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This paper provides an analogical analysis of the educational styles of Paulo Freire and Kazimierz Ajdukiewicz. Although it seems they do not have much in common, we have found some striking similarities regarding, above all, their attitude towards the foundation of education and the deep, abstract structure of human/social relations. Consequently, in this paper, we posit that accurately (pragmatically) organized education in logic is necessary for any dialogical approach to education and social life. [ABSTRACT FROM AUTHOR]

The paper frames the role of education in peace-building in the Chittagong Hill Tracts (CHT) of Bangladesh. The CHT witnessed ethnic conflict since the mid-1970s. The situation intensified with a government sponsored population transfer program toward the region that began in 1979, not only changed the demographic profile of the region, but it forcibly displaced many indigenous people (Pahari)-who less than two decades earlier had already been displaced by a hydroelectric project. Consequently, the Pahari, who were already in duress because of the land scarcity caused by the dam and transmigration, faced further survival problem in competition with the settlers that eventually led to a conflicting situation. However, an accord was signed in 1997 to end the two decade-long bloody conflict in the hills. Although 17 years have elapsed since the signing of the accord, still the CHT is neither a peaceful nor a secured region to its people. This paper posits, education is not a complete solution to the long-standing conflict; however, it has significant role to play in peacebuilding in the post-conflict and conflict-affected societies. Addressing the sensitive issues education can contribute to reconstruction and social renewal in the aftermath of conflict in the Chittagong Hill Tracts, Bangladesh. [ABSTRACT FROM AUTHOR]

Jhumpa Lahiri's story titled "Unaccustomed Earth", dwells on the life of a second generation diaspora character Ruma. Ruma along with her husband Adam and son Akash, live in Seattle, Washington, USA. This paper is an attempt to study and to analyse as to how this Indian American diaspora character Ruma, lives the life of a second generation diaspora in America. This paper seeks to argue that though she is born in America and follows American traditions and culture, yet she does not completely cease to follow Indian customs, Indian values, Indian culture or consume Indian food. She, in fact, charts a new course in her life and emerges with a new identity as she tries to negotiate her life in America. [ABSTRACT FROM AUTHOR]

This paper aims at the presentation of ethical and political grounds of the pedagogy of asylum, which, in its assumptions, refers to concepts of such thinkers as Emmanuel Levinas, Erich Fromm, George Steiner, Hannah Arendt, Michael Walzer, Avishai Margalit, Jacques Derrida and Janusz Korczak. Utopia of hospitality, presented in its basic assumptions, constitutes a look at the social life, life of individuals and communities, as concentrated in asylums, while its author thinks that it forms an answer to modern challenges to Western democracies, education and politics in the “Age of Migration”. [ABSTRACT FROM AUTHOR]

This paper presents the findings from a project investigating the circumstances, experiences, perspectives and service needs of young people caring for a family member with a disability or long-term illness. Using qualitative methods, our research explored the experiences of two cohorts of young carers – younger carers aged 7 to 17 years and young adult carers aged 18 to 25 years. The concept of ‘bounded agency’ offers an explanation for the way that younger carers' and young adult carers' decisions and aspirations can be shaped by the barriers and contexts in which they find themselves. The study compares the impacts of caring on the participants' education, employment, health and social life. Important differences are identified, particularly relating to young adult carers' future aspirations as they approach key normative transitions into young adulthood. The paper concludes with implications for services and policy for young carers. [ABSTRACT FROM AUTHOR]

This article is a study of the survival of scribal culture in nineteenth-century Spain in the form of the so-called ‘memory books’ (libros de memorias). I analyse their relationship with the educational developments of the period, as well as the material characteristics and the content of these texts, in order to define their typical features. These texts were the products of hybrid writing practices, in the sense that several elements were frequently superimposed on one another: economic news, personal, family and social events and even historical details. Hence the similarity between the memory books and other genres such as account books (libros de cuentas) and family books (libros de familia). Lastly, I will examine some nineteenth-century examples as epigones of a writing genre which had its origins in the later Middle Ages and Early Modern period. “One morning, while tidying up the bedroom, Rosa opened the drawer in the trunk where Cholo kept his papers. There she found the papers about the property and, in a corner, together with the Family Book and the social security booklet, the papers from the bank […]. And she was about to put it away when it occurred to her to take off the elastic band around the big folder which Cholo had kept from his time in Switzerland. There were things, names and so on that she didn’t understand, but in the middle there were also some of the cards she had sent from Aran.”1 [ABSTRACT FROM PUBLISHER]

Copyright of Slavica Litteraria is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite being the torch bearers of the glorious tradition of Islamic learning and ethical training, the madāris have been the target of Western on slaught in modern times. As immense importance was given to the acquisition of knowledge in Islam, the early centers of Islamic knowledge were imparting education according to the letter and spirit of it, but with the passage of time that tradition could not be upheld. Though Qarawiyīn, Al-Azahar, Niẓāmiyah are a few classical madāris where religious and secular teachings were incorporated into one, the latter madāris separated the religious from the secular (worldly) education. Formation of colonial states made the condition worse. During the Afghan war, the madāris flourished in Pakistan but after 9/11 they were deemed responsible for the attack. The paper aims at producing a discourse on this transition of madrassa education from tradition to modernity and intends to suggest recommendations for the upgradation and revival of the educational system of madāris. [ABSTRACT FROM AUTHOR]

This paper investigates the transformation in the Zhou dynasty China (1046–256 BC) of the concept of education in relation to the process of social selection, which concerns the distribution both of knowledge and of social ranks. An approach in terms of historical semantics, mainly influenced by Luhmannian sociological theory with some reference to Koselleck, will place the focus on social change and the changing meaning of concepts. The analysed sources include archaeological evidence and passages from traditional classics. The paper will show how the semantics of education were closely tied to the changing principles of social selection and the changing Chinese cultural concept of Tian (Heaven). [ABSTRACT FROM AUTHOR]

This paper investigates the return to university education in Singapore using a new estimation strategy related to Chinese traditions where children born in the Year of the Dragon are believed to be superior. Because parents might time the arrival of their offspring on a Dragon year, this causes the Dragon cohort to be larger and university entry to be more competitive. First, we find evidence of a negative 'Dragon effect' on university educational attainment. Then, using it as an estimation strategy, we find that university education has a ceteris paribus effect of raising earnings by at least 50% on average. ( JEL I21, C26, J30) [ABSTRACT FROM AUTHOR]

Drawing from ethnography of communication and language socialization approaches, this paper examines classes on bullying held for Sikh middle school students at a Sikh religious institution in California. Sikh educational programs play an important role in socializing youth into Sikh teachings, practices, and community perspectives. Due to one practice in particular, wearing adastaar(turban), some Sikh youth have been harassed by their non-Sikh peers. After discussing the significance of the dastaar in Sikh life, this paper analyzes interactions in classes on bullying in which Sikh youth enacted role-plays provided by the teachers. In the discussions that followed the role-plays, teachers and students evaluated the actions of the bullying victim and weighed the consequences of a wide range of interactional moves in reacting to harassment. Participants’ assessments of bullying-response strategies reveal the tensions and challenges that Sikh youth face in managing the process of religious identification in their everyday lives. [ABSTRACT FROM AUTHOR]

The history of education in Pakistan is the most significant topic which needs to be highlighted and examined. This paper thoroughly describes and explains various vistas of the policy of Nationalization of education that was adopted by Prime Minister Zulfikar Ali Bhutto in 1972. The policy of Nationalization of education left long lasting impact on Pakistan's society and culture. The paper also covers the effect of the policy on teachers and students and their reaction to the policy has been recorded historically. While there were some merits of the policy it also created difficulties for the educational institutions. These merits and demerits of the policy have also been studied in the course of discussion. [ABSTRACT FROM AUTHOR]

This paper discusses the cultural attraction, ‘soft power’, and importance of cultural proximity to the popularity of the Japanese language in Hong Kong over the last three decades. Exploration of both primary and secondary sources constitutes the main research methodology employed. Email surveys and face-to-face interviews were undertaken to ascertain the nature and degree of the cultural attraction that stimulates local people's interest in learning Japanese language and culture. The paper concludes that Japan's ‘soft power’, i.e., popular culture and cultural products, are the most influential driving forces behind the popularity of Japanese language in Hong Kong. Also, the Japanese cultural proximity to the Chinese is another factor that excites local people's interest in learning Japanese as a foreign language. In the Hong Kong context, geopolitical and national identity factors do not seem to detract from the popularity of the Japanese language. [ABSTRACT FROM PUBLISHER]

Can acts of support and/or revival of Pacific cultures serve to educate international tourists about Indigenous cultures? This paper examines, from a postcolonial perspective and using a qualitative methodology, whether the Festivals of Pacific Arts, to which all nations send delegations, can educate visitors about Indigenous cultures of the Pacific. These Festivals occur every four years, at a different venue each time, to spread the costs of organisation. The paper argues that the vibrancy and the sincerity of the performances are not sufficient to overcome the structural and cultural biases in the world of tourism. Attitudes towards such cultures have been patronising, keeping them at a timeless distance as visitor performance remains mired in the dictates of their social “habitus”. The size and facilities at venues along with the modest air links mean that the Festivals can accommodate only a small number of visitors. The visitors, however, could discover the multi-faceted nature of these cultures and the participants challenge modernist neo-colonial practices. [ABSTRACT FROM PUBLISHER]

How does world culture impact the development of educational policy in the Gulf Cooperation Council countries? This paper begins by describing the ways that the development of the educational system in the GCC is shaped by the global community, and further impacted by the emergence of a global education governance structure. Legitimizing transnational actors frame national, regional and local policy options in GCC countries, which lead to a "global" perspective being the chief priority in GCC educational policymaking often in spite of regional and local needs. However, the global discourse has limits in GCC countries because of the unique ideological traditions of Arab and Muslim culture. Therefore, while ideological discourses frame education policy at each level in GCC countries based on international norms and values for both education and society, educational policy and reform balances these international norms and values with traditional and conservative norms and values. This paper concludes by analyzing how Western rhetoric is harmonized with Arab and Muslim norms and values with seemingly little contradiction and little educational impact as well in the GCC countries' education systems. [ABSTRACT FROM AUTHOR]

Ethnic segregation has become an emerging feature in Malaysia's education system even though the institutional role of education should have been a unifying force for the country's multi-ethnic society. The underlying problem is that, at all levels of education provision in Malaysia, alternative streams are allowed to coexist alongside mainstream education provided by the government. Alarmingly, these alternative streams are not reinforcing what mainstream education is trying to do: foster ethnic integration. Instead, the alternative streams have become divided along ethnic lines. This paper looks at the development of Malaysia's education system and examines two main factors that have contributed to the current state of ethnic segregation: enrolment choices and preferential policies. These two factors have in one way or another helped to strengthen the coexistence of alternative streams alongside mainstream education from which ethnic segregation emerges. These alternative streams have become competing rather than supplementary/complementary forces capable of challenging mainstream education. This paper explains how these two factors contribute to ethnic segregation at all levels of education notwithstanding their causal relationships at certain levels of education. Second, it evaluates the strengths and weaknesses of the measures taken by the Malaysian government to desegregate the education system. [ABSTRACT FROM AUTHOR]

Intergenerational transfers play an important role in individuals' lives across the lifecourse. This paper reviews theories on intergenerational transfers and social change to inform our understanding of how changes in the educational context that arise from the spread of mass education influence children's support of their parents. By examining multiple aspects of the educational context in rural Nepal, including husbands' and wives' education and exposure to schools, this paper provides new information on the mechanisms through which changes in social context influence children's support of their parents. Multilevel logistic regression was used to estimate the relationship between schooling, exposure to schools, and the likelihood of couples giving to their parents. It was found that schooling and exposure to schools have independent and opposite effects on the support of older parents. Higher levels of schooling for husbands were associated with a higher likelihood of having given support to husbands' parents. On the other hand, increased exposure to schools for husbands and wives was associated with a lower likelihood of having given to wives' parents. The findings provide evidence that multiple motivations for intergenerational support exist simultaneously and are related to social context through different mechanisms. [ABSTRACT FROM AUTHOR]

Despite Australia's strong tradition of research on language maintenance and shift, little is known about the ways in which migrant background students continue to use their heritage languages in Australian schools. This paper presents an in-depth case study of students' linguistic practices at a multiethnic Melbourne high school, where over 95% of students speak a language other than English (LOTE) at home. Although virtually all students are bilingual, it shows that peer group divide sharply on linguistic lines, with recent arrivals from China and Sudan the only students to consistently speak their first languages with friends at school. More established students use English as their lingua franca with friends, but continue to deploy their LOTEs for a variety of purposes, including gossiping, crossing and communicating with recent migrants. The paper argues that while established students make only incidental use of their LOTEs at school, LOTE use performs important social functions for these students that could not be substituted by using English alone. Local conditions at the school clearly shape the meanings ascribed to LOTE use; and the paper thus argues that detailed analysis of students' linguistic practices can be a valuable tool for examining interethnic relations in multiethnic schools. [ABSTRACT FROM AUTHOR]

From a cultural-historical perspective, nature and nurture (and thus education) are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare (influenced by Montaigne) and in the Romantic tradition (evidenced by Rousseau and Wordsworth), and argues that while our Romantic inheritance (still highly influential in education) problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture. [ABSTRACT FROM AUTHOR]

The article offers information on the language, culture, and curriculum of the Basque Country in Spain, particularly in the southern part which is the Basque Autonomous Community (BAC) and Navarre which belong to the country's autonomous region. Basque has a population of about three million and 91% of which are Spanish citizens. A table which depicts the percentage of language proficiency in the country and shows that majority of the citizens are monolinguals or those who can only speak the majority language, which is either Spanish or French, is included. The country's educational system that requires children to go to school at a young age and the use of the Basque, a minority language in instruction for some or all the school subjects, are also discussed.

Copyright of Walisongo: Jurnal Penelitian Sosial Keagamaan is the property of State Islamic University, Institute for Research & Community Services and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Diverse schools have become the norm throughout much of what is considered the West. Many urban classrooms feature few white European children but are located in nations dominated by Eurocentric epistemologies and discourses that oppress minority students by devaluing their cultures. Most European scholarship fails to analyse cultures of whiteness in educational settings. This paper addresses this gap by documenting cultural discourses of whiteness infusing a diverse primary school classroom in Amsterdam. Discourses reflecting white cultural norms of order, time, cleanliness, and Western and Christian superiority dominated a classroom containing only one white Dutch child. These discourses contribute to diverse students' explicit racialization while promoting the supremacy of white Dutch culture. They are both assimilationist and exclusionary, suggesting that many students, because of their backgrounds, will never be considered fully Dutch. Findings are of relevance to all nations dominated by white cultures with large populations of students of colour. [ABSTRACT FROM PUBLISHER]

This paper seeks to analyze the development of three aspects of Chinese Studies, namely Sinology, China Studies, and Chinese Overseas Studies in Malaysia. Each aspect corresponds to different levels of looking at China: civilizational, state, and ethnic. It also examines how identity politics in Malaysia shapes the development of these fields and how these fields created different images of China. Sinology depoliticizes China and presents the magnificent Chinese culture as a positive element in Malaysian nation-building project. Chinese Overseas Studies de-centers China and examines the multiple identities of the Chinese people. China Studies were officially pursued under the agendas of inter-civilizational dialogue and friendship between China and Malaysia. [ABSTRACT FROM AUTHOR]

This article explores two models of non-state education provision in Myanmar (Burma), in order to draw conclusions regarding templates for ethnic education regimes in this fast-changing country. Ethnic Armed Groups in Myanmar have developed education systems in the context of long-running armed conflicts. This paper examines two such regimes. Karen communities struggle with few resources to educate their children. Despite great difficulties, the Karen National Union has developed a curriculum based upon one Karen dialect, which is employed in about 1,000 schools. Graduates of this education regime are mostly unable to speak fluent Burmese, or to integrate with the Myanmar tertiary education system; they are orientated towards a Karen national identity, rather than Myanmar citizenship. However, with the beginnings of a substantial peace process, Karen educators will need to re-think their implicitly separatist agenda. A comparative case study is offered by the Mon ethnic minority. The New Mon State Party has had a fragile ceasefire since 1995. Some 270 Mon National Schools provide Mon language instruction at elementary levels, shifting to Burmese at middle school. As the Mon Schools follow the government curriculum, with extra classes in Mon language and history-culture, graduates are able to matriculate and enter the nationwide tertiary education system. We argue that the Mon experience can be a useful model for education reform in a transitional Myanmar, as political and civil society leaders negotiate a more decentralised state. [ABSTRACT FROM AUTHOR]

This paper assesses how recently published Ghanaian social studies textbooks portray Ghana's history and traditions. Unlike many histories written for adults, which urge Ghanaians to overcome the legacy of colonialism by cultivating ancient traditions, the textbooks often criticize indigenous practices and praise colonialism's consequences. They judge tradition or culture to be useful, inasmuch as they contribute to unity and development, but although this pragmatic approach to education and historical interpretation seems dismissive of Ghanaian tradition, it is in fact deeply rooted in Ghana's past. [ABSTRACT FROM AUTHOR]

Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu. Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a 'gathering' notion for philosophical endeavours practised by professional philosophers and intellectuals, either of African descent, including those living in the diaspora, or those of non-African descent but who are devoted to matters pertaining to African and African-descended individuals and communities (Outlaw, 2004, p. 90). These philosophical endeavours mostly relate to a 'critical analysis and reflective evaluation of the evidence and reasoning' that constitute the beliefs, customs, values, traditions, oral literature (parables, proverbs, poetry, songs and myth), languages and histories of African and African-descended peoples (Hallen, 2004, p. 105). The articles presented at this symposium analytically explore ideas and practices central to Africana philosophy, their underlying rationales, and how these forms of philosophical inquiry can potentially engender defensible educative relationships. [ABSTRACT FROM AUTHOR]

This paper is intended to discuss what counts as musical knowledge in the context of two countries: Spain and Brazil. In Spain, issues concerning cultural diversity in schooling have led us to investigate how both teachers and students conceive the value of different musics in educational contexts. In Brazil, the recent Law 11.769/2008 made music a compulsory subject in schools. Since then, there have been increasing discussions about which music(s) should be considered valid to be taught, and how it can be implemented in different levels of schooling. We are going to address these topics considering the idea that music education can help to shape, perpetuate, legitimate and modify ideologies concerning the value of music. Thus, we claim the importance of opening up musical curricula and incorporating different musics in schooling as a means to construct musical realities in these countries and deconstruct dominant ideologies concerning musical values and meanings. Such concepts will be analyzed according to Green's (1988) theory aiming to celebrate musical practices in order to readapt the function of music education to the social contexts these countries demand. [ABSTRACT FROM AUTHOR]

It is hoped that people with HIV/AIDS will practice safe sex for healthier living and to protect their partners from infection. To do this, more clarity is needed about safe sex practices. In Bangladesh, there is a lack of research toward safer sex behavior among the HIV positive community. This paper explains a study on the perceptions and obstructing factors of safe sexual practices within the HIV/AIDS circles in Bangladesh. The study was exploratory and applied a qualitative method for investigating the main research. Informal group discussions and in-depth interviews were also used. It was ultimately found that maintaining consistent safe sex behavior is always a struggle for intimate partners. Among those with HIV/AIDS, using condoms is a common method of protection, though many also feel that such obligations decrease their sexual enjoyment. It also found that infected females are more likely to use condoms and practice safe sex compared to infected males. [ABSTRACT FROM AUTHOR]

This paper addresses the question of what meaning urban public space has in relation to the process of children’s socialisation. It builds on data from qualitative research into the social-pedagogical meaning of three contrasting neighbourhoods in the city of Ghent. In this research, the neighbourhood was studied as a social and spatial context in which particular socialising practices are constantly constructed and reconstructed through the everyday social actions and practices of people, including children, and hence influence the socialisation processes of children. The research shows that different patterns influence the strategies through which children learn to deal with issues like diversity, otherness and unpredictability in different ways, ranging from excluding this diversity from the everyday lifeworld, through enclosing oneself within one’s own social group, to learning through the everyday confrontation with diversity. [ABSTRACT FROM PUBLISHER]

This paper explores practical strategies that can be used by university teachers to facilitate student centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students This paper explores practical strategies that can be used by university teachers to facilitate student centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students This paper explores practical strategies that can be used by university teachers to facilitate student-centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students This paper explores practical strategies that can be used by university teachers to facilitate student-centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students' efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher's efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher's efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher's efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher This paper explores practical strategies that can be used by university teachers to facilitate student-centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students' efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher's efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. s efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. [ABSTRACT FROM AUTHOR]

The nurse already appears in the Odyssey as a key character in Greek family life, showing all the characteristics that will remain hers throughout Greek Antiquity: she is a slave and has been working in her master's house before the child's birth; she has been chosen specially for the task of nursing and rearing the newborn, as she attends the delivery and is the first one to take the baby in her arms; later on, she takes care of the general education of the child and follows her 'protege' in his/her adult life; sometimes, she carries out the same tasks for her protege's children. While recent research has often focused on her servile status, basing its arguments mostly on literature, this paper is based on iconography. The Greek nurse has the peculiarity of being very often represented as an old woman, even in the company of small children. The analysis of the context of representations of the trophos and of their chronological evolution allows us to reach a conclusion about this peculiar feature that goes beyond a realistic interpretation or a simple 'caricature'. The old age shown by the Greek trophos, and the Greek paidagogos also, is a means to express the ideal of personal renunciation that is expected of them: it seems that the Greek trophos was not so much attached to her functions of nursing and educating as to the child itself, acting as a kind of protective daimon for it. [ABSTRACT FROM AUTHOR]

This paper considers the abundance of addresses to women in the early eighteenth century and notes that Mr Spectator's approach is conspicuous by his apparently objective treatment of them as a different species of humanity, an approach which is consistent with a two-sex model which is emergent at this time. This second sex is characterized by 'animal spirits' that are 'light and volatile' and require counterbalancing by the natural gravity of the male, but which nevertheless offer the possibility of charming and refining male behaviour. Mr Spectator does not advance any of the programmes for educating women, such as we find in Astell and Defoe. Analysis of The Spectator's view of women as mentally, morally and physically delicate serves to correct recent readings which have tended to see it as offering an improving view of women. [ABSTRACT FROM AUTHOR]

The drive to expand access to higher education (HE) in the UK assumes that it is a desirable option that will benefit both the individual and his or her wider community. There is also an assumption that low aspirations and low achievements present a barrier to increasing participation rates. Based upon a recent qualitative study of young people in the east of England who left school with little or no desire to enter HE, and drawing on the capability approach of Amartya Sen, our paper questions this assumption and posits that there is an alternative reading of low aspirations as different aspirations that lead young people away from HE and towards other valued lives and lifestyles. The life histories of 10 young people are used here to illustrate their aspirations and achievements, as well as their perspectives of HE, and to argue for the need to reconsider the practical and moral challenges confronting the current widening participation agenda. [ABSTRACT FROM AUTHOR]

Online social interaction has become integral to contemporary social life, adding new dimensions to how young people learn, interact, and perceive themselves and one another. We present findings from a yearlong ethnographic study within a Scottish state secondary school to explain pupils' informal social relationships. We particularly investigate how school pupils experience social life inside and outside of school in relation to presenting themselves on social media and consider how they negotiate the overlap between their online (social media) representations and offline (school) encounters with their peers. Our findings evidence that pupils engaged in self-presentation within and across online and offline social contexts, whilst experiencing pressure to 'keep up appearances' between the two. The online environment afforded pupils greater control over self-presentation, especially in relation to bodily appearances. Here, pupils had time and tools to construct idealised fronts and to amass online capital. In some circumstances, this capital could have exchange value within offline environments. However, young people were at continual risk of having their carefully constructed identities discredited when in an in-person setting. We explore these issues in relation to pupil health, wellbeing, and learning, and we consider how educators may respond. [ABSTRACT FROM AUTHOR]

Abstract Despite a vast body of literature on Soviet leadership, very little work in this field seems to have engaged in a critical discussion about its specific impact on educational practice. This inference prompted the author to revisit the key junctions of her experiences of Soviet social order during 1980s, when she was working as a teacher of English at a primary school in Tbilisi, the capital of the Soviet Georgia. The author’s interest in the field was further piqued by the ambition to take Raymond Williams’s concept of cultural materialism outside its typical application confined to literary theory and use it instead as a tool for dissecting Soviet leadership in the attempt to examine its impact on Soviet educational landscape. The paper aims to substantiate that a broader appropriation of Williams’s ideas of cultural materialism extended beyond its original domain of literary theory, can add a rich stratum to the interpretation of Soviet leadership phenomenon, offering a number of valuable insights into its inherent concepts. [ABSTRACT FROM AUTHOR]

Son preference is widespread in a number of developing countries despite substantial improvements in education levels and economic development. One potential explanation for the persistence of this phenomenon is that individual household members like the mother derive large non-monetary benefits from giving birth to a son and therefore prefer boys to girls. Qualitative evidence suggests that such benefits exist and may depend on the child’s age. This paper uses large nationally representative datasets from India and tests whether having a son leads to higher decision-making powers for mothers than having a daughter. Since the number and gender composition of children is likely to be non-random for families that want a son, I focus on first-born children for whom the sex ratio of girls relative to boys is normal. The main analysis also focuses on young children of up to six months, which gives parents little time to adjust desired birth-spacing intervals that could be systematically correlated with decision-making powers and child gender. The results show little evidence of consistently large female benefits shortly after birth, and any positive impacts of having a son disappear after the first six months. There are also no large benefits for adult sons. These empirical patterns do not support qualitative evidence suggesting that women benefit from the birth of a son through larger decision-making powers in the household because of increased respect by other household members. The benefits also do not heavily depend on the child’s age, which is not consistent with a channel predicting a better bargaining position for women with adult sons who start taking over the running of the household. Overall, these results extend our understanding of individual-specific incentives for son preference. [ABSTRACT FROM AUTHOR]

Gender discrimination within the household exists in many contexts. In societies where the norm is to not expect future support from daughters, parents may invest even less in the health and human capital of girls. In India, as in other patriarchal societies, the eldest son occupies a special position as the potential head of the extended family and is expected to assume responsibility for parents' welfare in their old age. In this paper, I explore intra-household differences in educational expenditure and enrollment for children by gender and birth order. Using child level data from the nationally representative India Human Development Survey-II (2011–12), I confirm the presence of a pro-male bias and an additional preference for the eldest son. In families with more children and greater competition for resources within the household, the pro-male bias falls and the bias in favor of the eldest son is greater. Parents in the higher income bracket, who are also less likely to be dependent on their children, discriminate less in favor of the eldest son. As expected, pro-male bias is highest in the north, central and eastern zones of the country. The north-eastern zone exhibits the lowest levels of intra household discrimination based on gender. Finally, I find evidence suggesting reverse discrimination, i.e. discrimination against sons, in the state of Meghalaya which follows a rare matrilineal system where the youngest daughter takes over as the head of the household. [ABSTRACT FROM AUTHOR]

This article summarizes the data on socially and economically underprivileged Americans. This paper considers the disadvantages of low status, the restriction of "life chances" which low status carries with it. From this point of view, the tendency of different aspects of status to "cluster" together takes on the aspect of a vicious circle. Thus, the lack of financial reserves prevents people from taking advantage of the few opportunities for making more money which do present themselves; the people who need it least have friends who can lend them money in an emergency. Moreover, the economic restrictions, because of the accompanying lack of education and perhaps a certain adaptation to submission and failure, result in psychological restrictions which reinforce the economic. For example, those who need it least are under the most social pressure to keep themselves informed and to participate in community activities; not being able to go to college not only prevents a person from acquiring a college education but also makes it much less likely that he will use those educational opportunities which are available to him.

While researchers agree that note passing is predominantly an activity engaged in by girls, there has been relatively little consideration of why this is the case. In this article, I argue that gendered expectations about the appropriate characters of boys and girls in Vietnam are incorporated into the disciplinary framework of schools, and that note passing provides the means for girls to adjust to the gendered disciplinary techniques to which they are subjected. The article is based on extended ethnographic fieldwork conducted within two ninth-grade classes at two lower secondary schools in the northern Vietnamese port city of Haiphong. [ABSTRACT FROM PUBLISHER]

Using 1989–2006 waves of the China Health and Nutrition Survey data, we estimate the intergenerational income elasticity (IIE) of China. We find that the lower bound of the IIE is 0.491 using the son’s latest observed income and his father’s income averaged over three periods. We use the father’s number of years of education as an instrumental variable for his permanent income to derive the upper bound of the IIE, which is 0.556. We find that the intergenerational income mobility of rural China is higher than that in urban areas. [ABSTRACT FROM PUBLISHER]

Education for security serves to prepare citizens for appropriate behaviour and appropriate reactions in situations posing a threat to their health and life. At every step, we deal with many different threats that occur in all areas of human life. The main areas include social, public, professional, and educational sphere. The aim of the article is to present the role and significance of education for security in the context of the catalogue of threats to a person functioning in various areas of their life. The article consists of an introduction, the identification of the human space, a list of selected threats, and a summary. [ABSTRACT FROM AUTHOR]

Copyright of Études Inuit Studies is the property of Centre interuniversitaire d'etudes et de recherches autochtones (CIERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Études Inuit Studies is the property of Centre interuniversitaire d'etudes et de recherches autochtones (CIERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People in social life often underestimated the presence of migrant workers caused by low skills and lack of education. The decision to continue higher education while working in the host country had tremendous challenges. This study aimed to develop a deeper understanding of the reasons, the problem encountered, and the learning strategies of migrant workers pursuing higher education at Indonesian Open Learning University of Taiwan (Universitas Terbuka Taiwan). There were 11 students participated in this study. This study was descriptive qualitative research, and the interactive model was applied in the analysis method. The data were gathered through in-depth interviews, participant observation, and documentation. The finding of this study revealed that: i) The migrant workers had the high motivation to pursue higher education because they wanted to change the stereotype that they were left behind and to seek a better life when they came back to Indonesia; ii) Inadequate time was the main problem to manage the study time due to the high workload; iii) The learning strategies of migrant workers were peer learning, group discussion, and note-taking. However, Indonesian Open Learning University of Taiwan was the excellent choice for the migrant workers in Taiwan to pursue higher education due to the flexibility of learning. [ABSTRACT FROM AUTHOR]

Information about several papers discussed at the 18th biennial Inuit Studies Conference held October 24-28, 2012 organized by the Smithsonian Institution's Arctic Studies Center in Washington, D.C. is presented. Topics include the impact of global warming on Arctic regions, Inuit arts and culture, and globalization and the Inuit. The symposium featured several notable speakers including Alaska's Lieutenant Governor Mead Treadwell, Aron Crowell of the Arctic Studies Center, and Nellie Cournoyea of the Inuvialuit Regional Corporation.

This paper proposes that historic preservation professionals' perspectives are shaped by educational experiences. Therefore, exposure to learning about preservation using methodologies developed by different cultural traditions might facilitate a richer experience. Indeed, certain subjects may be learned more efficiently using methods developed by other cultures. This premise is exhibited in the teaching of historic preservation law and legal practice. The traditional Socratic method, as developed by Harvard University's Christopher Columbus Langdell (1826- 1906), is compared with the havruta method used by the Jewish people, with preservation law used in place of Jewish religious law in a secular academic setting. This method can add a layer of significance to legal and preservation education. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on a national, bureaucratic and subordinate capitalist state, the idea of patrimony, which guides quite a few of the policies and projects in cultural management in Mexico, is functional to hegemony and the market standards. This paper discusses that building democracy and an alternative nation involves analyzing the scope and potential of cultural management. The first step is deconstructing the category of patrimony itself, which in its complex historical articulation implies social, political and economical determinations, that often remain invisible and on the sidelines in the debates on the subject. [ABSTRACT FROM AUTHOR]

Informal learning has often been seen as formal learning's 'poor cousin'. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality. [ABSTRACT FROM AUTHOR]

Whispers and rumors about the iSchool movement lead some to fear that this represents yet another shift away from the valued traditions of library schools, threatening something far different than what library science pioneers ever envisioned. Predating the iSchool movement, however, were other programmatic shifts such as those that led to the formalization of graduate archival education. This essay argues that such evolution is essential to our future, as iSchools tackle the increasingly complex issues confronting a digital society. We consider the mission and history of iSchools and of archival studies, the basic elements and concepts of archival studies that are critical to iSchools, and the relationship between iSchools and the changing nature of personal and institutional archives. [ABSTRACT FROM AUTHOR]