The third-order multiculturalism: civil rights,diversity, and equality in Korea’s multicultural education

This paper examines the politics of South Korea’s multicultural discourse and locates its recent development in the context of a broader analytical discussion about multiculturalism. Utilizing the historical experience of the USA, this paper identifies the three orders of multiculturalism. Up until the civil rights movement of the 1950s and 1960s, the USA exhibited the first-order multiculturalism where diverse populations coexisted under discriminatory policies. The post-civil rights era exemplifies the second-order multiculturalism because it not only institutionalized the equality discourse in public spheres, but also provided legal protection against discriminatory practices. Both Korea and the USA, however, share the challenge of achieving the third-order multiculturalism that fosters inter-cultural understanding and addresses the socially embedded inequalities.     

Motivational Characteristics in Mathematical Achievement: a study of gifted high‐achieving,gifted underachieving and non‐gifted pupils

The aim of this study was to examine whether motivational‐emotional variables such as intrinsic orientation toward schoolwork, Mathematics anxiety, academic self‐esteem, attribution of success and failure in Mathematics and situational interest in Mathematics could differentiate different groups of mathematically gifted pupils. The research was based, theoretically, on an interactional model of giftedness. The sample consisted of 147 selected primary school pupils (9‐10 years of age) who were assigned to the following groups for comparison: mathematically gifted achievers (n = 31), mathematically gifted under‐achievers (n = 31) and mathematically non‐gifted pupils (n = 85). The results of a discriminant analysis show that the gifted pupils differ from the non‐gifted ones in attaining higher levels of intrinsic orientation toward Mathematics, lower Mathematics anxiety, lower attribution of success to external factors and effort, as well as in lower attribution of failure to external factors and abilities. Also, gifted achievers have lower attribution of success to effort than gifted under‐achievers and non‐gifted pupils.     

The history of education in non‐education periodicals, 1939–1967: A bibliography

Abstract

Children with special educational needs form a substantial minority of the school population. The mechanisms and associated resources in the 1981 Education Act were oriented towards children with statements of special educational needs and neglected children with special needs but without statements. This paper examines the recent shift in policy emphasis away from the former, and towards the latter, group. The precursors to this position, notably the unmanageable rise (for LEAs) in numbers of children with statements and the broadening of the basis on which children were given statements, are examined. Both the 1994 Code of Practice concerning children with special needs and the proposed changes to the National Curriculum can be seen in part as, by redefining non statemented special needs provision, mechanisms to tackle the inexorable increase in statements. Four major repercussions of this shift are discussed. Finally some longer term implications are examined.     

The structure and function of academic self‐concept in gifted and general education students

Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar.     

The progressive and non‐formal principles of Kibbutz education in Israel

This article explores the relationship between philanthropy and education in the context of eighteenth‐century Protestant Dissent. More particularly, it examines the intersection between philanthropy, fund‐raising and educational administration as they evolved within the institutional lifecycle of the collegiate Dissenting academies. It argues that individual academies experienced at least three of four life stages, each of which had its own unique challenges. All academies went through the first two of these stages, namely ‘foundation’ and ‘maintenance’. Whether or not an academy experienced the last two stages – ‘transition’ and ‘dissolution’ – depended on factors such as the financial strength of an academy and the reliability of its principal supporters. To illustrate these stages and their philanthropic subtexts, the article focuses on three institutional ‘traditions’, those of the Northampton Academy and its successors, the Warrington Academy, and Trevecca College and its successor Cheshunt College.     

The self‐regulated learning aspect of metacognition: A component of gifted education

As interest increases in the connection between metacognition and gifted, a shift in the definition of giftedness from person to performance variables allows an even closer link to skills of self‐regulatory metacognition such as defining, focusing, persisting, guiding, coping, correcting, reinforcing, and solving. Researchers recommend explicit instructional models that teach specific strategies for disciplined, reflective problem solving while stressing accuracy and persistent concentration. This article provides such a detailed account of a classroom‐tested early childhood pedagogy for gifted learners, especially the underachieving gifted. Teacher and peer modeling of think‐aloud, behavioral demonstration, and cueing of five steps to efficient task accomplishment are outlined with examples. Benefits of productive self‐regulated learning strategies during task periormances are reported from teachers, parents, and students.     

Global pressures,local reactions: higher education and neo‐liberal economic policies

As a summary piece, this essay describes more fully the wider globalizing context in which both students and institutions of higher education are now located. It explores three transitions that signal this new configuration: the creation of new information and media technologies; the transformation of time and space; and the expansion of the culture of consumption and the consumption of culture. The essay then discusses the four ethnographic articles in light of these new social realities.     

Young people,education and unlawful non‐citizenship: spectral sovereignty and governmentality in Australia

This paper considers Judith Butler’s discussion of the intersections between governmentality and sovereign power in Precarious life: the powers of mourning and violence. We consider this interrelationship with a view to considering how this might enable us to expand our understanding of contemporary discourses governing young people within and outside Australia. In particular we focus on the production of groups of young people, such as those classified as ‘illegal immigrants’ who may be situated outside the frame of ‘public good’ or the ‘private interest’. This enables for a theorisation of the lives of groups of young people who may ‘have no definitive prospect for a re‐entry into the political fabric of life, even as one’s situation is highly, if not fatally, politicized’. It is questionable whether the Foucauldian notion of governmentality gives sufficient account of the lives of these young people whose conduct is effectively considered irrelevant by the State. As educators, it is arguable that we have an ethical imperative to encourage our students to care for themselves, and for others, especially those others whose lives have been ‘fatally politicized’.     

Reaching towards tomorrow: Career education and guidance for the gifted and talented∗

Gifted students at all levels can be made aware of career options by using community resources to address the many possibilities for vocations as well as avocations.     

Learning for state‐building: capacity development,education and fragility

This paper examines capacity development in education in fragile contexts. This is a current concern for donors and development partners, but there has been little work on the nexus between capacity, education and fragility. The paper examines the concept of fragility and the particular problems in education associated with fragile contexts. The key argument – and tension – is that the focus should be on restoring state functions, yet this may be in a context of severe difficulties for donor agencies or NGOs of aligning with the government. The paper outlines some of the choices to be made in deciding on a focus for capacity development in education, examining the levels for intervention (individual, organisational, cultural and political) and the different sectors (administration and education institutions). It provides examples of the different sorts of areas in capacity development in education arenas that would address specific features of fragility, but draws attention to the need for research and indicators of the different impact of these strategies. The paper concludes with an analysis of what appears to be necessary to ensure that capacity development efforts are sustainable.     

Population policies and education: exploring the contradictions of neo‐liberal globalisation

The world is increasingly characterised by profound income, health and social inequalities (Appadurai, 2000 Appadurai, A. 2000. Grassroots globalisation and the research imagination. Public Culture, 12(1): 1–19. [Crossref], [Web of Science ®] [Google Scholar]). In recent decades development initiatives aimed at reducing these inequalities have been situated in a context of increasing globalisation with a dominant neo‐liberal economic orthodoxy. This paper argues that neo‐liberal globalisation contains inherent contradictions regarding choice and uniformity. This is illustrated in this paper through an exploration of the impact of neo‐liberal globalisation on population policies and programmes. The dominant neo‐liberal economic ideology that has influenced development over the last few decades has often led to alternative global visions being overlooked. Many current population and development debates are characterised by polarised arguments with strongly opposing aims and views. This raises the challenge of finding alternatives situated in more middle ground that both identify and promote the socially positive elements of neo‐liberalism and state intervention, but also to limit their worst excesses within the population field and more broadly. This paper concludes with a discussion outling the positive nature of middle ground and other possible alternatives.     

Re‐engineering conventional university education: Implications for students’ learning styles

There is no doubt that education is being fundamentally transformed and affected by information and communication technologies (ICT). The demand for online courses in higher education is growing. Education is also affected by the new approaches towards learning and instruction that have emerged during recent decades: student centred learning, distributed learning, and collaborative learning. These new instructional approaches reflect the adoption of constructivist approaches to learning. National and international studies support this approach, but also point to a number of problems, such as the lack of clear policies and implementation strategies. The adoption of new learning approaches has resulted in the re‐engineering of courses, curricula and in certain cases complete universities. Examples of the latter can be found at the Jones International University (www.jiu.edu) that started in May 1999 as a completely new and virtual university, and the Dutch Open University that transformed its educational model towards a competency‐based educational model implemented in a digital university setting (www.ou.nl). The transition from a traditional approach is not an easy process. The implementation of the new ideas can be hampered by a large number of variables and processes at micro‐ and mesolevels. The study, described in this article analyses such difficulties when implementing a specific re‐engineering of a course. The difficulties are described and analysed in terms of the learning styles of students. The major focus of the study is on incongruencies between the innovative course re‐design and learning styles issues. The authors expect that the results of the study will fuel the discussion about the necessity to consider innovation at the meso‐level (curriculum level) instead of solely at course level.     

Undergraduate non‐completion in England: Some implications for the higher education system and its institutions

Abstract

This paper, through a review of recent literature and policy documents, highlights: the rates of participation in higher education in the UK; the widening participation agenda and the potential impact of key financial changes in the funding of higher education, particularly for students from lower socio‐economic groups.     

Sensitivity: A double‐edged sword for the pre‐adolescent and adolescent gifted child

This article addresses the often‐observed sensitive nature displayed by gifted children and the effects this sensitivity can have on the child, particularly during the pre‐adolescent and the adolescent periods. This issue is explored through an analysis of the works and life experiences of Geoffrey, aged 9, a prolific writer since the age of 5 years. His exceptional sensitivity is clearly evident through his writings, and the effects this awareness and emotionality have on his life are manifested in accounts of his home and school experiences. Implications for the education of individuals like Geoffrey are discussed, placing emphasis on support of the child's heightened sensitivity rather than on curricula learned or talents exhibited. Special consideration is given to the middle school years when pre‐adolescent and adolescent behavior can significantly affect gifted individuals.     

Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research

Systemic goals for gifted programs can take many forms. The authors place most program goals into a dichotomy — those that address the present academic needs of gifted students in schools and those designed to prepare future eminent path breakers and innovators. To clarify our arguments, we first define eminence and then offer examples from national mission statements that target gifted programs either to academic needs of advanced students or future needs of society. Although we support both goals, we promote the latter, even in light of the complications that we delineate. To demonstrate a model of eminence development that might be implemented more widely, we present a prototype program generated at the American Psychological Association. We close our argument with recommendations and implications for research and policy.     

Research,writing, and racial identity: Cross‐disciplinary connections for multicultural education

Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.     

Curriculum coherence and national control of education: issue or non‐issue?

Recent studies show that national control of K–12 curriculum yields important payoffs in terms of greater curricular coherence and, as a result, higher test performance on international tests such as those used in the Third International Mathematics and Science Study. This paper examines the connection between national control of curriculum and curricular consistency and coherence, a variable known to have a positive impact on student test‐score performance. The results of several analyses reveal that national control of curriculum, viewed apart from the most important ‘function’ associated with such control (i.e. enhanced credibility), makes no contribution to curricular consistency or coherence.     

Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride

Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.