‘Children at our school are integrated. No one sticks out’: Greek‐Cypriot teachers’ perceptions of integration of immigrant children in Cyprus

Increasingly social scientists, including education theorists, find themselves having to fight an almost invisible racism that is masked by the racist undertones of the dominant discourse and practice of colorblindness. A continuous emphasis on colorblindness gives precedence to the role of race, diverting attention away from other forms of discrimination which can become the basis for exclusion. I would argue that for such acts of marginalization, difference‐blindness may have more explanatory power. This paper discusses Greek‐Cypriot teachers’ perceptions of the integration of immigrant children in a Greek‐Cypriot public primary school through the framework of difference‐blindness. The discussion shows that despite their good intentions, teachers utilized a difference‐blind ideology to rationalize practices of social exclusion of non‐Cypriot students in what was considered an ‘integrated’ school environment.     

Social and cultural capital in educational research: issues of operationalisation and measurement

This article aims to contribute to the debate of how theoretical concepts can be operationalised when researching educational issues. Specifically, it examines the application of the concepts of social and cultural capital in empirical research seeking to provide explanations for educational processes relating to post‐secondary school choice making in contemporary Cyprus. The article argues that there are limitations in the various ways social and cultural capital are operationalised quantitatively in empirical research as often they do not capture adequately the full extent of the social dynamics that they draw attention to. Instead the use of qualitative methods where the researcher probes for details into the practices, habits, beliefs, and attitudes of individuals are seen as having powerful exploratory and explanatory potentials to address these limitations.     

Learning in a comfort zone: cultural and social capital inside an outcome‐based assessment regime

Despite numerous problems with outcome‐based assessment systems, claims that they enhance learners' motivation and autonomy resonate with research interest in how young people develop cultural and social capital. However, research has not yet explored the ways in which assessment systems affect the forms of capital embedded within them. This paper applies concepts from a growing body of work on social and cultural capital in education to data from a study of assessment policy and practice in the Advanced General National Vocational Qualification (GNVQ) in two further education colleges. It evaluates how norms, practices and dynamics created by the GNVQ assessment regime interacted with other factors in students' lives and the learning programme itself. These interactions shaped cultural and social capital inside a learning ‘comfort zone’ and affected students' motivation and attitudes to learning. The article evaluates the implications of these factors for the types of cultural and social capital that may be on offer in different assessment regimes. In particular, it raises questions about the extent to which social and cultural capital are empowering or constraining, and offers ideas for further research in this area.     

Struggling between tradition and modernity: gender and educational choice‐making in contemporary Cyprus

This article investigates the role of gender in educational choice‐making for post secondary school destinations in contemporary Cyprus. More specifically, it examines the cultural and ideological mechanisms that produce gender differentiation in the way educational choices are made by secondary school students and their families. Drawing on evidence from a qualitative investigation of parents of students graduating from secondary schools it supports that the unequal patterns observed can be partly explained by the diverse ways Cypriot parents perceive gender roles which in turn influence their willingness to invest economic and non monetary resources to support their children’s choices.     

Constructing national and European identities: the case of Greek‐Cypriot pupils

The European Union’s increasing attention to social and cultural matters has been expressed through the notions of European citizenship and identity which are to be developed among children, adolescents and adults. Whether, and if so, how, children perceive a European identity to coexist with national identities is a challenging and relatively under‐studied question. This paper presents part of the findings of a study conducted in December 2000 which explored the ways in which 140 10‐year‐old Greek‐Cypriot pupils constructed their national and European identities. Results indicated that, despite positive attitudes towards Europe, pupils attributed little significance to the European identity, whereas national identities were extremely important. The discourse developed revealed essentialist and a‐historical representations of national identity, and an instrumentalist approach to Europe. Social psychological insights from self‐categorization theory are employed to explore whether the two identities were construed as in the same or different typical levels of abstraction. These findings are discussed within the broader socio‐political context of Cyprus and European integration.     

Exploring Effects of Developmentally Appropriate Practices in Cyprus

Research Findings: This study, undertaken in Nicosia, Cyprus, sought to evaluate some of the hypothesized developmental benefits of developmentally appropriate practices (DAP) by investigating how the pedagogical attitudes and practices of Greek/Cypriot parents (n = 142) and teachers (n = 16) relate to 4- to 7-year-olds' (n = 142) social–emotional functioning at the end of the academic year. After taking into account potentially confounding effects of parenting attitudes and practices, only a few classroom–environment effects were detected; virtually all of these proved inconsistent with theoretical expectations, though upon reflection they proved less surprising than first imagined. Practice or Policy: Results are discussed in terms of the evidence base of DAP.     

Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education

The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university.     

The Emotional Readiness of Greek Cypriot Teachers for Peaceful Co-existence

In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be ‘reconciled’ with the ‘other side’ (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training.     

The Experiences of Students with Mobility Disabilities in Cypriot Higher Education Institutions: Listening to their voices

This article explores the experiences of students with mobility disabilities in Cypriot higher education institutions. In order to obtain relevant information, in‐depth semi‐structured interviews were conducted with 10 Cypriot students with different forms of mobility disabilities, who attended different Cypriot higher education institutions and a variety of courses. This study yielded interesting results in terms of provision (e.g., accommodation for examinations and assignments, note‐taking services, tutorials, counselling services) as well as lecturers’ and students’ attitudes towards disability, raising interesting issues of social inclusion and rights. The quality of their experiences was affected by physical access, provision availability, positive responses by fellow students without disabilities, and the level of awareness among the members of the academic staff or the rest of the staff (e.g., cleaners, administrative officers, and accommodation staff). The findings of this study have implications at an institutional level for rethinking and refining policy and practice on disability.     

Social capitalism and educational policy: democracy,professionalism and social justice under New Labour

Here we examine New Labour’s education policy concerning social justice and the organisation of educational provision with reference to social capital as policy vocabulary. The central focus is on policy discourses and practices in relation to networking between schools and other partners. We identify three policy phases for reducing inequalities and social exclusion, while supporting human capital formation: (1) EAZs in the late 1990s; (2) refocusing on specialisation and beaconisation, 2000–2003; and (3) transformations signalled by the diversity and choice agenda of the White Paper 2005, academies and trusts. We detect a drift in policy targets and aspirations from the early idealised ‘new and exciting’ kinds of educational participation and democracy, returning to more traditional professionalist arrangements in specialisation/beaconisation, and currently moving in the direction of post‐democratic governance in the academies programme, while doing little to challenge processes of stratification of educational institutions or outcomes. We develop the argument concerning the ‘post‐democratic’ turn in education policy by exploring the possibilities and limitations of policy‐making which deploys social capital vocabulary and mechanisms, ending with the paradox of social capital as a theory of democracy articulating with ‘post‐democratic’ educational structures.     

Integration and Mainstreaming in Cultural Context: Canadian and American Approaches

THE OBJECTIVES of this paper are to review the cultural and historical context in which the notion of mainstreaming has developed in the United States and to contrast this with a proposed model for Canadian integration practices. Mainstreaming and integration are contended to be distinctive, reflecting different social dynamics and cultural traditions in each country. There are contrasts in both administrative and research implications of assuming a mainstreaming or integration model. Research on the instructional implications of mainstreaming in the United States most frequently concerns changes in the achievement and adaptive behaviour of exceptional groups as they become more like the mainstream. The chief administrative implication of an integration model is that significant effort should be expended on the development of positive attitudes accepting differences on the part of nonexceptional students. By contrast a mainstreaming model would place more emphasis on adaptation by the exceptional student, so‐called ‘preparation’ for mainstreaming.     

Social capital and home literacy engagement: case studies of low-SES single mothers' access to literacy resources

Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated.     

Cultural appropriation of political participation and concepts of democracy in greece

The present work explores aspects of political thinking of Greek adolescents in relation to civic education. The chapter aims to investigate the relationship of social and political education, as taught in high-school, to students’ concepts and attitudes centering on the way students (a) formulate attitudes towards anticipated political participation and (b) conceptualize democracy. The specific research questions refer to whether adolescents living in different cultural milieus develop different conceptions on issues of democracy and different practices of political participation. The analysis examines whether (i) there are differences in political concepts and practices among students; (ii) such differences are related to everyday experiences vis-à-vis prevailing concepts and attitudes that schooling aims at.     

Cultural capital: strengths,weaknesses and two advancements

In this paper I discuss two weaknesses in Bourdieu’s work on cultural capital, both of which are related to his integration of the multidimensional nature of social space in different domains of life: social mobility, lifestyle differentiation, and political orientation. First, there is an anomaly between the work on social mobility and on lifestyles. Multiple dimensions of social origin (cultural and economic capital) are related to uni‐dimensional outcomes (e.g. schooling levels), whereas it would be more appropriate to study multidimensional schooling outcomes too. Secondly, although Bourdieu sees a close resemblance in the type of resources affecting lifestyle preferences and political orientations, I argue that these outcomes are affected by two different types of resources: cultural and communicative resources. Proposals for progress, including a review of the empirical results supporting these, are given.     

Young people’s relationship to education: the case of Greek youth

The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society.     

‘Go,go on and go higher an’ higher’. Second‐generation Turks’ understanding of the role of education and their struggle through the Dutch school system

With reference to capital theories and rational choice theory, this paper aims to understand how abilities and schooling ambitions are intertwined with social class, gender and ethnicity. By drawing on 16 in‐depth interviews carried out with highly educated second‐generation Turks in the Netherlands, the paper discusses the resources, opportunities and educational attitudes of young people, together with the role of the school system and that of teachers in perpetuating ethnic inequalities in schooling, with special emphasis on gender differences in schooling ambitions.     

Creativity as capital in the literacy classroom: youth as multimodal designers

Many school literacy practices ignore adolescents' new digitally mediated subjectivity as it has been shaped by the new media age. Youth possess often unappreciated repertories of practice which allow them to use their imagination and creativity to combine print, visual and digital modes in combinations that can be applied to new educational, civic, media and workplace contexts. This paper reports on research in two middle years classrooms in New York City's Chinatown, where students' design skills were recognised and validated when they were encouraged to critically re‐represent curricular knowledge through multimodal design. The curriculum, rather than privileging print‐only representations, recognised the linguistic, social, economic and cultural capital that different students brought to school. The findings suggest schools should harness youths' creativity – that often manifests itself through their capital resources – as they integrate and adapt to the new digital affordances acquired through their out‐of‐school literacy practices.     

Science capital or STEM capital? Exploring relationships between science capital and technology,engineering, and maths aspirations and attitudes among young people aged 17/18

We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.     

‘My mum would be as pleased as punch if I actually went,but my dad seems a bit more particular about it’: paternal involvement in young people's higher education choices

Research on parental involvement in educational ‘choice’, as well as in educational processes more generally, has highlighted clear disparities between the close and active involvement of mothers and the more distant role of fathers. While this article does not question the broad patterns identified by such studies, it does suggest that, in some circumstances at least, fathers are both able and willing to become closely involved in decision‐making processes and to take on much of the ‘hard work’ of educational choice. Drawing on a longitudinal study of young people's higher education decision‐making processes, the article presents evidence of detailed paternal involvement. It then suggests that this apparent ‘anomaly’ can be explained by the mothers' and fathers' differential access to cultural and social capital; a lack of previous experience of active engagement with educational markets; and, in a few cases, young people's active resistance to the involvement of their mothers.