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Education is both an institutional process and a set of conscious actions. Since its institutionalization, education has been viewed not only as an act of acquiring knowledge, but also as a socialization process. The traditional understanding of education, which views socialization as the its main purpose in addition to acquiring knowledge and shapes education policies accordingly, has emerged as a multi-dimensional sphere of discussion within "distance education", which has become almost mandatory today with COVID-19. This study aims to examine the problem areas of distance education experienced with COVID-19 by using an interdisciplinary approach in a psychological, sociological, and socio-psychological framework. To examine the subject in-depth and make analytical generalisations, the research reflects the opinions of the main actors, students, and faculty members, as well as the researchers' observations, in addition to the experts on the subject. The data analysis was conducted through the subjective evaluation of the researchers' own experiences and the content analysis of teacher and student opinions. The results reflect that education is not only an activity of acquiring knowledge but also a socialization process, the educational bureaucracy and environment make a significant contribution to the socialization of students, and that distance education can only be used as a supportive model. Education isolated from real life that does not contribute to the socialization processes of students may bring important psychological and social problems.

During their studies, Roma university students enter into a milieu different from their family environment and this can affect their identity. In our research, we used life story interviews (N 5 108) to study Roma university students who attended Roma College for Advanced Studies (RCAS). We were interested in how their identities were formed and what role their family Roma identity strategy and the RCAS played in it. In our analysis, we divided the Roma students into five categories (separated, integrated, assimilated, negative, marginalized) and these identity strategies were also used to determine the respondents' family identity. In the sample, the largest proportion consisted of those who had an integrated personal and family Roma identity strategy. The majority of the respondents had not changed identity strategies and also interpreted their personal identity according to the family pattern. Some of the Roma university students went to RCAS specifically to strengthen their Roma identity. Overall, it can be said that the family Roma identity strategy can be linked to the development of personal identity, and the RCAS can have a role in preserving and strengthening the Roma identity of university students.

Background: Cultural dissonance and exclusion in schools persevere because of a lack of response to diversity. In South Africa, coloniality manifests itself in teaching and learning practices through promoting and privileging selective cultural norms in schools, often to the detriment of poor black children. Aim: Despite the availability of educational scholarships for poor children as a way to promote economic success, these opportunities are often laden with cultural and hegemonic expectations making them challenging to navigate, often rendering the experiences as traumatic rather than developmental. Setting: The article reflects on children's schooling experiences in South Africa. Methods: This qualitative exposition presents insights from a primary school teacher about her own childhood experiences of exclusion, alienation, and cultural dissonance in South African schools. Results: It reveals the pervasiveness of coloniality and how social justice has still not fully permeated schools. The interplay between race and class remains salient. Conclusion: Schools should intensify efforts to promote inclusion by recognising diversity and avoiding normalising singular narratives in diverse contexts. Educational opportunities given to children from disadvantaged backgrounds should be accompanied by psycho-social support to ease the culture shock and alienation they feel when learning in new contexts that differ from their norm. Contribution: The article demonstrates that culture is more powerful than politics because, despite the democratic political context, the 'cultural bomb' of decoloniality is all-encompassing.

The proposed research aimed to examine abusive leadership and workplace ostracism as predictors of employee silence among school teachers in Sargodha, Pakistan. Studies further tend to examine the moderating role of power distance. Purposive sampling was employed to acquire the data. The research variables were quantified using the Abusive Supervision Scale (Mitchell & Ambrose, 2007), Workplace Exclusion Scale (Hitlan & Noel, 2009), Silence Scale (Van Dyne et al., 2003) and Power Distance Scale (Dorfman & Howell, 1988). Pearson correlation analysis revealed a significant relationship between abusive leadership, workplace ostracism, employee silence, and power distance. Results showed that abusive leadership, ostracism, silence, and power distance have a positive relationship with each other. The findings of linear regression revealed that abusive leadership, ostracism and power distance positively predicted employee silence. Moderation analysis revealed that power distance significantly moderated the relationship of abusive leadership and workplace ostracism with employee silence. The proposed research provides some recommendations and conclusions for future researchers who may be interested in examining the abuse that teachers experience in a high-power-distance culture that compels them to act silently.

Purpose: Flexible learning is a delivery modality associated with positive outcomes, but its use at the height of the COVID-19 pandemic has been associated with dark student experiences, such as poor interest and dishonesty among students. To understand how and why many tertiary students lost their motivation and became disengaged in pandemic-era flexible learning, this qualitative research was designed. Methodology: A total of 27 tertiary students in five separate groups volunteered to be interviewed. A focus group discussion protocol was developed based on the propositions of Self-Determination Theory (SDT) and this protocol produced about eight hours of narrative data in audio form. The researcher performed thematic analysis to make sense of the transcriptions of the data, and the initial codes and themes were subjected to an external audit for purposes of methodological integrity. Findings: Eight need-thwarting behaviors of key social agents emerged, such as instructors' rigid and negligent behaviors, peers' indifferent and selfish behaviors, and burdensome behaviors of people at home. These behaviors were tied to participants' cognitive appraisals of psychological need frustration that emerged in eight themes, which comprised having problems balancing school and home obligations, believing that outputs were misevaluated, and feelings of disconnection from peers. These appraisals could be related to seven themes of motivation and engagement issues reported by participants, notably amotivation, poor concentration, low effort, and dishonesty. Significance: The findings highlight the importance of addressing these need frustrations in order to improve tertiary students' motivation and engagement in academic tasks delivered through flexible learning in higher education.

Responses to the COVID-19 pandemic globally disrupted lives and contributed to the exacerbation of pre-existing inequalities. Women in research were also affected. The prominent role that women played in professional and personal care duties had a detrimental effect on their research outputs, potentially hindering their career progression. Moreover, the challenges faced by women academics during the pandemic, including job loss, increased mental health issues, and the intersection of gender with other socio-demographic traits exacerbated existing gender disparities within academia. By systematically scoping the qualitative literature on the experiences of women researchers during the pandemic, this study sought to explore how women experienced and reacted to the challenges generated by the COVID-19 pandemic. A qualitative meta synthesis of the included studies revealed three themes: gendered professional expectations, colliding identities and coping strategies. These themes show how gendered roles such as teaching and professional care work, associated with the hierarchical and gendered division of tasks both at home and in the workplace, made women feel unsupported and alienated as relevant agents in the academic context. The study reveals the importance of pastoral care, teaching and service work as the essential backbone of the academic infrastructure, especially in times of crises. It also exposes how productivity-focused researcher assessment criteria, rewarding mainly individual results and unrewarding of care and service work, can be viewed as perpetuating structural inequalities based on gender, parenting situations, contractual situations and background. In conclusion, this study exposes the need to proactively address the gendered practices and implicit biases which reproduce inequalities within academia and highlights how paying attention to the experiences and needs of women researchers is essential for improving the resilience and crises preparedness of academic the system.

The aim of this study was to explore how autistic adults experienced using social media to find information about autism, and how they experienced online autistic communities. There is little research on the rationale why autistic people look for information on autism via social media, and on how such information is perceived from an autistic viewpoint. Twelve Norwegian autistic adults (aged 18-49 years) completed semi-structured interviews where they discussed social media and content specifically about autism and online autistic communities. Using reflexive thematic analysis, three main themes were developed. The themes were (1) Representation and Identity: An Online Journey; (2) An Unreliable, but Necessary Tool; and (3) Tensions and Discord. The findings indicated that even though social media was looked upon as an unreliable information source, the participants found information that helped them to learn about their experiences which had not been fully captured by the majority of the current research literature and online health sites. Also, social media groups for autistic people did not necessarily create a sense of community, as participants reported feeling alienated by hostile discussions. This study highlights the importance of having a greater variation and availability of information about autism online through official health channels.

This study addressed the issue of school alienation (SA) among high school students in Taiwan; SA is believed to contribute to dropout, violence, gangs, and deviant behavior. To measure SA, we propose a four-construct model in this study, comprising powerlessness, normlessness, meaninglessness, and social isolation. Using two studies, an SA scale (SAS) was developed and validated. Study 1 developed and preliminarily validated the four constructs of SA using item and exploratory factor analyses with 227 junior high school students as participants. Study 2 validated the theoretical structure of SA using second-order confirmatory factor analysis with a sample of 708 junior high school students. The cross-validation of Studies 1 and 2 demonstrated that the proposed SAS is robust, valid, and effective for measuring the degree of SA among students.

Teacher burnout is a worldwide problem, and discontent of the educators often leads to social action in forms of demonstrations and strikes. Studies often link teacher burnout to interpersonal and workplace factors. Social and societal factors, however, are rarely considered in the development of the symptoms. Our study aimed to reveal how the strength of teacher identity and different types of relative deprivation are associated with teacher burnout. A representative sample of 1797 Hungarian teachers participated in our survey study which aimed to measure exhaustion and disengagement as symptoms of burnout beside strength of teacher identity, working hours, egoistic and fraternalistic relative deprivation. The results of the Structural Equation Analysis showed that teacher identity is negatively linked to burnout symptoms. On the other hand, both types of relative deprivation and working hours are positively linked to burnout. The analysis of mediating paths also confirmed the Janus-faced effect of teacher identity: contrarily to its direct negative link to burnout, a positive mediating effect of teacher identity was revealed through fraternalistic relative deprivation. The findings indicate that the general judgement of teachers within society may contribute to burnout. Therefore, burnout research should focus on social comparison processes beside exploring intrapersonal and workplace factors.

In recent years, increased attention has been paid to mental health struggles among students, and a range of interventions have been proposed to improve student retention and learning through "trauma-engaged pedagogy" and "cultures of caring." Drawing on the insights of affect theory, we argue that such a focus, although possibly helpful, ignores the role of alienation as a factor in student struggles. We further argue that assignment design is an overlooked and crucial site of student alienation, arguing that culturally relevant or politically inspiring readings and curricula will do little to ensure student engagement if assignments are arbitrary, artificial, and appear as simulacra of academic writing rather than as real sites of intellectual engagement. Drawing on our many years of experience as composition teachers at a community college as well as the work of colleagues and scholars and traditions of progressive pedagogy, we then suggest some criteria for assignments that foster engagement, offer lists of examples of such assignments, and outline a few of them in detail.

The current study examined the role of moral disengagement in cyberbullying participant role behavior among college-aged individuals. Participants included 434 students who completed surveys measuring their participation in cyberbullying, including online bystander role behaviors, as well as their moral disengagement. Regression analysis results indicated that moral disengagement was positively associated with cyberbullying perpetration, cyberbullying victimization, passive bystanding online behavior, and reinforcing online behavior. The current study furthers knowledge on the associations between online bullying-related behavior and moral disengagement and could lead to necessary cyberbullying prevention and intervention support for young adults.

Many workshops about identifying, understanding, and responding to microaggressions have been designed and delivered to learners within health education. However, few workshops implement an antiracist pedagogical approach, and none presented in the literature have been created specifically for occupational therapy students. Anti-racist pedagogical approaches explicitly link interpersonal and institutional/structural oppressions to ensure that the impacts of microaggressions are not minimized by focusing solely on interpersonal interactions. A specific workshop is needed to address the noted persistence of racial microaggressions directed at clients, families, students, and practitioners within occupational therapy contexts and due to the embeddedness of practitioners in clients' daily lives. To address the gap in curricular intervention tools, a workshop was designed and implemented. The workshop was delivered to master's professional entry-level occupational therapy students with the goal of raising knowledge of racial microaggressions and confidence to actively respond when microaggressions occur in their classroom, fieldwork, and future practice. This workshop was developed and delivered using an anti-racist pedagogy and a transformative learning approach within the occupational therapy curriculum of a Canadian university. This paper presents the content, process, and pedagogical underpinnings of the workshop and introduces a trauma-informed and strength-based model for responding to microaggressions. When introduced through an anti-racist pedagogy, we demonstrate how a workshop on racial microaggressions provides an opportunity to teach occupational therapy students key tenets of racism and anti-racism as they manifest in and beyond occupational therapy. An anti-racist approach can inform pedagogical planning for microaggression workshops delivered across and beyond health education.

The teacher's gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher's gaze during science lecture classes and whether the change of the gaze when the student's seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher's gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student's seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher's gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers' attention to provide proper and high-quality education to students.

In this article, I attempt to conceptually analyze points of disagreement among the students of the first democratic high school in Norway, The Experimental Gymnasium of Oslo (EGO). The clashes and disagreements among the students started heating up immediately after the school was opened in the fall of 1967. As they were learning how to run their school, the students discovered profound differences in their views of education and its purposes. Their deep disagreements about the meaning of education and conflicts about their school practices almost broke up their school right at the very start of its existence. Their different understandings of education erupted in a passionate and dramatic general assembly meeting, which they later referred to as the Soul-Searching Assembly. This four-and-a-half hour-long meeting was recorded and its transcript was published (Hem & Remlov, 1969). In this article, I analyze the dialogues from the assembly, looking for the students' diverse ideological and conceptual positions, views, desires, and underlying values. The tensions and clashes the students voiced echo the profound paradigmatic differences in conceptualizing education throughout the modern history of education, from the Enlightenment until now, a few decades into the 21st century. The purpose of my analysis is to examine these paradigmatically different views and the concerns behind them. These radically different paradigmatic, conceptual, and axiological positions have an effect on what we may consider being good, ethical, just, and true for human existence, human relationships, and human rights in general, and especially in education. The EGO students' intensive and urgent ontological need to explain their very different positions to each other allowed me to take a closer look into the tensions and conflicts still existing in the larger cultural-historical public sphere of discourse on education.

The study aims to determine the relationship between school administrators' paternalistic leadership behaviours and teachers' work alienation levels. The research sample group involves 205 teachers working in the Anatolian high schools in the central district of Siirt. Research data was collected through the "Paternalistic Leadership Behaviours Scale of School Principals" and the "Work Alienation Scale". According to the descriptive and Pearson correlation analysis results of the research, it was determined that the paternalistic leadership behaviours of the school administrators are at a "strongly agree" level while the work alienation of the teachers is at a "somewhat agree" level, and a negative moderate significant relationship was found between the paternalistic leadership behaviours and the teachers' work alienation levels. The path analysis revealed that benevolent leadership predicts the powerlessness and meaninglessness dimension negatively significantly; authoritarian leadership predicts the powerlessness dimension positively significantly, and moral leadership predicts meaninglessness and self-estrangement negatively significantly. Moreover, it was also established that, in general, paternalistic leadership behaviours predict the teachers' work alienation negatively significantly as a whole. As a result of the research, school administrators were suggested to display helpful and ethical behaviours by watching over the teachers in various matters.

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.

This study aimed to determine the factors that affected the diminishing persistence of heterogeneous academic achievers when induced in homogeneous classes as a basis for developing a support system to address the situation. This study identified the common hindrances the heterogeneous academic achievers encountered as they were brought to a homogeneous class. It employed a qualitative approach to research in gathering the pertinent data. The participants of the study were subjected to a two-phase interview method. It was found that the participants experienced hindrances that diminished their academic persistence in class: intimidated feeling, low sense of belongingness, and peer influence and motivation. This study was limited to identifying the reasons behind the diminishing persistence of heterogeneous academic achievers when streamed in a homogenous class and crafting an action plan as the basis for the development support system to address the situation. The key informants were composed of 18 students who were chosen purposively from the classes of grades 8-10 for the school year 2018-2019.

As life course research has long recognized, work and careers are what Pearlin (1988; p.259) describes as "durable arrangements" that serve to "organize experience over time." However, understanding (a) the specific impacts of the alienations and contradictions of work and society under capitalism as well as (b) the analytic details of how the processes of learning are involved in the relationship of work experience and life course remain less well understood. An approached referred to as Mind in Political Economy is explained. It is based on a synthesis of several socio-cultural learning theories which allows the effective use of the concept of dramatic perezhivanie. This approach is then applied to a study of workplace learning in the context of a chemical production plant in Canada with a focus on the life history of one subject. It concludes that, based upon evidence of the realization of dramatic perezhivanie in relation to the contradictory object-motives of occupational autonomy/control as well as labour autonomy/control more generally, work-life learning in activity affected the quality of work experiences, the nature of development across employment history, and had carry-over effects beyond work. Moreover, it is shown that work-life learning could play a role in retrieving, reconstructing and making use of early life experience iteratively in the course of biographical meaning-making through the creation and refinement of biographical artefacts across the life course by a process of double stimulation.

As schools across the United States begin to move away from the harsh Zero Tolerance policies that characterised the better part of the previous three decades, there is an opportunity to change the focus of school discipline. Frequently, school discipline policies are centred on punitive approaches that separate students from their peers. Rather than meeting the needs of these students, schools alienate them from their peers, teachers, and school communities. The goal of the education system is to provide children and adolescents with a quality education that will allow them to grow into productive and participating members of society. Zero Tolerance and school discipline policies were created to protect students, but, in practice, these policies have proven to be harmful and have unintended consequences. Too often, punitive disciplinary action in the school setting puts students on a pathway that leads into the juvenile or criminal justice system. Although the Zero Tolerance policy is a federal initiative, many states are beginning to realise the harmful impacts this policy has on students, especially marginalised students. As a result, states are beginning to pass legislation that veers away from Zero Tolerance, focusing more on alternatives like restorative practices. This article will explore these issues and share information on policies current states are using and the implications of these policies on students, as well as the school-to-prison pipeline.

This study aims to explore the impact of an anti-corruption education course on the perception of anomie among 358 undergraduate students from two public universities. The study adopted a mixed-methods research design. The experimental group received a six-week anti-corruption education course comprising video-based modules while the control group received no intervention. Participants' perceptions of anomie were assessed using pre- and post-test surveys. Additionally, semi-structured interviews were conducted with a subset of participants from the experimental group. Two-way repeated measures analysis of variance and interview transcript thematic analysis were both used to analyse the data. The results demonstrated a significantly greater decline in anomie over time in the experimental group compared to the control group. Thematic analysis of the interview data provided further insight into participants' understanding of the negative consequences associated with corrupt practices. The results demonstrate that the anti-corruption intervention is helpful in reducing students' unethical attitudes and strengthening their commitment to moral conduct. Participants in the course provided positive reviews. Additionally, they shared that their viewpoints on different facets of corruption had undergone some changes. The results of this study have practical implications for both researchers and practitioners in the field of anti-corruption education.

Minority youth are a complex and diverse population in America who are often misunderstood, misclassified and misrepresented. These youth face a school system that has been teaching an inaccurate and negative narrative about who they are and a system that does not understand their unique needs. Using the findings from studies on Arab American youth as well as migrant youth in America, this qualitative exploratory study examines the factors that can better equip our schools, administrators and teachers to help minority youth succeed.

Our study explores challenges and opportunities associated with managing basic education in indigenous communities in Indonesia, using a qualitative descriptive approach with a critical paradigm as an analysis tool. The findings reveal two types of education patterns for indigenous peoples, i.e., education in the community, which is carried out within families or the community without formal schooling, and formal education organised by the government. Indigenous children confront significant challenges in accessing quality education due to economic factors, minimal facilities and infrastructure, and a shortage of teachers. In addition, at times the national education systems do not consider the special needs and characteristics of indigenous peoples. We propose an inclusive education curriculum for indigenous children that focuses on providing quality education and preserving cultural heritage.

The type of interaction international visiting scholars has with their academic hosts plays a key role in the success of academic visits. However, few studies have focused on this visiting scholar-academic host interaction. The study uncovers and explicates three different ways international visiting scholars experience their academic interaction with their faculty hosts, namely alienating, facilitating and mentoring. The study offers practical suggestions on how to improve visiting scholar-academic host interactions to make scholarly visits more successful and fruitful. The findings fill a gap in the literature by articulating the different ways of experiencing the interaction between international visiting scholars and academic hosts.

This study explores the experiences of international college athletes (ICAs) at a National Collegiate Athletic Association (NCAA) Division III (DIII) small private institution in the Southern part of the United States (U.S.). ICAs are an integral part of the athletic and academic community and have been part of the NCAA for over 50 years; however, there is limited research surrounding this population's experience of belonging at Higher Education Institutions (HEIs), especially at the NCAA DIII level. Drawing on Strayhorn and Merleau-Ponty, this study employs focus groups to examine the lived experience of ICAs (n = 18) and their sense of belonging. The findings reveal the challenges ICAs face, how they overcome these challenges by finding belonging, and feeling forced to assimilate to fit in. We conclude with suggestions for the NCAA and its member institutions, including the need for more research to be conducted on ICAs, particularly at the DIII level.

The sifting and sorting mechanisms of Australia's education system continue to work to the detriment of groups put at a disadvantage. For mainstream schools serving working-class communities in particular, the rejection of the offers and advantages of schooling continue to result in differential class consequences and inequalities for working-class young people. In response, this paper pursues a more hopeful project of schooling by considering how schools can work to circumvent the alienation of working-class students from the mainstream secondary school system. Foucault's conceptualisations of 'power relations', 'agonistic freedom' and 'technologies of the self' are used alongside Kamler and Comber's notion of 'turn-around pedagogies' to draw attention to the complex relationships between students' subjectivities, their shifting dispositions towards school and eventual enticement to turn-back-around to mainstream school.

The communication classroom has long explored various matters of speech. More recently, conversations about hate speech have emerged here. However, less attention has been paid to how hate is mobilized through communication. Thus, this course explores the communicative nature of hatred by interrogating its role in the formation of social identity and perpetuation of exclusionary discourses in our rhetorical landscape. Students engage in self-reflection by embracing theories of social identity, intergroup communication, and rhetoric to examine the concept of hatred while assignments improve students' comprehension of hate's communicative power, mobilizing potential, and constituting capacities. Course: This course is an upper-level undergraduate special topics course titled "The Mobilization of Hate." It can be situated in the recurring communication curriculum. Alternatively, content could be modified to serve as a themed version of other courses. Objectives: Students should be better equipped to: (1) recognize how intergroup formation centered on hate helps to constitute individuals' social identities; (2) comprehend how discourses of hate proliferate in public spaces; (3) understand various communicative processes that give rise to acts of hate; (4) articulate the individual, group-based, and rhetorical features of hate; and (5) recognize the personal, social, and rhetorical implications of the mobilization of hate.

Internationally, boys from working-class backgrounds are often the most likely to disengage from their formal education. Research on the educational experience of working-class boys has focused heavily on their identity barriers, often positioning these young men as either vulnerable or volatile in their formal education. Social theorists have sought to address the historical and cultural embedded (gendered) practices which influence the identity work of working-class boys. This conceptual article contributes to the study of working-class boyhood and education through first synthesizing key themes present in the historic and contemporary literature before adopting a feminist post-structural stance to consider how these themes are informed by our understandings of the discursive production of masculinities. Then, in the second half of the paper, we make visible what has been at the margins in the scholarship -- identity versatility -- which we define as contextual and agentic adaptation. Attention to versatility, we feel, offers the potential for a nuanced analysis regarding working-class boyhood, learner identities and educational engagement.

Extending the theoretical frameworks of empowerment, design thinking, and Biggs' Presage-Process-Product (3P) model to multidisciplinary inclusive education, this study examines the relationship between the learning outcomes of inclusive project-based learning (PBL) and its impact on young learners' psychological empowerment (PE), learning motivation (LE) and sense of alienation (AL). Quantitative research results demonstrate that participatory PBL can contribute to inclusive education and empower the socioeconomic disadvantaged community in the process. The target group--young learners aged 6-12 years old living in sub-divided flats--perceived their learning more positively and showed a reduced sense of psychological alienation after the engagement in participatory design on their home learning environment. Ninety per cent of participants agreed that the participatory programme has improved the living and learning environment; 87.8% of them assented that their overall efficiency of studying and learning has improved. The findings confirmed that participatory design experiences have significant positive impacts on participants' PE and LE, whilst alleviating AL. This research adds knowledge to literature related to holistic competency development, PBL, and design thinking in inclusive education.

This study reports on developing and validating the School Alienation in Online Schooling Scale (SAOSS). School alienation in online schooling is conceptualized as opposed to school belonging and the main reason for minimal participation, reduced educational benefits, and school dropout in school aged-children, especially during the online learning forced due to the COVID-19 Pandemic. This study includes three phases. The first study included item generation and analysis. After the initial analysis, 13 items from the tool were retained. In the second study, exploratory factor analysis was conducted. Two factors emerged from principal component analysis (PCA). In the third study, we investigated the confirmatory factor analysis of SAOSS with a sample of urban students in Iran (grades 7-9, n = 317). The SAOSS has important implications for researchers, school counselors and psychologists, policymakers, and stakeholders. Implication for theory, practice and future research is discussed.

The purpose of this paper is to critique current women-only coach education initiatives, before suggesting an alternative approach to dealing with gender discrimination in coaching provision. Having increased in popularity over recent years, primarily through justifications as being "safe spaces" for participants, such initiatives have nevertheless become contested terrain. Whilst seeing some value in the initial "safe space" position, we argue that their substance should be focussed not so much on duplicating mainstream content (e.g., particular coaching pedagogies), but on developing a critical sociological consciousness, including both a deconstruction and reconstruction of (minority) coaching selves. Such a consciousness comprises (1) a judicious awareness of influencing social structures and why things are as they are and (2) a recourse to micropolitical agency in terms of a stance-related identity to develop a more secure coaching self.

Critical studies in higher education often embrace the ideas of the slowness movement to address time pressure. However, this desirable horizon presents some limitations. On the one hand, by emphasizing solutions at the individual level, boosting slowness may promote tactics incapable of producing changes to the underlying structural dynamics of time pressure. On the other hand, approaches based on slowness may also inadvertently foster a form of ethical paternalism within the context of ethical pluralism by prescribing substantive models of practice ultimately based on 'do this quickly or do it slowly.' This theoretical research moves away from the temporal paradigm to that of the way of relating. Building upon the ethical concept of resonance, the approach focuses on a formal critique of the current socioeconomic and ethical dynamics of social acceleration, growth, and innovation that can contribute to projecting non-alienated relationships in higher education.

This paper explores how students understand physical education (PE) as a subject in the Danish upper secondary school (USS) and discusses the role of the subject after the Danish USS reform of 2017. The paper presents a 6 months' field study of PE lessons in 2 Danish upper secondary schools. Both schools were located in the Danish capital area. A total of 42 Lessons in 4 PE-classes [N = 240] were observed throughout the 6 months and 8 focus group interviews were conducted with students [N = 54] at the end of the field study. We are inspired by the theoretical contribution of Hartmut Rosa to analyse how students understand physical education (PE) and critically discuss and reflect upon the how this understanding relates to the structure of PE as a USS subject in the light of the political development in the Danish upper secondary schools for the past decades. The study has shown that most students value the subject because it represents a place of resonance during an otherwise accelerated everyday life. At the same time, the USS reform of 2017 gives PE a smaller role in the overall curriculum. However, PE is now, for the first time, an exam subject after the third year of USS. Therefore, the article contributes to a debate regarding the consequences the increased focus on achievement may have on the subject as a place of resonance.

This paper draws together data from two projects on schooling dis/engagement in Australia. One project focused on mainstream schools and the strategies employed to retain and engage young people in learning, whereas the other explored the growing sector of alternative/flexible education for similar solutions. We found interesting parallels. For example, rich, relevant curricula delivered through innovative pedagogies alongside positive staff/student relationships were key elements in schooling engagement across both sectors. Those findings have been published elsewhere. This paper focuses on the contributions to schooling engagement that may be derived from mutually beneficial school/community relationships. Here, we examine one mainstream high school and one flexi secondary school, both situated in remote geolocations, that established bespoke school/community partnerships in response to local needs. The data from each site provide blueprints for other schools that wish to tap into the wealth of human and material support systems in their own local areas.

The current study examined whether moral disengagement would mediate the association between adolescents' teacher-student relationships and classroom incivility and sex and age differences in this mediation model. We also examined whether the mediating effect of moral disengagement would be moderated by negative coping styles. Participants comprised 2646 Chinese students (mean age = 13.85 years, SD = 1.45). Results indicated that teacher-student relationships were significantly and negatively associated with adolescents' classroom incivility and moral disengagement mediated this association. Furthermore, this mediating process differed between males and females as well as early and middle adolescents. Specifically, males were more likely to use moral disengagement strategies to engage in classroom incivility than females. Age moderated the association between teacher-student relationships and moral disengagement as well as moral disengagement and classroom incivility, and these two associations became stronger for early adolescents than for middle adolescents. Moreover, negative coping styles moderated the association between teacher-student relationships and classroom incivility and the association between moral disengagement and classroom incivility. The direct association between teacher-student relationships and classroom incivility became nonsignificant for adolescents with high negative coping styles. The study contributes to clarifying the mediating and moderating mechanisms underlying the effect of teacher-student relationships on adolescents' classroom incivility.

Assumptions regarding digital technologies in business schools have become part of the "hidden curriculum." It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an "alienating" experience of digital technologies which for most transitions to either an "engaged" or "instrumental" experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education.

Guided by a love politic and centrifugal intersectionality we demonstrate how whiteness, homonormative whiteness, and white heteronormativity alienates racialized queer students in both 2SLGBTQ + and racialized counterspaces within the university. The tensions experienced by racialized queer students, do not stem from the existence of these spaces, rather they are rooted within institutional notions of diversity. It is through this examination that we present our conceptualization of protective space. Protective space builds from the reconceptualization of safe spaces as defined by the Roestone Collective. Protective spaces are rooted in a love politic and involves moving forward from guilt to meaningful action embedded in accountability to create love-centered solutions. These principles can be used in both individual action and collective organizing. The conceptualization mainly builds on the experiences of sexually diverse identities; therefore, we encourage researchers and practitioners to expand and build upon this work.

Aimed at rethinking the concept of service learning, this article draws upon the philosophical thought of the neo-Confucian thinker Wang Yangming. The inquiry is directed at a perennial concern that the prevailing understandings of service learning may encourage patronisation and domination in the server coupled with subordination and disempowerment of the served. Following Wang's thought, two arguments are made in this paper. First, service learning fosters love and solidarity between the server and the served through the concept of 'one body with all things' ("wanwu yiti") and humaneness ("ren"). Second, service learning harmonises the 'service' and 'learning' components through the 'unity of knowledge and action' ("zhixing heyi") that enables the servers to extend their innate knowing ("liangzhi"). Two major implications are highlighted from a reconceptualisation of service learning: the significance of a moral orientation of service learning; and a recommendation to enact service learning programmes that promote human unity and love.

The COVID-19 pandemic has caused a wide range of psychological problems among parents and posed significant challenges to their mental health. However, there is a lack of research exploring the antecedents and consequences of parents' psychological distress during the pandemic. This study investigated the familial and individual antecedents and childrearing outcomes of psychological distress (depression, anxiety, worry, and loneliness) among 504 parents of preschool children in Zhengzhou, China. Research Findings: The results showed that both familial (family socioeconomic status, changes in family income during the pandemic, family physical health, and household chaos) and individual (resilience) factors were related to parents' symptoms of psychological distress. Loneliness was negatively related to parents' involvement in children's education, and feelings of worry were positively associated with increases in the parents' time spent engaging with children indoors (e.g. helping children with homework and disciplining children). Practice or Policy: The findings underscore the significance of identifying the risk factors of parents' psychological distress during the pandemic. They also have important implications for the design of parent- and family-based interventions to alleviate the adverse effects of the pandemic on parents' psychological distress and childrearing practices.

Purpose: Social exclusion is a complicated psychological phenomenon with behavioral ramifications that influences consumers' lifestyles and behaviors. In contrast, anthropomorphism is a phenomenon that marketing strategists employ and that occurs in customers' lives as a result of social isolation. The literature discusses these two complicated structures as ones that require investigation based on consumer judgments. The purpose of the current study is to understand the fundamental motivations that underlie the propensity for anthropomorphizing in people who suffer social isolation through their pets. Design/methodology/approach: To look into the motivations driving these themes, a study technique with three distinct components was created. Cyberball was employed as a technique to manipulate social exclusion in the initial stage of this research methodology. Two scenarios, one of which had an anthropomorphizing tendency and the other of which did not, were presented to participants who had suffered social exclusion and advanced to the second phase in order to determine the anthropomorphizing tendency. The Attachment to Pets Scale (LAPS), which Johnson et al. (1992) created based on the social support provided by pets, was utilized while creating the scenarios. The Zaltman method was applied as an interviewing technique in the third stage of the research design, with the interviewees being guided by visuals that reflected their emotions and thoughts. Findings: The results of the data analysis were evaluated in light of social psychology. A more thorough expression of the complex relationship between anthropomorphism and those who experience social exclusion has been made. The findings showed that when people anthropomorphize their pets in response to feelings of social exclusion, the motivations that emerge include pure love, loyalty, animals' need for a human, living creature and embracing. The study emphasizes that these ideas will be helpful in customers' interactions with anthropomorphic objects. Practical implications As a contribution to the literature, the study findings offer the five major motivations underpinning these beliefs. These findings may help marketing scientists comprehend social exclusion and anthropomorphism, thereby benefiting the individual and society. Originality/value: The majority of research in the literature (Chen et al., 2017; Epley et al., 2008; Eyssel and Reich, 2013; Waytz et al., 2019) verified that people who were socially excluded would use anthropomorphism, but no studies were discovered about the motivations outlined in the current study. The results of this investigation should add to the body of knowledge in this area. The pet was employed as an anthropomorphism tool in the current study because it is the object that a person chooses to anthropomorphize deliberately and independently. It adds to the study's originality by explaining in the individual's own terminology how he will feel as a result of his social isolation, how he will make up for it and potential responses he may have. In addition to all of these contributions, the study's primary goal of analyzing the motivations behind anthropomorphism yields significant findings that are relevant to both industry and academic research.

This literature review systematically analyses publications and articles up to mid-2023 related to the COVID-19 pandemic in the field of HE, specifically identifying pressures that students are experiencing. The aim of the review was to identify insights into the tensions faced by students in HE following their experiences of educational interruptions due to COVID-19. Additionally, this review explored the literature relating to the personal, professional, academic and societal pressures experienced by HE students. Student engagement, sense of belonging, alienation and resilience in a post-pandemic context was also examined. Results suggest that the effects of COVID-19 have increased pressure on HE students in multifaceted and interconnecting ways. Post-pandemic, students' mental health and wellbeing is significantly reducing resilience. Issues facing the cohort of students currently at school will filter on into HE if not actioned. Therefore, Government and HEIs need to address the macro, meso and micro after effects of the COVID-19 pandemic. To do this, further focussed research is needed into post-pandemic HEI support systems and practical pedagogical strategies. HEIs could examine the effects of stress and anxiety resulting from the COVID-19 pandemic and could apply conceptual tools and educational theories to influence future strategies to increase students' resilience, engagement, sense of belonging and thus academic resilience.

The impact of individual identities on university staff's experiences during the COVID-19 pandemic has been profound. We conducted a survey of 118 staff members at one Scottish university to explore how their identities were impacting on their experiences. Results from qualitative content analysis showed that existing inequalities had been exacerbated by the pandemic. The level of support received from line managers and colleagues had a direct effect on staff's self-efficacy and wellbeing. Furthermore, feelings of disconnection from the university community further isolated staff, causing further negative impacts on their wellbeing. These findings suggest that 'one-size fits all' approaches to staff wellbeing are unlikely to be effective, and that policies should take into account individual situations, resources, and challenges. Policies should focus on promoting staff autonomy and self-efficacy, and should be flexible enough to consider the unique needs of each individual.

Higher education is a distribution center of knowledge and economic, social, and cultural power. The instructor's power is usually unquestioned, particularly by students who must comply with instructors who are the gatekeepers to resources they need. Understanding alienation in higher education classrooms illuminate how power influences educational transactions and the interests of both students and instructors. Literature on student alienation in higher education has primarily focused on depersonalized discourses or persistence/retention, which avoids the central and most basic unit of the system: the instructor-student relationship. This study explored graduate students' understandings of their experiences involving the power of their instructors in the higher education classroom. The findings of this study revealed that students understood their experiences involving instructor power in connection to the instructor-student relationship, and they responded to power and alienation through strategies for self-preservation. To understand how instructor power shapes students' higher education experience and the methods by which this power takes shape, instructors must enable students to recognize, discuss, and challenge that power.

Alienation is a psychological state in which a teacher feels and develops relatively loss of relationship with others. First and foremost, in the present study, it was found that the standardized Alienation Scale by Hardeo Ojha constructed in the year 2010 was appropriate in measuring alienation in general social context for adults above twenty one years of age and it required a few modifications to cater specifically in terms of secondary school teachers context which led to further developing and validating alienation scale on secondary school teachers. The psychometric properties of alienation of secondary school teachers were explored. The study assessed the level of alienation dimension-wise of two hundred secondary school teachers teaching in Punjab (India). The scale was made reliable and valid using Content validity, Exploratory Factor Analysis, Confirmatory Factor Analysis, Cronbach's alpha, Average Variance Extracted, Composite Reliability. The reliability statistics using Cronbach's alpha is greater than 0.80 of overall alienation scale ([alpha]=.878), social isolation ([alpha]=0.892), work alienation ([alpha]=0.869) and cultural estrangement ([alpha]=0.875) with average variance extracted greater than 0.40 and composite reliability greater than 0.70 for all the factors. Therefore, validity and reliability analysis showed that the scale possesses adequate homogeneity and internal consistency. Thus, the alienation scale can be considered appropriate to measure level of alienation of secondary school teachers. Secondly, for field testing the applicability of the developed and validated scale of alienation, it was administered on 500 secondary school teachers. The objective was to conduct comparative analysis of alienation and its dimensions with respect to gender. The findings revealed no significant difference with respect to gender in alienation, social isolation and cultural estrangement. Significant differences were found in case of work alienation wherein the female secondary school teachers were on the higher end in comparison to the male secondary school teachers.

The aim of this research is to examine the relationships between social media attitudes, school climate perceptions and level of alienation of students studying in secondary schools. In the 2018-2019 academic year, 418 students from various secondary schools in Mardin participated in the study. Descriptive statistics and structural equality model were used in the analysis of the data. As a result of the research, it was determined that the level of alienation variable is positively affected by sharing needs, social isolation and safe learning environment; the safe learning environment variable is negatively affected by the social competence variable while it is affected positively by the social isolation variable. Besides, the safe learning environment as a mediator resulted in negative effects between the need for sharing and alienation, positive ones between social isolation and alienation, negative ones between social competence and alienation, and finally negative effects between relationships with teachers and alienation. According to the results, it can be stated that creating a supportive school climate for students in educational settings will reduce students' tendency to use social media networks and prevent them from becoming alienated by making more friend.

This study investigates how recently resettled refugee youth took up STEM-rich making experiences at an after-school community club in relation to negotiating their resettlement process. Using critical participatory ethnography grounded in sustained engagement with and in community, authors 1 and 2 worked with refugee youth through sustained STEM-rich making programming where youth innovated and created products that they needed but did not have access to, at their residential community center. We draw on atmospheric walls (alienating messaging built into spaces) and rightful presence toward justice in teaching and learning, as complimentary conceptual frameworks to guide this study. Findings illustrate how youth engaged in allied political struggles to identify atmospheric walls at work in the community and how they seeded moments of rightful presence through leveraging both human and material resources in their STEM-rich making club. We discuss incubating epistemologies as a making present practice, especially in how particular power structures in refugee communities were made visible and specific stakeholders and their actions, identifiable. How youth engaged in allied political struggles through community-driven STEM, nested within the social dynamics of their resettlement process, is unpacked. This study provides insights into the possibilities for community-driven science. When STEM-rich maker education is driven by communities' needs and grounded in their epistemologies, it can attend to both epistemic rigor while also addressing injustice. We discuss the implications that a stance on community-driven science raises for the role of science education, especially when we concern ourselves with the whole lives of refugee youth.

This study examines the status and integration of Palestinians from East Jerusalem studying at the Hebrew University. The research question focuses on how these students feel within the university walls and how they perceive attitudes towards them by lecturers, administrative staff, and fellow students. The study is based on qualitative research methodology conducted through in-depth interviews. The findings reflect a dire reality in which Palestinian students experience feelings of isolation and even alienation. They experience their period of study as being difficult and unpleasant, one that they must simply endure if they wish to obtain their desired degree. The students' initial experience is one of a culture shock, entering into an unfamiliar space, and struggling with a foreign language. In addition to this initial shock, the dominant experience that they describe is one of exclusion and being ignored. This experience is particularly difficult during their first year of studies, with the language barrier being the most difficult obstacle. On the other hand, the participants also describe the campus as being a place of shelter, as opposed to the hostile and threatening outside world. While this may sound paradoxical, it reflects their complex reality. The students report that once they enter the campus, they feel protected, unlike other spaces in the public sphere where they are subject to harassment by the police and Jewish extremists.

The relationship between mobbing behaviour, alienation and burnout experienced by teachers in the elementary schools in central districts of Mersin was investigated in the study reported on here. The sample of this study consisted of a group of 455 randomly selected teachers selected by the simple random sampling method. The mobbing scale, alienation scale and Maslach Burnout Inventory were used in the study, and data were analysed by using the correlation and regression techniques. As a result, there is a positive and significant relationship between mobbing behaviour experienced by the teachers and their alienation. Also, mobbing behaviour of school administrators were found to be positively associated with teachers' burnout. Furthermore, mobbing behaviour significantly predict all other dimensions of alienation, except for school alienation dimension, and all dimensions of burnout.

Background/purpose: Policy alienation is considered to be significant for successful policy implementation and is linked to public professionals' attitudes towards change. The current study was conducted to investigate the influence of educational employees', namely teachers' and school administrators', policy alienation on their change cynicism in the context of Turkish public schools. Materials/methods: The sample of this quantitative, causal-comparative study comprises of 504 teachers, principals, and vice-principals enrolled in educational master's programs of the Social Sciences Institute in a university during the summer semester of 2020-2021 academic year and the fall semester of the 2021-2022 academic year. Data were collected using two Likert-type scales, the Policy Alienation Scale and the Cynicism about Organizational Change Scale, and then analyzed using descriptive statistics, "t"-test, ANOVA, and regression testing. Results: The study revealed that the educational employees had a fairly high level of policy alienation and a low level of change cynicism, although teachers had higher levels of change cynicism over school administrators. Perceived strategic powerlessness of educational employees was the highest ([x-bar] = 3.37), and their tactical and operational powerlessness predicted their change cynicism the most, and explained the 26% and 28% of the total variance in change cynicism, respectively. Conclusion: The findings indicate that educational employees should be involved in policy processes, and that change benefits should be justified with a powerful rationale so as to reduce policy alienation, as this helps to gain their behavioral support for changes and reduces failures. This is also significant as a history of failed change efforts triggers change cynicism.

This study dealt with the relationships among the frequency of messages about traditional gender roles that women receive throughout their growing up processes, their acceptance of external influence and their self-alienation. In addition, it was examined whether the relationship between traditional gender roles and acceptance of external influence, and the relationship between traditional gender roles and self-alienation, are established through internalized sexism. The participants of the study were 443 women studying at the undergraduate level at various universities of Turkey. For the study, the Traditional Gender Roles Subscale of the Socialization of Gender Norms Scale, the Internalized Sexism Scale and the Authenticity Scale's dimensions of Acceptance of External Influence and Self-Alienation were used. The results revealed the full mediating role of internalized sexism in the relationship between the frequency of traditional gender role messages and acceptance of external influence and self-alienation. The results were discussed and interpreted within the framework of the relevant literature, and suggestions were presented for future studies.

This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students' racial, ethnic, cultural, and socioeconomic backgrounds. While several students report nearly withdrawing from honors, citing feelings of racial tokenization, alienation from peers, and impostor phenomenon, the author notes how results elucidate a pressing need for university honors programs to recruit more students from underrepresented backgrounds and provide targeted resources to support honors students and the programs to which they belong.