it has on the development of the identity of the students. Thus, the real educational value of music, beyond the recreational aspect, reassessing its role in the learning process of children is demonstrated. Finally , we have included a section entitled " Limitations and our possible courses of action " in which both proposals as future interaction studies performed on this line will be exposed. Given the conditions of space and time , there are issues that can not be presented in this work , but I feel great interest to address in future studies as they are treating the main contributions of feminist musicology, studying and highlighting the educational context names of musicians , directors and composers , as well as instruments and repertoires considered masculine or feminine. Therefore, we must stress the importance of a good selection of materials used by teachers in the classroom , because in school as a socializing agent that is , beliefs and values embedded in them are transferred .
Aquest número comença amb l´article de Mireia Alcón i José Luis Menéndez sobre el paradigma de l´avaluació autèntica i la contribució específica de les rúbriques al disseny i implantació de sistemes d´avaluació coherents amb el paradigma esmentat. La literatura especialitzada ha insistit en la vinculació de l´avaluació autèntica amb la idea d´una avaluació posada al servei de l´aprenentatge. Així ho demostra l´èmfasi en que l´avaluació se centri en l´acompliment dels estudiants respecte de problemes rellevants en entorns socials i professionals. També, l´èmfasi en que l´avaluació estigui alineat amb els altres components del context educatiu donat que, sense aquesta coherència, és impossible aconseguir els aprenentatges que suposa una educació basada en competències. Tanmateix, hom ha insistit menys en el potencial que té l´avaluació autèntica per reorganitzar l´activitat docent del professorat i per a la millora dels currículums. Aquest model requereix una reflexió compartida del professorat sobre l´àmbit professional i la pròpia cultura acadèmica de la disciplina, sobre el perfil del titulat, sobre els objectius d´aprenentatge i llur integració coherent en el pla d´estudis, i sobre els entorns didàctics més adequats per tal que l´estudiant assoleixi els resultats previstos. Perquè només des d´aquesta perspectiva pot implantar-se una avaluació autèntica. En l´article, els autors insisteixen en una idea similar en relació amb les rúbriques. A banda d´ésser instruments d´avaluació, aquestes han d´ésser considerades també recursos educatius que permetin a l´estudiant enjudiciar i resoldre problemes importants del seu àmbit disciplinari en diàleg constant amb els seus companys i professors. Pel professorat, el disseny i la utilització de rúbriques són un motiu d´anàlisi i discussió concret, però activen simultàniament una consciència més profunda i una major responsabilitat sobre la seva pràctica professional. L´autenticitat segueix present en l´article d´Eva Gregori sobre la validesa d´un model de carpeta d´aprenentatge utilitzat en el grau de Belles Arts. La validesa no és una condició suficient per afirmar l´autenticitat d´un sistema d´avaluació, però sí que en constitueix una de les seves condicions necessàries. Un sistema d´avaluació pot ésser perfectament vàlid perquè les inferències que genera respecte els aprenentatges dels estudiants són adequades i útils per aconseguir aquests aprenentatges. No obstant, aquest sistema d´avaluació pot valorar resultats d´aprenentatge que no són rellevats en contextos socioprofessionals reals. De fet, la transferència i generalització dels judicis vàlids sobre l´aprenentatge dels estudiants depèn de la pertinença, importància, amplitud i profunditat dels citats aprenentatges, cosa que confereix interès a aquells judicis vàlids en contextos educatius més amplis. L´autora aborda l´assumpte des de la perspectiva contrària: d´acord amb la literatura especialitzada, reconeix l´autenticitat de la carpeta per ser un recurs en el que l´estudiant justifica i exemplifica el seu procés i resultats d´aprenentatge per, acte seguit, demostrar la validesa del model de carpeta emprat. L`anàlisi inclou un examen dels constructes en els quals es va organitzar la carpeta i de la seva consistència interna, per demostrar la coherència amb els objectius d´aprenentatge i la seva adequació al context educatiu. Un examen de la càrrega de treball dels estudiants en llur elaboració i de les qualificacions obtingudes li serveixen per justificar la seva adequació al perfil de l´estudiant de nou ingrés en la titulació analitzada. L´assumpte de l´avaluació autèntica està també implícit en l´article de María Isabel Arbesú i Leticia Reyes sobre l´eficàcia docent. Per bé que l´article se circumscriu a un estudi de la percepció que tenen estudiants de grau i postgrau de ciències i arts per al disseny, aquest estudi forma part d´una investigació més àmplia que involucra altres actors del sistema educatiu. Investigacions d´aquesta mena són encara més importants en l´actualitat, quan la literatura especialitzada ha plantejat seriosos dubtes sobre la validesa i fiabilitat de les enquestes habituals sobre la qualitat docent, i quan hom reafirma la tendència a descarregar exclusivament en les espatlles del professorat la responsabilitat d´uns resultats educatius insuficients. És significatiu que l´anàlisi no versi sobre l´eficiència del professor sinó sobre l´eficàcia; és a dir, l´adequació dels resultats de l´activitat del professorat al paper que han de jugar en la institució educativa, i que no és altre que el de generar oportunitats d´aprenentatge pels seus estudiants. En aquest sentit, és de particular interès que els propis estudiants identifiquin dimensions d´avaluació que no acostumen a recollir-se en els qüestionaris. De confirmar-se això, aquests resultats subratllarien un cop més el risc cert d´incórrer en insuficiències que posarien en entredit la validesa d´aquests instruments. D´aquesta manera, hom posa de manifest com els problemes de validesa menyscaben l´autenticitat del sistema avaluador. Els dos darrers articles provenen de l´àmbit de la Teoria de l´Art. El signat per Bibiana Crespo realitza un decurs històric del concepte de dibuix des de l´antiguitat greco-romana fins a les avantguardes històriques. No s´ha de cercar una anàlisi exhaustiva de les reflexions d´artistes i teòrics sobre el tema, cosa impossible en un article; l´autora es basa en una selecció de textos de diferents èpoques per a demostrar la presència d´un fil condcutor en la idea de dibuix com activitat intel•lectual i com aquesta idea va evolucionant en els diferents períodes de la història de l´art. Sobre aquesta base, s´afirma el valor específic del dibuix com a art, però també el seu paper rellevant com activitat artística i, en aquest sentit, la seva contribució a la resta de les arts plàstiques. En l´article s´observen les relacions canviants entre els diferents aspectes del dibuix segons hom consideri la seva relació amb la naturalesa; la seva relació amb les altres arts plàstiques; amb la pròpia activitat mental de l´artista i el seu correlat amb el procés d´ideació, d´una banda, i amb el d´execució de l´altra; amb el seu vincle amb diferents facultats mentals –sigui l´intel•lecte, la intuïció, la imaginació, l´enginy o el sentiment–; o amb la seva pròpia naturalesa lingüística que esdevé motiu central de reflexió en el tram final de la modernitat. L´article de Ricard Ramon adopta l´enfocament més sociològic dels estudis de cultura visual per examinar el paper desenvolupat per l´art i el discurs artístic en les estratègies de legitimació i en les campanyes publicitàries de les principals empreses i corporacions. L´autor presenta el cas de l´empresa de ceràmica Lladró per a plantejar l´existència de relacions entre la seva activitat industrial i comercial, el seu interès en el col•leccionisme d´obres d´art, la col•laboració amb reconeguts especialistes del camp de la història de l´art i la creació del propi museu Lladró. L´interès de l´article rau en que el seu objecte d´estudi està molt poc tractat en el camp de la Història de l´Art perquè, des d´una concepció tradicional de la disciplina, aquest objecte queda fora del seu àmbit. És innegable que una de les funcions que l´art ha exercit històricament és ser mitjà de representació i legitimació pública dels valors i grups de poder dominants. Tanmateix, en les societats democràtiques avançades, concorren aspectes nous que suposen un salt qualitatiu. La qüestió rau en el procés d´acceleració històrica, les conseqüències de la naturalesa tecnològica de la societat de la informació i comunicació, i la crisi d´altres metarelats que fan de contrapès als arguments exclusivament econòmics. Tot plegat explica la proliferació de les interferències entre els discursos i fenòmens artístics, aquells altres que es desenvolupen en el disseny i la publicitat, i els interessos comercials i financers del món dels negocis. Aquest fet dóna especial rellevància al debat sobre els límits i les juxtaposicions entre aquests discursos i interessos, sobre llurs diferències i finalitats respectives, i sobre les repercussions recíproques que tindran en cadascun d´aquests àmbits. ; This issue begins with an article by Mireia Alcón and Jose Luis Menendez on the paradigm of authentic assessment and the specific contribution of rubrics to the design and implementation of assessment systems within this paradigm. The specialist literature strongly advocates the linking of authentic assessment with the idea of assessment at the service of learning. For example, it emphasizes the fact that assessment should focus on students' performance with respect to relevant problems in social and professional settings, and also that assessment should be closely aligned with the other components of the educational context because otherwise it is impossible to achieve the learning that a competency-based education requires. However, less attention has been paid to the potential of authentic assessment to reorganize teaching activities and improve curricula. A model of this requires a shared reflection of teachers on their professional environment and the academic culture of the discipline, on the graduate profile, on learning objectives and their integration into the curriculum, and on the learning environments that can help students to obtain the desired results. Only from this perspective can an authentic assessment be put in place. In the article, the authors put forward a similar idea in relation to rubrics. Besides being assessment tools, rubrics should be considered as educational resources that allow students to tackle important problems in their discipline, in constant dialogue with peers and teachers. For teachers, the design and use of rubrics is a source of analysis and discussion, but simultaneously activates a deeper awareness and a greater collective responsibility for their professional practice. The question of authenticity is also present in the article by Eva Gregori on the validity of a learning portfolio model used in the degree of Fine Arts. Validity is not a sufficient condition to affirm the authenticity of an assessment system, but it is a necessary component. An assessment system can be perfectly valid because the inferences it generates regarding students' learning are appropriate and useful for this learning; however, it may evaluate learning outcomes that are not relevant to real socioprofessional contexts. The transfer and generalization of valid judgments on students' learning depends on the relevance, breadth and depth of this learning. The author addresses the issue from the opposite perspective: in accordance with the specialist literature, she recognizes the authenticity of the portfolio as a resource in which students justify and exemplify the learning process and results, and then demonstrates the validity of the portfolio model used. The analysis includes an examination of the constructs in which the portfolio was organized and its internal consistency in order to demonstrate its suitability with regard to the learning objectives and its relevance in the educational context. On the basis of a review of students' workload in the preparation of the portfolio and of the test scores obtained, the author concludes that the portfolio is a highly useful instrument for students in the first years of the Fine Arts degree. The issue of authentic assessment is also implicit in the article by Maria Isabel Arbesú and Leticia Reyes on teacher effectiveness. Although the article is limited to a study of the perceptions of science and fine arts undergraduates and graduates, the study is part of a wider investigation involving other actors in the education system. Investigations of this type are particularly important today, at a time when the specialist literature has raised serious questions about the validity and reliability of the surveys currently used to assess teaching quality, and when there is a tendency to lay all the responsibility for poor educational outcomes at the door of the teachers. Significantly, the analysis does not focus on teachers' efficiency but on their effectiveness; that is, the relevance of the results of their activity to the role they should play in the school, that is, to generate learning opportunities for their students. In this context, it is particularly important that the students themselves identify dimensions of assessment which are not usually included in questionnaires. If confirmed, these results underline once again the risk of certain deficiencies that call into question the validity of these instruments. Thus, it becomes clear how problems of validity undermine the authenticity of the assessment system. The last two articles are from the field of art theory. The piece by Bibiana Crespo takes a historical view of the concept of drawing, from the Graeco-Roman world until the early-20th-century avant-garde movement. An exhaustive analysis of the reflections of artists and theorists on the subject would be beyond the scope of the article; the author bases her contribution on a selection of texts from different periods to demonstrate the presence of an underlying thread in the idea of drawing as an intellectual activity and to trace the evolution of this in different periods of art history. On this basis, she affirms the specific value of drawing as art, but also stresses its important role as an artistic activity and, in this respect, its contribution to the rest of the Fine Arts. The article reflects the changing relationships between different aspects of drawing according to a consideration of their relationship with nature; its relationship with the other arts; its relationship with the artist's mental activity and its correlation with the process of ideation on the one hand and with the process of execution on the other; its link with various mental faculties such as the intellect, intuition, imagination, ingenuity or feeling; and with its own linguistic nature which becomes the central cause for reflection in the final stage of modernity. Ricard Ramon article adopts a more sociological approach to the studies of visual culture to examine the role of art and artistic discourse in the strategies of legitimation and advertising campaigns of major companies and corporations. The author presents the case of Lladró, the ceramics company, to exemplify the existence of relations between its industrial and commercial activities, its interest in collecting works of art and in collaborating with renowned experts in the field of art history, and the creation of the Lladró museum. The article is important because its subject lies outside the scope of the traditional conception of art history and has been largely neglected inside the discipline. It is undeniable that one of art's historical functions has been as a means of representation and public legitimation of the dominant values and power groups inside a community. However, in advanced democratic societies, new aspects come together that represent a qualitative leap forward. The key lies in the process of historical acceleration, the consequences of the technological nature of the information and communication society, and the crisis of other metanarratives that act as a counterweight to the purely economic arguments. All this explains the proliferation of interferences between artistic discourses and phenomena, other discourses that are at work in design and advertising, and the commercial and financial interests of the business world. This confers special relevance on the debate about the limits and juxtapositions between these discourses and interests, their differences and their respective aims, and on the reciprocal repercussions that they have in each of these areas. ; Este número comienza con el artículo de Mireia Alcón y José Luis Menéndez sobre el paradigma de la evaluación auténtica y la contribución específica de las rúbricas al diseño e implantación de sistemas de evaluación coherentes con dicho paradigma. La literatura especializada ha insistido en la vinculación de la evaluación auténtica con la idea de una evaluación puesta al servicio del aprendizaje. Así lo demuestra el énfasis en que la evaluación se centre en el desempeño de los estudiantes respecto de problemas relevantes en entornos sociales y profesionales. También, el énfasis en que la evaluación esté alineada con los otros componentes del contexto educativo puesto que, sin esta coherencia, es imposible alcanzar los aprendizajes que supone una educación basada en competencias. Sin embargo, se ha insistido menos en el potencial que tiene la evaluación auténtica para reorganizar la actividad docente del profesorado y para la mejora de los currículos. Dicho modelo requiere una reflexión compartida del profesorado sobre el ámbito profesional y la propia cultura académica de la disciplina, sobre el perfil del egresado, sobre los objetivos de aprendizaje y su integración coherente en el plan de estudios, y sobre los entornos didácticos más adecuados para que el estudiante alcance los resultados previstos. Porque solo desde esta perspectiva puede implantarse una evaluación auténtica. En el artículo, los autores insisten en una idea similar en relación con las rúbricas. Además de ser instrumentos de evaluación, estas deben ser consideradas también recursos educativos que permitan al estudiante enjuiciar y resolver problemas importantes de su ámbito disciplinario en diálogo constante con sus compañeros y profesores. Para el profesorado, el diseño y la utilización de rúbricas son un motivo de análisis y discusión concreto, pero activan simultáneamente una conciencia más profunda y una mayor responsabilidad colectiva sobre su práctica profesional. La autenticidad sigue presente en el artículo de Eva Gregori sobre la validez de un modelo de carpeta de aprendizaje utilizado en el grado de Bellas Artes. La validez no es una condición suficiente para afirmar la autenticidad de un sistema de evaluación, pero sí que constituye una de sus condiciones necesarias. Un sistema de evaluación puede ser perfectamente válido porque las inferencias que genera respecto de los aprendizajes de los estudiantes son adecuadas y útiles para conseguir tales aprendizajes. Sin embargo, ese sistema de evaluación puede valorar resultados de aprendizaje que no son relevantes en contextos socioprofesionales reales. De hecho, la transferencia y generalización de los juicios válidos sobre el aprendizaje de los estudiantes depende de la pertinencia, importancia, amplitud y profundidad de tales aprendizajes, lo que confiere interés a aquellos juicios válidos en contextos educativos más amplios. La autora aborda el asunto desde la perspectiva contraria: de acuerdo con la literatura especializada, reconoce la autenticidad de la carpeta por ser un recurso en el que estudiante justifica y ejemplifica su proceso y resultados de aprendizaje para, a continuación, demostrar la validez del modelo de carpeta empleado. El análisis incluye un examen de los constructos en que se organizó la carpeta y de su consistencia interna, para demostrar su coherencia con los objetivos de aprendizaje y su adecuación al contexto educativo. Un examen de la carga de trabajo de los estudiantes en su elaboración y de las calificaciones obtenidas le sirven para justificar su adecuación al perfil del estudiante de reciente ingreso en la titulación analizada. El asunto de la evaluación auténtica está también implícito en el artículo de María Isabel Arbesú y Leticia Reyes sobre la eficacia docente. Aunque el artículo se circunscribe a un estudio de la percepción que tienen estudiantes de grado y posgrado de ciencias y artes para el diseño, dicho estudio forma parte de una investigación más amplia que involucra otros actores del sistema educativo. Investigaciones de este tipo son aun más importantes en la actualidad, cuando la literatura especializada ha planteado serias dudas sobre la validez y fiabilidad de las encuestas al uso sobre la calidad docente, y cuando se reafirma la tendencia de descargar exclusivamente en los hombros del profesorado la responsabilidad de unos resultados educativos insuficientes. Es significativo que el análisis no verse sobre la eficiencia del profesor sino sobre la eficacia; esto es, la adecuación de los resultados de la actividad del profesorado al papel que deben desempeñar en la institución educativa, y que no es otro que generar oportunidades de aprendizaje para sus estudiantes. En este sentido, es de particular interés que los propios estudiantes identifiquen dimensiones de evaluación que no acostumbran a estar recogidas en los cuestionarios. De confirmarse, estos resultados subrayarían una vez más el riesgo cierto de incurrir en insuficiencias que pondrían en entredicho la validez de estos instrumentos. De este modo, se pone de manifiesto cómo los problemas de validez menoscaban la autenticidad del sistema evaluador. Los dos últimos artículos provienen del ámbito de la Teoría del Arte. El firmado por Bibiana Crespo realiza un decurso histórico del concepto del dibujo desde la antigüedad greco-romana hasta las vanguardias históricas. No hay que buscar un análisis exhaustivo de las reflexiones de artistas y teóricos sobre el tema, cosa imposible en un artículo; la autora se basa en una selección de textos de diferentes épocas para demostrar la presencia de un hilo conductor en la idea de dibujo como actividad intelectual y como esta idea va evolucionando en los diferentes períodos de la historia del arte. Sobre esta base, se afirma el valor específico del dibujo como arte, pero también su papel relevante como actividad artística y, en este sentido, su contribución al resto de las artes plásticas. En el artículo se observan las relaciones cambiantes entre los diferentes aspectos del dibujo según se considere su relación con la naturaleza; su relación con las otras artes plásticas; con la propia actividad mental del artista y su correlato con el proceso de ideación, por un lado, y con el de ejecución por el otro; con su vínculo con diferentes facultades mentales –sea el intelecto, la intuición, la imaginación, el ingenio o el sentimiento–; o con su propia naturaleza lingüística que pasa a ser motivo central de reflexión en el tramo final de la modernidad. El artículo de Ricard Ramon adopta el enfoque más sociológico de los estudios de cultura visual para examinar el papel desempeñado por el arte y el discurso artístico en las estrategias de legitimación y en las campañas publicitarias de las principales empresas y corporaciones. El autor presenta el caso de la empresa de cerámica Lladró para plantear la existencia de relaciones entre su actividad industrial y comercial, su interés en el coleccionismo de obras de arte, la colaboración con reconocidos especialistas del campo de la historia del arte y la creación del propio museo Lladró. El interés del artículo radica en que su objeto de estudio está muy poco tratado en el campo de la Historia del Arte porque, desde una concepción tradicional de la disciplina, dicho objeto queda fuera de su ámbito. Es innegable que una de las funciones que el arte ha desempeñado históricamente es ser medio de representación y legitimación pública de los valores y grupos de poder dominantes. Sin embargo, en las sociedades democráticas avanzadas, concurren aspectos nuevos que suponen un salto cualitativo. La clave radica en el proceso de aceleración histórica, las consecuencias de la naturaleza tecnológica de la sociedad de la información y comunicación, y la crisis de otros metarrelatos que actúan de contrapeso ante los argumentos exclusivamente económicos. Todo ello explica la proliferación de las interferencias entre los discursos y fenómenos artísticos, aquellos otros que se desarrollan en el diseño y la publicidad, y los intereses comerciales y financieros del mundo de los negocios. Este hecho confiere especial relevancia al debate sobre los límites y las yuxtaposiciones entre estos discursos e intereses, sobre sus diferencias y fines respectivos, y sobre las repercusiones recíprocas que tendrán en cada uno de estos ámbitos.
Inhaltsangabe: To introduce this work the author refers to the World Economic Forum Annual Meeting 2011, which took place in Davos from the 26th - 30th of January 2011, its agendas and reports (The World Economic Forum, 2011). At first view this meeting looks like a get-together of several leaders from different backgrounds, meaning leaders from different industries as well as political and religious leaders. But the huge amount of attendees and their position in the world turns this get-together into a platform to discuss strategies and solutions for the world's future economy and how to overcome the latest issues regarding the financial crisis. The theme of this year's meeting was 'Shared norms for a new reality', indicating, that the world has reached a turning point where change is important to assure a sustainable future. Abhisit Vejjajiva, Prime Minister of Thailand, for example states 'Governments and businesses should start revising their social contracts with their stakeholders in the light of the new realities of the post-crisis world". Furthermore his concern is that today's leaders are mostly just focused on the short-term success, due to the high pressure from their shareholders and thus work in their own borders without caring about the common good outside the borders in order to generate sustainable success. This concern gets a higher emphasis by Indra Nooyi, Chairman and CEO of PepsiCo, who actually attacks today's businesspeople and want to send them back to university because they just aim for short-term profits, rather than worrying about a sustainable future. In addition it is about the future leadership role of China considering multi stakeholders to achieve win-win solutions (Victor Chu, First Eastern Investment Group), leadership for people (Christine Lagarde, French Minister of Finance) and finally an optimistic outlook for the future, especially Europe, and the request of change and more transparency by David Cameron, Prime Minister of the United Kingdom. At the end buzzwords like stakeholders, sustainability, partnership, social responsibility, growth, balance and responsible leadership, just to name a few, can be found throughout all statements. As a matter of course all these statements are in a broader context meaning global issues, but can easily transferred to normal businesses. Reason for this project: Sustainability has become, as seen above, a huge topic paired with a more social behaviour for the common good and let the feeling arise that a new era has begun, that some of the main leaders have started to develop a new 'Zeitgeist". The question now is how this dissertation can contribute to the on-going change in order to achieve sustainable success. Sustainable success is depended on the competitive advantages, which is often tried to gain through reengineering, process improvement, etc. According to Huber, Scharioth, Pallas (2004) this is initially a good idea, but even if there are differences putting these into practice, the performance standard is often quite similar and the competitive advantage, which is won by these initiatives, is not as significant as desired. That is why they are putting the emphasis on stakeholder management with the purpose to not left the relationships with stakeholders on its own. Stakeholder management is actually an idea developed within the 80's by Freeman (1984) in order to strategically align the stakeholder's interest, using a rough framework, finally resulting in improved success (Stoney Winstanley, 2001). Success is nowadays often seen in form of financial benefits and at least in this point Berman, Wicks, Kotha, Jones (1999) see a positive impact on the part of stakeholder management. Nonetheless sustainable success is not just about finances and thus it is interesting to investigate what sustainable success is and how stakeholder management nurtures all its components. But why is each stakeholder so important? Giving some examples according to Huber, Scharioth, Pallas (2004), it points out that no matter if employees or suppliers they all have an essential impact on the business. Employees for instance have a high impact on the customer retention and company's profitability (improvement of 20% - 50%) and therefore put before customer by Nayar (2010). On the other hand suppliers need a lot of attention, due to 'Outsourcing', 'Lean' and scarcity of raw materials, to get required quality, quantity and delivery time. But also other external stakeholders are from high importance to avoid higher financial risks, as already pointed out in the 1990s by McGuire in Savage, Nix, Whitehead, Blair (1991), and thus must be managed well in order to not loose the support of a specific group and thus getting hindered on the journey to sustainable success (Reynolds, Schultz, Hekman, 2006). This is where 'managing", also understood as 'balancing" (Avery, 2005), the different interests comes into play, whereas it can become difficult, if the company is highly depending on one specific stakeholder. This could be an investor, who is holding a lot of shares, or a supplier, who is having a monopole, leading to generated bias and an exposure of sustainability (Savage, Nix, Whitehead, Blair, 1991). Furthermore a company or a company network respectively, is seen as an alliance of stakeholders (Freeman, Harrison, Wicks, 2007), and their sustainable success is ensured by sticking together and behaving like a moving target (De Wit Meyer, 2005), in order to withstand evolutions in the industry and the corresponding challenges. It also could be refereed to a company as organisation, an amalgamation of people or groups of people with the aim of accomplishing productive activities, which is seen as difficult on an individual basis (Chemers, 1997). However there are also arguments against stakeholder management as enabler for sustainable success (Stoney Winstanley, 2001), at which the only purpose of a company is seen by Friedman (1962) in Stoney Winstanley (2001) in making profit and thus stakeholder management is an attack on the individual wealth of shareholders (Sternberg, 1997). In addition stakeholder management has found one of its biggest critics in Stoney Winstanley (2001) who complain about the complexity of this approach and finally its misuse as just a new tool to control the participants. Nonetheless these concerns are generally based on traditional and old-fashioned views and the question arises if the time is ripe for change, meaning the move away from just sustainable shareholder success. Considering the criticism above it seems that one of the biggest drawbacks of stakeholder management is the actual realisation, meaning the consideration of everyone's interest. This is why De Wit Meyer (2005) see good leadership skills as crucial to balance the discrepancies mostly between shareholders and other stakeholders, and lead through an alliance with different partners, affected by mistrust, due to fear that others always want a bigger part of the cake. So one major pitfall of leaders regarding stakeholder management is that of avoiding bias. There are differences between the stakeholders, for instance regarding the flexibility. Employees are mostly depending on their workplace, whereas shareholders can always choose from a wide range or portfolio of possible investments and therefore the risk of favouring shareholders is quite high (De Wit Meyer, 2005), caused in their higher direct influence (Savage, Nix, Whitehead, Blair, 1991). Additionally it should be born in mind that CEO's and the board often hold a share of the own company or are even obligated to, according to several financial reports (e.g. Finsbury, Reckitt Benckiser). Thus the own opulence is affected by the profitability of the company. In this case a bias is self-evident. On the other hand advocates of stakeholder management see the necessity for shareholder value (Freeman, Harrison, Wicks, 2007), but state that it can be just sustainably realised if it is not seen as the main purpose, according to William George, chairman of Medtronic, in De Wit Meyer (2005). Instead of focusing on shareholder value, the actual focus should be concentrated on 'customer satisfaction" and 'integrity" as stated by Porras Collins (2005). In addition a motivated workforce can be seen as a crucial aspect of sustainable success, due to difficulties of competitors to copy it (De Wit Meyer, 2005). Buying in the workforce, but also other stakeholders, by creating a vision, maintaining it and finally make it live through the whole company is seen as one of the major and most difficult tasks of a leader (Ware, Michaels, Primer, 2004) and thus leaders often lacking clear direction during this task and therefore fail (Wheeler, Fabig, Boele, 2002). In order to make the organisation in a highly competitive market successful it is important to have a stable financial support, but also a highly trained and motivated workforce (Post, Preston, Sachs, 2002), often requiring a crucial change in the fundamental structure, like financial and/or ownership model (Avery, 2005). These changes are hindered by insufficient human resource models and techniques, the question how to get the employees aboard and finally the persuasion of the upper management, shareholders, etc. (Simmons, 2003). This can be eased the more the leader is convinced of the performance improvement using stakeholder management (Stoney Winstanley, 2001). The fact that people already having assets and power are not willed to share this (Gamble Kelly, 1996) and thus will defend it with all legal means or maybe also illegal, does not make it easier for the leader to put stakeholder management through. The globalisation and the expansion of companies throughout the world held another challenge for the leaders. Business policies must be kept flexible, as basis to deal with different countries, cultures and thus unusual competitive and social conditions and at the same time stick to the fundamental values and principles of the organisation (Post, Preston, Sachs, 2002). Talking about flexibility, it is important to see the flexibility of stakeholders in terms of changing from a supporting to a hampering position (Savage, Nix, Whitehead, Blair, 1991) and therefore the necessity to always reassess the importance and influence of stakeholders (Reynolds, Schultz, Hekman, 2006). In addition leaders need to focus on the right stakeholders in the right situations, different from the CEO of Eastern Airlines who was focusing during a strike just on the stakeholders with the loudest voice, and thus ran into serious trouble regarding the other parties of the strike (Savage, Nix, Whitehead, Blair, 1991). Additionally an issue arises that stakeholder may get the feeling that the decision-making regarding stakeholders is negatively influenced by divisibility of resources, saliency, incentives and sanctions (Ogden Watson, 1999) and let fade away the initial willingness to find a fair balance (Reynolds, Schultz, Hekman, 2006). This is why leaders must be prepared for the future challenges, which are a lot more complex, due to a wider range of expectations by the stakeholders, globalisation and more common pressing problems. So finally wrap the power of all stakeholders to a 'value network", considering the creation of social capital and a benefit for every participant (Maak, 2007) is the responsibility of the leader. Stakeholder Management provides a framework, a concept, which can be used by leaders, who are at the end the persons decide how stakeholder management is understood and what is the driving motivation behind its implementation (Stoney Winstanley, 2001). It was even thought about legislating SM and thus make it compulsory for companies, what is seen critical by Stoney Winstanley (2001), because in their opinion company's leaders should practice stakeholder management voluntary and chose their driver for motivation themselves. Today's environment and the resulting circumstances are continuously changing and require a leader who is always questioning the current status of a company and its direction in a constructive and meaningful way (Ware, Michaels, Primer, 2004). Therefore the leader is seen as a key catalyst in defining success of a company (Shinkle, Gooding, Smith, 2006) and also in order to make change happen to the benefit of sustainable success. Seeing sustainable success as a long-term goal leaders are confronted and hindered by external requirements, like the publication of financial reports (Avery, 2005) and thus it becomes a challenge for them to remain committed and thus have the required authentic 'tone at the top" (Freeman, Harrison, Wicks, 2007). They will decide about success or failure of changes while acting as a role model and therefore have the requirement of caring about ethics and social responsibility, rather than just on making quick money. Finally it is about the ensemble of stakeholders and leaders who need a practical guideline to make their contribution for the organisation's and common good, leading to the following research question and its supporting objectives. Research content: Research question: 'What elements and characteristics of leadership would help organisations to achieve missing sustainable success through effective stakeholder management?' Supporting objectives: - Investigate and define sustainable success, stakeholder management and leadership with the purpose to identify what is understood by it and what are their characteristics. - Investigate the correlations and dependencies between sustainable success and stakeholder management to approve their complementarity. - Identify how leadership can overcome possible barriers of balancing stakeholders and creating sustainable success. - Investigate existing guidance and frameworks for the creation of sustainable success, in order to underpin their validity or propose modifications. Scope: The scope of this work is chosen very broadly, due to the nature of the project and its research areas. It is about management in general and is not aiming to be specialised on a specific industry or region. Reason therefore is the involvement of several parties, eventually coming from different industries and indeed the globalisation that does not allow investigating management tools with a narrowed regional view. However the scope is laid on business organisations. Therefore the outcome is neither focused on politics, an area worth investigating in the context of stakeholder management, nor religion. Purpose and contribution: The purpose of this work is to show companies and their leaders a way to manage their stakeholders in form of a proposed framework, to achieve sustainable success. As already mentioned in the introduction, an atmosphere of departure has arisen, due to the last happenings within the economy as well as in the politics. The outcome of this work will be an initiation to change by showing leaders how their characteristics can help to establish a win-win situation between stakeholders. Furthermore it shows the need for today's leaders to care about all stakeholders and that this is not just a matter of instruments, concepts and tools to achieve a balanced stakeholder environment, it is more about the mind-set, behaviour and confidence of the leader itself. It requires a lot of energy and stamina to achieve sustainable success and leaders will face a lot of problems and confrontations. Presenting these issues and discuss them in depth will hopefully support them to defend their view of organisational success.Inhaltsverzeichnis:Table of Contents: LIST OF FIGURESVI LIST OF TABLESVII LIST OF ABBREVIATIONSVIII 1INTRODUCTION1 1.1BACKGROUND OF THE TOPIC AN REASON FOR ITS CHOICE1 1.1.1INITIATION FOR THE PROJECT1 1.1.2REASON FOR THIS PROJECT2 1.2RESEARCH CONTENT8 1.2.1RESEARCH QUESTION8 1.2.2SUPPORTING OBJECTIVES8 1.2.3SCOPE8 1.2.4PURPOSE AND CONTRIBUTION9 1.2.5CHAPTER OVERVIEW10 2THE MANUAL - RESEARCH METHODOLOGY12 2.1FOREWORD12 2.2RESEARCH THEORY12 2.2.1RESEARCH PHILOSOPHY12 2.2.2RESEARCH APPROACH14 2.2.3RESEARCH STRATEGY14 2.2.4THE TIME HORIZON15 2.2.5THE ENQUIRY16 2.3RESEARCH IN PRACTICE17 2.3.1RESEARCH AREA17 2.3.2RESEARCH GUIDELINE18 2.3.3RESEARCH INFORMATION RESOURCES21 2.3.4RESEARCH KEYWORDS24 2.3.5USABILITY OF DATA27 2.3.6HANDLING OF FINDINGS30 2.4CONCLUDING REMARKS31 3THE AIM - SUSTAINABLE SUCCESS32 3.1SUBSTANCE32 3.1.1THE COMPONENT SUCCESS32 3.1.2THE COMPONENT SUSTAINABILITY34 3.1.3THE OUTCOME SUSTAINABLE SUCCESS40 3.2THE IMPORTANCE OF SUSTAINABLE SUCCESS42 3.2.1GENERAL42 3.2.2AFFECTING PEOPLE42 3.2.3AFFECTING FINANCES43 3.2.4AFFECTING REPUTATION44 3.2.5AFFECTING ETHICAL RESPONSIBILITY45 3.2.6AFFECTING RESPONSE TO REGULATIONS AND LEGISLATIONS46 3.4BARRIERS OF ACHIEVING SUSTAINABLE SUCCESS48 3.5CONCLUDING REMARKS51 4THE TOOL - STAKEHOLDER MANAGEMENT52 4.1THE BASICS52 4.1.1DEFINITION52 4.1.2DISTINCTION OF STAKEHOLDERS54 4.1.3PRINCIPLES OF STAKEHOLDER MANAGEMENT58 4.1.4STAKEHOLDER MANAGEMENT THEORIES60 4.1.5PUTTING STAKEHOLDER MANAGEMENT INTO PRACTICE64 4.2LINK TO SUSTAINABLE SUCCESS65 4.3CONCLUDING REMARKS71 5THE ENABLER – LEADERSHIP72 5.1DEFINING LEADERSHIP72 5.2THE LINK OF LEADERSHIP TO STAKEHOLDER MANAGEMENT73 5.3REQUIRED LEADERSHIP CHARACTERISTICS76 5.3.1REALISTIC76 5.3.2INTELLECTUAL / NOUS77 5.3.3DISCLOSING78 5.3.4GENEROUS78 5.3.5GOOD FAITH79 5.3.6SOLID80 5.3.7VISIONARY82 5.3.8RIGHTEOUS83 5.5CONCLUDING REMARKS85 6THE PROPOSAL - TOTAL STAKEHOLDING86 6.1CRITERIA FOR USEABLE FRAMEWORKS86 6.2EXISTING MODELS87 6.2.1FREEMAN'S MODEL REDEFINED87 6.2.2THE EFQM-MODEL90 6.3THE DEVELOPED FRAMEWORK95 6.3.1GENERAL DESCRIPTION95 6.3.2USER'S MANUAL97 6.3.3STAKEHOLDER98 6.3.4LEADERSHIP101 6.3.5SUSTAINABLE SUCCESS101 6.3.6PLAN-DO-STUDY-ACT (PDSA)104 6.4DISCUSSION OF FRAMEWORKS AND VALIDITY OF THE PROPOSED108 6.5CONCLUDING REMARKS113 7DISCUSSION114 7.1SCOPE114 7.2SUSTAINABLE SUCCESS115 7.3STAKEHOLDER MANAGEMENT116 7.4LEADERSHIP118 7.5SPECIFIC LITERATURE119 7.6METHODOLOGY DATA COLLECTION120 8CONCLUSION122 9LIMITATIONS RECOMMENDATIONS FOR FURTHER WORK124 9.1RESILIENCE124 9.2QUADRUPLE BOTTOM LINE124 9.3GROWTH125 9.4CONTRACT THEORY125 9.5ORGANISATIONAL STRUCTURE126 9.6SCORING SYSTEM126 10REFERENCES127 11BIBLIOGRAPHY157 12APPENDICES157 12.1WAYS OF DATA COLLECTION157 12.1.1SURVEYS157 12.1.2CASE STUDIES158 12.1.3SECONDARY DATA158 12.2SEARCH STRING TABLE160 12.3DETAILED STAKEHOLDER LIST161 12.4STAKEHOLDER ALLOCATION TO SUSTAINABILITY ASPECTS169 12.5IDENTIFIED STAKEHOLDER BY FASSIN (2009)170 12.6RADAR ASSESSMENT FOR RESULTS171 12.7RADAR ASSESSMENT FOR ENABLER172Textprobe:Text Sample: Chapter 5.3.6, Solid: The personality of a leader decides whether the leader is anxious of loosing control and power, so that especially wrong strategic decisions are made due to prescient from involving others in the decision-making process (Delbecq, 2008) and not considering their opinion (Avery, 2005:216). Furthermore a strong leader's personality may benefit from a good sense of humour, suggested by (Kets de Vries, Doyle, Loper, 1994) as well as hope, that does not let him give up (Thomas Thomas, 2011). Hope is a crucial point in stakeholder management, with the aim to motivate and therefore overcome the difficulties of making it successful. But finally bravery is a personal characteristic that let the leader stand up fight for the right thing, an important step on the way to stakeholder management (Avery, 2005:79). Collins (2001:21) has done comprehensive research on great leaders and even though he just find a few of them he points out one important characteristic of great leaders: putting the greatness of the company above all. This also means to put it above the own interests, obviously a giant task and thus often doomed to failure. But this does not undermines the importance of this characteristic with regard to stakeholder management. To make this clockwork of stakeholders work the leader must put back the own interest for the benefit of the whole system. Even though it was stated in 4.2 that people are always selfish Mitchell, Agle, Wood (1997) bring forward enough opponents regarding this view, so that it finally depends on the values of the leader (Greer Downey, 1982). Solid in this case indicates that a leader is strong and self-confident in way that he can cope with the previous mentioned. All this results in a characteristic indicated as solid whereas the personality is strong enough to resist external influences. In addition it is pointed to the phrase 'solid as a rock". The leader must be the one standing out of the crowd at least for the followers and keep them grounded. In this position he act as a role model (Oakland, Tanner, Gadd, 2005) an attribute that plays a major role within stakeholder management and sustainable success. The tone at the top is crucial to buy in stakeholders, whereas they must believe in what they are doing to fulfil these expectations (Freeman, Harrison, Wicks, 2007). Being solid in this context also means, as a leader, to recognise that the values are not supported and thus a further collaboration is not efficient. Nonetheless being solid also refers to the time span a leader is staying in its position. In Germany the period in higher management change after 6.1 years whereas it was 8 years in 2003 (Handelsblatt, 2011). Against the trend it is more desirable that leaders stay longer because the biggest problem with changing executives is to find a new one, an undertaking that can become very expensive as well as bear risks (Kennedy, 2000). Research in the 90s showed that the experience of managers has a great impact on their belief and their values, so that the experience of a manager in a company will have a positive impact on his decisions (Höpner, 2003:205) in this context with view to sustainable success. Additionally there is always the risk that new leaders turning the whole company upside-down and even if this is often wanted it is not if the new leader does not support the idea of stakeholder management and sustainable success. So all the hard work could turn out to be useless. Deming, 1986:121) sees an obstacle of long-term success in job-hopping due to the fact that leaders do not develop a sense of commitment and that new leaders unsettle the stakeholders. But long-term commitment also must be understood in the commitment to the approach of stakeholder management. So patience is necessary due to the fact that sustainable success and the necessary organisational behaviour is not achieved overnight (Potter, 1994). This requires an aim in the future that can be established as the one of the main motivator 5.3.7, Visionary: To avoid confusion and to respond to critics on stakeholder management a clear direction is vital for the success as discussed in 3.4. So it is about the leader to establish this direction by introducing a vision (Kets de Vries, Doyle, Loper, 1994), that helps to unify the stakeholders behind it, whilst providing clarity about what the vision is not about (Dubrin, 2007). In order to stimulate high performance and motivate followers a leader must lead passionately (Collins, 2001:20) and pragmatic (Frydman, Wilson, Wyer, Senge, 2000) towards a vision giving him/her the opportunity to have a major influence on the stakeholders. This refers back to the characteristic 'solid" (5.3.6) where a leader act as a role model towards the vision, so that stakeholder can follow (Cyert, 2005). It must be assured that the vision meets the requirements of stakeholder management, in particular balance and ethically correct, referred to as righteous. 5.3.8, Righteous: Righteous refers mainly to ethical and moral, including several 'components'. Morality is a key aspect of stakeholder management, resulting in trust and cooperation of the stakeholders. Indeed leaders should be compensated as every other stakeholder but it must be appropriate and not too high, like the stated 326:1 ratio between average CEOs and workers pay (Tang, Kim, Tang, 2000) in order to sustain trust and goodwill of stakeholders. Against the traditional way of high pay equals high performance (Jones, 1995) the survey of (Kennedy, 2000) reveals that challenging work and open communication are far more important than the pay, supported by Freeman (1984) the father of strategic stakeholder management seeing open communication as one enabler of stakeholder management. So this mind-set actually supports to lead stakeholder management, but nonetheless the salary of managers has increased dramatically. This is mainly caused in more freedom and missing internal monitoring of salary (Höpner, 2003:207), leading to a necessary moral respect of this freedom and do not exploit it. But it is not just about the monetary frugality it is also about recognition and awards, where heroism is not appropriate, acting in silence is what turned out to characterise great leaders (Collins J. , 2001:28). This includes the dispense of awards if things go good and blaming oneself if they go bad, this helps to not become arrogant (Kets de Vries, Doyle, Loper, 1994). This is also true for stakeholder management where the collaboration of the whole clockwork should be recognised and the leader act just as the element holding everything together and is not the centre of everything. Ethics is a fundamental characteristics for stakeholder management leaders, whereas Freeman, Harrison, Wicks (2007) see ethical leadership as the one most suitable, backed by McManus (2006:137) advocating ethical behaviour in order to decide to do the right thing, or ethical judgement respectively (Clarkson, 1995). This is why it is also about humanity (Kets de Vries, Doyle, Loper, 1994) and not seeing the environmental and societal responsibility as nonessential (Avery, 2005:216). Leaders also should be aware that they have fiduciary to all stakeholders and thus this fact should become the basis of the ethical mind-set (Kaufman, 2002). This fiduciary towards all stakeholders lead then towards the need of leaders to use this tool in an appropriate manner and to not justify bad decision with this model (Collins, Kearins, Roper, 2005). In addition this brings with it the desired balance of wealth distribution required by Sachs Maurer(2009).
The concept of music therapy in India is addressed with different terms such asmusical therapy, therapeutic use of music, music or musical healing, Nada Chikitsa, Nada Yoga, Raga Chikitsa, Raga Therapy, संगीतीय उपचार, सांगीतिक चिकित्सा, etc. People working in this area are addressed as music therapists, music healers, संगीत चिकित्सक, नाद चिकित्सक, etc. With the establishment of organizations like Nada Centre for Music Therapy (2004), The Music Therapy Trust (2005), Indian Association of Music Therapy (2010), and Indian Music Therapy Association (2018), the application of music in various environments for its therapeutic and healing properties has improved. People in India have been working in this field as full-time professionals and part-time healers for almost four decades now. But it is also true that people are still unaware of music therapy practices in India, how it works, how to use music in a therapeutic setting, how changes and improvements must be assessed, where to learn and receive training in music therapy, how to receive professional education in music therapy, etc. Since this profession deals with the physical, mental, and emotional health of people, it is important to establish a more formal training system that is required for any healthcare services. In return, such developments will positively impact music therapy practices in India. This paper is a small attempt to explore the current music therapy practices in India. For this purpose, a telephonic interview was done with Dr. Nishindra Kinjalk, who is a music therapist, a Doctor of Medicine, and aSitaras well as aSurbaharplayer. The interview focused on his comprehensive understanding of music therapy practices, his research, his music application model known as Kinjalk Mode of Music Application or KIMMA, developed by him and his fellow doctors, potential barriers to the expansion of this field, and the future of music therapy in India. Also, a Google Form survey was designed and shared with people working with music therapy in India who had completed any of the certificates, diploma, or degree courses offered by private and government institutes through online, in-person instruction, or distance mode. The Google survey was used to collect their responses to learn about their music therapy practices, therapy methods, interventions, assessment process, and the population they have been working with, etc. The survey respondents included both people trained in music therapy practices and those who use music therapeutically. It is important to recognize that during the writing of this report, India was under complete lockdown due to the Covid pandemic. So, telephonic interviews and online surveys were found appropriate to collect information. Japanese abstract: 現在のインドの音楽療法について プリヤンカ シン 要約 インドの音楽療法は、ミュージックセラピー、音楽の療法的利用、音楽ヒーリング、ナダチキッサ、ナダヨガ、ラーガチキッサ、ラーガセラピーなどのように様々な言葉で呼ばれている。この領域で仕事をする人は、音楽療法士、ミュージックヒーラー、など多様な呼ばれ方をしている。音楽療法ナダセンター(2010)、音楽療法トラスト(2005)、音楽療法インド協会(2010)、インド音楽療法協会(2018)のような機関の設立とともに、多様な場面で音楽の療法的またヒーリング的な特質の適用が広がった。ここ40年間ほどインドでこの領域で働く人々は、フルタイムの専門職か、パートタイムのヒーラーとして働いてきた。しかしインドでの音楽療法実践について、どのような働きがあるか、療法場面でどのように音楽を用いるのか、どのような変化や改善が評価されるか、音楽療法についてどこで学びトレーニングを受けるのか、音楽療法の専門教育はどのように受けるのかなど、まだ知られていないことも事実である。この仕事は人間の身体的、精神的、情緒的健康を取り扱うので、他のヘルスケアサービスでも要求されるような、正式なトレーニングシステムを確立することが重要である。そうすれば、こうした発展はインドの音楽療法実践に前向きなインパクトを与えることになる。 この論文は、現在のインドでの音楽療法を研究する小さな試みである。その目的に向けて、音楽療法士であり、医学博士であり、スルバハールとシタールの演奏者でもあるニシンドラ キンジャール博士に電話によるインタビューを行った。インタビューの焦点は、音楽療法の実践の包括的理解、研究について、彼とその仲間の医師によって開発されて音楽の応用のキンジャークモードKIMMAについて、またこの分野の拡大を妨げる潜在的な障壁、そしてインドの音楽療法の将来に向けられている。またグーグルフォームでの調査もデザインされ、インドの音楽療法で働く人々にも共有された。対象は何らかの証明書、ディプロマ、私的あるいは政府機関によって用意された学位課程をオンラインや対面指導また遠隔モードで終了している人々である。グーグルアンケートは、対象者の音楽療法実践、療法メソッド、介入、アセスメント過程、実践をしてきた領域などを知るために回答を集めることに利用された。調査の回答者には音楽療法の訓練を受けた人も、音楽を療法的に使っているという人も含まれる。この論文を執筆している間、インドはコロナウィルスのよるパンデミックのためロックダウン中だったことを認識することは重要である。そのため、情報を集めるためには電話インタビューやオンライン調査が適切であると判断された。 キーワード:キンジャーク博士、KIMMA、インドの音楽療法士、音楽療法実践 ; El concepto de musicoterapia en India se aborda con diferentes términos como terapia musical, uso terapéutico de la música, música o sanación musical, Nada Chikitsa, Nada Yoga, Raga Chikitsa, Raga Therapy, संगीतीय उपचार, सांगीतिक चिकित्सा, etc. Las personas que trabajan en esta área se tratan como musicoterapeutas, curanderos musicales, संगीत चिकित्सक, नाद चिकित्सक, etc. Con el establecimiento de organizaciones como Nada Center for Music Therapy (2004), The Music Therapy Trust (2005), Indian Association of Music Therapy (2010) y Indian Music Therapy Association (2018), la aplicación de la música en varios entornos para su ha mejorado sus propiedades terapéuticas y curativas. La gente en la India ha estado trabajando en este campo como profesionales a tiempo completo y curanderos a tiempo parcial durante casi cuatro décadas. Pero también es cierto que la gente aún desconoce las prácticas de musicoterapia en India, cómo funciona, cómo usar la música en un entorno terapéutico, cómo se deben evaluar los cambios y mejoras, dónde aprender y recibir capacitación en musicoterapia, cómo recibir educación profesional en musicoterapia, etc. Dado que esta profesión se ocupa de la salud física, mental y emocional de las personas, es importante establecer un sistema de capacitación más formal que se requiere para cualquier servicio de atención médica. A cambio, estos desarrollos tendrán un impacto positivo en las prácticas de musicoterapia en India. Este artículo es un pequeño intento de explorar las prácticas actuales de musicoterapia en la India. Para ello, se realizó una entrevista telefónica con la Dra. Nishindra Kinjalk, quien es musicoterapeuta, doctora en Medicina y tocadora de Sitar y Surbahar. La entrevista se centró en su comprensión integral de las prácticas de musicoterapia, su investigación, su modelo de aplicación musical conocido como Kinjalk Mode of Music Application (Kinialk modo de aplicación de música) o KIMMA, desarrollado por él y sus compañeros médicos, las barreras potenciales para la expansión de este campo y el futuro de musicoterapia en la India. Además, se diseñó y compartió una encuesta de Google Form con personas que trabajan con musicoterapia en la India y que habían completado alguno de los certificados, diplomas o cursos de grado ofrecidos por institutos privados y gubernamentales a través de instrucción en línea, en persona o en modo a distancia. La encuesta de Google se utilizó para recopilar sus respuestas para conocer sus prácticas de musicoterapia, métodos de terapia, intervenciones, proceso de evaluación y la población con la que han estado trabajando, etc. Los encuestados incluyeron tanto a personas capacitadas en prácticas de musicoterapia como a quienes usan la música con fines terapéuticos. Es importante reconocer que durante la redacción de este informe, India estaba completamente bloqueada debido a la pandemia de Covid. Por lo tanto, las entrevistas telefónicas y las encuestas en línea se consideraron apropiadas para recopilar información. ; Il concetto di musicoterapia in India è affrontato con termini diversi come musicoterapia, uso terapeutico della musica, musica o guarigione musicale, Nada Chikitsa, Nada Yoga, Raga Chikitsa, Raga Therapy, संगीतीय उपचार, सांगीतिक चिकित्सा, ecc. Le persone che lavorano in quest'area sono riconosciuti come musicoterapisti, guaritori musicali, संगीत चिकित्सक, नाद चिकित्सक, ecc. Con l'istituzione di organizzazioni come Nada Center for Music Therapy (2004), The Music Therapy Trust (2005), Indian Association of Music Therapy (2010) , e Indian Music Therapy Association (2018), l'applicazione in vari ambienti della musica per finalità terapeutiche e curative è migliorata. Le persone in India hanno lavorato in questo campo sia come professionisti a tempo pieno che come guaritori part-time per quasi quattro decenni. Ma è anche vero che non sono ancora consapevoli di come praticare la musicoterapia in India, come funziona, come usare la musica in un ambiente terapeutico, come devono essere valutati i cambiamenti e i miglioramenti, o dove imparare e ricevere una formazione in musicoterapia, come ricevere una formazione professionale in musicoterapia, ecc.Poiché questa professione si occupa della salute fisica, mentale ed emotiva delle persone, è importante stabilire un sistema di formazione più legale e necessario per qualsiasi servizio sanitario. In cambio, tali sviluppi avranno un impatto positivo sulle pratiche di musicoterapia in India. Questo articolo è un piccolo tentativo di esplorare le attuali pratiche di musicoterapia in India. A questo scopo, è stata fatta un'intervista telefonica con il Dr. Nishindra Kinjalk, musicoterapeuta, dottore in medicina, sitar e suonatore di Surbahar. L'intervista si è concentrata sul suo apprendimento inclusivo delle pratiche di musicoterapia, la sua ricerca, il suo modello di applicazione musicale noto come Kinjalk Mode of Music Application o KIMMA, sviluppato da lui e dai suoi colleghi medici, i potenziali ostacoli all'espansione di questo campo e il futuro di musicoterapia in India. Inoltre, è stato progettato e condiviso un sondaggio su Google Form con persone che lavorano con la musicoterapia in India e che hanno conseguito certificati, diplomi o corsi di laurea offerti da istituti privati e governativi tramite lezioni online, di persona o a distanza. Il sondaggio di Google è stato utilizzato per raccogliere le loro risposte e per conoscere le loro pratiche di musicoterapia, i metodi terapeutici, gli interventi, i processi di valutazione e la popolazione con cui hanno lavorato, ecc. Gli intervistati includevano sia persone formate in pratiche di musicoterapia, sia coloro che usavano la musica in modo terapeutico. È importante riconoscere che durante la stesura di questo rapporto, l'India era completamente bloccata a causa della pandemia di Covid. Quindi, interviste telefoniche e sondaggi online sono risultati appropriate al fine di raccogliere informazioni. ; 印度的音乐治疗概念采用不同的术语,如音乐的治疗、音乐的治疗用途、音乐或音乐的疗愈、Nada Chikitsa、Nada yoga、Raga Chikitsa、Raga Therapy、संगीतीय उपचार, सांगीतिक चिकित्सा 等。在这一领域工作的人被称为音乐治疗师、音乐疗愈师、संगीत चिकित्सक, नाद चिकित्सक 等。随着Nada音乐治疗中心(2004年)、音乐治疗信托基金(2005年)、印度音乐治疗协会(2010年)和印度音乐治疗协会(2018年)等组织的成立,音乐在各种环境中的治疗和疗愈性能得到了改善。近四十年来,印度人民一直以全职专业人员和兼职医疗人员的身份在这一领域工作。但人们仍然不知道印度的音乐治疗实践,它是如何运作的,如何在治疗环境中使用音乐,如何评估变化和改进,在哪里学习和接受音乐治疗培训,如何接受音乐治疗专业教育等。由于这一职业涉及人们的身心健康和情感健康,因此建立任何医疗服务所需的更正式的培训体系非常重要。作为回报,这些发展将对印度的音乐治疗实践产生积极影响。 本文是探索印度当前音乐治疗实践的一次小小尝试。为此,作者与Nishindra Kinjalk博士进行了电话采访。Nishindra Kinjalk博士是一名音乐治疗师、医学博士、西塔尔琴和舒巴黑 琴演奏家。采访的重点是他对音乐治疗实践的全面理解、他的研究、他和其他医生开发的musk应用模型(称为Kinjalk Mode of Music Application,KIMMA),以及该领域拓展的潜在障碍和印度音乐治疗的未来。此外,该研究设计了一个谷歌表单调查,发放给在印度从事音乐治疗工作,并通过线上、当面或远程模式下完成了私人和政府机构提供的任何证书、文凭或学位课程的人。谷歌调查被用来收集他们的回答,以了解他们的音乐治疗实践、治疗方法、干预措施、评估过程以及他们所工作的人群等。调查对象包括接受过音乐治疗实践培训的人和使用音乐治疗的人。
Poland towards Russia between 1992 and 2015 and outline their specifics. The author attempted at a synthesis of major manifestations of Polish-Russian cooperation and most sticking points in the intergovernmental (international) relations during that period. An important objective was to show the sources and examples of a divergence of interests, and point to the goals, which were based on these premises, established by the foreign policy-makers in Poland and Russia and pursued in mutual relations and international affairs. Between 1992 and 2015, in Poland's foreign policy towards the East and national security policy, the relations with Russia and the Ukraine were of utmost importance. On the economic level, considering the volume of mutual trade turnover, Poland's main partner in the East was the Russian Federation, whereas on the political level, the Ukraine was seen as a strategic partner. Along with the Ukraine, Russia played a key role in Poland's security policy in the discussed period. It should be emphasized that Polish-Russian and Polish-Ukrainian relations were very closely linked, and so was Poland's policy towards Russia and the Ukraine. In Poland's foreign policy towards Russia, or in broader terms, in Polish-Russian relations between 1992 and 2015, seven stages can be distinguished; each having their own characteristic. Despite some new specifics in each particular stage, they all shared an element of continuity. The constant theme was a great divergence of interests between Poland and Russia, particularly with regard to the European security system, and the role of NATO in shaping this security, as well as further stages of the alliance's enlargement, especially by countries of the post-Soviet area; energy security and Poland's strive for diversification of fuels supplies faced with Russia's actions aimed at the diversification of routes of sending its gas and crude oil to Western Europe bypassing the Ukraine and Poland; a historic dispute, in which a thorough, satisfying for the Poles, explanation of the Katyn Forest massacre was particularly high on the agenda among other issues; opposing visions of building an order in Eastern Europe, and first and foremost, in the Ukraine. With the passing of time, especially after Poland's NATO and the EU accession, the future of Eastern European countries, particularly the Ukraine and Belarus, has become a fundamental issue in Polish-Russian relations. Both Russia and Poland treated Eastern European countries as a sort of a safety buffer. However, the two countries had entirely different visions of how this buffer ought to be shaped. The political leadership in Poland saw the strenghtening of national security in the strenghtening of the Ukrainian buffer through the Ukraine's membership in NATO and the EU, whereas for the political leadership in Russia, the strenghtening of national security through Ukrainian buffer meant preserving its outside NATO status, or incorporating it in the the security system built under the aegis of Russia on the area of CIS. A characteristic of the Polish-Russian relations in that period was a great imbalance to Poland's disadvantage, resulting from the differences in broadly understood physical potential of the two countries and, consequently, their international roles (Poland being a medium-size country situated in Central Europe and Russia being a superpower in Central Eurasia). The capacities of Poland to shape the situation in Eastern Europe on its own were incomparably lower than Russia's. Therefore, Poland was trying to make use of European and Euro-Atlantic multirateral structures, mainly through the Eastern Dimension realized by the EU and NATO, to have as much influence as possible, on the desired developments in Eastern Europe. The eastern policy under successive RP governments was characterized by their overrating, frequently, of their own capacities, lack of objectivity in assessment of the situation across our eastern border, and application of double standards, particularly in the policy towards Russia. Polish-Russian political relations throughout the post-Cold War period were critical, and improvements were relatively short-lasting. Not only Russia, but also Poland is to blame for such a state of events. The Polish side, due to historical reasons and imbalance of potential, expected Russia to take more initiative in coming to an agreement with Poland. However, it has to be admitted that in many activities undertaken by Poland with regard to European security, in particular Eastern European subregion, the interests of Russia were completly disregarded, although they did not have to be accepted fully. An example of this was Polish diplomacy in the second half of 2013 intended not to allow Russia to be included in the negotiations on the EU association agreement with the Ukraine about issues that had economic implications for Russia's interests. In their policy towards Russia, foreign policy-makers in Poland, forgot, all too often, or, were unwilling to remember, about the principle that in order to meet the security needs of one's own country, one should also consider the security needs of other countries, the neighbouring ones in the first place. Analyzing the policies under succesive III RP governments on European security and relations with the post-Soviet countries, it is hard to share the view prevailing in our country that Poland did its best to develop partnership and good neighbourly relations with Russia. Among politicians, publicists and the Polish society, there was a large group of people who took a stance, though it was not always formally articulated, that Poland has a right, or even a duty to remain hostile towards Russia. On the other hand, Russia should not act unfavourably towards Poland, regardless of Poland's anti-Russian policy, although, obviously, it was declared otherwise. One of the few stages showing a distinct improvement in Poland's policy towards Russia and a mutual willingness to normalize our political relations, was the one between 2008 and 2010, when an unsuccesful attempt was made at pragmatizing foreign policy towards Russia. Since the end of 2007, this new foreign policy, gradually encompassing other areas, led to a greater or lesser modification of the policy to date towards Russia, the Ukraine, Belarus and Georgia by basing it on the so-called positive realism. These new trends increased cooperation between Poland and Russia and, eventually, a considerable progress was achieved in normalizing our relations. Between 2008 and 2010, Polish policy towards the East not only changed in practice, it was also a conceptual change. The crash of the presidential plane at Smoleńsk (April 10th, 2010), in which 96 peple were killed, including President of RP Lech Kaczyński and His Spouse, was a major, if not primary reason why the normalization process (2008–2010) was seriously hampered to the point of a standstill between 2011 and 2013. The Smoleńsk air disaster, and conflicting stands over its causes in particular, exacerbated divisions in the Polish society and strenghtened reluctance, if not hostility, towards Russia. A large part of the Polish political class and society did not accept a version of an inadvertent air disaster (plane crash), whose causes, like not following correct procedures, lay on both Poles and Russians. The surveys conducted during the years following the Smoleńsk air disaster showed that over 30% of the Polish society were convinced that it had been an attempt on the life of the Polish delegation en route to a commemoration of the 70th anniversary of the Katyn Forrest massacre, and that the Russian government and secret services had been involved. After the Smoleńsk air disaster, foreign policy towards Russia and Polish-Russian relations became a ground for political struggle in our country. For many politicians and conservatist right-wing journalists, a demonstrated degree of anti-Russian sentiment became the main criterion of patriotism. In a large part of the Polish society, a belief was strenghtened that actions should be taken to weaken and isolate Russia, and to minimize, rather than increase cooperation between the two countries. This meant that internal conditions within our country, which could possibly motivate the foreign policy-makers to stop viewing Russia as the main threat and encourage a breakthrough in thinking about that issue, deteriorated markedly. Consequently, Polish-Russian relations between 2011 and 2013 remained in a state of deadlock. In the foreign policy of Poland between 1992 and 2015, Russia played the leading role. This, however, stemmed from Russia being perceived by the policy-makers as the main threat to our national security, not a recognized partner in pursuing this security. Throughout that period, in all successive stages of Polish security policy, Russia was regarded as the main threat. Each political leadership in Poland, especially since the mid 1990s, treated Russia in this way, and these were not merely anti-Russian declarations, but a guiding principle of the foreign policy. Behind it, was a conviction that Russian imperialism was timeless and Russia would never accept the sovereignty of Poland. It was an obvious reference to the classical Polish geopolitical thought about Russia posing main threats to our national security. During the crisis and conflict in eastern Ukraine, between 2014 and 2015, the foreign policymakers in Poland revived the stance of a military threat on the part of Russia. For the first time since the end of the Cold War, such loud voices were heard about a possible military attack on Poland. Unlike the earlier periods, when there was an informal presumption that Russia was a threat to the security of Poland, in 2014, for the first time, in III RP's security policy, Russia was formally pointed to as a direct military threat. It was articulated in official state documents, including Strategia Bezpieczeństwa Narodowego Rzeczypospolitej Polskiej from November, 2014, and in addresses delivered by the Polish government officials (for instance in exposé of Foreign Minister R. Sikorski and his follower G. Schetyna). The crisis and conflict in south-eastern Ukraine did not substantially change Poland's policy towards Russia. What did change between 2014 and 2015, however, was that much more emphasis than ever was placed on Russia being a threat to our national security, and there being a serious risk of a Russian direct invasion of Poland. During 2014 and 2015, the process of politicizing fear (policy of fear) of Russia was at its height. For Poland, a major outcome of the Ukrainian conflict and crisis was decreased national security and growing fears, among them the fear of Russian invasion, which does not mean that such a threat was real. During the years 2014 and 2015, Polish-Russian political relations at the highest level came almost to the point of being frozen. Important direct implications of the Ukrainian conflict for Poland's security were, apart from a growing fear of Russia, increased desires towards strenghtening its own defense capability, strenghtening NATO cohesion, increased involvement of NATO in our sub-region's security and closer bilateral Polish-American cooperation regarding military security. Resolving the conflict in eastern Ukraine as quickly as possible was in the interests of Poland. However, Polish diplomacy did not engage much in the conflict deescalation. They were very sceptical about the successive agreements aimed at ending the military operations negotiated within the frames of the so-called Normandy format (Mińsk I and Mińsk II). It seems that, considering the geopolitical situation in the Ukraine and divisions of the Ukrainian society, this country should remain a buffer state. Alternatively, coming out of this role should occur gradually, through a simultaneous Europeization of the Ukraine and Russia. Poland should not be interested in the "revolutionary" speeding up of the processes occuring in the Ukrainian society. Responsible politicians willing to serve the best interests of their nation should be aware of the limitations in pursuing even the most support worthy goals. The policy of every country, the foreign policy of Poland and the Ukraine included, should be founded on a realistic assessment of one's own capabilities so that aspirations would not outgrow the real possibilities of their attainment. Poland, aspiring to the role of the EU main expert in Russian and the post-Soviet area affairs, through insisting in the EU on the earliest possible Ukraine association with the EU, contributed in a way to the situation when the Ukraine had to choose between the EU and Russia. Polish politicians did not anticpate the negative outcomes of such acceleration for the Ukraine itself (including the loss of Crimea and strong separatist tendencies in the East of the Ukraine), as well as for Russian- Ukrainian relations and the security of Poland. Therefore, the firm support and involvement of the Polish political class in the so-called democratic revolution in the Ukraine during 2013 and 2014, can hardly be regarded as a succcess. Polish policy towards the East ended in yet another failure, which was shown as confirmation when Poland was not included in the talks aimed at resolving the Ukrainian crisis, which were held by officials from the Ukraine, Russia, Germany and France since the middle of 2014. The Ukrainian crisis and conflict was a turning point in Polish security policy and Polish-Russian relations. The Polish government officially began to treat Russia as the largest threat to the national and international security. A considerable part of the political elites in Poland did not see the threat in excessive dependence of Polish economy on Russian energy resources or other economic threats, but in a direct military attack. Generally speaking, it is unknown to what extent the Ukrainian crisis and conflict will, in the long run, have an impact on changes in Polish policy towards the East, particularly towards Russia and the Ukraine. It exposed the ineffectiveness of our foreign policy to date towards the East. In this context, a question arises: What will be mid- and long-term implications of the Ukrainian conflict for the modification or a radical alteration to Polish foreign policy towards the East? Another fundamental question pertains to Polish-Russian relations: What policy should Poland pursue towards Russia now and in the future? Will the foreign policy and security policy be directed, like in 2014 and 2015, at instransigence and confrontation, or will the normalization tendency prevail as regards Russia, and will the relations with the Ukraine be redefined? However, at the end of 2015, nothing implied that the foreign and security policy-makers intended to transform in any way the policy towards Russia and the Ukraine to date. It does not mean that changes will not be implemented in the years to come. It will be closely connected with the impact of the Ukrainian conflict on the modification of the policy of Germany and the entire European Union as well as the policy of the United States on the post-Soviet area. The crisis and conflict in eastern Ukraine strenghtened the legitimacy of argumentation that the main player in the post-Soviet area is Russia. None of the serious problems in this area can be resolved without the participation of Russia, and all the more, against Russia, which obviously, does not mean that the proponents of this stance overrate the capabilities of Russia in terms of shaping the closer and farther international environment. On this account, Polish policy will be hardly effective if at least some of Russia's interests in the post-Soviet area, especially in Eastern Europe, are taken into consideration, as was proven to date. Bearing in mind long-term consquences, the strategic conceptions of the Polish policy towards the East, should opt for the closest possible ties of Russia with political and economic structures of the EU and Euro-Atlantic structures (Europeization of Russia). This, in turn, should result in the evolution of the economic-political system of Russia into liberal democracy. The Ukrainian crisis and conflict classified the effectiveness of the Polish conception aimed at occidentalizing the Ukraine, Belarus and Moldova without simultaneously occidentalizing Russia. As was indicated by the proponents of this conception, its implementation assumed an inevitable cost such as a political conflict with Russia. The crisis and conflict in the Ukraine between 2014 and 2015 should be a good reason to change this stance. The biggest price for its implementation was paid by the Ukraininas themselves. Therefore, in the context of these experiences, Poland should suport not in opposition to Russia, but together with Russia, which does not imply that this process has to be fully synchronized. The direction of actions in this matter is of key importance. Despite the many contentious issues in Polish-Russian relations and different historical memory of Poles and Russians, in the long-term interests of Poland's security, lies implementing a cooperative and integrating, not a confrontational conception. For the normalization of Polish-Russian relations, it is essential that the successive governemnets of Poland and Russia should have a political will to a less confrontational approach towards disputable issues and resolve emerging problems in a compromising way, which is one of the "scarcest commodities" in the Polish-Russian relations. A compromise should not be treated as a failure, as is often believed, also by the Poles. It also requires changes in mutual perception. A true normalization of mutual relations between Poland and Russia will not be possible if the majority of political elites, media and society in both countries will see the other not even as a difficult partner of rival, but an enemy. The divergence of interests does not have to lead to hostility. The governing groups in Poland and Russia face a challenge in improving Polish-Russian relations. They can either attempt to broaden the area of common interests or to highlight the discrepancies and divergence of interests, and thus strenghten social attitudes prone to either cooperation or confrontation.
La Cuarta Conferencia Mundial de la Mujer (la "Conferencia de Beijing") fue un acontecimiento histórico desde el punto de vista de las políticas, pues en ella se estableció un marco mundial de políticas para hacer progresar la igualdad de género. Trascurridos 10 años desde la Conferencia de Beijing, en marzo de 2005, la Comisión de la Condición Jurídica y Social de la Mujer de las Naciones Unidas presidió una reunión intergubernamental que tuvo lugar en Nueva York para examinar los avances alcanzados en el cumplimiento de los compromisos adquiridos en virtud de la Declaración de Beijing y la Plataforma de Acción. Este acontecimiento, conocido como "Beijing +10", tuvo un perfil decididamente bajo. Su meta no era definir una agenda, sino confirmar la agenda existente; no se proponía formular políticas, sino afirmar las existentes. La pregunta que se hacen muchos movimientos femeninos internacionales es si este evento forma parte de un esfuerzo mundial en curso a favor de la igualdad de género o si señala el deterioro de este proceso. En el presente trabajo, que se alimenta de la investigación que se hiciera para el informe de UNRISD titulado Igualdad de género: La lucha por la justicia en un mundo desigual, se reflexiona sobre la historia ambivalente de los avances que han logrado las mujeres en las últimas décadas y se examina la forma en que el entorno de políticas ha cambiado durante todo el tiempo transcurrido desde que se celebrara el evento que ha constituido el punto culminante de los movimientos femeninos mundiales. A partir de una serie de indicadores utilizados comúnmente para medir el "avance de la mujer", el documento sostiene que el historial de logros en materia de igualdad de género es más ambivalente y las influencias causales más diversas y menos unidireccionales de lo que en ocasiones se supone. También se indica que las políticas de desarrollo tienen un importante papel que desempañar para garantizar la obtención de resultados y que la primera fase de las reformas estructurales (que datan desde principios de los años 80) fue en muchos sentidos negativa para la mujer. En los 10 años transcurridos desde la Conferencia de Beijing, se han dado algunos cambios importantes en la política de desarrollo internacional y una valoración cada vez mayor de la necesidad de formular políticas sensibles a la cuestión de género. Para finales de los años 80, el "fundamentalismo de mercado" y la terapia de choque habían perdido buena parte de su atractivo, abriendo así espacio para nuevas ideas y enfoques sobre políticas y prácticas de desarrollo. El creciente descontento con los efectos sociales de las reformas y las críticas que han formulado importantes economistas de las instituciones financieras internacionales (IFI) han generado un cambio de políticas que con frecuencia se denomina el "Consenso post-Washington". Las nuevas políticas han demostrado una disposición a brindar mayor atención a las inquietudes sociales y políticas, lo cual puede constatarse en conceptos como "capital social" y "buen gobierno". La política social y, en especial, la reducción de la pobreza lograron ascender en la escala de prioridades internacionales durante los años 90. No obstante, tras este aparente consenso que se forjase en torno al vocabulario compartido de "pobreza" y "protección social", existen interpretaciones encontradas de la política social en razón de las diferencias en cuanto a los valores, prioridades y visiones de la responsabilidad del Estado. Existen serias preocupaciones sobre si se está brindando o pueden brindarse opciones sostenibles para superar la pobreza en un contexto donde no existen medidas apropiadas de creación de empleos y de regeneración regional. Habida cuenta de que la mayor parte de la responsabilidad por el trabajo doméstico no remunerado recae sobre la mujer y que tiene menos acceso al dinero y a las oportunidades de generación de ingresos, es probable que la redefinición de la responsabilidad del Estado y el papel preponderante conferido a las fuerzas de mercado incidan negativamente sobre el tiempo y el acceso de la mujer a los beneficios sociales. El retiro del fundamentalismo de mercado ha permitido una rehabilitación parcial de la función del Estado como actor protagónico en el desarrollo, y se ha enfatizado el "buen gobierno" a través de la democracia, la participación, la descentralización y la integración de la sociedad. Una interpretación integral de la agenda del "buen gobierno" abarcaría la liberalización política, la participación, los derechos humanos y atender los problemas de desigualdad social como parte del compromiso fundamental con la democracia. Esta agenda comprendería cuestiones como la legitimidad del Estado y problemas de capacidad y rendición de cuentas que los movimientos sociales y los movimientos femeninos han confrontado durante décadas. Si bien las reformas de la gobernanza pueden y deben atender las cuestiones relativas a la legitimidad del gobierno y la participación pública de los grupos socialmente marginados, tales reformas se han visto frecuentemente dominadas por una preocupación más limitada. De allí que, si bien la reciente atención que han prestado los donantes al "buen gobierno" es un acontecimiento positivo, mucho depende de cómo se interprete tal hecho. Una buena parte depende de si, por un lado la democratización de la política y la participación de los grupos sociales marginados se entienden como parte integral de los objetivos de la reforma y se incorporan al cambio institucional y, por otro lado, si la reducción de las desigualdades sociales y de género figura entre los principios fundamentales que orientan el programa de transformación institucional del Estado. Existen algunos aspectos del actual clima político internacional que limitan las posibilidades de que esto se cristalice, a saber, el aumento del poder político de las fuerzas conservadoras en los Estados Unidos y otros países y los sucesos del 11 de septiembre. Aunque el primero de estos hechos ha llevado a la adopción, por parte de Estados Unidos y con el apoyo de las fuerzas religiosas, de políticas conservadoras en cuanto a los derechos reproductivos y sexuales de la mujer, el último ha llevado a que se preste más atención y se asigne más financiamiento a la "seguridad", en detrimento del desarrollo y los derechos humanos. En este trabajo se analizan la forma en que estos cambios en la política y el clima político internacionales en la última década han propulsado el surgimiento de nuevos problemas y desafíos para quienes participan en los movimientos femeninos mundiales. ; The 1995 Fourth World Conference on Women (the "Beijing conference") was a landmark in policy terms, setting a global policy framework to advance gender equality. Ten years after Beijing, in March 2005, the UN's Commission on the Status of Women presided over an intergovernmental meeting in New York to review the progress achieved on the commitments made in the Beijing Declaration and Platform for Action. This "Plus Ten" event was decidedly low key. Its aim was not agenda setting but agenda confirming; not policy formulation, but policy affirmation. Whether it proves to be part of an ongoing worldwide movement in support of gender equality, or whether it marks the decline of that process, is a question that many in international women's movements are asking. This paper, drawing on research undertaken for the UNRISD report, Gender Equality: Striving for Justice in an Unequal World, reflects on the ambivalent record of progress achieved by women over the last decades and considers how the policy environment has changed over the period since the high point of the global women's movements. Drawing on a number of commonly employed indicators of "women's progress", the paper argues that the record of achievement regarding gender equality is more ambivalent, and the causal influences more diverse and less unidirectional than is sometimes assumed. It also argues that development policies have an important role to play in securing outcomes, and that the first phase of the structural reforms (dating from the early 1980s) was in many respects negative for women. In the ten years since the Beijing Conference there have been some significant shifts in international development policy along with a growing appreciation of the need to develop gender aware policies. By the end of the 1980s, "market fundamentalism" and shock therapy had lost much of their appeal, opening up a space for new ideas and approaches in development policy and practice. Growing discontent over the social effects of the reforms, as well as criticism from leading economists in the international financial institutions have brought about a policy shift, which is sometimes referred to as the "post- Washington Consensus". The new policies have shown a willingness to give social and political concerns greater attention, expressed under indicative headings such as "social capital" and "good governance". Social policy and, in particular, poverty relief moved up the scale of international priorities in the 1990s. But behind the apparent consensus forged by a shared vocabulary of "poverty reduction" and "social protection", there are conflicting understandings of social policy based on different values, priorities and understandings of state responsibility. There are serious concerns over whether sustainable routes out of poverty are being provided or can be provided in the absence of appropriate job creation measures and regional regeneration. Given women's greater share of responsibility for unpaid care work and their less advantageous access to cash and income-earning opportunities, the redefinition of state responsibility and the greater role given to market forces are likely to impact adversely on their time and their access to social benefits. The retreat from market fundamentalism has seen a partial rehabilitation of the state as a significant actor in development, and emphasis has been placed on "good governance" through democracy, participation, decentralization and community ownership. A broad understanding of a "good governance" agenda would embrace political liberalization, participation and human rights, and would address problems of social inequality as part of a fundamental commitment to democracy. Such an agenda would encompass the kinds of issues of state legitimacy, capacity and accountability that social movements and women's movements have confronted for decades. Although governance reforms can and should address issues of government legitimacy and the public participation of socially excluded groups, they have often been dominated by a much narrower preoccupation. Hence, while the recent donor attention to the question of "good governance" is to be welcomed, much depends on how it is interpreted. A great deal depends on whether the democratization of politics and the participation of marginalized social groups are seen as integral to reform objectives and are embraced in institutional change; and on whether reducing social and gender inequalities are among the core principles guiding the programme of state institutional transformation. There are aspects of the current international political climate that place limits on this occurring, namely the rise to political power of conservative forces in the United States and elsewhere, and the attacks of 11 September 2001. While the first has seen the adoption by the United States of conservative policies with respect to women's reproductive and sexual rights, supported by religious forces, the latter has focused more attention and funding on "security" at the expense of development and human rights. The Paper examines how this ensemble of changing international policy and political climate over the past decade has given rise to new issues and challenges for those active in global women's movements. ; La Quatrième Conférence mondiale sur les femmes (dite "Conférence de Beijing"), tenue en 1995, a marqué un tournant en définissant dans les grandes lignes les politiques à appliquer dans le monde pour progresser vers l'égalité des sexes. Dix ans après Beijing, en mars 2005, la Commission de la condition de la femme de l'ONU a présidé une reunion intergouvernementale à New York pour examiner dans quelle mesure les engagements pris dans la Déclaration et le Programme d'action de Beijing avaient été honorés. Cette réunion "Plus 10" s'est faite résolument discrète. Son but était non pas d'établir un programme mais de le confirmer, non pas de définir des politiques mais de les réaffirmer. S'inscrit-elle dans une évolution mondiale favorable à l'égalité des sexes ou marque-t-elle le déclin du processus? C'est une question que beaucoup se posent dans les mouvements féminins internationaux. Ce document, qui s'inspire de recherches effectuées pour le rapport de l'UNRISD, Egalité des sexes: En quête de justice dans un monde d'inégalités, revient sur le bilan contrasté qui a été dressé des progres accomplis par les femmes au cours des dernières décennies et étudie en quoi l'environnement politique a changé depuis ce moment fort dans la vie des mouvements féminins. Se fondant sur un certain nombre d'indicateurs couramment employés pour mesurer les "progrès des femmes", les auteurs font valoir que les réussites en matière d'égalité des sexes sont plus ambivalentes et les causes plus diverses et moins unidirectionnelles qu'on ne le suppose parfois. Elles montrent aussi que les politiques de développement contribuent largement aux résultats et que la première phase des réformes structurelles (qui remonte au début des années 80) a été, à bien des égards, néfaste pour les femmes. Au cours des dix ans qui se sont écoulés depuis la Conférence de Beijing, la politique internationale du développement a connu des revirements importants et l'on a pris conscience de la nécessité de définir des politiques prenant en compte le genre. A la fin des années 80, le "fondamentalisme marchand" et la thérapie de choc avaient perdu beaucoup de leur attrait, laissant place à des idées et approches nouvelles dans la politique et la pratique du développement. Le mécontentement croissant suscité par les répercussions sociales des réformes, ainsi que les critiques formulées par des économistes haut placés dans les institutions financières internationales (IFI) ont entraîné un changement de politique que l'on appelle souvent "l'après-Consensus de Washington". Les nouvelles politiques ont témoigné de la volonté d'accorder plus d'attention aux préoccupations sociales et politiques, qui s'est manifestée par l'emploi de titres révélateurs comme "capital social" et "bonne gouvernance". Dans les années 90, la politique sociale et, en particulier, la réduction de la pauvreté ont remonté dans l'échelle des priorités. Mais bien que l'emploi d'un vocabulaire commun, celui de la "pauvreté" et de la "protection sociale", donne l'apparence d'un consensus, la politique sociale fait l'objet de conceptions contradictoires qui reposent sur des valeurs, des priorités et des représentations différentes de la mission de l'Etat. Est-il possible d'arracher durablement des populations à la pauvreté en l'absence de mesures suffisantes de création d'emplois et de relance des régions? La question suscite de sérieuses préoccupations. Les femmes assumant une plus grand part des soins non rémunérés et ayant moins d'occasions d'être rétribuées en espèces et de percevoir un revenu, la redéfinition de la responsabilité de l'Etat et le rôle plus grand laissé au marché risquent de se traduire pour elles par une limitation de leur temps libre et un moindre accès aux avantages sociaux. Le recul du fondamentalisme marchand s'est accompagné d'une réhabilitation partielle de l'Etat comme acteur important du développement et l'accent a été mis sur une "bonne gouvernance", réalisable par la démocratie, la participation, la décentralisation et la réappropriation par la population. Un programme de "bonne gouvernance", compris au sens large, couvrirait la libéralisation politique, la participation et les droits de l'homme et amènerait à s'attaquer aux inégalités sociales comme engagement fondamental à la démocratie. Un tel programme engloberait aussi les questions de la légitimité de l'Etat, de sa capacité et de son obligation de rendre des comptes, ce que réclame les mouvements sociaux et féminins depuis des décennies. Bien que les réformes de la gouvernance puissent et doivent tenter de résoudre les questions de la légitimité gouvernementale et de la participation aux affaires publiques des groupes sociaux exclus, leur souci dominant a été souvent beaucoup moins noble. Ainsi, s'il faut se réjouir de l'attention que les donateurs accordent depuis peu à la "bonne gouvernance", encore faut-il savoir ce que l'on entend par là. La démocratisation politique et la participation des groupes sociaux marginalisés font-elles partie intégrante des objectifs de réforme et sont-elles inscrites au programme du changement des institutions? La réduction des inégalités sociales et entre les sexes figure-t-elle parmi les principes de base qui doivent guider la transformation des institutions de l'Etat? Certains aspects du climat politique international actuel, notamment l'arrivée au pouvoir de forces conservatrices aux Etats-Unis et ailleurs et les attentats du 11 septembre, freinent cette évolution. Si l'arrivée au pouvoir de forces conservatrices aux Etats-Unis a eu pour consequence l'adoption, avec l'appui de forces religieuses, de politiques conservatrices sur les questions des droits des femmes en matière de procréation et de sexualité, les attentats du 11 septembre ont focalisé l'attention et les crédits sur la "sécurité" au détriment du développement et des droits de l'homme. Les auteurs examinent comment ces différents facteurs, qui ont modifié la politique internationale et le climat politique depuis dix ans, ont été pour ceux qui militent dans les mouvements féminins à travers le monde à l'origine de nouvelles questions et difficultés.
THE EFFECT OF INFORMATIONAL GAP ACTIVITY TO THE UNMOTIVATED STUDENTS' ABILITY OF 8th GRADERS AT MTS AL HASANAH 1 SLAHUNG, PONOROGO Diyan Novika English Education Department, Language and Art Faculty, Surabaya State University. ndidy71@gmail.com Drs Fahri, M.A English Education Department, Language and Art Faculty, Surabaya State University. fahri@englishunesa.com Abstract The aims of this research is to find out the improvement of unmotivated students' speaking ability after treating by using Informational Gap Activity in teaching English of the eight grader of Mts Al Hasanah 1 Slahung Ponorogo. The method that is used in this study is a quantitative method. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest. The data on students' English speaking ability were collected with a performance test. The hypothesis were tested with two-ways analysis using statistic calculation of T-test formula with significance degree 5% and 1%. And the other one is using questionnaire. The results of analysis showed that: (1) there were differences of the English speaking ability between the unmotivated students who learned through and that of the unmotivated students who learned through conventional method The result is 2,045 2,756 (2) and the other one is from their responses based on the questionnaire. The conclusion is that the implementation of Informational Gap Activity method has an effect on the English speaking ability viewed from students' verbal aptitude. Keywords: Unmotivated students, Informational Gap Activity INTRODUCTION English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. The area of English has always become a special interest. It is spoken by millions of people all over the world. Genc (2007, p. 6) says that "when we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills". As a consequence, English serves for many times many more people as a barrier between themselves and those some fields of interest, many people in their own countries will not be able to become doctors, for example if they cannot learn enough English. That's some reasons why English is important. Actually, learning process becomes the primary reference for determining success in learning. But, the more we get in our nation nowadays are most teachers do not pay attention and assume that this is not an important thing to discuss. On the contrary, it is very important for our education. According to the 2006 National Study of Junior/Senior High School Student Engagement (Yazzie-Mintz, 2007), two of three high school students are bored every day in class—typically, they say, because the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. One more thing that we have to know is that the classroom is a social construct that is designed to facilitate learning. While learning can occur even when the only active participant is the student-as is the case when a person is reading a user manual the most effective learning scenarios are those that involve the proactive involvement of both instructors and students. The fundamental benefit of a personal student-teacher type of interaction is that the feedback and control mechanism is firmly established and can always be invoked to maintain the learning direction towards pre-set objectives. Moreover, the learning process is essentially affected by peer-group relationships within the classroom environment. That is, the interactions between teachers and students as well as among students constitute the learning network within which lesson concepts are shared, affirmed, and built upon. When disconnect occurs between teachers and students, the class becomes ineffective. Sutherland and Singh ( 2004 ) said "states that passive learning contributes to the failure of students". The lack of adequate student involvement almost certainly spells cognitive failure, especially when the opportunities to learn and practice English outside the classroom are rare or isolated. We can imagine what will happen with the student in that condition. Sure, unmotivated student will really increase just because of passive learning. And the more problem frequently found caused from that condition is that because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation and afraid to make mistakes. Many factors can cause the problem of the students. Speaking skills here namely the students that learning language. Interest the material and the media among others including the technique in teaching English. Educator in general will agree with the importance of motivation as a key to success in language acquisition as it's both of condition and a result of effective interaction (winne and mark, 1989) "journal of information management education volume 11, 2012" Now, let's compare between what Yazzie-Mintz and Genc. Yazzie-Mintz said based on their research that there are two of three high school students are bored every day in class and the typically cause is that the work isn't interesting, challenging, or relevant for them. It seems that the classroom activities didn't interesting anymore for them. The second is about Genc statement (2007, p. 6) he said "when we learn a language, there are four skills that we need for complete communication. In the other hand, the class activity should be continuing as well as possible to make the student able to speak English, at least they have braveness to speak. Especially for the unmotivated student, and there should be good activities to face them. Of course the methods/activity should be interesting. One of them is by giving students information – gap activity which might make the students interact easily in speaking activity. Sari (2008,p. 3) says, "the core of information gap method is a corporation between groups and pairs". Information gap activities involve the learners in sharing the information that they have in order to solve a problem, gather information or make decisions (Rees,2005, p. 156). So, English language learning students should be involved in as many situations as possible where one of them has some information and another does not, but has to get it. In other words, situations containing an information gap between the participants are very useful. Neu and Reeser (1997, p. 127) said that in an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Information gap is a useful activity in which one person has information that the other lacks. Another advantage of information gap activities is that students are forced to negotiate meaning because they must make what they are saying comprehensible to others in order to accomplish the task (Neu and Reeser, 1997, p. 128). For these reasons, the writer is interested in analyzing the effect of Information Gap Activity to the unmotivated students' speaking ability of 8th graders at Mts Alhasanah 1 Slahung, Ponorogo METODE This section presented the steps how the researcher conducts the study. It covers the research design, participant of study, research instrument, procedure of collecting data, and data analysis. This research was an experimental research. It was done to find out the effect of Information Gap Activity to teach the unmotivated students speaking ability of the eight graders junior high student of Mts Al-Hasanah 1 Slahung. The method that is used in this study is a quantitative method. The study is based on both library and a field research. In the field research, the writer collected the data by using observing teaching and also treat the student (teaching English using information gap activity) learning the subjects. In this study, the researcher just used one group an experimental group. It is called as single group pretest-posttest design. And the results were determined by comparing the pretest and posttest scores. This design of study had more potential threat to internal validity as the time between pretest and posttest increases and as experimental situation become less controlled and contrived (Mc Millan, 1992 : 175) the design of single group of pretest and posttest is presented below: Table 2 Single group pretest and posttest design Group Pretest Treatment Posttest A Y1 X Y2 In which: A : The group of subjects Y1 : The pre-test given before treatment X : The independent variable or treatment where information gap activity was applied Y2 : The post-test given before treatment There were two variables in this study. There were dependent variable and independent variable. In this case, the independent variable is the teaching technique "informational gap activity". And the dependent variable would be the students' speaking ability. Based on (Mc Millan, 1992:22) stated that independent variable is the first thing that influence or predict the result. As the dependent variable is the students' speaking score. According to Mc Millan (1992:22), dependent variable is something that affected and predicted by the independent variable. The Participants of the study is ninth graders of mts Al Hasanah 1 Slahung, Ponorogo. It is located at Jalan Ponorogo-Pacitan. The researcher chose the place because the researcher graduated from there so that it makes the researcher easier to conduct the research there. There is one instruments use by the researcher in his study. There is: speaking performance (which is the score of pronunciation, grammar, vocabulary, fluency and comprehension) that would be applied using pre-test and post-test. The data from the score of speaking performance test are collected from two tests which are pre-test and post-test. And the data is presented in quantitative manner since the study is experimental research. These tests are to find out the unmotivated students' speaking ability. Before implementing the technique, the researcher teaches them without using Information Gap Activity. Then the researcher administered pre-test to the students. The students are asked to perform their speaking in front of the class with their friend then the researcher asked the some question about the materials about telling the time. In the next day the researcher gives them two times treatment or teaching speaking using Information Gap Activity then he gives the post-test to know the result by using rubric of speaking as below: a. Accent Pronunciation frequently unintelligible. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition. "Foreign accent" requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary. Marked "foreign accent" and occasional mispronunciations which do not interfere with understanding. No conspicuous mispronunciations, but would not be taken for a native speaker. Native pronunciation, which no trace of "foreign accent". b. Grammar Grammar almost entirely inaccurate except in stock phrases. Constant errors showing control of very few major patterns and frequently preventing communication. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that causing misunderstanding. Few errors, with no patterns of failure. No more than two errors during the interview. c. Vocabulary Vocabulary inadequate for even the simplest conversation. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.) Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Vocabulary apparently as accurate and extensive as that of an educated native speaker d. Fluency Speech is so halting and fragmentary that conversation is virtually impossible. Speech is very slowly and uneven except for short or routine sentences. Speech is frequently hesitant and jerky; sentences may be left uncompleted. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. Speech is effortless and smooth, but perceptibly non-native in speed and evenness. Speech is on all professional and general topics as effortless and smooth as a native speaker's. e. Comprehension Understanding only slow, very simple speech on common social and touristic topic; requires constant repetition and rephrasing. Understanding little for the simplest type of conversation. Understanding careful, somewhat simplified speech directed to him, with considerable repetition and rephrasing. Understands quite well normal educated speech directed to him, but requires occasional repetition and rephrasing. Understands everything in normal educated conversation except for every colloquial or low-frequency items, or exceptionally rapid or slurred speech. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. To know the result of teaching speaking by using Information Gap Activity, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, the data from pre-test, they were analyzed and processed by using statistic calculation of T-test formula with significance degree 5% and 1%. The formula as follows: To = TO : Test observation MD : Mean of differences; the average score from the differences gained scores between I variable and II variable, which are calculated with the formula; MD = ΣD : Total score between I variable (X variable) and II variable (Y variable). And D is gained with formula; D = X-Y N : Number of cases SDD : The standard deviation from differences between score of X variable and Y variable, which is gained with the formula; SDD = -[ ]2 SEMD : The standard error from mean of differences that is gained with the formula; SEMD = DF : Degree of freedom with formula: N-1 The other data will be done by giving questionnaire to students, and giving the some causes that usually make the boring and ask them to make list based on their opinion. From the questionnaire that had been answered and the list had been arrange it will answer question number one and. Table 3. Conversion Table Total score FSI Level 16 – 25 0+ 26 – 32 1 33 – 42 1+ 43 – 52 2 53 – 63 2+ 63 – 72 3 73 – 82 3+ 83 – 92 4 93 – 99 4+ RESULT AND DISCUSSION Result In this chapter the researcher presented and analyzed the data. Dealing with analyzing the data, the researcher used t-test formula. The data were obtained from the test had been done previously. A. Description of Data After conducting the research, the writer obtained two kinds of data the scores of pre-test and the scores of post-test. And the other one is questionnaire. 1. Pre-test and Post-Test data a. The Pre-Test Scores The data of the pre-test scores can be seen in the table 4 below: No P G V F C T 1 75 53 52 63 52 295 2 76 73 60 68 73 350 3 74 75 68 70 73 360 4 60 85 74 65 86 370 5 72 95 73 77 93 410 6 64 76 73 73 74 360 7 56 48 55 43 45 250 8 56 48 55 43 45 250 9 - - - - - 10 64 76 73 73 74 360 11 77 93 83 78 90 421 12 55 45 60 45 47 252 13 55 56 77 54 54 296 14 53 55 52 53 50 263 15 64 66 62 62 66 320 16 64 66 62 62 66 320 17 72 95 73 77 93 410 18 64 76 73 73 74 360 19 62 74 60 66 68 330 20 63 57 55 60 65 300 21 55 90 65 65 90 365 22 65 84 86 73 82 390 23 63 57 55 60 65 300 24 58 55 55 50 55 273 25 58 55 55 50 55 273 26 65 84 86 73 82 390 27 55 67 55 58 63 298 28 55 67 55 58 63 298 29 64 66 62 62 66 320 After the data is analyzed, it shows that the mean ( x ) is 328 the standard deviation is 15,55 the median is 350 the highest score is 421 and the lowest score is 250. b. The Post-Test Scores The data of the post-test score can be seen in the table 5 below: No P G V F C T 1 82 93 90 80 93 438 2 82 96 80 81 91 430 3 82 92 80 74 93 421 4 74 90 82 74 90 410 5 83 90 82 75 90 420 6 75 90 70 71 90 497 7 82 80 74 72 80 388 8 72 74 72 75 72 365 9 - - - - - 10 82 93 85 72 93 425 11 76 90 82 82 90 420 12 74 90 82 74 90 410 13 80 84 75 75 80 394 14 84 90 83 83 90 430 15 66 70 70 64 72 342 16 74 80 82 74 80 390 17 82 92 80 76 84 416 18 75 90 76 73 90 404 19 75 80 74 71 80 380 20 80 90 82 76 90 418 21 73 90 80 65 90 398 22 82 92 90 84 92 440 23 74 90 82 74 90 410 24 64 72 70 65 72 343 25 72 62 70 55 60 319 26 72 84 80 74 82 392 27 74 70 64 62 70 340 28 74 70 64 62 72 342 29 73 80 65 72 80 370 After the data is analyzed, it shows that the mean ( X ) is 398,28 the standard deviation is 67,684 the median is 394 the highest score is 497 and the lowest score is 319. c. The Comparison of the Test Result The comparison of the test result can be seen in the table 6 below: No Pre Post D D2 1 295 438 -143 20449 2 350 430 -80 6400 3 360 421 -61 3721 4 370 410 -40 1600 5 410 420 -30 900 6 360 497 -137 18769 7 250 388 -138 19044 8 250 365 -115 13225 9 - - - - 10 360 425 -65 4225 11 421 420 1 1 12 252 410 -158 24964 13 296 394 -98 9604 14 263 430 -167 27889 15 320 342 -22 484 16 320 390 -70 4900 17 410 416 6 36 18 360 404 -44 1936 19 330 380 -50 2500 20 300 418 -118 13924 21 365 398 -33 1089 22 390 440 -50 2500 23 300 410 -110 12100 24 273 343 -70 4900 25 273 319 -46 2116 26 390 392 -2 4 27 298 340 -42 1764 28 298 342 -44 1936 29 320 370 -50 2500 N:29 ΣX = 9184 ΣY = 11152 ΣD = -1976 ΣD2 = 203480 Based on the data in table 5, the researcher calculated the result of ΣD = -1976 and ΣD2 = 203480. Then, he tried to find out the standard deviation of differences (SDD) with the formula: SDD = 2 SDD = 2 SDD = SDD = SDD = SDD = 48,72 To find out the mean of differences (MD) between variable X and Y, the researcher used the formula: MD = ∑ MD = MD = 68,13 After gaining the result of SDD = 68.13 the researcher calculated the standard error from mean of differences (SEMD) between variable X and Y: SEMD = SEMD = SEMD = SEMD = SEMD = 9,22 The last calculation is determining the result of t observation (to) of the test with formula: To = To = To = 7,389 The result 7,389 indicated that there was a difference of degree as much as 7,389. Regardless the minus, it doesn.t indicate negative score. Then, to complete the result of the research, the writer finds out the degree of freedom (df) with the formula: df = N - 1 = 29-1 = 28 df = 28 (see table of .t. value at the degree of significance of 5% and 1%) At the degree of significance 5% = 2,045 At the degree of significance 1% = 2,756 The result is 2,045 2,756 The result of analyzing the data by using the above formula shows that the coefficient is 7,389. It means that there is a significance improvement after the informational gap activity is used to teach speaking. B. Discussion After doing the research and analyzing the data. Let me analyze in other way as below : Table 7. The Result of Pre-test and Post-test Group Pre-test Post-test Observed-t Pre-Test and Post-test Single Group 328 398.28 7,389 From the table above, it showed the mean score of pre-test is 328 and the mean score of post-test is 398.28 It means that there was really significant difference and improvement of the score between them. Based on the result of the data analysis, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better. It means that the use of information gap activity in teaching speaking is quite effective. Another reason based on the students. Responses are because most students find that information gap activity is enjoyable. This reason leads to better attention in learning and stimulate them to participate in information gap activity. But the problem that they faced mostly is lack of confidence and lack of vocabulary. In the early stages of the Informational Gap Activity the students were uncomfortable and uncertain. This led to initial lapses of silence. But soon they began helping one another to decide who should speak. Towards the end, their shyness left them and they began prompting each other with ideas. It can be told that "Informational Gap Activity" is the one of methods that can be used to teach and improve unmotivated students' speaking ability. The prove is that there is improvement of students' speaking score after treated by using Informational Gap Activity and that is really good effect of Informational Gap Activity. CONCLUSION AND SUGGESTION Conclusion Based on the research, the writer concludes that: From the result of the analysis of the research, it is proven that the students. Score of speaking taught by using Informational Gap Activity is better than before. And based on the result has answered by the research question, shows that using information activity in teaching speaking is quite effective. The use of information activity makes teaching learning and speaking activity more enjoyable and interesting. Simply that the technique the teacher use is quite attracting them and helps the shy students by providing a mask, where students with difficulty in conversation are liberated. In addition, it is fun and most students will agree that enjoyment leads to better learning. Here, the students have to practice speaking and find the answer themselves of course by asking friend. It will make them confident to speak. In information activity, the world of the classroom is broadened to include the outside world. This offers a much wider range of language opportunities. So, the students can be anyone and in any situation they wish. The use of information activity makes the class more active and alive. Students are willing to participate without any forces from the teacher. The use of information activity makes the students more motivated in learning and easier to grasp the lesson. Problems that the students faced mostly in Informational Gap Activity are lack of confidence and lack of vocabulary. B. Suggestion The success in teaching doesn.t depend on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching speaking by using Informational Gap Activity, the writer gives some suggestion for the teacher and students as follow: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students. Before assigning the information activity to the students, the teacher should make sure that the students have fully understood and have the information they need. The teacher should keep control the student activities. The teacher should present the language in an enjoyable, relaxed and understandable way. For the students: The students are hoped not to be shy in acting out their role. The students are hoped to be active and creative in enriching their vocabularies. The students are hoped to use English when they practice Informational Gap Activity although it is hard for them. The students should take part REFERENCES Sasson, Dorit. 2008. Information Gap Activities: Working in Groups or Pairs during Cooperative Learning Lessons. Available on http://lesson-plan-help.suite101.com/article.cfm/ learning games Bartz, HE. 1976. Basic Statistical in Education and Behavioral Sciences. Burgess Publishing Company. Mc Millan, J. H. 1992. Education Research Fundamentals for the customer. New York: Harper Collin Publisher Beard, P. R. (2008, November Thursday 13). What is the Role of the Teacher Today? Teacher's quality. Brewster, C. &. (October 22, 2007). Increasing Student engagement and motivation. Donald ary, l. c. (2006). Introduction to research in education. Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.The Modern Language Journal, Vol. 78, No. 3, pp. 273-284 . Hicks, C., & Glasgow, N. &. 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