Inclusion of indigenous peoples in CONFINTEA VI and follow-up processes

This paper discusses key issues raised by indigenous peoples during CONFINTEA VI and proposes strategies to enable them to participate in ongoing processes. Indigenous peoples are not involved in the design, implementation and monitoring of adult education programmes, and this often results in a ??one-size-fits-all?? model. This article takes the position that indigenous people must have full and effective participation in all matters which concern them and that well-meaning policy statements are only as effective as the display of real effort to make them work. One example of an indigenous community taking initiative in order to free itself of overwhelming deficit positioning by mainstream educational and other systems is the M??ori community of Aotearoa/New Zealand. The paper argues that through CONFINTEA VI, there is still space for the voice of indigenous peoples to be heard.     

Placing Immigrant and Minority Family and Community Members at the School's Centre: the role of community participation

Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.

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The Doctorate in Counselor Education

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.     

A Curriculum Innovation Framework for Science, Technology and Mathematics Education

There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.     

Examinations and the ESL student – more evidence of particular disadvantages

Two years of assessment results from the full‐time MBA of a highly ranked UK business school are examined to compare the outcomes for students for whom English is a second language (ESL) with those for whom English is a primary language (EPL). The results suggest that the overall higher level of higher‐degree outcomes for the EPL group is underpinned by evidence of an interaction between assessment methodology (coursework versus timed, closed book examinations) and assessment outcomes with examinations particularly disadvantaging the ESL cohort in terms of final grades.     

Training parents to mediate sibling disputes affects children's negotiation and conflict understanding

The effects of training parents to use formal mediation procedures in sibling disputes were examined in 48 families with 5- to 10-years-old children, randomly assigned to mediation and control conditions. Children whose parents were trained in mediation were compared with those whose parents intervened normally. Parents reported that children used more constructive conflict resolution strategies, compromised more often, and controlled the outcomes of conflicts more often in mediation families than in control families. Observations indicated less negativity in children's independent negotiations of recurrent conflicts, better understanding of the role of interpretation in assessing blame, and better knowledge of their siblings' perspectives in the mediation group. Thus, both social and social-cognitive gains resulted from experience with constructive conflict resolution.     

A new equity deal for schools: a case study of policy‐making in Queensland,Australia

In this paper we draw on concepts from policy sociology to analyse the new equity deal for schools in Queensland, Australia. We examine this ‘new deal’ through an analysis of the language of ‘inclusion’ and ‘educational risk’ in key policy documents associated with a major reform of public education in Queensland. In addition, we analyse the interview talk of key policy actors involved in policy framing, carriage and monitoring. We note that globalism has increased rather than reduced social inequity. At the same time, good quality accessible education can play a crucial role in challenging the inequalities produced by global informationalism. In Queensland, Australia, equity is still on the agenda, but in radically new neo‐liberal economic ways. The focus is individualistic—each individual needs to be tracked because they are potentially ‘at‐risk’ of ‘school failure’. Identification of ‘at‐risk’ students has been devolved to the level of the school and district, and intervention strategies have to be devised at the local level. Stories of success are then to be shared/networked with other schools. We suggest that while ‘target group equity’ strategies were limited in terms of addressing issues of social exclusion and inequity, the new deal on equity, a market‐individualistic approach is an inadequate alternative.

In tough times you stick together. … This was Labor’s ‘inclusive’ society: a social democracy sustained by the wealth‐generating power of free markets and economic integration with the world economy, and made strong by a practical ethic of social cooperation and fair distribution. (Watson, 2002 Watson, D. 2002. Recollections of a bleeding heart. A portrait of Paul Keating PM, Sydney: Random House.  [Google Scholar], p. 316)     

Sexual and reproductive health education attitudes and experience in India: how much support is there for comprehensive sex education? Findings from an Internet survey

This study assessed the extent to which an Internet-recruited sample of residents of India was supportive of the provision of comprehensive sexual education in school in a country where youth sexual health is poor. We sought to determine whether attitudes differed for those of varying demographic backgrounds (age, sex, education level, religion), the extent of support for comprehensive coverage, the school or age levels deemed appropriate for delivery, and whether own sex education history influenced support. We conducted an anonymous online survey with 1140 Indian adults using crowdsourcing methods. We found widespread support for the provision of sex education to youth in India among members of our largely well educated, middle-class sample. However, most participants believed sex education should be provided relatively late (i.e., in mid- to late-adolescence). Few opposed sex education altogether and attitudes were not predicted by background, own school-based sex education, or parent-child communication about sex. Less than one-third of participants endorsed the coverage of all topics, indicating that support for truly comprehensive coverage was not strong. However, the findings counter politicised efforts to ban sex education by state leaders despite the availability of a progressive, comprehensive curriculum offered by the Central government.     

Weaving the Arts Into Math Curriculum

In January 2019, third graders at Penns Manor Elementary used known math skills and new math skills to draft a pattern and dress a four harness loom to create a woven wall hanging. Twelve core students learned the basic skills and then taught their peers and classroom teachers under the guidance of teaching artist Sandra Trimble. It turned out to be a very successful exercise in integrated learning for the third grade and the whole school.     

International Student Support Groups: Learning from Experienced Group Members and Leaders

A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.