Inclusive financial literacy education for inspiring a critical financial consciousness: an experiment in partnership with marginalised youth

In the absence of critical inquiry, traditional financial literacy education risks socialising economically marginalised groups into an acceptance of the very power structures that created their marginalisation in the first place. The instructor-facilitator seeking to confront the challenge of promoting critical thinking about a subject widely accepted to be factual and esoteric faces considerable obstacles. Adoption of inclusive pedagogies in the design and delivery of financial literacy workshops offers a means of challenging positivist notions of ‘authentic knowledge’ in finance. This paper brings the socially constructed nature of finance to the forefront and offers reflections on our experience with a series of student-led workshops intended to advance financial literacy and a critical financial consciousness in economically marginalised youth, some of whom have been marginalised by the formal education system as well.     

Educational alternatives as,and shaping,consumption

Compulsory education experiences are not commonly thought to shape future consumer behaviour, except for defining social and cultural differentiation. This article will illustrate how Caribbeans in Northamptonshire, England used compulsory education, even by antithesis, to thwart institutional and social views of Caribbean inferiority through various manifestations of consumption. The article will commence with a brief overview of educational issues that affected Caribbean people in Britain generally in the 1960s onwards, especially in terms of the institutional structures they were fighting against. It will then move on to illustrate how local Caribbean people resisted cultural hegemony individually and collectively. Various forms of isolation combined with educational experiences indoctrinating inferiority on to Afro-Caribbeans occurred at multiple points and through multiple prisms which will be delineated throughout this article.     

Researching marginalised young people

Young people not in employment, education or training (NEET) are not a static, homogenous group. For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn from a study exploring the experiences of being NEET are used to investigate the complexities involved when doing ethnography with ‘hard-to-reach’ young people. Challenges include gaining and maintaining access; conducting multiple site ethnography; and taking account of the socio-political context. Working with NEET young people across multiple sites and using various data collection techniques compound the issue of consent. This paper reveals how ethics, power and consent were experienced by the ethnographer and the young people. There is a need to understand how ethnographies are done in order to clarify how specific issues can be avoided and overcome.     

Vertically integrated skill development and vocational training for socioeconomically marginalised youth: The experience at Gram Tarang and Centurion University,India

At present, India’s education system turns out millions of young people who are ready to think, but not enough people with entrepreneurial or employment skills. As India faces increasing limits on its resources, both economic and natural, the competency and capability of human resources play a pivotal role in developing and sustaining the economy. The sector of skill development and vocational education requires a paradigm shift, from a static framework to one that is dynamic and constantly adapting to meet industry and social demands. Centurion University of Technology and Management has evolved to provide relevant and inclusive education to young people at every level, from school dropouts to graduates. Through its social entrepreneurship initiative, Gram Tarang Employability Training Services, Centurion partners with industries and the government to develop the capacity for employment and entrepreneurship in all its students and trainees. This article describes Centurion’s vision, operational approach, and the underlying beliefs that guide its innovative thinking, based on its years of working in some of India’s most marginalised and underdeveloped regions.     

Trust,time and collective-individual priorities for educational development in marginalised communities

This article captures educational development from the perspective of those living on the social margins in South Africa, whose collective-individual priorities resulted in education for the community. The data were fugitive, in the minds of people for the most part, a small sample of key informants being selected by deliberate decision for in-depth interview to probe and uncover their perspective. These data were supplemented with observations of planning meetings, site visits and archival records of meetings, over several years. The data indicate that the development of education is grounded in trust and trust-building, and takes time. The process is described, which suggests, amongst others, an experience more typical to East Asia than Africa, an important temporal dimension in such provision and a mechanism assisting them alleviate their condition through education.     

Recollections of sexual socialisation among marginalised heterosexual black men

This paper describes the sexual socialisation process of marginalised, drug-using heterosexual black men, focusing primarily on the sources and content of sexual information. Analysing qualitative interview data, we discovered that the men in our sample both learn about sex and become sexually active at an early age. They most often learn about sex from the media and least often learn about sex from family members. The content of sexual information varies in specifics, but overall tends to equate sex with pleasure, encourage sexual activity with multiple partners and emphasise using protection. Our goal is to use this data to better understand how sexual socialisation contributes to the prevalence of multiple sexual partners and high rates of HIV among heterosexual black men in order to inform future risk-reduction intervention programmes.     

Educational attainment of children of immigrants: Evidence from the national longitudinal survey of youth

This study investigates the educational attainment of children of immigrants in the United States. By employing a more detailed classification of children of immigrants, we examine whether a foreign place of birth of either parent or child affects the child's educational attainment. Our results indicate that the full-second generation (U.S.-born children with both foreign-born parents) achieves the highest educational attainment, while the full-first generation (foreign-born children with both foreign-born parents) achieves the second highest educational attainment compared to the other groups of children of immigrants and native children. Full-first and full-second generation females also achieve higher educational attainment than their native female peers. The results support the optimism theory of assimilation in which the educational attainment of children of immigrants relies on the combination of their foreign-born parents’ strong values on education and the children's English proficiency.     

Educational attainment for youth who were maltreated in adolescence: Investigating the influence of maltreatment type and foster care placement

Decades of research have consistently shown a link between foster care and low rates of high school completion. Despite the overwhelming knowledge surrounding this association, it remains unclear whether the low rates of high school completion are due to placement in foster care or the maltreatment and other contextual factors that foster care youth have experienced. This study examined the extent to which (a) maltreatment type and (b) foster care placement were associated with the educational attainment of 337 maltreated adolescents. Logistic regression analyses were conducted using two waves of data and the ACR dataset of the National Survey of Child and Adolescent Well-Being (NSCAW). After controlling for academic risk factors related to the adolescents (age, race, and gender), their family (household poverty and parental education), and their environment (community environment), neither maltreatment type nor foster care placement status were associated with subsequent high school completion.Overall, only 58% of the maltreated adolescents reported completing their education. That is about 15% less than the national average at the time data were collected for this study. Results, overall, suggest a need for educational supports and interventions for youth who experience maltreatment during their adolescent years, regardless of maltreatment type and foster care placement.     

Educational inclusion/exclusion of Turkish immigrant youth in Vancouver,Canada: a critical analysis

This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools.     

Encouraging voices: listening to young people who have been marginalised

When provided with an opportunity to reflect upon their experiences of education, young people can often offer insights into those procedures and actions which have either supported or inhibited learning. In this article Richard Rose and Michael Shevlin describe how a team of researchers came together with a group of young people from marginalized communities, including those with disabilities, from refugee families or from ethnic minorities to explore the ways in which they had been included or excluded by the education system. The project described involved a team of people drawn from the UK and the Republic of Ireland. Their work focused upon the experiences of young people who were concerned to tell their stories and, in so doing, inform teachers and education policy makers about the steps which may be taken to enable the inclusion agenda to be more thoughtfully addressed.     

教育信息化与教育信息能力

一、信息社会与教育、教育信息化信息社会是一种以信息作为社会中一种基本要素，并且信息在社会的发展中占有主体地位的社会。社会的信息化是指在社会的各个方面广泛使用信息技术的活动总称。在信息社会的发展过程中，随着社会信息化的广泛展开，人们对教育的许多认识、观念和方法都产生了深刻的变化。信息技术的广泛使用，学生可以通过电视、光盘、网络等多种媒体形式进行学习，教师不再是学生获取知识、进行学习的唯一途径。在很多情况下，学生可能获取的知识比教师获取的知识更为广泛。在这种情况下，人们对什么是教师、什么是教学、什么…     

Uncertain pathways: foundation skills tutors and marginalised students in neoliberal times

This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues.     

Career development for youth with autism

Conclusion The perception of a person's value in society is, in large measure, determined by the individual's earning power and the status of the job which that person holds. Sadly, most autistic and other persons with severe handicaps are not only unemployed but also spend most of their lives in segregated settings, isolated from society's mainstream, and dependent upon others for their care.The employability of persons with severe handicaps, such as autism, is contingent on the adequacy of their career development programs. The READDY Program and other programs for persons with severe handicaps have clearly demonstrated that, with appropriate instruction, these students can become productively employed.Preparation of this article was supported in part by Grant No. G008430082 from the Office of Special Education and Rehabilitative Services, U.S. Department of Education.Dianne E. Berkell, Ph.D. is Associate Professor and Chairperson of the Department of Special Education and Reading, C. W. Post Campus, Long Island University. She is Director of Research for The Nassau Center for the Developmentally Disabled in Woodbury, New York, and is Director of Project READDY (Real Employment Alternatives for Developmentally Disabled Youth).     

Engaged environmental science for underserved youth

Abstract

The National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas.     

加强教育科研 促进教育创新

联合国教科文组织 (UNESCO)一贯重视科学研究在增强国家社会经济发展潜力 ,尤其是促进教育创新及改革过程中的作用。在国际教育发展大背景下 ,教育研究的地位相应提高。教育研究注重加强与教育决策和创新实践的联系 ;注重对影响教育质量和学习成绩因素的研究 ;加强对生本课程和学生学习标准及相应的教师专业标准的探索 ;从新的广度及深度探讨信息通讯技术对教育的影响 ;教育研究日益全球化。教育科研要促进教育的全面发展 ,提高改革的成效 ,还应关注和解决诸如教师在教育科研中的作用、恰当地认识和加强研究与决策的关系、教育研究成果的推广应用、教育研究方法的改进等方面的问题。