Search

RESEARCH OBJECTIVE: The research investigates how young boys progress in life after the loss of their fathers. It explores the adjustments they make, the coping mechanisms they develop to navigate life, and the male roles they assume in the family. Additionally, it examines how family can aid and support their coping and adjustment process. THE RESEARCH PROBLEM AND METHODS: This study utilises a case study methodology focused on gaining an understanding of the lives of two adolescent boys who experienced the death of their fathers in the early formative years of their lives. THE PROCESS OF ARGUMENTATION: The paper focuses on five themes- family dynamics, life transitions with and without their fathers, post-loss reassignment of family roles, present circumstances, and future goals. RESEARCH RESULTS: A qualitative analysis of the data revealed that participants’ belief systems, family support, and striving toward future goals helped them to be resilient in this event. CONCLUSIONS RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: While most research typically emphasises the negative impacts of death on people, this study demonstrates how individuals’ can be resilient, dependent on both person-related factors and environmental factors. To help adolescents who are grieving become resilient, the paper offers intervention and coping strategies through counselling, the availability of support networks, and combined efforts by the state and educational institutions.

RESEARCH OBJECTIVE: Governments across the world were forced to impose social distancing and lockdown measures to prevent the spread of COVID-19, caused by coronavirus SARS-CoV-2 that emerged in December 2019. Following the declaration of COVID-19 as a pandemic, the disruptions, including restrictive measures such as school closures had severe impacts on the physical, emotional and mental health of all people, especially children with special needs. There was also scant data, particularly in low-to-middle-income countries. Existing literature stems mostly from western countries, thus the need to perform a comprehensive review on this topic. THE RESEARCH PROBLEM AND METHODS: The primary objective of the systematic review is to understand the impact of COVID-19 and restrictive measures such as school closures on the educational outcomes and physical and mental health of school-going children with special needs. THE PROCESS OF ARGUMENTATION: This systematic review used the PRISMA 2020 checklist where four databases and grey literature were searched for full text articles, peer reviewed publications in the English language that were published during January 2019–December 2021. RESEARCH RESULTS: The literature search identified 1294 publications, of which 25 key papers were selected. These studies investigate the impact on children with special needs across the globe, with a majority of papers from Europe. We found that COVID-19 and the digitalization of schooling had severe impacts on the physical and mental health of children with special needs and their parents/caregivers. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: These studies highlight the need for an inclusive school environment to ensure that the learning outcomes for children everywhere are achieved. Further, a hybrid model that includes classroom learning with novel inventive methods would be beneficial for children with special needs.

RESEARCH OBJECTIVE: The aim of the paper was to discuss a function of passion in professional personal lives of eminent Cracow musicians. THE RESEARCH PROBLEM AND METHODS: The paper raises the problem of the role of passion in the process of shaping musical eminence, answers the question of the scope of experiencing it as well as it manifesting in activities of outstanding individuals. In conducted research and interpretations, the qualitative perspective and biographical method were applied. The leading technique was problem-concentrated qualitative interview, partially structured, carried out with ten eminent instrumentalists. THE PROCESS OF ARGUMENTATION: The theoretical basis for this reading of the experience of educational biographies was provided by the Model of Authentic Vocation of J. Weller and the Dualistic Model of Passion of A. Bonneville-Roussy, G. Lavigne and R. Vallerand. The interpretations of the research material described the topography of experiencing passion. RESEARCH RESULTS: The article describes autonomous passion associated with musical mastery, instrumental motivation to practice, as well as distinguishes important factors that determine the experience of passion, persistence or burnout (tenacity, ambition, community transfer, conflict of motives, work overload), and concretizes the qualities of musical passion of outstanding musicians: professionalization, love of music, integrity, creativity, strength and determination in pursuit of goals, as well as humility in the face of challenges. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Deciphering the senses and meanings that prominent Cracow musicians attributed to passion suggests that it was autonomous, harmonious and instrumental, motivated by the pursuit of mastery, and that the trajectories of the musicians’ professional biographies were a manifestation of a “professionalization of passion,” which formed the core of their educational experience and constituted and defined their life creed.

The COVID-19 pandemic has been a multifaceted crisis, impacting health, the economy, policy and society at large, and also resulting in a humanitarian crisis. These crises have impacted everyone, although the effects have been unevenly distributed, leading to further disadvantage and marginalisation for those who were already vulnerable and marginalised. The pandemic laid bare and intensified pre-existing gender inequalities in many aspects of life, from the labor market and educational opportunities to health and social protection systems. The unequal impacts on women and men have been observed in the economy and employment, in domestic work and care, in physical and mental health, and in violence. The collection of articles in this special issue critically interrogates these key issues relating to the impact of the pandemic on gender equality in Europe, highlighting exacerbated gender inequalities, policy responses and the potential for a gender-responsive recovery. This special issue brings together a collection of eight articles that investigate various aspects of gender inequality exacerbated by the COVID-19 pandemic, and that explore potential pathways towards achieving greater gender equality in the post-pandemic world. They summarise the findings and contributions of several social scientists and also of two EU funded projects: RESISTIRÉ (GA 101015990) and GEARING Roles (GA 824536). The articles are structured around five main themes: labor market disparities, education and skill development, social and political responses, post-pandemic opportunities, and care. Each article contributes unique insights, empirical findings and policy recommendations from a feminist perspective to enrich the ongoing discourse on gender equality. Together, the articles show the necessity of feminist analysis of crisis, and reveal the structural roots of inequalities while simultaneously emphasising the necessity for transformative action to address inequalities.

This article is the result of a research process within the Resistiré project, which evaluates the responses to the COVID crisis in social policy processes in several European countries. This study has taken into account the experience of girls and adolescents in situations of neglect in the circumstances that have surrounded their educational processes and their academic reality in the COVID period. Situations of neglect in childhood are those that affect the normal personal, social and material development of minors, generating situations of high vulnerability that imply the need to activate alternative protection measures that guarantee the subjective right of every child and adolescent. Thought should be given to the special relevance that the health crisis has had on the reality of these girls and adolescents whose legal guardians —affected by particular life situations— have been able to suffer in an aggravated manner in the face of a reality that previously constituted a highly vulnerable situation. The article focuses on the reality of girls and adolescents in the Basque Country (Spain). For this purpose, and through the access to their narratives, the particularity of their vital conditions is identified, showing their high resilient capacity, as well as the difficulties, alternatives and capacities developed to face adversity.

RESEARCH OBJECTIVE: The paper is an attempt to articulate the defining features of Ignatian Leadership and to clarify what might distinguish it from other brands of leadership without lapsing into motherhood statements and worn-out clichés. THE RESEARCH PROBLEM AND METHODS: The Ignatian leadership style that is presented is grounded in Ignatian spirituality, which is a source of the Spiritual Exercises of Ignatius Loyola. Hence, the research problem was formulated: how can Ignatian leadership be implemented in everyday practice? The method of critical analysis of sources was applied. THE PROCESS OF ARGUMENTATION: The paper argues that Ignatian Leadership is, in fact, a radical form of servant leadership, since the Ignatian Leader is at the service not only of the Community, but also–and for Ignatius of Loyola, even more fundamentally–of the Mission entrusted to that Community. RESEARCH RESULTS: Concretely, it proposes a conception of Ignatian Leadership as a threeway relationship among the Leader, the Community, and the Mission, in the process, illustrating what magis and cura personalis might mean in one’s exercise of leadership, but also, spelling out, in light of these relationships, the key functions of the Ignatian Leader. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Ignatian leadership is a form of servant leadership insofar as Ignatian Leaders ought to prioritize serving the Community that they lead over their own interests. However, what distinguishes Ignatian Leadership from servant leadership is its explicit and non-negotiable prioritization of service of the Mission as well.

RESEARCH OBJECTIVE: The purpose of this article is to show, based on UNICEF and UNHCR documents, the problems of migrant children that hinder/impede their inclusion in the education of the host community and to identify ways to deal with these problems. THE RESEARCH PROBLEM AND METHODS: Using document analysis, I will answer the following questions: What threats are children on the move exposed to? What are the priority areas for action? How can they be protected and integrated into the new education system? THE PROCESS OF ARGUMENTATION: The paper presents the causes and risks associated with migration for children, important concepts for educational practice, recommendations and proposed solutions RESEARCH RESULTS: The documents show the risks faced by children on the move. Such children are often marginalized and stigmatized in host communities. Ensuring their well-being (meeting their psychological needs and respecting their rights) is a priority and a necessary condition for them to be able to start education. The discussion shows the importance of education in dealing with difficult conditions or in counteracting negative phenomena (discrimination, xenophobia). Education is treated as capital that is supposed to give these children a chance for a better future. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The following conclusions can be drawn for practice from UNICEF and UNHCR documents: children on the move should have the same rights and opportunities for education as their peers in host com- munities; they need friendly and safe places to live, play and learn; children have resources and experiences that should be considered when organizing educational environments.

This article is about the evaluation of educational policies for non-sexist education in Catalonia from the Spanish democratic transition on. It starts by analysing the legal framework of education, both in Spain and Catalonia. Many different laws have been approved during these years. After this first part, we analyse the action of the Conselleria d’Educació, the education authority in Catalonia. What did this institution do about non-sexist education? The most important action was an Educational Innovation Programme from 2005 to 2010, and then during the last three years. We also mention a few actions from other institutions or schools. However, we must conclude that no institutional policy has consistently been developed. Finally, we provide some notes about non-sexist research in schools, teachers’ training, and books and papers about what is referred to as “coeducation” in Spain. A big change has to be made in the years ahead in order to achieve a non-sexist education in Catalonia.

RESEARCH OBJECTIVE: The aim of this paper is to identify and characterise the specifics of the dialogue of meanings occurring in the portfolio of early education students, considered in the context of the possibilities of educating teachers. THE RESEARCH PROBLEM AND METHODS: The considerations focus on two research problems: What content of the portfolio of early education students demonstrates that they engage the dialogue of meanings with educational issues and their own school experience? What shape does the knowledge about the world as reconstructed by teacher entrants take? To analyse the portfolio, which I treat as legacy data, I use the method of qualitative analysis of text. THE PROCESS OF ARGUMENTATION: In the first part, I reconstruct the relationship between the dialogue of meanings as a component of learning strategies, and the educational portfolio as a tool for monitoring achievements. In the empirical part, I characterise the categories that emerged in the content analysis and show their interconnections with the dialogic assignment of meanings to educational reality. RESEARCH RESULTS: The results of the analysis show that the learning strategy which makes use of the dialogue of meanings and the portfolio enables students to discover the possibility of assigning individual sense to educational reality, not excluding the existence of different perspectives and respecting them. By undertaking a dialogue with personal knowledge and their own experiences, the students gradually went beyond the framework of obviousness and expanded their perspective of thinking about the world of school. CONCLUSIONS, INNOVATIONS, RECOMMENDATIONS: Thinking about teacher professionalism is changing, with the presented analysis providing a view on this matter. It shows the premises and effects of a certain possibility of educating teachers who are open to the complexity of educational reality and to the dialogue preventing its reduction.

RESEARCH OBJECTIVE: The aim of the article is a theoretical diagnosis of the influence of the pace of recent civilisation changes on a selected fragment of the socialisation process in the family. The course of analysis is the specificity of the relationship between parents and adolescent children (aged 15-18), including an attempt to explore the modifications occurring in these areas resulting from the development of information technology. THE RESEARCH PROBLEM AND METHODS: The research problem of this paper is an attempt to answer the question: To what extent do new inter- and intra-generational divisions – appearing as a result of rapid civilisation changes generated by the development of information technologies – modify the socialising dialogue in relations between parents and adolescent children? The research method used was a selective analysis of theoretical works and research reports from sociology, psychology, psychiatry, neurobiology and information technology. THE PROCESS OF ARGUMENTATION: The article presents selected elements of the conceptual model used to analyse the world of contemporary generations. It includes the new division into the world of the present past and the world of the present future, together with their new inhabitants – people of the past and people of the future. RESEARCH RESULTS: As a consequence of the increasingly deepening division of the world of generations, constructing a socialisation dialogue in the relationship between parents and adolescent children has become more complicated. The confrontational-verifying influence of intra-familial socialisation concerning the areas of secondary socialisation is noticeably losing its significance. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The modifications of intergenerational relations within the family, occurring as a result of rapid civilisation changes, result in an “unfinished”, incomplete socialisation process of adolescent children, heading towards an unknown form of adulthood with this new cultural capital.

Museari is an online museum dedicated to upholding human rights and sexual diversity through art, history, and education. Museari was born in 2015 and since then more than 70 exhibitions have been presented. This paper analyzes Museari's interest in teacher training, something that has been especially positive during the Covid-19 pandemic. The objective of the research is to reflect on the opportunity to use a virtual museum to address issues of art and education. For data collection, we used assessment instruments specific to the case study, such as diagnoses, discussions, focus groups, and participant observation. We highlight museum’s positive reception by the students, particularly the role it plays in overcoming stereotypes and conventional taboos to achieve inclusive environments.

In this paper, the author proposes and argued the concept of financialization of education, characteristic of the current phase of late capitalism, and shows its essence, which is, the subordination of education to financial capital and its actors. The work also demonstrates the influence of the financialization of education on society and on individuals. And concluded that financial capital subordinates the content, goals, and values of education and creates a social atmosphere in which education becomes a driver of society's finances. Therefore, financial capital forms stereotypes for the social behavior of the main groups and leads to the formation of a new type of person, the homo finansus. This process strengthens and accelerates the financing of the economy and society as a whole. This work also presents specific characteristics that distinguish the financialization of education in comparison with other social sectors and the characteristics that are associated.

This paper aims to discuss controversies around the new Fundeb, which was approved in August 2020 through Constitutional Amendment No. 108. It is assumed that the origin of the policy of funds in education and of Fundeb itself goes back to the disputes fought since the Education Pioneers’ National Movement in the 1930s, extending until at least 1960, being taken up by social movements since 1990. In methodological terms, bibliographic and documentary research was used, focusing on articles, legal frameworks concerning public funds, revised versions of the Constitutional Amendment No. 15, 2015, and Fineduca’s manifestations about the new Fundeb from February to July 2020. The main findings are as follows: The Union should invest more resources in basic education without compromising other educational actions; and the need to carry out researches that take into consideration deeper historical aspects connected to the public policy education funding.

RESEARCH OBJECTIVE: The purpose of the paper is to assess the efficiency of the active forms (Quiz, One Pager, the World Café, Visualization: Mind Mapping, Interactive lecture-discussion) used within the European studies for PhD students on ensuring quality of higher education. THE RESEARCH PROBLEM AND METHODS: The empirical material of the research was collected by questionnaire with the direct participation of the authors. The respondents were asked to rate each of the active forms on a Likert scale from 1 to 5 points in order to obtain a rating scale for each of the active forms. THE PROCESS OF ARGUMENTATION: The main professional and general competencies of PhD degree seekers (ability to analyse, evaluate and synthesize new and complex ideas; ability to apply knowledge in practical situations; ability to work in a team etc) can be developed using the active forms of training. RESEARCH RESULTS: The study showed that active forms are effective for the European studies and development of the professional competence of PhDs. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The active forms are promising for PhD students’ training, especially for the instruction of complex knowledge and the formation of transversal competencies. No less important is the conclusion about the need to use a set of methods that together ensure the implementation of the full range of educational tasks.