Journal of Culture and Values in Education (JCVE)
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Exploring the Multidimensional Civic Identity of Adolescents in Kazakhstan
No full textCivic identity is a multidimensional construct that integrates cognitive (civic knowledge), affective (civic attitudes and values), behavioral (civic behavior), and motivational (civic motivation) domains. Understanding its development during adolescence is essential for preparing active and responsible citizens with a well-rounded civic identity. This study examines the civic identity of Kazakhstani adolescents, focusing on the relationships among these domains. A mixed-methods design was used, combining quantitative survey data (N = 488) with qualitative thematic analysis of open-ended responses. Civic values scored highest, indicating strong ethical beliefs, cultural respect, and prosocial orientations. Civic motivation received the lowest scores, revealing a gap between recognizing societal needs and being willing to act. The strongest correlations emerged between civic values, civic behavior, and civic motivation, suggesting their interdependence. Qualitative themes emphasized commitments to environmental care, cultural preservation, and social responsibility, alongside notable uncertainty and disengagement. These findings underscore the need for civic education that intentionally integrates cognitive, affective, behavioral, and motivational domains to cultivate balanced civic identities in adolescents
Student Support Services in Postgraduate Education: Reflecting on My Personal Experience in My Doctoral Studies Journey
Full text linkStudent support services are critical to academic achievement, research competency, and prompt completion of postgraduate education, especially at the Ph.D. level. The degree of assistance provided by supervisors to Ph.D. candidates, as well as the support services provided by the faculty and institutional research office, are important elements determining the successful completion of doctorate studies within a specified timeframe. Effective student support services along the Ph.D. journey, help applicants overcome emotional and psychological problems while achieving their academic goals. This autoethnographic reflexivity study argues that the retention of doctoral candidates in South Africa’s higher education system hinges on the support provided to postgraduate students. To reflect on my personal experience and assess the support I received from my supervisor during my doctoral studies, which enabled me to meet my deadline at a South African institution of higher learning, the persistence that I had demonstrated during my doctoral studies, and effective strategies of supporting PhD students based on my personal experience, this study employs an autoethnographic reflexivity approach. Thanks to my supervisor’s assistance during my Ph.D., I was exposed to a broader research environment, enabling me to expand beyond my thesis and complete my work on time. To aid Ph.D. candidates in their studies, I present practical solutions based on my own personal experience in the concluding section of this study
Conceptualizing Culturally Responsive Science Teaching within a Values-driven Curriculum Perspective: Utilizing Ubuntu and Eziko as Indigenous Theoretical Frameworks
Full text linkCurrent literature expeditions re-echo earlier sentiments among teacher education scholars on the need to make classroom science teaching culturally sensitive. However, there is a scarcity of studies that comprehensively incorporate culture as a structural and mechanistic influence informing research and policies in science education. Against the background of a values-driven perspective of the National Curriculum Statement (NCS), the article proposes a novel approach to understanding culturally responsive science teaching (CRST) within the South African educational context by examining it through the lens of Indigenous cultural values, specifically Ubuntu and Eziko. In this context, Indigenous theories such as Ubuntu and Eziko, which are deeply intertwined with cultural values, offer valuable perspectives for conceptualizing CRST. As an Indigenous African philosophy, Ubuntu embodies a collection of knowledge, values, and practices to enhance human interconnectedness and dignity. Similarly, Eziko emphasizes the spirit of connectedness, humility, and respect, facilitating the co-creation of new knowledge. Suggestions were given for the meaning-making of these cultural values in terms of their Indigenous underpinnings in relation to CRST within the context of a science classroom. Through examples and theoretical insights, the article demonstrates how incorporating Ubuntu and Eziko principles into science teaching practices can enhance student learning outcomes and promote fundamental values enshrined in the post-apartheid South African Constitution. Overall, the article presents a holistic view of CRST that acknowledges the cultural nuances inherent in educational settings, particularly in South Africa. It underscores the importance of incorporating Indigenous cultural values into science education for more meaningful learning experiences
Artful Dialogue: Moving towards an Alternative Peace Education Pedagogy
Full text linkAt scale, limited research considers arts-based practice as research towards understanding how local and indigenous cultural art forms can facilitate dialogue with and between children and youth, educators, and policymakers to advance everyday peacebuilding. This paper presents a conceptual framework for a pedagogy, ‘Artful Dialogue,’ which begins to respond to how cultural forms can be used for dialogue and create alternative spaces for peacebuilding efforts and curricula development. It encourages an adaptive, emplaced, and intergenerational peace education pedagogy in non-formal, informal, and formal post-conflict learning contexts. The framework draws from the learnings and findings of the ‘Mobile Arts for Peace’ (MAP), a four-year applied research project (2020-2024). Artful Dialogue proposes a value system foregrounding process, relationality, plurality, and a pang of hunger for qualities of experience before product/outcome. It suggests a different ontological and epistemic focus for peace (art) education, one that understands engaging with art forms as dialogic communication that is expansive, generative, and impactful in and of itself. The framework considers three optics: deepening adaptations of indigenous art forms, disrupting space and emplaced dynamics, and reframing intergenerational relations. Artful Dialogue moves towards creatively revealing and transforming structures and situations of violence stemming from harmful social norms
A Hispanic Framework for Transformational Leadership in K-12 Education: Puerto Rican Leaders Model Crisis Leadership
Full text linkThe United States, in alignment with the United Nations, has unequivocally declared that education is a human right. However, serious and pervasive achievement gaps grounded in race and socio-economic attainment exist for marginalized students, framing this gap as a human rights issue. Unfortunately, the achievement gaps are growing for Hispanic and Black students as well as English language learners. While closing the representation gap between students, teachers, and principals will address the issue of the achievement gap, this shift will predictably take decades to achieve. The researcher argues that this points to the need for a change in principal leadership as a short-term solution to closing the achievement gap. Hispanic English language learners are the fastest growing demographic of students; therefore, this shift in leadership should encompass the unique needs of Hispanic students. In the aftermath of two devastating hurricanes and the COVID-19 pandemic, the leadership lessons from principals in Puerto Rico offer valuable lessons for educators on the mainland. This article provides a new model for transformational crisis leadership that can close the achievement gap through an equity lens
The Impact of Contrastive Analysis on Turkish Linguistic Competence: An Empirical Investigation Among Students in Kazakhstan
Full text linkThis study aims to examine the impact of contrastive analysis on the linguistic competence of Kazakh students. The study sample consisted of 66 basic-level Kazakh students studying Turkish as a foreign language at Abai Kazakh National Pedagogical University. A quasi-experimental pretest-posttest control group design, a quantitative research method, was utilized in the study. The study included an experimental group that received contrastive analysis instruction and a control group that followed traditional teaching methods. Data were collected through the Turkish Level Test and Turkish Proficiency Exam, both developed by Gazi TÖMER, along with a personal information form to collect variables affecting outcomes. A mixed-design ANOVA was used to examine both between-group differences and within-subject changes over time. The results revealed a statistically significant interaction effect, showing that contrastive analysis had a positive impact on the students’ Turkish linguistic competence. Based on these findings, it was concluded that contrastive analysis supported Kazakh students' acquisition of Turkish structures. Therefore, it is recommended that foreign language instruction—especially between typologically similar languages—integrate contrastive approaches and utilize the native language as a translanguaging resource
The Role of TV Programmes in Developing Children's Language Skills
Full text linkThis study aims to examines the impact of television programs in developing children’s language skills, with a focus on the deficiencies in the language used in TV programming. To explore these issues, the authors conducted a comprehensive survey across all regions of Kazakhstan and analysed the findings. Based on respondents’ feedback, the study identified primary challenges and drew conclusions grounded in scholarly perspectives. The survey addressed several aspects, including the language of children's television programmes and its effect on linguistic development, children's fluency in Kazakh, the extent to which media language conforms to linguistic norms, common speech deficiencies among children, and the amount of time children spend watching television. The survey involved 407 participants. Lexical deviations in children's language were analysed using data from a social questionnaire completed by respondents. Conducted across diverse demographic and geographic regions, the survey results show the frequency and impact of various social factors contributing to lexical deviations, including children's exposure to television. The study also highlighted the role of parents in fostering native language development (Kazakh) and confirmed that the surrounding environment – especially television – affects children’s adherence to lexical norms. The questionnaire was administered in the state language, with respondents given the opportunity to provide additional comments. Based on the findings, the study assessed the impact of television on children's language development and proposed recommendations for linguistic, cultural, and social interventions
Educational Challenges within Ecological Systems: Multi-Stakeholder Perspectives from Urban High Schools in Southern Morocco
No full textHigh school students worldwide face challenges that impact their academic performance and overall development, and in developing countries such as Morocco, these challenges are intensified by social, cultural, and systemic factors. Despite the critical role of secondary education as a pathway to higher education, research on the difficulties faced by Moroccan high school students remains limited. This study used a case study approach to examine educational experiences in urban public high schools in Southern Morocco, drawing on data from 110 participants (77 students, 20 parents, and 13 teachers) through focus groups and surveys. Findings show that students encounter obstacles such as difficulties in core subjects, exam-related stress, limited access to tutoring, inadequate career guidance, and insufficient psychological support. The study highlights the need to enhance student engagement, strengthen parental involvement, and foster teacher collaboration, offering practical recommendations for policymakers to improve educational outcomes
The Pathway to Full Professor: Associate Professor Women's Institutional Concerns
Full text linkThe route to tenure is often clear and well-defined, while the path to full professor is notoriously described as ambiguous and elusive, which raises questions and uncertainty on how to be promoted. In order to explore institutional concerns expressed by associate professor women in science, technology, engineering, and mathematics (STEM) and social and behavioral sciences (SBS) regarding the pathway to full professor, interviews were conducted with members of the Belayers Network at the University of Colorado Colorado Springs (UCCS). The Belayers Network consists of STEM and SBS associate professor women and is designed to support their promotion to full professor through opportunities to come together for informational, tangible, and emotional resources. An instrumental case study with a pragmatic theoretical lens was employed for this study. Interviews were analyzed inductively and resulted in five themes: (1) Full professor promotion criteria are ambiguous; (2) Teaching and service expectations are too high; (3) Lack of research collaborators inhibits scholarly output; (4) Scarce research-related resources are a persistent struggle; and (5) Mentoring and support are absent. The academy may find it instructive to understand better associate professor women’s institutional concerns about the pathway to full professor and possible ways to offset the obstacles toward achievement. Additionally, pragmatic solutions and implications are offered to mitigate these concerns in the context of UCCS. This research is sponsored by a National Science Foundation ADVANCE Adaptation Award
Crossing The Bridge to Leadership: A South African Experience of Female Principals to Secondary School Leadership
Full text linkA democratic South Africa assured equality to all individuals irrespective of gender, religion, beliefs, or race. Nonetheless, women’s representation in leadership roles remains unequal compared to men, particularly in the secondary school landscape. The study used a qualitative research approach, through semi-structured interviews, and respondents were selected through the purposive sampling technique. The study findings revealed that entrenched gender stereotypes, insufficient mentorship, and political and union biases significantly hinder women's career advancement in principalship positions. Despite possessing the necessary qualifications and skills, female principals often confront biases that question their competence and authority. This paper recommended that there is a need for systemic reforms to address these barriers, promote fair and merit-based selection processes, and establish supportive networks for female educators. The findings of this study contribute to the discourse on gender equality in educational leadership and inform initiatives aimed at promoting the advancement of women in South African secondary school leadership roles