Hidden voices in higher education: inclusive policies and practices in social science and law classrooms

This paper pertains to a broader biographical-narrative research project which studies barriers and support as identified by students with disabilities at a Spanish University (Barriers and Support That Disabled Students Identify in the University. Project funded by the Spanish Ministry of Science and Innovation (Dir. Dr Anabel Moriña; Ref. EDU 2010–16264, 2010–2014)). The present study focuses specifically on barriers and support identified by students with disabilities enrolled in undergraduate programmes in the Social Sciences and Law. The purpose of this paper is to analyse, from the point of view of disabled students (applying the biographic-narrative methodology), which barriers and which support this group encounters in Higher Education. To this end, findings are organised in the following categories: general institutional data; infrastructure, architectural and accessibility-related data; faculty and teaching-related data; data relating to fellow students; and suggestions for improving the university and/or university classrooms. In the Conclusions section, we return to our earlier discussion of key findings which shed some light on how the University helps or hinders learning among participants in the study. From this perspective, taking as a reference the social model of disability, we conclude that in order to be inclusive, the University needs to commit itself to adopting proactive measures that eliminate the barriers that do not permit the learning and the full participation of the students in question.     

Evaluating implementation of the International Classification of Functioning,Disability and Health in Portugal's special education law

This paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans.     

Schooling sexualities and gendered bodies. Experiences of LGBT students in Icelandic upper secondary schools

In this paper, we study how Lesbian, Gay, Bisexual and Transgender people (LGBT) students in Icelandic upper secondary schools interpret their experience of heteronormative environment and how they respond to it. The aim is to explore how sexualities and gendered bodies are constructed through ‘schooling’. The article draws on interview data with seven LGBT students who attended five different upper secondary schools. We also use visual data collected during fieldwork at one upper secondary school and exemplify the results with a poster and a digitalised short-film, produced by the students, to substantiate what participants told us in the interviews. All of the students experienced heteronormative discourse and lack of respect and indicated that they did not feel fully accepted in school. Upon entering the classroom, the visibility of LGBTs and discussion about different performances of gender and sexuality seem to disappear, whether in terms of textbooks, course content, teaching practices and school environment. Furthermore, LGBTs and those who do not conform to the hegemonic performances of gender are often constructed as deviations from the norm, strange, and even depicted as the abjected other. This applies in particular to the informal school, which embraces the traditions, culture and social interactions among students and teachers. This othering occurs, despite relatively positive attitudes towards LGBT people in Icelandic society in general. The results signify a gap between policy and practice as regards the positioning of LBGT students, which affects their schooling and well-being.     

The Intergenerational Transmission of Inspiration: Reflections on the Origin of a Peer-Mentoring Project

The author gives a personal account of his relationship with his graduate mentor, Allan Schnaiberg. He also describes a mentoring project that he created with a colleague. The mentoring project emerges as both a vehicle for and a window onto the intergenerational transmission of the mentoring disposition of Schnaiberg. It stands as but one of many branches of the expanding influence of Schnaiberg’s life as a scholar, professor, graduate mentor and man. The importance of holistic mentoring is explored, with particular attention to the critical value of its central, affective dimension. Mentoring is particularly important today for non-traditional students, who have a heightened need to feel that they belong in the academic setting. It is suggested that mentoring serves as the guidance function associated with the process by which any being goes through the challenging transition from one cycle, or level of experience, to the next.     

The construction of a questionnaire to evaluate the science orientedness of students' identities as learners from a cognitive perspective

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (r_s  = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education.     

An investigation of student teachers' study strategies with respect to certain variables

This study aimed to determine the study strategies of student teachers attending vocational education faculties and whether these habits are affected by certain variables (department, year of study, positive perception of university and lecturer, time spent studying). The study sample consisted of a total of 746 student teachers from 5 departments, 380 of whom were freshman students and 366 of whom were senior students. The results revealed that student teachers' study strategies were at a moderate level. Additionally, it was observed that study strategies scores were higher for freshman students than for senior students, for students with a positive perception of university than for those with a negative perception, and for students who studied more than 5 hr weekly than for those who studied 3 hr or less.     

How small-scale cattle keepers manage agricultural information in a village in Mauritius: the value of OPI for extension programming

Abstract

An OPI approach (Naidoo and Rolls, 2000) was used to understand how small-scale cattle keepers in a village in Mauritius managed information content. Grounded theory emerged from the study to show that management of information is basically an interaction between working knowledge and information from sources influenced by personal characteristics. The cattle keepers manage information through nine structures of information at the cognitive level. The OPI method has implications for future extension work.     

Assessment of Adoption Gaps in Management of Aflatoxin Contamination of Groundnut (Arachis Hypogaea L.)

Abstract

One of the major impediments for diversification of groundnut (Arachis Hypogaea L.) as food crop is aflatoxin contamination. The study was conducted with an objective to assess the adoption gaps in aflatoxin management practices of groundnut (AMPG) and the farmer's characteristics influencing these gaps. The study used an expost-facto research design and multi-stage random sampling. The data were collected from 180 respondents through interview schedule. For measuring adoption gap, knowledge of AMPG and perception of groundnut quality suitable scales were developed. The data were subjected to multiple regression analysis to know the characteristics, which influenced the adoption gaps in AMPG. The majority of farmers were in high adoption gap category, as most of the farmers had not adopted the harvest and post-harvest management practices. Farmers' characteristics such as knowledge, market orientation and innovativeness influenced the adoption gap significantly. These three variables put together explained 58% of variation in adoption gap. Based on the results, it is suggested to formulate strategies to increase the knowledge of farmers through various extension approaches. If the knowledge on AMPG is improved the adoption gaps can be reduced. The maiden research effort, shed light on the socio-economic dimensions of aflatoxin contamination and constraints for aflatoxin management at farmers' level. The study has significance for the policy makers, extension departments and groundnut farmers for production of quality groundnut.     

Conceptual framework for structuring future agricultural colleges and universities in industrial countries

Abstract

Agricultural colleges and universities in industrial countries are faced with declining numbers of students and the need to carefully evaluate alternative structures and functions to meet the challenges of a sustainable food supply. Current education and research are compartmentalized into classical departments and disciplines that often ignore the complex realities of natural, agricultural, and other human-designed systems. Communication with the agricultural industry likewise is confined to answers to specific questions that are perceived to be within the domain of specialized research and expertise. There is relative isolation from the natural resource environment and the urban society context. We propose two models for greater integration of learning activities among departments as well as moving more research and education into the field and food system. These alternative strategies broaden the concept of ‘faculty’ to include educators from farming, business, government, and non-profit groups, and promote team research and education within the context of the natural environment and with urban society. This type of action research and action learning can provide answers to immediate questions as well as contribute to a long-term, sustainable, locally-based food system through students who are prepared to deal with complex issues in the future.     

Farmers’ reasons for changing or not changing to more sustainable practices: An exploratory study of arable farming in the Netherlands

Abstract

The paper describes the results of an exploratory study of farmers’ reasons for changing or not changing to more sustainable production methods in arable farming in the Netherlands. The background of the research is the disappointing adoption of Integrated Arable Farming Systems (iafs). Perceived production risk was expected to be an important factor constraining adoption. This study suggests, however, that perceived risk is not a satisfactory explanation. One reason is that iafs as it has become in Dutch practice cannot be easily distinguished from conventional arable farming systems. A continuum of gradual adoption of iafs methods, mainly for economic reasons, was observed. A real watershed difference was observed between partial adopters of iafs and organic farmers who used no chemicals at all. Secondly, dealing with production risks, such as weather‐dependent problems with weeds, pests and diseases, is considered part of professionalism of both conventional and iafs farmers and hence not a reason for avoiding a specific crop husbandry technique. However, uncertainties emanating from market conditions and environmental policy were found to be important considerations. JAgr Educ Ext (2001, 7, 3, pp 153–166)