Rethinking literacy from a lifelong learning perspective in the context of the Sustainable Development Goals and the International Conference on Adult Education

International Review of Education - Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on...     

Education as humanisation: a theoretical review on the role of dialogic pedagogy in peacebuilding education

In this literature review, we explore the potential role of education in supporting peacebuilding and societal transformation after violent conflict. Following a critical analysis of the literature published by academics and practitioners, we identify the notion of humanisation (as in the seminal works of Paulo Freire and others) as a unifying conceptual core. Peacebuilding education as humanisation is realised by critical reflection and dialogue in most curricular initiatives reviewed, an approach aimed at overcoming the contextual educational constraints often rooted in societal division and segregation, strained community relations and past traumas. We argue that education as humanisation and critical dialogue can offer pedagogical strategies and provide a compelling conceptual framework for peacebuilding education. Such a conceptual framework can serve as a basis for research in the area, especially in contexts where educational institutions tend to be structured to dehumanise.     

Attachment Patterns at Age Six in South Germany: Predictability from Infancy and Implications for Preschool Behavior

A cross-cultural replication of concordance between attachment patterns to mother in infancy and patterns of reunion responses to mother at age 6 was tested for 40 children in Regensburg, South Germany. Concordance between the 4 types of attachment status (A, B, C, D) in infancy and at age 6 was 82%. When observed in preschool at age 5, children classified securely attached (B) at age 6 were more competent in their play quality and conflict resolution, showed fewer behavior problems, and attributed less hostility in a social perception picture test compared to the insecurely attached (A, D) children. Children classified disorganized (D) at age 6 were found almost as often in the incompetent preschool behavior groups as the avoidantly attached (A) children, independent of best-fitting alternative attachment pattern. Thus, disorganization at age 6 may be considered as an insecure attachment.     

Knowledge Construction in Wikipedia: A Systemic-Constructivist Analysis

We propose a systemic-constructivist perspective for analyzing knowledge construction. In contrast to theories that focus on individuals as actors, the systemic-constructivist approach emphasizes the relevance of social systems and regards the construction of knowledge as a self-referential process that takes place in social systems. We propose that it is the system that defines what is accepted as legitimate knowledge and thus shapes individuals’ behavior. We present this approach and its implications by providing a case study of knowledge construction in Wikipedia. We analyzed the article about the Fukushima Daiichi nuclear power plant shortly after the nuclear catastrophe unfolded. There was a flood of highly uncertain information circulating, which the social system Wikipedia had to deal with and make meaning of. We obtained a group of very diverse people who largely lacked specific background education on the topic but accomplished the collaborative creation of an article that was later considered by experts to be of high quality. By interpreting these occurrences as operations of a social system, we aim to extend the theoretical basis of the learning sciences with an approach that emphasizes systems and their structures instead of individuals or groups. We discuss how this perspective may contribute to understanding collaborative knowledge construction.     

Acculturation and religion in schools: the views of young people from minority belief backgrounds

This paper aims to explore the relationship between religious identity, acculturation strategies and perceptions of acculturation orientation in the school context amongst young people from minority belief backgrounds. Based on a qualitative study including interviews with 26 young people from religious minority belief backgrounds in Northern Ireland, it is argued that acculturation theory provides a useful lens for understanding how young people from religious minority belief backgrounds navigate majority religious school contexts. Using a qualitative approach to explore acculturation theory enables an in‐depth understanding of the inter‐relationship between minority belief youth's acculturation strategies and their respective school contexts. Similar to previous research, integrationist attitudes generally prevailed amongst minority belief young people in this study. The findings highlight how young people negotiate their religious identities in a complex web of inter‐relationships between their minority religious belief community and the mainstream school culture as represented through peer and staff attitudes, school ethos and practices and religious education. Young people demonstrated differentiated understandings of acculturation orientations within the school context, which they evaluated on the basis of complex perceptions of educational policy, interpersonal relationships and individuals' motivations. Findings are discussed in view of acculturation tensions, which arose particularly in relation to the religious education curriculum and their implications for opt‐out provision as stipulated by human rights law.     

Structural change from physical foundations: The role of the environment in enacting school change

Educational change is known to be challenging and therefore research exploring the conditions that seem to facilitate change is important. The literature relating to school level change shows some awareness of the part played by the physical school environment, but the role of the school premises in change is rarely the focus of research rooted within this literature. This is a notable omission. The history of innovation in school design parallels the recognised challenges of school reform and change. Educational leadership practice and certain historic policy initiatives suggest awareness of how the physical environment may encourage or constrain, and so is potentially an important part of a change process, but this understanding is not developed. This paper brings together our research concerning school environments and our work with schools attempting pedagogical change to develop such an understanding of the place of the physical setting in initiating, supporting and sustaining school level change. It is a conceptual exploration of the role of the physical environment in enacting change using an empirical base to illustrate our argument. We present a narrative account of two schools’ approaches to change and use the theoretical framework of culture, structure and individual action, where the physical environment is part of the structure within which change is attempted. It becomes clear that although the physical setting is intimately related to other school structures, particularly certain organisational features, there is a qualitative difference in the way the physical setting, as a tangible and visible entity, contributes to change processes. As well as contributing to the development of conceptualisations of educational change, our exploration has implications for the wider understanding of structures within human society, and their relationship to culture and individual agency.     

A world of Indigenous languages: Politics,pedagogies and prospects for language reclamation

International Review of Education -     

Exploring the role of ‘brokers’ in developing a localised curriculum

ABSTRACT

There is a move in some countries, including England, towards less curriculum control by government. This stands in contrast to a national curriculum which may be universally applied in all schools within a state/country. National curricula tend to use either content-based (subject mastery) or process (skills)-based models. More localised curricula have the potential to be more issue- and problem-centred using local resources and people as part of their building blocks. However, marketisation and globalisation typified by Programme for International Student Assessment (PISA) ‘effect’ on national policies have discouraged teachers' creativity and curriculum innovation and negated teacher agency. Unfortunately, schools and community partners can find it hard to work together because of logistical, communication and cultural impediments, which gives significance to the role of curriculum brokers who can bridge these divides. This paper offers a case study of two brokers in order to describe, understand and conceptualise their role in curriculum development. The wider implications for curriculum development are outlined.     

The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education

We conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, we developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, we discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs.