International Journal of Progressive Education (IJPE)
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An Art Educator’s Journey of Becoming a Researcher%253A A Self-Reflective Auto-Ethnography of Identity Construction and Personal Growth
Get PDFIn this self-reflective auto-ethnographic research, the author shares her experiences of introspection, change and professional growth as an art educator in an international context. Auto-ethnography is an approach to qualitative inquiry in which the researcher employs self-reflection to explore her personal experiences and connect these auto-biographical experiences to wider socio-cultural and political issues in society. This study recollects stories of the authors personal journey as an Austrian art educator in the United States from a critical pedagogy perspective. Thereby, these stories present personalized narratives of moments of vulnerability, and the challenges of transforming traditional understandings of research and teaching into critical and participatory art pedagogies and practices. This self-reflective approach provides the author an opportunity to speak from the inside out as a researcher and educator having experienced a deeper understanding of self and to explore the changes that taken place in her activities along her journey of challenging the status quo in teaching and doing research
Preparation and Evaluation of Children%252339%253Bs Rights Education Curriculum%253A An Action Research Regarding on Protection Rights Module
No full textChildrens rights education is to enable children to gain the necessary social behaviors and essential knowledge for creating a democratic society that is based on respecting human rights. The purpose of this study was to investigate the preparation, application and assessment of a curriculum for teaching childrens rights in elementary education. The research was designed as action research. The study was conducted in 2011-2012 education year during spring term in Ankara with the participation of 5th grade students whose families have middle and low income levels. Within the context of this study is a part of 11-weeks childrens rights education curriculum which comprises activities to enhance awareness about childrens rights were implemented. Protection rights activities were conducted from 6th weeks to 10th weeks. During the implementation period, in line with their ordinary study curriculum, students were requested to participate in various activities at least for 2 days in a week (6 hours) about kidnapping, protection from all forms of violence, child labor, sexual exploitation, refugee children, the right of privacy, other forms of exploitation, children in the war detention and punishment. Data collected in this study were based on both qualitative and quantitative methods. As a result of the quantitative and qualitative assessments done over the curriculum, it is revealed that the study group had demonstrated a clear progress on learning of childrens rights, using this knowledge as a behavior, developing an awareness of these rights and freedoms. A significant difference was seen on students about teaching children about their rights. Moreover, it was revealed that a great awareness was seen in the study group about childrens rights
Complexity, Diversity and Ambiguity in Teaching and Teacher Education%253A Practical Wisdom, Pedagogical Fitness and Tact of Teaching
Get PDFThere is consensus in the literature that teacher education programs exhibit the characteristics of complex systems. These characteristics of teacher education programs as complex systems challenges the conventional, teacher-directed%252F textbook-based positivist approaches in teacher education literature which has tried to reduce the complexities and ambiguities of the life in teacher education programs to something knowable, measurable and controllable. The increasing interest towards complexity in teacher education has brought with it some challenging questions which this narrative research study aims to address%253A what is complexity and ambiguity in teaching and teacher education%253F Do preservice teachers identify or do they experience complexity in classrooms%253F How do preservice teachers deal with diversity, complexity and ambiguity in their teaching practices%253F What kind of strategies do preservice teachers develop to deal with complexity and ambiguity in diverse school settings%253F How do preservice teachers define and interpret Practical Wisdom, Pedagogical Fitness and Tact of Teaching to deal with complexity and ambiguity in culturally diverse classrooms%253
Spectators or Patriots%253F Citizens in the Information Age
No full textIn theory, a strong democracy rests on robust citizen participation. The practice in most democracies is quite different. This gap presents a challenge, which can be narrowed by augmenting civic education to bring it up to date with the current information environment and thus give citizens the opportunity to participate. Robert Dahls work on democracy provides a model that looks at this problem structurally. He writes about the ideals and the actual institutions necessary for a democracy and if we situate his model in the modern information environment we get a better idea of how to improve civic education. Successful citizen participation in the U.S. relies on two key factors%253A the ability to winnow relevant information as well as an opportunity to get reliable information from alternative sources
Diversity Management and Respect for Diversity at Schools
No full textThe purpose of the study is to examine employees individual attitudes towards diversity management and respect for diversity in secondary education in views of secondary school administrators and teachers, and to explore the relationship between these concepts. According to the results of the study, administrators and teachers in secondary schools display positive individual attitudes and behaviours towards diversity. School administrators and teachers organizational norms and values associated with diversity are positive. However, there is a low positive relationship between respect for diversity and diversity management
Improving University Students’ Science-Technology-Society-Environment Competencies
No full textScience, Technology, Society, Environment (STSE) is an education movement that started and developed from 70s through early 2000s. Although this movement had lost emphasis in recent years, it is one of the most important educational reform attempts in science education history. Today, concepts like Socio Scientific Issues (SSI) or Science, Technology, Engineering, Mathematics (STEM) education are more prevalent. STSE reform aims making science more relevant for students while helping them attain scientific literacy. If applied well, this approach is very powerful in achieving this aim. This study explores the effect of an elective course on students competencies in STSE education. Turned in assignments and presentations of 22 participants were the source of data, which was analyzed through content analysis. Results show that students were able to achieve high competency in certain areas of STSE education, while having difficulties in others. This study may have implications for university level STSE courses
A Case Analysis of the Turkish Football in regard to the UEFA’s 10- Point Action Plan against Racism
No full textFootball is enjoyable and meaningful together with the fans. However, the hate crimes (racism, discrimination, humiliation, xenophobia and Islamophobia) are social diseases of some fan groups, and threaten public safety and the social life. UEFA has been determined to fight against hate crimes in football by creating a network called FARE, and by implementing a road map called 10-Point Action Plan since 2003. The purpose of this case study is to analyze the Turkish Football in relation to the UEFAs 10- Point Action Plan against Racism. The findings of this study revealed that the policies implemented in Europe with success were hardly put into practice in Turkey. No policies were developed to implement the UEFAs 10-Point Action Plan and the recommendations of the European Commission were not taken into consideration in Turkey. Although the football produces a very significant economic resource, no funds were allocated to education of Turkish football fans
Diversity, Neoliberalism and Teacher Education
Get PDFIn this essay, we conduct a brief analytical review of teacher preparation programs, which claim to prepare lifelong culturally responsive teachers. Initial evaluation revealed factors limiting program success, they include%253A deeply embedded dominant ideological assumptions, use of traditional methods to train teachers, inability to understand or work toward non-hegemonic social relations and a pervasive and closed neoliberal epistemology limiting diversity in the preparation programs and profession. Finally, we critique existing understandings of teacher education, consider alternatives in philosophy, structure and function for preparation programs and critical humanism as a framework for working with teachers, to transform indoctrinating and dehumanizing educational practices
Educational progression in Ghana%253A Gender and spatial variations in longitudinal trajectories of Junior High School Completion rate
No full textCompletion of junior high school is a critical milestone in every Ghanaian childs educational trajectory and a critical step toward the transition to higher education. However, the rate of children completing junior high school still lags behind most educational indicators in Ghana. Far more attention is paid to ensuring that students enroll in school, with very little investment or commitment paid toward ensuring that they graduate or complete junior high school. Part of the problem is that there is little to no research on the challenges that children, especially girls, face in completing school. This study aims to bring school completion trends and related challenges to the forefront of research and policy discourse. Thus, the study uses multilevel growth curve modeling, spatial hot spot analysis, and school completion data (from 2009 through 2013) to offer longitudinal insights into (a) the scale and trajectories of junior high school completion in Ghana, and (b) the gender and spatial nuances in the trends. Findings suggest that the completion rate is steadily improving but still low. Findings also reveal unequivocal gender and spatial disparities in the completion rate and the rates trajectories, although the spatial inequalities between northern and southern Ghana are more severe compared to the gender inequalities. Suggestions for how Ghanas government and its development partners can bridge the gender and spatial gaps are discussed
Impact of Religion on Turkish Early Childhood Teachers’ Factuality Judgments and Their Classroom Practice
No full textThe purpose of this study is to examine the impact of religion on Turkish early childhood teachers factuality judgments and reasoning. Participants responded following questions about the story of Mosess stick%253A 1) Can Moses run water from a dry fountain just by hitting his stick to the ground%253F 2) Why, or why not%253F 3) Would you read this story to your children in your classroom%253F 4) How would you respond to your children in your classroom if they ask you, Could Moses flow water from a dry fountain just by hitting his stick to the ground%253F Findings revealed that 82.4%25 of the participants responded to the first question affirmatively, 83%25 provided religious reasoning for their response, 72%25 would not read this story to their children and 56%25 provided religious explanation for question four. In-service education on the nature of science, epistemology, the philosophy of science, the historical development of science, and scientific thinking, through which teachers can acquire scientific attitudes and practice scientific discussions should be provided. Thus, they can internalize science and understand that science is not an isolated discipline that is practiced in universities, but rather, in secular life it is the core of everyday living