1,720,996 research outputs found
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
Full text linkIn spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children’s out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses these gaps, focusing on gendered dynamics in the everyday lives of children in five rural communities in Northern Sierra Leone. Drawing on Bourdieu, it explores the dialectical interplay between gendered and generational structures, understood as the gendered habitus, in a wider context of structural poverty, uneven and fragile post-colonial restructuring and development. This sets the groundwork for children’s gendered dis/positioning, and ultimately capacity to engage with schooling
What makes a higher education learning environment inclusive? An example from the Netherlands
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Mind the gap: asylum seeker and refugee access to post-compulsory education
Full text linkAsylum seekers’ and refugees’ inclusion in post-compulsory education (PCE) is limited, as well as neglected in research. This chapter applies a critical analysis, drawing on anthropological conceptions of the refugee as outside ‘the national order of things’ (Malkki 1995:495) and Ahmed’s work on diversity in institutional life to argue that while there are commitments to inclusion in PCE, educational systems that operate within existing immigration regimes will struggle to advance this agenda. Focusing on providing more provision, or on ‘bridging gaps’ for refugees are insufficient solutions without reflection on how education systems operate as bordering practices (Gerrard and Sriprakash 2019). The chapter explores the variety of ways – that often go unremarked – through which legal status of asylum seekers and refugees retains significance for their access and experience to PCE. It argues that truly ‘minding the gap’ requires a critical scholarship in education and migration that makes visible the unspoken (and therefore often complicitly accepted) issues of legal status and bordering operating within PCE domains. This invites reflection on the multiple exclusions experienced within national education systems and a need to confront the limited opportunities refugees and asylum seekers face within PCE and beyond it
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Mobilising capitals? Migrant children\u27s negotiation of their everyday lives in school
No full textThis paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children\u27s role in the structuring of everyday life, the paper highlights migrant children\u27s strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic \u27other\u27 in school
Mobilising capitals? Migrant children's negotiation of their everyday lives in school
Full text linkThis paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic 'other' in school
'Value'ing children differently? Migrant children in education
No full textThis paper considers dilemmas around 'value' and the 'valuing' of children and childhood(s) in schools. I argue that in neo-liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen – value and worth derived from the capacity to produce, excel, self-regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their 'added value' that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity
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