Search

This paper provides empirical evidence about the close relationship between two education systems' orientations and priorities and teacher identities. Based on the Dialogical-Self Theory (DST), it identifies different schoolteacher identities and shows that these teacher identities are non-uniformly distributed across two education systems. Forty Catalan and forty Peruvian schoolteachers (eighty in total) provided information about their positions and I-positions concerning teaching via a written survey. The data were analysed using qualitative and quantitative procedures. The findings show three types of teacher identities: an educator and a learning guide, an instructor teaching, and a collaborative innovator. The results further demonstrate that most of the Peruvian schoolteachers assumed the teacher identity as an instructor teaching. In contrast, the Catalan schoolteachers assumed two teacher identities: an educator and a learning guide, and a collaborative innovator. We conclude by suggesting some implications for educational policy, teacher education and school organisation. [ABSTRACT FROM AUTHOR]

Existing literature on international health partnerships is largely normative, with an evaluative interest in their impacts in terms of learning and knowledge transfer. Rarely has research attended to how learning and knowledge transfer transpire in practice. This paper addresses this gap with a case study of a partnership between two hospitals in Canada and China. Conceptually, drawing on Actor Network Theory, it posits learning and knowledge transfer as a process of translation. Empirically, it traces the assembling of the programme, and identifies the pedagogical features at nodes of associations. It reveals that health professionals in both countries have expanded their clinical and medical knowledge and practices, and professional senses and sensitivities, which were subsequently amplified, deferred or diminished within their respective practices. It argues that the capacity of individuals to translate learning into practice is contingent on institutional and cultural differences that constitute the ecology of work for health professionals. [ABSTRACT FROM AUTHOR]

Higher education in the Gaza Strip has been subjected to four wars and over a decade of blockade. University staff and students have been killed whilst campus infrastructure has been attacked, rebuilt, and destroyed again. This paper examines opportunities for, and limits to, protecting higher education from attack in Gaza. It presents a framework for categorising protection measures and empirically explores the effectiveness of measures to protect higher education from attack in Gaza since 2007. It finds that whilst Gaza's academics and students generally express hopelessness at protection under blockade and asymmetric warfare, there are promising potential avenues for protection. [ABSTRACT FROM AUTHOR]

Drawing on 36 in-depth semi-structured interviews with students and lecturers at Gaza's universities, this article explores the past and present higher education (HE) experience for educationalists in Gaza, and how this experience may be evolving in the shifting socio-political context in the Arab world. The research was conducted during the period 2012–2017 as part of an inductive PhD in Education study at the University of Cambridge. Combining Western theory and literature with Southern empirical data from the Gaza Strip, this paper reveals a simultaneous process of construction and destruction that continues to undermine the academic functioning of Gaza's universities. Highlighting this structure of 'de-development' is important in order to gain a deeper understanding of the Palestinian HE experience, and to empower academic reform at Gaza's universities and beyond. [ABSTRACT FROM AUTHOR]

Early School Leaving (ESL) as an important societal issue has been a matter of debate in policy making for 30 years. But the differences in students' experiences have often been neglected, leading to a one-size fits all policy and pedagogical approach. This paper explores educational experiences of dropouts in England, Denmark and Hungary, and compares the measures related to ESL. Empirical data were collected from observations; a total of 28 interviews with students in three different country contexts. My original contribution to knowledge is that this study focused on students' experiences in education and career trajectories with a comparative lens and was able to give a more distinct image of dropouts. The paper recommends that rigid education systems need to adopt more flexible methods and adaptive learning pathways to work with challenging youth. Transitions to secondary education should be supported by career practitioners to help students find suitable pathways. [ABSTRACT FROM AUTHOR]