Journal articles: 'Alienated students'

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IIRI, YUICHI. "Students are Alienated from Science because of Early Education." Journal of the Institute of Electrical Engineers of Japan 114, no. 11 (1994): 739–42. http://dx.doi.org/10.1541/ieejjournal.114.739.

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HARUTYUNYAN, Manuk. "Armenian Alienated Society: from Diagnosis to Action." WISDOM 9, no. 2 (December 25, 2017): 30–39. http://dx.doi.org/10.24234/wisdom.v9i2.186.

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The article in concentrated form, presented our monographic work “the Modern Armenian society and the philosophy of alienated consciousness.” The study shows that the alienation is of systemic nature. The mood of alienation is inherent not only to the legislative, executive and judicial authorities but also political parties, public organizations, mass media, and electoral system. The article may be of interest to specialists in problems of alienation, undergraduates, graduate students and teachers of humanitarian higher educational establishments.

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Hall, Richard. "On the Alienation of Academic Labour and the Possibilities for Mass Intellectuality." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 16, no. 1 (January 26, 2018): 97–113. http://dx.doi.org/10.31269/triplec.v16i1.873.

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As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, increasingly encumbered by precarious employment, debt, and new levels of performance management, are shorn of autonomy beyond the sale of their labour-power. Incrementally, the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the twin processes of financialisation and marketisation. At the core of understanding the impact of these processes and their relationships to the reproduction of higher education is the alienated labour of the academic. The article examines the role of alienated labour in academic work in its relationship to the proletarianisation of the University, and relates this to feelings of hopelessness, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.

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Hall, Richard. "On the Alienation of Academic Labour and the Possibilities for Mass Intellectuality." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 16, no. 1 (January 26, 2018): 97–113. http://dx.doi.org/10.31269/vol16iss1pp97-113.

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As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, increasingly encumbered by precarious employment, debt, and new levels of performance management, are shorn of autonomy beyond the sale of their labour-power. Incrementally, the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the twin processes of financialisation and marketisation. At the core of understanding the impact of these processes and their relationships to the reproduction of higher education is the alienated labour of the academic. The article examines the role of alienated labour in academic work in its relationship to the proletarianisation of the University, and relates this to feelings of hopelessness, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.

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Martin, Jonathan. "Pedagogy of the Alienated: Can Freirian Teaching Reach Working-Class Students?" Equity & Excellence in Education 41, no. 1 (February 18, 2008): 31–44. http://dx.doi.org/10.1080/10665680701773776.

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Kuang, Xiaoxue, Jinxin Zhu, and Kerry J. Kennedy. "Civic learning for alienated, disaffected and disadvantaged students: measurement, theory and practice." Educational Psychology 40, no. 2 (January 30, 2020): 141–45. http://dx.doi.org/10.1080/01443410.2020.1710395.

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Bovill, Catherine. "Maintaining criticality: attempts to stop an unacceptable proportion of students from feeling alienated." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 14. http://dx.doi.org/10.21100/jeipc.v3i1.681.

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Kuang, Xiaoxue, and Kerry John Kennedy. "Alienated and disaffected students: exploring the civic capacity of ‘Outsiders’ in Asian societies." Asia Pacific Education Review 19, no. 1 (February 2, 2018): 111–35. http://dx.doi.org/10.1007/s12564-018-9520-2.

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Tanu, I. Ketut. "PEMBELAJARAN BERBASIS BUDAYA DALAM MENINGKATKAN MUTU PENDIDIKAN DI SEKOLAH." Jurnal Penjaminan Mutu 2, no. 1 (February 13, 2016): 34. http://dx.doi.org/10.25078/jpm.v2i1.59.

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<p><em>Education means the care for the development of the students that they grow in line with their culture. In other words, any education should pay attention to the culture of the students. Today’s curriculum tends to ignore this that the students are alienated from their own culture and are feeling that they are not part of the process of the education. The time the students are appreciated is the time when the education is done properly. </em></p>

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Gillis, Chester. "Feminist Theology, Roman Catholicism, and Alienation." Horizons 20, no. 2 (1993): 280–300. http://dx.doi.org/10.1017/s0360966900027444.

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AbstractThe topic of this article is the effects that the writings of feminist theologians, many of whom are Roman Catholic, have upon Catholic students. The questions it attempts to answer are: Has feminist theology served to alienate American Catholics further from the church, discouraging them from identifying with the tradition or institution, or has it awakened them to retrieve the tradition in a creative way and to take responsibility within the institution and reshape it? The article further seeks to differentiate between spirituality, theology, and religious institution. How will Catholicism affect the larger culture if this generation is alienated from institutional identification? If they settle permanently on alternative forms of religious identification and spiritual fulfillment the face of Catholicism in the future will be even more conservative than it is today. However, feminist theology may be the basis for hope. Seriously attended to by the church, it could help to inform the consciousness of the next generation.

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Park, Se-won, Byung-gweon Chang, and Young-sik Kim. "Exploring the Types and Teaching Methods for Alienated Students from Elementary School Physical Education." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 17 (September 1, 2020): 1147–70. http://dx.doi.org/10.22251/jlcci.2020.20.17.1147.

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정영택 and Kim, NangKyu. "Conducting Hanaro Teaching Model for Female Students Alienated from Physical Education in Middle Schools." Journal of Research in Curriculum Instruction 18, no. 3 (September 2014): 601–23. http://dx.doi.org/10.24231/rici.2014.18.3.601.

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Muli, Nicholas, and Briege M. Lagan. "Perceived determinants to alcohol consumption and misuse: a survey of university students." Perspectives in Public Health 137, no. 6 (May 24, 2017): 326–36. http://dx.doi.org/10.1177/1757913917710569.

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Aim: Before an attempt is made to develop any population-specific behavioural change programme, it is important to know what the factors that influence behaviours are. The aim of this study was to identify what are the perceived determinants that attribute to young people’s choices to both consume and misuse alcohol. Method: Using a descriptive survey design, a web-based questionnaire based on the Theory of Triadic Influence was administered to students aged 18–29 years at one university in Northern Ireland. Results: Out of the total respondents ( n = 595), knowledge scores on alcohol consumption and the health risks associated with heavy episodic drinking were high (92.4%, n = 550). Over half (54.1%, n = 322) cited the Internet as their main source for alcohol-related information. The three most perceived influential factors of inclination to misuse alcohol were strains/conflict within the family home ( M = 2.98, standard deviation ( SD) = 0.18, 98.7%, n = 587), risk taking/curiosity behaviour ( M = 2.97, SD = 0.27, 97.3%, n = 579) and the desire not to be socially alienated ( M = 2.94, SD = 0.33, 96%, n = 571). Females were statistically significantly more likely to be influenced by desire not to be socially alienated than males ( p = .029). Religion and personal reasons were the most commonly cited reasons for not drinking. Conclusion: Future initiatives to reduce alcohol misuse and alcohol-related harms need to focus on changing social normative beliefs and attitudes around alcohol consumption and the family and environmental factors that influence the choice of young adult’s alcohol drinking behaviour. Investment in multi-component interventions may be a useful approach.

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Kim, NangKyu. "The Process of Adapting Alienated Students in Physical Education : By Using Humanities-Oriented Physical Education." Journal of Research in Curriculum Instruction 15, no. 2 (June 2011): 451–72. http://dx.doi.org/10.24231/rici.2011.15.2.451.

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Bangeni, Bongi, and Rochelle Kapp. "Identities in Transition: Shifting Conceptions of Home among “Black” South African University Students." African Studies Review 48, no. 3 (December 2005): 1–19. http://dx.doi.org/10.1353/arw.2006.0004.

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Abstract:This paper is drawn from a longitudinal case study in which we are tracking the progress of twenty students as they pursue their undergraduate degrees at the University of Cape Town. In this paper we trace two first-generation university students' changing constructions of who they are and the concomitant changes in their relationship to home and university over the course of three years. We describe their struggles to present coherent “home” identities and the ways in which these identities are challenged by both the dominant discourses of the institution and by rejection by their home communities. The research questions conventional notions that students from marginalized communities are either alienated from, or uncritically assimilated into, dominant institutional discourses.

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Gray, Tonia, and Cameron Thomson. "Transforming Environmental Awareness of Students Through the Arts and Place-Based Pedagogies." LEARNing Landscapes 9, no. 2 (April 1, 2016): 239–60. http://dx.doi.org/10.36510/learnland.v9i2.774.

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Incorporating the Arts into immersive place-based education programs can increase connectivity with the environment and facilitate the development of socially responsible and pro-environmental learners. Increasingly, children and adolescents are alienated and detached from the natural world. Given this noticeable shift, educators working in the outdoor setting need to rethink their modus operandi. Past attempts to promote learner connection with the environment have centred upon short-term stays and risk-centric approaches that embrace high adrenaline activities. This is the antithesis of Touched By The Earth, a yearlong place-based enrichment program using multi-modal creative methods with young learners to delve into the impact of experiential learning and how the Arts promote a personal relationship with the environment.

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Maeng, HeeJu. "A Study on Educational Support Method for Gifted Students in an Alienated Areas through Analysis of Elementary Gifted Students’ Cultural Activities." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 22 (November 30, 2020): 931–49. http://dx.doi.org/10.22251/jlcci.2020.20.22.931.

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Melnik, Eleonora. "NATURAL SCIENCE EDUCATION OF STUDENTS IN SPECIALLY PROTECTED NATURE RESERVATIONS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 1 (March 25, 2014): 4–6. http://dx.doi.org/10.48127/gu-nse/14.11.04.

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The scientific journal “Natural Science Education” discusses important questions and problems which, anyway, concern needs of improvement of quality of education in the field of natural sciences, involvement of school students and youth to receiving this knowledge. Unfortunately, in practice, of the pedagogical activity, teachers began to use more often virtual reality – information and communication technologies which open large opportunities for school education. At such approach as psychologists specify, the nature and its various components are alienated, move away from the person, are formalized. There is a process of removal of the person by nature, and its objects became simpler to be considered in the form of movies. So, it is very important to provide training of children directly into the nature. One of the numerous functions of nature reservations is educational work. It is necessary to discuss more actively possibilities of effective teaching of children in nature reservations.

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Halas, Joannie. "Engaging Alienated Youth in Physical Education: An Alternative Program with Lessons for the Traditional Class." Journal of Teaching in Physical Education 21, no. 3 (April 2002): 267–86. http://dx.doi.org/10.1123/jtpe.21.3.267.

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This paper presents a case study of a physical education program for troubled youth attending an adolescent treatment center. The site selected for study was deliberately chosen due to the alternative nature of the physical education program and its apparent success in helping to connect students to their school environment. The researcher, as bricoleur, used a variety of methodological tools and strategies to collect data that corresponded to the study’s entry question: How does the physical education program work? Constructed from the data is the story of a gymnasium culture that has been carefully crafted to promote physically and psychologically safe participation that is fair and flexible, where students are encouraged to play just for fun, and a lack of competence is positioned as an opportunity to learn. By incorporating the theoretical framework of the “Circle of Courage” (Brendtro, Brokenleg, & Van Bockern, 1998) into the data analysis, this paper is intended to show how physical education can provide a reclaiming versus alienating learning environment for young people.

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Liimakka, Satu. "I Am My Body: Objectification, Empowering Embodiment, and Physical Activity in Women’s Studies Students’ Accounts." Sociology of Sport Journal 28, no. 4 (December 2011): 441–60. http://dx.doi.org/10.1123/ssj.28.4.441.

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Drawing on Merleau-Ponty and Bourdieu, this article explores corporeal ways to modify the somewhat anxiety-filled bodily habit(us) of many young women. The article is based on accounts of body experience written by Finnish women’s studies students. In the article, I demonstrate how experiences of overcoming the mind/body dichotomy and connecting the body with the surrounding world disrupted the young women’s habitual experience of an alienated body. I argue that a corporeal agency that arises within physical actions and situations can modify a troublesome habit(us) and enable a young woman to transform her habitual self-body-world relation. Moreover, I discuss how physical activity can facilitate empowering body experiences.

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Agustin Sukses Dakhi. "The Learn From Home and Alienation." International Journal of Science, Technology & Management 1, no. 2 (July 30, 2020): 133–37. http://dx.doi.org/10.46729/ijstm.v1i2.33.

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Since the outbreak of corona virus spread in the ground water, has an effect on the world of education. The government took the policy to learn from home then the process of learning takes place online or online with the use of various applications such as Zoom, WhatsApp, Google Classroom, Google Meet, Cisco Webex, including learning through TVRI. Thus already four months the students not to school, not with friends, not meet with the teacher, no learning process in the class room, not in the school environment. This study aims to describe the state of alienation or alienated experienced by students since the learning at home. Data collection techniques with interviews to Junior high school students around the town of teluk-dalam road. The results showed that the Junior high students around the town of teluk-dalam road experiencing the symptoms of alienation.

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McDougall, Michael, and Peter Hastie. "Cultural Understanding: Teaching about Race Relations in the Primary School." Aboriginal Child at School 17, no. 2 (May 1989): 45–49. http://dx.doi.org/10.1017/s0310582200006738.

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Racism certainly exists amongst primary school children in Australia. Through both experience in school and teaching, the authors have noted marked prejudice amongst students. This prejudice takes the forms of slurs, name calling, recitation of myths and stereotypes, and occasionally violence, and is directed at all minority groups, but notably Aborigines and Asians.Students in minority groups have most likely been on the receiving end of this prejudice during their school lives and, because of this, may have felt alienated and humiliated. In this paper it is proposed that the teaching of race relations and cultural understanding is one method teachers may use to decrease the racial attitudes of the white non-minority students.

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Mouawad, Jamil. "Teaching Lebanon’s Politics in Times of the Uprising." South Atlantic Quarterly 120, no. 2 (April 1, 2021): 473–80. http://dx.doi.org/10.1215/00382876-8916232.

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This article looks at Lebanon’s October 17 uprising from the vantage point of teaching in academia when classes were suspended and students were no longer meeting in the classroom to participate in a course of high relevance aiming to address and unpack the unfolding events on the streets. It argues that an engaged academic should not only preach to the converted but, more importantly, should account for those who feel disempowered or estranged, indifferent to “politics in action,” alienated for political reasons, or opposed to the protests.

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Hwang, Sung-Ha. "A Narrative Exploration on the New Sports Activities of Female Middle School Students Alienated in Physical Education." Journal of Sport and Leisure Studies 61 (August 31, 2015): 447–60. http://dx.doi.org/10.51979/kssls.2015.08.61.447.

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KOEY, XAN XAN. "Youth Apathy: A Class Struggle for Student Political Hegemony in Malaysia." Trends in Undergraduate Research 3, no. 2 (December 29, 2020): h1–15. http://dx.doi.org/10.33736/tur.2644.2020.

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On the 10th December 2018, an unprecedented historic event took place in the lower courthouse of the Malaysia Parliament. After years of repressive and regressive stance on student activism, members of parliament voted unanimously to amend the Universities and University Colleges Act 1975, which finally allows student political participation on campus. However, claims of youth apathy and the portrayal of youth in mass media as “unprepared and inexperienced political actors” pose a detrimental dilemma on the participation front. Intrinsic experiences of the youth community, especially from within the confines of universities have been misunderstood, and in fact, very much alienated. Therefore, the impact of the amendment amongst students is assessed in this research. Through exploring the experiences of youth who are caught up between state autonomy and civil liberties, this study employs qualitative research methods through asynchronous in-depth interviews in understanding youth’s freedom of expression. The findings are analyzed thematically to extract emergent themes from interviews derived from participants’ experiences with bureaucratic structures of the university environment and secondary data on the existing models of polity within the campus. Results show that structural barriers empowered by the existing ideological control provide both perceived positive and negative experiences to the participants. The majority of participants were alienated from the mechanisms of existing democratic institutions and discourses whereas subaltern voices of the youth prevail outside the confines of state-oriented spaces. This study has implications on the Overton Window practices of policymakers in providing true autonomy to students.

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Scott, LaRon A. "Recruiting and Retaining Black Students for Special Education Teacher Preparation Inclusion Programs." Inclusion 6, no. 2 (June 1, 2018): 143–57. http://dx.doi.org/10.1352/2326-6988-6.2.143.

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AbstractEfforts to recruit and retain effective teachers of color have spread into the field of special education. However, scant research examining the experiences of teachers of color enrolled in special education teacher preparation inclusion programs exists. In the current study, a phenomenological investigation of 10 preservice Black students at predominately White higher education institutes in special education teacher programs designed to train teachers for inclusive classrooms was conducted to understand their experiences and identify effective recruitment and retention strategies. Based on the findings, students reported five themes: (a) feeling alienated in their programs, (b) feeling that they need effective mentoring from faculty of color, (c) better relationships with other peers of color, (d) deliberate mission of the institute and program, and (e) better need for financial support. The implications for recruiting and retaining Black teachers in special education and directions for future research were discussed.

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Buckley, Jessica. "Re-storing the Earth: A Phenomenological Study of Living Sustainably." Phenomenology & Practice 7, no. 2 (December 17, 2013): 19–40. http://dx.doi.org/10.29173/pandpr21166.

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Living sustainably evokes ideas of lived, bodily engagement with and perception of the earth. Yet, modern ways of thinking and speaking have slowly alienated the earth from consciousness. Using phenomenological methods, the author examines the experience of living sustainably, exploring her own background and the idea of restoring the earth to consciousness, before examining the lives of two students dedicated to living sustainably. Components of upholding the earth, in-volving humanity, perceiving differences in studying and embodying sustainability, and engaging in choices fill the experience of living sustainably.

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Fulk, Barbara M., Frederick J. Brigham, and Darlene A. Lohman. "Motivation and Self-Regulation." Remedial and Special Education 19, no. 5 (September 1998): 300–309. http://dx.doi.org/10.1177/074193259801900506.

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The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one session of approximately 35 to 40 minutes. Significant differences on the Motivation Orientation scale were detected among the groups. Differences on the Purposes of School scale approached but did not reach significance. Students with LD appeared to be more alienated and oriented to avoiding work than students with AA or students with EBD. Students with EBD reported significantly more feelings of test anxiety than did students with LD or AA. Gender differences emerged, with females reporting more support for self-sacrifice, community spirit, and persistence, whereas male students reported more feelings of alienation. Implications for future research and classroom practice are discussed.

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Delfabbro, Paul, Julie Lahn, and Peter Grabosky. "Psychosocial Correlates of Problem Gambling in Australian Students." Australian & New Zealand Journal of Psychiatry 40, no. 6-7 (June 2006): 587–95. http://dx.doi.org/10.1080/j.1440-1614.2006.01843.x.

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Objective: This study examined the relationship between problem gambling and psychological and social adjustment in Australian adolescents. Method: A sample of 926 adolescents (mean age=14.46 years) in the Australian Capital Territory were administered a standardized series of measures relating to gambling and psychosocial adjustment. Young people were asked to indicate how often they gambled, to report any difficulties that they might have been experiencing with gambling, and to complete a variety of measures of psychosocial health, including: the GHQ-12, Rosenberg's self-esteem scale and other measures of social functioning. Results: The results were generally consistent with previous international studies. Those adolescents classified as problem gamblers were found to have poorer scores on all psychosocial measures. Although many in the problem gambling group reported being part of a socially active peer group, they also reported being more alienated and unpopular among their classmates. Conclusions: The results suggest that problem gambling appears to be a significant risk factor for poorer mental health among Australia adolescents. Given previous adult research indicating a link between early gambling and long-term gambling problems and poorer life outcomes (e.g. Abbott, McKenna and Giles, 2000 in New Zealand), these findings suggest a need to enhance existing educational initiatives and services specifically designed to assist adolescents with gambling problems.

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Mullins, Laura E., and Jennifer Mitchell. "The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education." International Journal of Higher Education 11, no. 2 (September 5, 2021): 13. http://dx.doi.org/10.5430/ijhe.v11n2p13.

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Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement.

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Feige, Sarah, and Jeffery Yen. "The making of financial subjects: A phenomenological study of student debt." Theory & Psychology 31, no. 4 (March 17, 2021): 611–31. http://dx.doi.org/10.1177/09593543211002262.

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While public commentators herald the arrival of the Canadian “student debt crisis,” psychological research into postsecondary student debt proliferates. This study explored the ways in which indebted students themselves understand the meanings and implications of student debt in their own lives, by means of semistructured interviews with nine indebted university students. A hermeneutic phenomenological approach to analysis yielded six themes: indebted by necessity; haunted by distressing thoughts and feelings about debts; living under the pressure to repay debts; living a constrained life; feeling alienated from others; and uncertainty about the meaning of university education. Findings suggest that student debt is characterized by the experience of feeling unable to “live one’s life,” and of looking toward a fragile future after university. By grounding the psychological experience of debt in the socially embedded, historical realities of students’ everyday lives, this work suggests implications for critical psychological understandings of financial subjectivation.

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Park, Sunghee, and Hyeyoung Cho. "Experiences of Perception of Nursing Students' Rights in Clinical Practice." Journal of Korean Academic Society of Nursing Education 25, no. 4 (November 30, 2019): 471–83. http://dx.doi.org/10.5977/jkasne.2019.25.4.471.

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Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

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Fidalgo, S. S., M. C. C. Magalhaes, and L. M. Pinheiro. "A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion." Cultural-Historical Psychology 16, no. 3 (2020): 87–96. http://dx.doi.org/10.17759/chp.2020160310.

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This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?

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Morton, Jennifer M. "Mitigating Ethical Costs in the Classroom." Daedalus 148, no. 4 (October 2019): 179–94. http://dx.doi.org/10.1162/daed_a_01766.

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Students from disadvantaged backgrounds often find that succeeding on the path of upward mobility through education requires that they distance themselves from their communities, family, and friends. This distancing often involves the weakening or loss of aspects of their lives that are meaningful and important to them: their relationships with family and friends, their connection to their communities, and their sense of identity. These goods, by their nature, are not ones that are easily replaced. Yet their loss can be mitigated by the development of new relationships and new communities. In this essay, I argue that colleges and universities have an obligation to facilitate the mitigation of these costs for students from disadvantaged backgrounds. Doing so, however, is not as simple as it might seem. These students often feel alienated from campus life outside of the classroom and many do not even attend residential colleges. These two factors suggest that universities and professors will need to take more seriously the classroom as a central site for giving students from disadvantaged backgrounds opportunities to enter into new relationships and find new communities.

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Behrendt, Larissa. "At the Back of the Class. At the Front of the Class: Experiences as Aboriginal Student and Aboriginal Teacher." Feminist Review 52, no. 1 (March 1996): 27–35. http://dx.doi.org/10.1057/fr.1996.4.

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This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to university. She speaks of the debt she feels towards the generations of her people that fought for her right to access to higher education. The author went on to become the first Aboriginal person to be accepted into Harvard Law School which brought different personal challenges and allowed for reflection on comparisons of the sensitivity towards race in both education systems. When the author returned to Australia, she took a position teaching at the University of New South Wales. She had to come to terms with working within a system that she had felt alienated within as a student. Her position at the front of the class has created a sense of empowerment that she can pass on to her Aboriginal and female students.

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LOUE, Sana. "Using Sociodrama to Foster Cultural Humility among Faculty and Students in the Academic Medical Center." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 2 (July 4, 2018): 45. http://dx.doi.org/10.18662/rrem/45.

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Cultural humility and cultural safety offer the potential to go beyond what is possible with cultural competence to reduce unconscious bias and discrimination in medicine and to foster diversity and inclusion. Cultural humility moves the focus from one on content and the provider as the repository of knowledge to an emphasis on the process of learning and communication between the provider and the patient, thereby modifying the power dynamic within the provider-patient relationship and creating an openness for patient expression and sharing. By creating a space of cultural safety, the provider engages with the patient from a value-neutral perspective such that the patient is neither blamed nor discounted. Cultural humility can be fostered in the academic medical center by using sociodramatic techniques to explore scenarios that are relevant to faculty, students, and staff. Successful use of this technique can help to clarify conflicts in intergroup conflicts, foster critical questioning, build an awareness of how individuals may feel alienated and dislocated, help to develop empathy, and provide an opportunity for individuals to explore possible responses to a variety of situations.

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Taylor, Catherine G. "Critical Literacy and the Un/Doing of Academic Discourse." Ethnologies 26, no. 1 (August 11, 2006): 125–43. http://dx.doi.org/10.7202/013343ar.

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Abstract This article describes a “critical literacy” approach to teaching an introductory course in academic writing to a group of students socially marginalized by poverty and prejudice. In this approach, the author asks students to identify research areas of personal interest to themselves by drawing on their own lives to generate meaningful topics, to engage in critical dialogue about their work, and to write in a scholarly style without becoming alienated from their work. She also welcomes students’ critical observations on their own experience of dominant culture and invites them to scrutinize the academic world they are entering as an institution that participates fully in systems of privilege and power. In her experience, much of the work done by students engaged in a such an approach demonstrates a higher degree of the critical insight and serious-minded knowledge-building valued in academia than is normally seen in introductory writing courses. She articulates a rationale for using this empowerment-based method of teaching academic writing in the face of calls for a return to traditional methods, and provide an analysis centred in Critical Literacy theory to account for its successes and challenges.

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Taylor, Rabbi Bonita E., and Rabbi David J. Zucker. "Nearly Everything We Wish Our Non-Jewish Supervisors Had Known about Us as Jewish Supervisees." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 56, no. 4 (December 2002): 327–38. http://dx.doi.org/10.1177/154230500205600403.

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The authors observe that Clinical Pastoral Education (CPE) developed out of a Protestant setting. Much of its thinking and writing therefore is heavily laden with Christian orientation and terminology. Sharing a general theological framework, most Christians read these words and think of the same–or similar–ideas. However, Jews neither start with nor share the same theological beliefs. Jewish students perpetually ask themselves, “If the premise isn't true for me, can the conclusion still contain meaning?” Sometimes yes, sometimes no. Often, the resulting conflict leaves Jewish students feeling alienated from their CPE supervisors and peers. Few CPE supervisors realize that although everyone is reading the same material there are (at least) two “nations” present that are processing it differently. This article, by two National Association of Jewish Chaplains (NAJC) Board-Certified Rabbis, presents twelve key points about Judaism and Jewish thought to help non-Jewish CPE supervisors and chaplains in their work with Jewish supervisees and patients (residents, et al.).

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Manguvo, Angellar, Stephen Whitney, and Ottilia Chareka. "The Role of Volunteerism on Social Integration and Adaptation of African Students at a Mid-Western University in the United States." Journal of International Students 3, no. 2 (June 1, 2013): 117–28. http://dx.doi.org/10.32674/jis.v3i2.505.

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This study examined the role of volunteer experiences on Black African international students’ social integration and adaptation at a predominantly White Mid-Western university in the United States. The study explores micro-level interactions and relationships fostered during volunteering as well as feelings of inclusion/exclusion and personal satisfaction. Thirteen participants who had volunteered in services that required substantial interactions were interviewed. Four themes on the positive influence of volunteering on social integration and adaptation were identified, namely; fostering of feelings of inclusion and belonging, enhancement of social cohesion of diverse people, fostering of feelings of self-validation, and attainment of social, cultural, and human capital. However, other participants in this study felt inadequate, alienated, and devaluated during the volunteer process. Fear of not being understood, feelings of incompetence, and the cumbersome bureaucratic process in the application process deterred some participants from volunteering with some services.

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Sales, Nicola. "Flipping the Classroom: Revolutionising Legal Research Training." Legal Information Management 13, no. 4 (November 19, 2013): 231–35. http://dx.doi.org/10.1017/s1472669613000534.

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AbstractAt the University of Salford it is a struggle to find sufficient timetable space to deliver in-depth legal research training to new first year students. The training delivered often alienated students due to the information overload they experienced. Timetable pressures resulted in sessions being librarian-led with little interaction with students. This left students feeling overwhelmed, often nervous of using the library and performing research. As a result law students resorted to using Google as their academic research tool of choice. To combat these problems the Law Librarian, Nicola Sales, implemented the innovative training concept of ‘flipping the classroom’. Rather than using teaching time to instruct students in ‘how to’ perform research by demonstrating resources and concepts, the classroom was flipped so students studied online content before entering the classroom. Face to face teaching time was then spent actively learning through practical tasks and discussion to consolidate student learning. Students took responsibility for their own learning and teaching sessions were based on group work and discussion, facilitated by the librarian rather than being librarian-led. This article is based on the presentation, ‘Flipping Training’ delivered at the BIALL Conference 2013. It will look at how the ‘flipping the classroom’ concept works and how it has been implemented at the University of Salford. It will examine the benefits and drawbacks of flipping training as well as ideas for implementing flipped training within other organisations.

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Aziz, Nauman, Zahid Kamal Siddiqui, Raees Abbas Lail, Hafiza Swaiba Afzal, Rana Aamir Diwan, and Muhammad Amjad. "Learning by poster competition: A new teaching strategy in basic medical science." Professional Medical Journal 28, no. 04 (April 10, 2021): 572–79. http://dx.doi.org/10.29309/tpmj/2021.28.04.4741.

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Objective: The objective of study was to mature Poster competition as collaborative study tool in order to define if the method of study impacts student education by analyzing student depiction in terms of fulfillment. Study Design: Analytical study. Setting: Sahiwal Medical College Sahiwal. Study Period: 20th Feb, 2020 to 20th March, 2020. Material & Methods: A poster competition was held among 400 MBBS students of 1st year to 4th year at Sahiwal Medical College Sahiwal. Ethical consent was approved by the ethical review committee of Sahiwal Medical College Sahiwal. Hand on collective valuation was used to assess students’ performance by using a questionnaire consisting of 12 questions. Different frequencies were then calculated using SPSS-20. Results: According to first part of the questionnaire students’ response was calculated as frequencies and were alienated into three groups of low, medium and high scores. 81.25% of total 400 students understood the topic fully. 69.75% of the students worked in harmony and 55.75% of students preferred group activity over individual assignments. 85.25% enjoyed this learning activity while 75.25% wanted this activity to happen in future too. As far as teacher’s approach was considered more than 70% of the students strongly agreed that the teachers stimulated their interest. Conclusion: The outcomes of the current study propose that concepts distributed in the way of Poster competition may increase student’s aptitude to evoke info, in spite of not meaningfully influencing students’ performance. Nevertheless, more studies with greater student cohorts are necessary.

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Fedotova, Vera A. "The experimental research of adaptation competences of Arab and Indian students." NSU Vestnik. Series: Linguistics and Intercultural Communication 17, no. 3 (2019): 109–19. http://dx.doi.org/10.25205/1818-7935-2019-17-3-109-119.

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The article presents the results of a comprehensive socio-psychological study, including qualitative and quantitative methods. The role of cultural factor in the formation of adaptation mechanisms in foreign students studying in Russian Universities is demonstrated. The number of international students is one of the indicators of how successful an institution is on the world market of educational services. The international character of modern education can be observed in the increase of academic mobility and the growth of the number of international students. Most often, people manage to adapt to a new socio-cultural environment by modifying their stereotypes and behavioural patterns, yet, they may remain internally alienated from the social environment. An increasing number of international students in Russia and the need to create a favourable educational environment for them motivates researchers to study the peculiarities of how such students adapt to radically new living and learning conditions. Successful adaptation ensures fast integration into the learning process and an overall improvement of the quality of education for those young people. The results of the current study will hopefully contribute to the identification of coping strategies, adaptation features, and anticipatory mechanisms depending on their cultural backgrounds. The respondents were representatives of a polychronic, polyactive and high-context culture (students from Arab countries, n = 64) and representatives of lowcontext and polychronic cultures (students from India, n = 73); all of them studying in Russia from one to three years. The Arabic-speaking students were found to adapt to the learning process easier than their Indian counterparts: they were more involved in a group’s activity, and situational anticipatory competence was better developed with them. At the same time, the Indian students were found to be more eager to seek social support; also it was extremely difficult for them to predict situations associated with time and interpersonal communication.

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Tsabar, Boaz. "Educational work as a “labor of love”." Policy Futures in Education 15, no. 1 (September 19, 2016): 38–51. http://dx.doi.org/10.1177/1478210316667833.

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The following paper examines the unique, human, and pedagogical nature of the encounter between educators and their students. It discusses the potential for alienation inherent in the educator teaching encounter (a potential embodied in what I term “the first fifteen seconds of anxiety”). The paper goes on to examine the possibility of constituting an alternative relationship based on pedagogy of mutual and non-alienated recognition rooted in an interpersonal and dialogical relationship. This conceptualization is performed through a consideration of Martin Buber’s notion of the “dialogical relationship” and the pedagogical implications of the “love relationship” in Erich Fromm’s philosophy. The article claims that the special quality of educational work must be understood in the context of its economic irrationality and unconceptualizable foundations. In order to clarify its existential characteristics and paradoxical, elusive, and emotional nature, it locates the unique economic nature of educational work in the “dialogical relationship” and in the four elements of the educational relationship: care, responsibility, respect, and knowledge.

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Vlasenko, Nikolay A. "The declining state: Aristotle teachings and post-Soviet reality." RUDN Journal of Law 25, no. 3 (August 23, 2021): 479–505. http://dx.doi.org/10.22363/2313-2337-2021-25-3-479-505.

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The substantive aspects of modern post-Soviet statehood are analyzed on the basis of the traditional methodological guideline, called the elemental approach (Aristotle, Jellinek), which presupposes the allocation of key state-forming features. The Aristotle concept of rejected state is actively applied. For the purpose of a deeper illustration of the so-called deviating moments in the post-Soviet states, metaphorical comparisons are used, such as imitation state, alienated state, selective state and others. Deviating patterns are described through weak systemic strategic planning and the lack of relevant scientific concepts, including in emergency situations, as well as insufficient supremacy of judiciary, plevalence of unitaty tendencies and others. The author's argumentation is supported by data published in various official sources (statistics, results of special sociological studies, current Russian legislation, reports, expert opinions, etc.). The article is intended for specialists in the field of the theory of state and law, political science, sociology, etc. It will be of interest to postgraduate students, state and municipal employees.

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Dlamini, Boyie S. "Covid 19 Contexts Shaping Teaching Practice Discourses: University of Eswatini." Advances in Social Sciences Research Journal 8, no. 2 (February 16, 2021): 120–36. http://dx.doi.org/10.14738/assrj.82.9616.

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Abstract This study examines how the Covid 19 Teaching practice contexts elicited the intended professional development principles among the PGCEs’ and BEDS’ four 2020 cohorts at the University of Eswatini. The pedagogical knowledge interaction scheme theoretical framework was used to unpack related concepts. The participants, 23 were sampled through purposive stratified sampling. The semi-semi structured questionnaires and classroom observations were used to collect data. Content analysis was used as a data collecting and analysing tool to analyse and describe the pedagogical discourses within the classroom and institutional contexts. The finding indicated that the mismatch subject arrangement undermined the production of specialised knowledge and alienated some students from their professional engagement and, stifled students’ capabilities to engage into self-reflection. Covid 19 pandemic created complex educational contexts in which incongruent messages related to the fundamental principles of teaching practices were communicated and reinforced. It is concluded that Covid 19 contexts presented a challenge of considerable complexity for the 2020 teaching practice and denied the Trainees the opportunity to learn from experienced teachers or mentors. It is recommended that Coordinators should embrace Covid 19 dynamics in their planning and implementation to protect the teaching practice principles. Key words: Covid 19 contexts, Teaching practice principles

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Waqar, Sajid, Anita Bilal Burki, and Musarrat Jahan. "Hidden Curriculum in Schools: A Comparison of Religious Otherness in Pakistani ELT Textbooks." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 194. http://dx.doi.org/10.5539/ijel.v10n1p194.

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The emphasis of this research was religious otherness depiction in high school English textbooks issued by four State controlled Pakistani textbook boards of i.e., BTB Quetta, STB Jamshoro, KTB Peshawar and PTB Lahore. It besets a broad contrast among the religious otherness descriptions as depicted in provincial ELT textbooks and the otherness related notions of their corresponding students. To achieve the goals, the study was alienated in 2 phases: In phase 1, the textbooks of government textbook publishing boards were investigated and in the second phase their corresponding readers’ religious otherness ideas were obtained and evaluated. The research devised a modified model of analysis by blending Van Dijk (1998) and Fairclough (2001) CDA model for interpretation and explanation of religious otherness in representative text extracted from textbooks’ discourse. The study discovered the prevalence of religious otherness- related themes in all ELT textbooks. It was also found that STB discourse had improved religious otherness images and students’ otherness ideas than other provincial textbook boards and their respective readers. The study also revealed that Muslim male and female students had peculiar otherness notions about minority religious communities. The readers’ responses to questionnaire items in phase 2 of research suggested that textbooks had a significant part in molding otherness related notions of young readers. The study recommended an otherness-based investigation of the textbooks prior to publication at federal government level to ensure citizenship equality as envisioned by founder of the nation.

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Griffith, Kimberly G., and Mark J. Cooper. "Who are we Forgetting in the Inclusion Matrix?" Rural Special Education Quarterly 21, no. 2 (June 2002): 34–39. http://dx.doi.org/10.1177/875687050202100205.

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In many of our rural school districts, today's inclusion initiative struggles to make a smooth transition from segregating students with disabilities to including them with their age appropriate peers. Efforts have been made to prepare educators, paraprofessionals, administrators and even children with disabilities, but little focus has been placed on the area that will bring about the success of this concept. Most often we have forgotten to adequately prepare the environment in which children with disabilities will spend the majority of their educational day. The general education classroom in many rural school districts is primarily made up of classmates, most without a disability or the knowledge and disposition to accept and include their peers with disabilities in both the educational and social experiences of this environment. The Inclusion Matrix provides a concrete approach to preparing and educating nondisabled peers for the inclusion classroom environment. This model stresses that the interaction of all students both with and without disabilities does not just occur. An effort must be made to nurture an environment within the classroom, which would show caring to those classmates many times alienated and separated from the group. Phases that build on knowledge, understanding, skills for socialization and integration, addressing dispositions as well as our feelings toward all students within the classroom environment are important aspects of this program design. The use of peers to provide much needed support of inclusion may prove to be the most effective resource for the implementation of the inclusion initiative.

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Faulkner, Simon, Lisa Wood, Penny Ivery, and Robert Donovan. "It Is Not Just Music and Rhythm . . . Evaluation of a Drumming-Based Intervention to Improve the Social Wellbeing of Alienated Youth." Children Australia 37, no. 1 (March 2012): 31–39. http://dx.doi.org/10.1017/cha.2012.5.

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The Discovering Relationship Using Music, Beliefs, Emotions, Attitudes & Thoughts (DRUMBEAT) program used drumming as a way of engaging at risk youth in a form of musical expression, while simultaneously incorporating themes and discussions relating to healthy relationships with others. The program targeted young people who are alienated from the school system. An evaluation was undertaken with a sample of 60 program participants in Western Australia's Wheatbelt region. The evaluation used both quantitative and qualitative methods, including informal discussions with staff and participants, observation, participant and teacher questionnaires, and school attendance and behavioural incident records. Pre- and postintervention data were collected on self-esteem, school attendance, antisocial behaviour, and levels of cooperation and collaboration. Students participating in DRUMBEAT increased their scores over a range of social indicators that act to increase connection with the school community. The results support the underlying program theory, that combining the therapeutic potential of musical expression with basic cognitive–behavioural therapy can be used successfully to deliver a range of social learning outcomes, including emotional control, improved relationships and increased self-esteem. Further longitudinal studies are required to assess the sustainability of the measured outcomes and their vulnerability to external factors.

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Darnell, Regna. "Linguistic Anthropology in Canada: Some Personal Reflections." Canadian Journal of Linguistics/Revue canadienne de linguistique 50, no. 1-4 (December 2005): 151–72. http://dx.doi.org/10.1017/s0008413100003698.

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AbstractLinguistic anthropology can be understood as attention to the use and communicative context of language across cultures and societies. The legacy of linguistic anthropology for both of its constituent disciplines resides in qualitative research methods and the attention paid to the particular words of particular speakers. Linguistic anthropologists have also modelled ethical ways of doing collaborative research. Canadian linguistic anthropology has been pragmatic and closely tied to the maintenance and revitalization of First Nations (Native Canadian) languages. Issues of language are inseparable from those of community and larger social processes: this can be seen in the context of traditional Algonquian languages in the Prairies as well as in the adaptation of English to First Nations purposes. The latter is a reaction to the imposition of residential schooling that alienated students from their culture, their community, and their language, and escalated language loss. Current research on life-history narratives indicates that nomadic legacies of subsistence hunting are still present in the decision-making strategies of contemporary Algonquian peoples in southern Ontario.

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Fox, Aaron A. "The jukebox of history: narratives of loss and desire in the discourse of country music." Popular Music 11, no. 1 (January 1992): 53–72. http://dx.doi.org/10.1017/s0261143000004840.

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Is country music for real? This question haunts country's detractors, critics, fans and analysts, as it haunts all students of popular culture. Country music is only an extreme example of the instability, contradiction and ironic reflexivity characteristic of popular cultural forms in general in postmodern, capitalist society. It seems impossible to locate an ‘authentic’ country music text, performance or context, one which represents the ‘real’ life of a ‘real’ community without alienated nostalgia, false consciousness or kitschy commodification. On the other hand, country remains more overtly loyal to the experience, desires and language of a particular class and culture than almost any other major popular musical genre. A unique, if elusive core of ‘authenticity’ tantalises country's supporters and infuriates its critics, but attempts to separate the true from the false in country music, whether at the level of text, context or performance, are bound to fail. Country resists all such attempts; it incorporates and combines the true and the false into a poetic which is explicitly deconstructive of the ideology which these categories encode.

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Journal articles on the topic 'Alienated students'

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