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1
Vlasova, O. A. "Tutoring in the inclusive educational environment in France: Problems and Perspectives (2003—2014)." Современная зарубежная психология 4, no. 2 (2015): 42–63. http://dx.doi.org/10.17759/jmfp.2015040204.
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The article discusses the development of tutoring experience in inclusive education in France from 2003 to 2014 in different aspects: legislative, organizational, social, everyday. We analyze the opinions of four tutoring parties involved: legislators, educators, tutors and parents as based on the documents of the Ministry of Education of France, and articles on this topic in French press, published in leading journals within the last decade
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Pitaud, Philippe. "Observations on Social Gerontology in France." International Journal of Aging and Human Development 26, no. 2 (March 1988): 107–15. http://dx.doi.org/10.2190/baf1-65q3-u1br-3mhf.
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In this article, the author attempts to make an assessment of some of the most important French contributions to social gerontology, isolating the main characteristics of the works encountered. We successively review some of the few studies concerning old women as well as studies dealing more generally with the social and economic aspects of aging. These lines show social gerontology in France as a forum for specialists from various disciplines; it is a specialty still in its infancy, but its multi-disciplinary approach will, no doubt contribute to its fruitfulness.
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Welch, Penny, and Susan Wright. "Editorial." Learning and Teaching 14, no. 3 (December 1, 2021): v—vii. http://dx.doi.org/10.3167/latiss.2021.140301.
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This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.
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Lucheş, Daniel, Despina Vasilcu, and Ionela Gălbău. "Health and Education in Roma Families. Comparative Study, Romanian Roma Families from Rennes, France vs. Roma from Mironu, Suceava, Romania." European Review Of Applied Sociology 9, no. 12 (June 1, 2016): 48–54. http://dx.doi.org/10.1515/eras-2016-0005.
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AbstractThe lower level of education for health and school education among vulnerable groups from Romania is an important part of the vicious circle of poverty and social removal, in particular for Roma minority. The quality of education and health related to this minority group is correlated with cultural aspects and the Roma attitude toward those determinants factors.The study relies on data obtained after questioning a number of 50 people, Roma that immigrated in Rennes, France and 50 Roma from Mironu, Valea Moldovei County, Suceava city. The results of the research show a considerable difference between the attitude of the Roma people from France compared with the attitude of the Romas from Romania regarding the health services and the education that they benefit. The immigrants have a positive attitude regarding the school and the medical services, after applying the quiz it can be said that they are pretty unpleased of the Romanian services than the foreign ones.Although, the Roma minority has the support of the authorities in Rennes and also in Mironu, support for social inclusion and adaptation in a local community, but they are reluctant in accepting these benefits. The programs developed for helping them hadn’t had the expected results, though.Health and education have a specific purpose in developing the society in general. Now we can say that solving the problem with the access to education and health for Roma minority represents the key of their social and economic integration.
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Perrier, Clément, and Claire Perrin. "Develop patient education or major reorganizations of public action? Social and historical study of one association in France for therapeutic patient education." Sciences Sociales et Santé 36, no. 2 (June 2018): 5–31. http://dx.doi.org/10.1684/sss.2018.0109.
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Menhem, Suzanne. "The Migration of Qualified Lebanese Women to France." International Letters of Social and Humanistic Sciences 58 (September 2015): 8–17. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.8.
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Lebanon is defined as a country of emigration and immigration. Whereas previously, emigration was considered a male migration. Gradually, in recent years emigration has evolved and is becoming feminine also. Independent female migration is a growing phenomenon in the Lebanese society although men still play an important role in the migration project.In the past, women were emigrating most often in the context of family reunification, accompanying their husbands to join a member of their families. The majority of migrant women today are leaving the country for so many reasons (further education, work, etc.) and not only to join their husbands. This article examines highly skilled female migration from Lebanon.In France, the migration of skilled workers from Lebanon has experienced very rapid growth in the last decade. However, female migration does not seem to have been the subject of a sociological reading. The study includes qualitative analysis of twenty five cases studied of Lebanese skilled migrant women in France, especially a university degree or equivalent (nurses, architects, teachers, doctors, engineers, lawyers, researchers ...) who were not married or go join their family when they have emigrated, and they have a good command of French language, and who were not dual nationality holders.This article aims to fill some gaps in this area, examining the reasons for change: migration path, the link with the country of origin, the impact of female migration on their personal, social, cultural and family, their return project, exchanges on the remittances levels, career transition path and entrepreneurship, adaptations, their social networks, their identity reconstruction, etc. Besides, there are also non-measurable aspects noted as the autonomy of women to discuss.
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Aparicio, Miriam. "Teacher Identity and Sociopolitical and Professionalization Demands. An Analysis of Their Relation in Light of a New Systemic Paradigm: the Three-Dimensional Spiral of Sense." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 43–53. http://dx.doi.org/10.2478/ejser-2018-0005.
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Abstract This research has been done in the field of Education, Sociology and Social and Organizational Psychology and forms part of a larger complementary research program. We cite: 1) Studies carried out with secondary level and university educators seeking to contrast psychosocial and other factors related to teacher training that influence teaching practice and teaching identity, versus feelings of failure, burnout and fatalism. 2) Research with teachers from different countries (Argentina, Spain, France and Paraguay) seeking to observe the weight that the macro-context has on issues that both teachers and their institutions face at the micro-level. 3) Currently, we are continuing this research, though this time analyzing the shared representations that university students have of the most urgent problems their professors face. The methodology utilized was quantitative-qualitative: questionnaires, semi-structured surveys including open phrases which allowed actors to speak freely and, in the case of the French-Argentine research with .with IUFM professors, a special qualitative technique was applied: hierarchical evocation. This allowed us to determine which aspects related to professional pathways (objective and subjective) formed part of the “core” of social or shared representations and which were secondary aspects at the periphery of said core. Our findings show non-linear relationships between study variables - Expectations, Satisfaction and Achievement - and self-sustained interplay along three levels: micro individual, meso organizational and macro social. These are interpreted in light of a new systemic paradigm in human and social sciences: “The Three-Dimensional Spiral of Sense”.
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Guidetti, Michèle. "Aspects pragmatiques de la communication gestuelle et verbale chez le jeune enfant : une comparaison France/Côte-d'Ivoire." Enfance 58, no. 2 (2006): 169. http://dx.doi.org/10.3917/enf.582.0169.
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Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.
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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
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Urazhok, T. V. "Postgraduate training system and scientific and pedagogical activity in assessments of French PhD students." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2021): 79–89. http://dx.doi.org/10.20339/am.04-21.079.
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Discussed are issues of postgraduate training system in France. The European system of doctoral training was always effective, had a great diversity of programs, wide opportunities for the graduates. It set trends for postgraduate training systems all over the world. France is the second economy of the European Union, producing almost a fifth of the European Union’s GDP. This country is among the leaders that allocate a large number of funds to finance the research sector. In 2018, France’s gross domestic spending on R&D was 2.3%. In this regard, the social survey of French PhD students was conducted. They were asked to answer questions about the effectiveness of the French postgraduate training system as a whole and to assess the social and psychological side of the doctoral education process. We considered such aspects of the problem as the competitiveness of the French doctoral school in comparison with other countries, employment in the scientific and pedagogical area, the perception of the research fellow, and the obstacles that arise in the process of writing the thesis. The empirical basis of the study is a survey conducted in 2019–2020. The sample consisted of 149 people. It is noted that in general, future candidates of sciences tend to get into the research environment to continue working as full-fledged researchers. The analysis also showed that despite the good funding, there are certain problems in the field of science that concern the current generation of PhD students.
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Motschenbacher, Heiko. "Inclusion and foreign language education." ITL - International Journal of Applied Linguistics 167, no. 2 (December 31, 2016): 159–89. http://dx.doi.org/10.1075/itl.167.2.03mot.
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Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.
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Cogo, Alessia, Fan Fang, Stefania Kordia, Nicos Sifakis, and Sávio Siqueira. "Developing ELF research for critical language education." AILA Review 34, no. 2 (December 31, 2021): 187–211. http://dx.doi.org/10.1075/aila.21007.cog.
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Abstract Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear) components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting teachers and educators to become involved in ELF research for CLE.
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Salcedo, Diego Andres, and Mariana Alves. "O papel da biblioteca comunitária na construção dos direitos humanos." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 13, no. 3 (September 25, 2015): 561. http://dx.doi.org/10.20396/rdbci.v13i3.8635770.
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Pressupõe que a biblioteca comunitária, denominada aqui como instituição de educação não formal, busca emancipar os indivíduos da comunidade em que está inserida. Para isso, promove e provê acesso ao livro, a literatura e cria condições de práticas e mediação de leitura. Para fins da pesquisa, então, foi feito um trabalho exploratório de cunho qualitativo, dividido em três etapas: revisão bibliográfica, observação e entrevista. Focou a pesquisa na Biblioteca Comunitária Caranguejo Tabaiares, localizada numa favela do bairro do Recife. Verificou que as atividades de leitura literária proporcionaram alfabetização das crianças; apropriação da escrita pelos moradores e mediadores; consciência social e ambiental; contato com a língua estrangeira francesa e aspectos culturais da França. Constatou que esse tipo de atividade social cria as condições à emancipação e profissionalização dos mediadores envolvidos. Concluiu que não, apenas, é notória a perseverança diante das dificuldades econômico-sociais ou a crença numa militância pelo gosto da leitura e emergência dos afetos, mas, particularmente, que trata de uma ação coletiva em prol dos Direitos Humanos.Abstract:Assumes that the community library, named here as non-formal education institution, seeks to emancipate individuals from the community in which it operates, with practices that promote human rights. For this, promotes and provides access to books, literature and creates conditions and practices in reading mediation. For purposes of research, then, was made an exploratory qualitative work, divided into three stages: literature review, observation and interview. The research was focused at the Crab Tabaiares Community Library, located in a slum neighborhood at Recife. Found that the literature reading activities provided literacy of children; written appropriation by the residents and mediators; social and environmental awareness; contact with the French foreign language and cultural aspects of France. Verified that this type of social activity creates the conditions for emancipation and professionalization of the mediators involved. Concluded that not only is remarkable the perseverance in the face of economic and social difficulties or belief in militancy of reading taste and emergency affections, but particularly it is a collective action on behalf of Human Rights.Keywords:Caranguejo Tabaiares Communitiy Library. Human Rights. Non-formal Educationl. Literature. Mediation.
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Beyer, Audun, and Jörg Matthes. "Public Perceptions of the Media Coverage of Irregular Immigration." American Behavioral Scientist 59, no. 7 (February 26, 2015): 839–57. http://dx.doi.org/10.1177/0002764215573253.
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Irregular immigration has become a globally important topic. While there have been some studies on public opinion toward irregular immigration, virtually no studies have examined how audiences evaluate the media coverage of this issue. There is also a lack of comparative research. The aims of this article are to provide survey data on public opinion toward irregular immigration in the United States, France, and Norway as well as a comparative analysis of public perceptions of the news coverage. Findings suggest that irregular immigration remains a highly salient issue in public opinion in all three countries. Furthermore, public opinion is generally critical and skeptic toward irregular immigration and immigrants, and differences between countries regarding the coverage of the issue in national mainstream media do not necessarily seem to be mirrored in public opinion. The survey data also suggest that citizens in all three countries tend to believe that the negative aspects of irregular immigration such as crimes or border control receive too little coverage whereas perspectives more positive to irregular immigration receive too much. Implications for further comparative research on public opinion and media coverage are discussed.
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Ruiz-Montero, Pedro Jesús, Oscar Chiva-Bartoll, Juan Carlos Colomer-Rubio, and Juan Leiva-Olivencia. "Tratamiento e Interpretación de la Educación Física durante el enfoque legislativo Franquista (1939-1970) (Treatment and Interpretation of Physical Education during the Francoism legislative approach (1939-1970))." Retos, no. 37 (July 25, 2019): 449–54. http://dx.doi.org/10.47197/retos.v37i37.70958.
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El estudio describe el tratamiento de la Educación Física bajo las leyes franquistas aprobadas tras 1939, para concluir el importante efecto de la orientación política de esta disciplina escolar hasta su progresiva modernización en los 70s. El trabajo parte de los estudios realizados sobre historia de la Educación Física en España durante el franquismo (1936-1975) que han versado sobre dos ejes: el ideal moralizador de la Educación Física acorde con el contexto político-social del momento y los estudios que han analizado los hábitos de práctica física y gimnástica de organizaciones políticas dependientes al régimen, como “Frente de Juventudes” o la “Sección Femenina”. Como conclusión se aportan aspectos relevantes sobre la interpretación de la Educación Física desde las diferentes referencias legislativas y otros documentos durante la dictadura que podrían ayudar a entender diversas perspectivas de esta área. Abstract. The present study describes the treatment and interpretation of Physical Education under Franco's laws passed after 1939, so to discuss the important effect of the political orientation of this school subject until its progressive modernization in the 70's. History of Physical Education in Spain during the dictatorship of Franco (1936-1975) has dealt with two basic axes: the moralizing ideal of Physical Education according to the political-social context of the moment, and the studies that have analysed the habits of Physical and gymnastic practice of political organizations subject to the regime, such as "Frente de Juventudes" or "Sección Femenina". In conclusion, relevant aspects are presented on the interpretation of Physical Education from different legislative references and other documents during the dictatorship that could help understand diverse perspectives of this area, according to the examined Education Law.
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Pitaud, Philippe. "The Elderly, Digital Technologies and the Breakdown of Social Ties: Risks of Exclusion or Lures of Inclusion?" Ciências e Políticas Públicas / Public Sciences & Policies 6, no. 2 (December 2020): 79–97. http://dx.doi.org/10.33167/2184-0644.cpp2020.vvin2/pp.79-97.
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When you are old in France in 2019, you do not have to be living on the street to be excluded or even feel excluded from a society that is increasingly turning its back on some of its members, because of the digital revolution imposed on citizens. In fact, faced with the excessive digitization advocated by governing bodies and other technocrats, which is rising speedily like a Tsunami, the elderly, often single women and/or widows belonging to underprivileged categories of society, generally with little or no education, and even less awareness in terms of management of minimal IT practices, are already or will soon find themselves on the sidelines of this type of modernization, which has nothing inclusive about it. A few local actors in the social and medico-social field and rights activists are already sounding the alarm and raising the voices of anguish in defense of these elderly people who no longer know how to cope with the dehumanization of public services: “I am 78 years old, I have a very small pension, no computer and anyway, I do not know how to do anything. So, it is annoying now because I have to get help and I do not know people who can help me. I am going to have to go there. It is a long way from home, I have to wait a long time and I am tired. And then you must be sure that there will be someone there!”. Aware of this dynamic of exclusion that is currently taking place and because we have been collecting the signs of this disarray for months, aggravated by isolation and loneliness, our action-research approach aims in the long run to implement counter-actions that aim to offset the harmful effects induced by the digital transition on the social life of the elderly, while seeking to free them from the negative confinement into which their inability to manage this transition by themselves has insidiously led them. It is these changes in the aspects of the most fragile of human existences that are at the heart of our approach as researchers-practitioners, as well as of our actions; acting like a mild buffer against the inhumanity of the system that is inexorably set up when a robot signals to you: “You have exceeded the deadline [note that this word contains the word ‘dead’] for the submission of your file on the lambda portal and therefore the administration can no longer do anything for you.”. There is no doubt that this is an immediate field of action for public policies, particularly in the fight against the digital exclusion of older citizens. For the time being, as always, in France, associations and humanitarian actors compensate for this absence of public authority with their limited means, but such a situation cannot last without in the long term seriously affecting societal balance and the moral principles of social justice, such as access to rights for all.
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Pitaud, Philippe. "Personnes âgées, technologies numériques et rupture du lien social: risques de l’exclusion ou leurres de l’inclusion?" Ciências e Políticas Públicas / Public Sciences & Policies 6, no. 2 (December 2020): 59–77. http://dx.doi.org/10.33167/2184-0644.cpp2020.vvin2/pp.59-77.
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When you are old in France in 2019, you do not have to be living on the street to be excluded or even feel excluded from a society that is increasingly turning its back on some of its members, because of the digital revolution imposed on citizens. In fact, faced with the excessive digitization advocated by governing bodies and other technocrats, which is rising speedily like a Tsunami, the elderly, often single women and/or widows belonging to underprivileged categories of society, generally with little or no education, and even less awareness in terms of management of minimal IT practices, are already or will soon find themselves on the sidelines of this type of modernization, which has nothing inclusive about it. A few local actors in the social and medico-social field and rights activists are already sounding the alarm and raising the voices of anguish in defense of these elderly people who no longer know how to cope with the dehumanization of public services: “I am 78 years old, I have a very small pension, no computer and anyway, I do not know how to do anything. So, it is annoying now because I have to get help and I do not know people who can help me. I am going to have to go there. It is a long way from home, I have to wait a long time and I am tired. And then you must be sure that there will be someone there!”. Aware of this dynamic of exclusion that is currently taking place and because we have been collecting the signs of this disarray for months, aggravated by isolation and loneliness, our action-research approach aims in the long run to implement counter-actions that aim to offset the harmful effects induced by the digital transition on the social life of the elderly, while seeking to free them from the negative confinement into which their inability to manage this transition by themselves has insidiously led them. It is these changes in the aspects of the most fragile of human existences that are at the heart of our approach as researchers-practitioners, as well as of our actions; acting like a mild buffer against the inhumanity of the system that is inexorably set up when a robot signals to you: “You have exceeded the deadline [note that this word contains the word ‘dead’] for the submission of your file on the lambda portal and therefore the administration can no longer do anything for you.”. There is no doubt that this is an immediate field of action for public policies, particularly in the fight against the digital exclusion of older citizens. For the time being, as always, in France, associations and humanitarian actors compensate for this absence of public authority with their limited means, but such a situation cannot last without in the long term seriously affecting societal balance and the moral principles of social justice, such as access to rights for all.
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Kinginger, Celeste, and Kathleen Farrell. "Assessing Development of Meta-Pragmatic Awareness in Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 10, no. 1 (August 15, 2004): 19–42. http://dx.doi.org/10.36366/frontiers.v10i1.131.
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The research reported herein is part of a larger project, sponsored by the Center for Advanced Language Proficiency Education and Research (CALPER), a National Foreign Language Resource Center at the Pennsylvania State University. This project aims to examine the achievement of foreign language learners in relation to the access to social and interactional affordances these learners negotiated in the host community during a study abroad sojourn in France in Spring, 2003.
The present paper explores a methodology for assessing learners’ meta-pragmatic awareness of variation in French language use. “Meta-pragmatic awareness” is defined as knowledge of the social meaning of variable second language forms and awareness of the ways in which these forms mark different aspects of social contexts, and is therefore “a crucial force behind the meaning-generating capacity of language in use” (Verschueren, 2000: 439). For this paper, we take as a test case for the study of this phenomenon the learners’ awareness and use of address forms, or the “T/V system” in French (Brown & Gilman, 1960). The “T/V system” (tu versus vous in French) is a key component of sociolinguistic competence in European languages, presenting a complex, dynamic, and inherently ambiguous matter of social indexicality, a case where knowledge of language form necessarily intersects with broader awareness of socio-cultural norms and personal identities (Morford, 1997; Mühlh.usler & Harré, 1990). The differential use of these pronouns offers a significant communicative resource conveying a range of meanings about the relationship between interlocutors, the context of the interaction, and the standing of the interactants in the wider social order.
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MITCHELL, DANIEL JON. "From corps to discipline, part one: Charles d'Almeida, Pierre Bertin and French experimental physics, 1840–1880." British Journal for the History of Science 51, no. 3 (September 2018): 333–68. http://dx.doi.org/10.1017/s0007087418000535.
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AbstractAcademic careers in French science during the mid-nineteenth century were made within the Université de France, an integrated state system of secondary and higher education controlled by a centralized Parisian educational administration. Among the most respected members of thecorps universitairewere Charles d'Almeida and Pierre Bertin, two historically obscurephysicienswhose significance derives from their substantial contributions to the social organization, teaching and communication of French experimental physics. This two-part comparative biography uses their entwined careers to make a case for the emergence of a discipline of French experimental physics from the corps during the tumultuous politico-cultural transition from the Second Empire to the Third Republic. Of fundamental importance are disciplinary regimes of teaching and inspection within the corps, the foundation of the Société française de physique and theJournal de physique, and the diversification of the traditional pedagogical role of the Ecole normale supérieure, which, from around 1860, began to offer a career pathway for aspiring scientific researchers. Having established in this paper the socio-institutional mechanisms for the stabilization of a distinct field, in part two I characterize the epistemological–methodological aspects of French experimental physics.
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Grasso, Maria T., and Christian Lahusen. "European Solidarity at a Crossroads? Citizens’ Attitudes and Political Behaviors in Europe." American Behavioral Scientist 63, no. 4 (February 8, 2019): 423–29. http://dx.doi.org/10.1177/0002764218823846.
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Many observers have voiced their concerns that solidarity is at risk in Europe. Given this wider context, we are urgently in need of sound empirical analyses examining the various dimensions of solidarity in Europe. Public debates focus on solidarity in many respects but there is to date a lack of empirical evidence to draw upon to inform them. In this context, this special issue emerges from research conducted in the European Union–funded research project TransSOL devoted to the study of European solidarity (“European Paths to Transnational Solidarity in Times of Crisis”) running from 2015 to 2018. The project received funding under the Horizon 2020 program (Grant Agreement No. 649435). Christian Lahusen at the University of Siegen coordinated the overall project and Maria Grasso at the University of Sheffield coordinated the population survey for the project. The TransSOL survey includes approximately 2,000 respondents from each of the eight countries of the project (total N ~ 16,000): Denmark, France, Germany, Greece, Italy, Poland, Switzerland, and the United Kingdom. In the context of the project, the aim of the cross-national survey was to build a comparative dataset that would allow us to answer our theoretically relevant questions of interest on European solidarity such as those discussed in this introduction and in the other articles of this special issue. The articles in this special issue all analyze the data from this original survey dataset to shed systematic light into key theoretically-driven research questions on various aspects of European solidarity.
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Jacques, Sébastien, Sébastien Bissey, and Arnaud Martin. "Multidisciplinary Project Based Learning Within a Collaborative Framework: A Case Study on Urban Drone Conception." International Journal of Emerging Technologies in Learning (iJET) 11, no. 12 (December 8, 2016): 36. http://dx.doi.org/10.3991/ijet.v11i12.5996.
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Multidisciplinary project-based learning (PBL) allows multifaceted real-world problems to be resolved with solutions addressing scientific, technical, business, and social aspects. However, such a method can be very challenging in terms of project management (including planning, coordinating, and management of human, material and financial resources) and time-consuming, especially when involving several partners (academic and industrial partners).
This paper provides firsthand experience of multidisciplinary PBL implemented in France in engineering education through a case study on urban drone conception. This research project has been proceeded within a collaborative framework in which 3 specialties (electrical energy systems, industrial computing, and mechanics and systems design) of a graduate school of engineering and a start-up company are jointly involved for the first time.
This article discusses knowledge and skills that engineering students are expected to acquire at the end of the research project, and the methods of assessment. The designing, manufacturing, and experimental validation of the urban drone are described. The various steps in the project management, and the interactions with the students and partners (teachers and industrial partner) are particularly highlighted.
Qualitative and quantitative data have been collected through questionnaires, student logbooks and reports. The results demonstrate that this experience is overwhelmingly positive since it empowers and enhances student learning.
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POTAPOVA, Oleksandra. "INTERNATIONAL EXPERIENCE OF FORMATION OF THE EDUCATION SYSTEM IN THE CONDITIONS OF DECENTRALIZATION OF POWER." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 37–42. http://dx.doi.org/10.54891/2786-6998-2022-1-6.
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The article examines aspects of the international experience of education system formation in conditions of decentralization of power in countries such as France, Poland, the Czech Republic, and the USA. It was determined that Ukraine must quickly and with the least losses overcome the shortcomings of the post-Soviet education management system in order to create a competitive national education system, therefore, studying the experience of countries around the world, analyzing mistakes and successes in reforming the education system in conditions of decentralization of power are necessary to successfully overcome all difficulties in the future development of the national education system. It was concluded that educational systems within the European Union remain unique in each country with a different degree of centralization or decentralization of management and financing of education, therefore it is necessary to find a rational «golden mean» in each of these systems and apply it in Ukraine in conditions of decentralization authorities. The impact of the democratization of education management on increasing the autonomy and level of socialization of educational institutions is determined. The concepts of «democratization» and «decentralization» are highlighted and the influence of these processes on the conditions of functioning of schools, stimulation of creative activity of teams and management is determined. The experience of some countries was studied, which shows that a strong legal state, which supports the principle of equality of all before the law, should be a guarantor of democratic rights in various spheres of social life, and first of all, in quality education. The article also focuses on the main areas of decentralization of educational institution management. Ways to improve the quality and practical significance of education a on the study of the experience of modernization and modification of the education system of the countries of the world and the application of these approaches in the future in the institutions of domestic education, which will contribute to the creation of conditions for deepening the knowledge of education seekers, improving the quality of educational services, socio-economic development country, ensuring the growth of Ukraine’s competitiveness, as well as the creation of new jobs with higher requirements for knowledge and skills. re proposed, based.
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Loukakis, Angelos, Johannes Kiess, Maria Kousis, and Christian Lahusen. "Born to Die Online? A Cross-National Analysis of the Rise and Decline of Alternative Action Organizations in Europe." American Behavioral Scientist 62, no. 6 (April 19, 2018): 837–55. http://dx.doi.org/10.1177/0002764218768851.
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Alternative collective initiatives often emerge during hard times, supporting citizens and helping them meet their increasing needs through nonmainstream economic activities. To this end, citizens organize formal and informal alternative action organizations (AAOs). Recent studies have shown that the economic crisis was a trigger for the founding of a wide variety of new AAOs, especially in the countries most affected, such as Greece and Spain. One aspect of AAOs untouched so far, however, is their life span. This article investigates factors that impact on AAOs’ ability to stay active online, using fresh data on their organizational profiles from their organizational websites. It offers a comparative, systematic analysis of the age structure and the activity rate of AAOs in nine European countries (Greece, Germany, Italy, France, Spain, the United Kingdom, Poland, Switzerland, and Sweden), for the 2007-2016 period. Following the classic resource mobilization theory, we conclude that the lifeline of these organizations, as that of social movement organizations, even when their forms are innovative and alternative, depends on adequate resources.
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Schomerus, G., D. Heider, M. C. Angermeyer, P. E. Bebbington, J. M. Azorin, T. Brugha, and M. Toumi. "Urban residence, victimhood and the appraisal of personal safety in people with schizophrenia: results from the European Schizophrenia Cohort (EuroSC)." Psychological Medicine 38, no. 4 (October 15, 2007): 591–97. http://dx.doi.org/10.1017/s0033291707001778.
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BackgroundPatients with schizophrenia are at increased risk of being victims of violent and non-violent crimes. We have determined how the experience of crime and subjective feelings of safety differ between urban and rural residential areas.MethodWe analysed data from the European Schizophrenia Cohort (EuroSC), a 2-year follow-up study of 1208 patients in the UK, France and Germany. Subjective safety and a history of victimhood were elicited with Lehman's Quality of Life Inventory. Regression models adjusted the effects of living environment for country, education, employment, financial situation, drug and alcohol abuse, criminal arrests and the level of schizophrenic symptoms.ResultsTen per cent of patients were victims of violent and 19% of non-violent crimes. There was no significant relationship between victim status and residential area. However, subjective safety was clearly worse in cities than in rural areas. Aspects of objective and subjective safety were related to different factors: being the victim of violence was most strongly associated with alcohol and drug abuse and with criminal arrests of the patients themselves, whereas impaired subjective safety was most strongly associated with poverty and victimhood experience.ConclusionsAlthough urban living was not associated with increased objective threats to their security, patients did feel more threatened. Such stress and anxiety can be related to concepts of social capital, and may contribute unfavourably to the course of the illness, reflecting the putative role of appraisal in cognitive models of psychosis. Securing patients’ material needs may provide a way to improve subjective safety.
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Burkhart, Gregor. "Is the Strengthening Families Programme feasible in Europe?" Journal of Children's Services 10, no. 2 (June 15, 2015): 133–50. http://dx.doi.org/10.1108/jcs-02-2014-0009.
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Purpose – The purpose of this paper is to provide insights into the potential of technology transfer in prevention interventions. It argues that contextual factors are more identifiable and more malleable than the cliché of “culture” as a barrier to implementation might suggest. The key question is how various contextual factors impact on programme implementation and effectiveness in the different cultures of a multifaceted continent such as Europe, and how successful programmes adapt to various contexts. Design/methodology/approach – Using a questionnaire survey, input was collected from people involved in the adaptation and implementation of the Strengthening Families Programme (SFP) in several European countries. Findings – The publications and experiences of the SFP implementers and evaluators in most of the European countries where it was introduced suggest that the programme is both feasible and effective (where outcomes are available). To achieve this, however, the implementers spent a considerable amount of time and effort to prepare, pre-test and consult with their target populations in order to adjust SFP to culture and context. This paper suggests restricting the use of “culture” to a set of norms and values, and to distinguish this from “context” which describes social and political organisation. Even though both condition each other, it is helpful to address culture and context separately when adapting prevention programmes. Research limitations/implications – Outcome data were not available for all implementations of SFP and some very recent ones in Austria, France and Italy could not be included in the questionnaire survey. Practical implications – An examination of social capital might help implementers to anticipate resistance from the target population that seems to emanate from history, culture and context. The level of trust of others and institutions and the willingness to co-operate with them can heavily influence the readiness of drug prevention service planners, commissioners and providers, as well as the target population, to adopt interventions and other behaviours. Programmes seem to have key principles that make them effective and that should not be modified in an adaptation: a particular example is the programme protocol. Other aspects, such as wording, pictures and the content of examples used to illustrate some issues do have to be modified and are essential for an intervention to be well-accepted and understood. In some programmes, the effective principles – so-called “kernels” – are identifiable although, overall, prevention research still strives to identify them. Social implications – Implementing complex programmes that require the cooperation of many stakeholders might increase social capital in the communities involved. Originality/value – The paper examines the common belief among many European prevention professionals that programmes from abroad, particularly from North America, cannot be implemented in Europe.
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Murphy, Patrick J., Jack Smothers, Milorad M. Novicevic, John H. Humphreys, Foster B. Roberts, and Artem Kornetskyy. "Social enterprise in Antebellum America: the case of Nashoba (1824-1829)." Journal of Management History 24, no. 1 (January 8, 2018): 99–119. http://dx.doi.org/10.1108/jmh-06-2017-0032.
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Purpose This paper examines the case of Nashoba, a Tennessee-based social enterprise founded in 1824 by Scottish immigrant Frances Wright. The Nashoba venture intended to diminish the institution of slavery in the USA through entrepreneurial activity over its five years of operation. Design/methodology/approach This study methodology entailed mining primary source data from Wright’s letters; communications with her cofounders and contemporaries; and documentations of enterprise operations. The authors examined these data using social enterprise theory with a focus on personal identity and time-laden empirical aspects not captured by traditional methodologies. Findings The social enterprise concept of a single, self-sustaining model generating more than one denomination of value in a blended form has a deeper history than the literature acknowledges. As an entrepreneur, Wright made strategic decisions in a context of supply-side and demand-side threats to the venture. The social enterprise engaged injustice by going beyond market and state contexts to generate impact in the realms of institutions and non-excludable public goods. Research limitations/implications This study generates two formal implications for the development of new research questions in social enterprise studies. The first implication addresses the relation between social entrepreneurs and their constituencies. The second implication pertains to the effects of macro-level education, awareness and politics on social enterprise performance and impact. The implications herald new insights in social enterprise, such as the limits of moral conviction and the importance of social disruption. Originality/value This paper broadens the current understanding of how social enterprises redress unjust and unethical institutions. It also contributes new insights into social enterprise launch and growth based on shared values within communities and coordinated strategic intentions across communities.
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Batychenko, Svitlana. "FEATURES OF FAMILY POLICY IN EUROPE." GEOGRAPHY AND TOURISM, no. 60 (2020): 65–72. http://dx.doi.org/10.17721/2308-135x.2020.60.65-72.
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Goal. Analysis of the peculiarities of family policy in European countries, such as France, Sweden, Germany, Great Britain. Method. The study is based on general scientific methods, namely, analysis and synthesis, descriptive, analytical. And also socio-geographical - comparative-geographical. Results. Family policy in European countries focuses on the life position of young people, promotes gender equality, creates opportunities to combine work, education and family activities through a well-developed infrastructure. The establishment of the modern family model in which both parents work and the expansion of public education and services for children and families reduce relatively high child poverty, create new jobs in services, and reduce social inequality. Although European countries pursue a common family-gender strategy, they also have their own traditional model of family protection. The Scandinavian model is characterized by comprehensive support for working parents with young children (under the age of three) through a combination of material mechanisms, holidays and wide access to childcare facilities. An important aspect is the policy of gender equality and women's integration in the labor market. The main source of funding for family policy - taxes. Anglo-Saxon - is characterized by deliberately less financial support from families by the state, giving priority to low-income families. The main idea is the non-interference of the state in family and marriage processes and ensuring the well-being of families through the general development of the welfare of society. "Napoleonic" - use intangible forms of support: tax benefits, targeted loans. France has the highest level of state support for families with children and support for working women. The principle of subsidiary security is professed. Taxes and financial contributions are used. The German fiscal system does not encourage couples to work equally, as the tax burden on domestic work is much higher for two full-time employees. Parental leave allows mothers to leave the labor market for up to three years for one child. Scientific novelty. Analysis and comparison of family policy features in European countries. Practical significance. Implementation of family policy measures in domestic practice based on the experience of European countries, choosing the most successful option. The best option is to improve the demographic situation in the country.
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O.A., Mkrtichian. "RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 61–67. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-10.
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In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.
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Mauro, Francesco, Valentina Berni, Maria Concetta Bottazzi, and Antonino Magistrali. "Il progetto ImpAQ per il sistema di qualificazione europea nel settore dell'agricoltura." QUADERNI DI ECONOMIA DEL LAVORO, no. 97 (June 2012): 247–56. http://dx.doi.org/10.3280/qua2012-097012.
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The European Qualifications Framework (EFQ) is a key initiative in achieving the objectives of the Lisbon Strategy, by enhancing occupational and geographical mobility and lifelong learning. The Recommendation on EQF, formally adopted in April 2008, foresees that Member States relate their national qualifications systems to the EQF. It will therefore enable individuals and employers to use the EQF as a reference tool to compare the qualifications levels of different countries and different education and training systems, for example vocational training and higher education. The EQF will function as a type of translation device to make relationships between qualifications and different systems clearer and will therefore be one of the principal European mechanisms intended to facilitate citizens' mobility for work and study. The proposed EQF will also act as a catalyst for reform of national Education and Training systems and the achievement of real lifelong learning (LLL), including through encouraging the growing momentum across Europe towards the development of national qualification frameworks. The IMPAQ Project aimed at supporting the development of the Qualifications' comparability, identifying and analyzing the main issues to face for relating them to the EQF and creating the best solving approaches (ways, methods, conditions, etc.), according to the "best fit" criterion, repeatedly mentioned in the European debate. The sector and the related Qualifications investigated within the project has been the agriculture one. The occupations/professions in the sector of agriculture can be characterized in wide gamma of Qualifications, stimulated by a continuous change, since the sector faces more and more new cultural challenges and new economic and social scenarios, which require an intense regeneration process of enterprises and professionalities. The importance of this sector for most European States, as well as the presence of different Qualifications/Titles, corresponding to different professional complexities, have made it a significant environment for carrying out the comparability research, by analyzing the functionality of the referencing and the critical aspects and solutions created for the different levels. Since the very beginning it appeared clearly that the current national qualification systems have been developed over time in different national settings. All countries use the ten criteria for referencing national qualifications levels, according to the EQF advisory group, but there is large variety of approaches chosen in the member states, and the aspects of the learning outcomes are also in a different way implemented. To overcome these obstacles, the research strategy and the methodology adopted by the partners have been focused on the involvement of the stakeholders and the collection and analysis of the feedbacks came out from the interviews that have been conducted. Moreover to limit, describe and analyze the reality of the sector and its aspects of training and qualifications, specific tools have been created used, and implemented during the course of the project: "the Matrix", "the Bridge", and "the Ruler", as specifically described below. At present the research has been completed and the relating reports will be soon produced. They will summarize the results achieved and will include some recommendations, in order to continue and promote the analysis and the process of referencing, on the base of the experience gained during the project. These results will be presented at the project final conference organized in Paris during the performing of the Paris Agricultural Show (http://www.salon-agriculture.com), an international conference on agriculture focused on the exploration of all of agriculture's richness and diversity in France and the rest of the world.
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Segú Odriozola, Mabel, and Edurne González Goya. "Transfrontier Exchange for Modelling Good Practices in Social Intervention Based on PAR: The Case of the Sarea Project." Fronteiras: Journal of Social, Technological and Environmental Science 8, no. 1 (February 22, 2019): 57–71. http://dx.doi.org/10.21664/2238-8869.2019v8i1.p57-71.
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Application of the Participatory Action Research methodology allows a reflective, systematic and critical scientific procedure that aims to study some aspect of the reality, of the problem situation, with the express purpose of transforming and freeing the community. This is the methodological design that the transfrontier project SAREA has selected to create synergies between practitioners from the social action field in Spain and France and search for the best practices to empower social services users. The opportunities for exchange that are created afford the possibility of actors sharing what is being done and how, based on a reflective and collaborative work to mutually learn the good practices presented. In their role as facilitators, the education bodies leading the project will seek to systematise the co-constructed knowledge in the exchange and prompt the emergence of the "good work model" that underpins the practices submitted. The value added of this inter-professional cooperation translates as conceptualisation of practices for their transfer at the territorial level as well as joint building of educational projects that provide our students with a background that addresses the reality they will be facing in their future careers in a creative, constructive and collaborative manner.
PAR based research methodology not only allows participants to actively collaborate in the diagnostics and identification of good practices that may empower their Social Services users and families. It also generates synergies with extremely positive effects, in the socio-political context as well as the professional and personal spheres: Generating knowledge Contact and exchange between practitioners from both territories boosts acquisition of mutual knowledge and enriches the different professional practices and intervention types. Reflection-based action: At the present time, with the frenetic activity of our daily work, creating permanent networks gives practitioners the opportunity for continuous evaluation of their practice. Modelling good practices The PAR methodology enables co-generation of co constructed knowledge based on reflection and systematisation of daily practice. Training: These emerging models will be used as teaching resources to train practitioners, students from the social fields to prepare them for professional life, teaching staff, students and host families. Replicability These "good work" models for good practices will be collected and used to create theoretical premises for future dissemination and seek replicability in other contexts and territories to contribute to excellence in social intervention. And finally, Social transformation: Starting from shared and modelled action based on reflection, the intention is to provide services that guarantee the Social Services users' and their families' empowerment in their active role in social care processes. This co-construction working methodology implies social innovation in the Social Services field.
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Sousa, Gustavo Rugoni de. "Desafios em torno da pesquisa sobre o mobiliário escolar: uma conversa com Marcus Levy Bencostta." Revista Educação e Emancipação 13, no. 3 (December 9, 2020): 324. http://dx.doi.org/10.18764/2358-4319.v13n3p324-340.
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Nesta entrevista, Marcus Levy Bencostta, professor e pesquisador da Universidade Federal do Paraná, discorre sobre os aspectos que envolvem a produção historiográfica e a potencialidade em torno da construção de pesquisas que tomam como objeto de estudo o mobiliário escolar. Ao longo de sua trajetória profissional, Marcus Levy Bencostta tem elaborado um conjunto significativo de trabalhos acerca da História da Educação no Brasil e, mais precisamente, sobre a cultura material escolar, com a qual tem contribuído com referenciais analíticos utilizados por muitos pesquisadores que investigam a realidade educativa. Destaca-se também sua inserção como Professor Visitante em diferentes Universidades Brasileiras e Estrangeiras e os cargos ocupados em Revistas Acadêmicas e Associações como a ANPED e a SBHE. É doutor em História Social pela Universidade de São Paulo (USP, 1999), realizou pós-doutorado pela École Nationale Supérieure d´Architecture de Versailles, França (2007-2008) e aperfeiçoamento em Arquitetura Escolar pela Université du Québec à Montréal (2004). É fundador do Núcleo de Estudos e Pesquisas em História da Arquitetura Escolar - NEPHArqE e do Núcleo de Estudos e Pesquisa em História da Educação e Modernidade – NEPHEM, ambos sediados na UFPR. Tem se dedicado, principalmente, a pesquisar os seguintes temas: Arquitetura Escolar, Culturas Escolares, Fotografias Escolares, Colégios Confessionais. Palavras-chave: Mobiliário escolar. Cultura material escolar. História da Educação.Challenges surrounding School Furniture research: a conversation with Marcus Levy BencosttaABSTRACTIn this interview, Marcus Levy Bencostta, professor and researcher at the Federal University of Paraná, discusses the aspects that involve the historiographic production and the potentiality around the construction of research that take as an object of study the school furniture. Throughout his professional career, Marcus Levy Bencostta has elaborated a significant set of works on the History of Education in Brazil and, more precisely, on the material school culture, to which he has contributed with analytical references used by many researchers who investigate the educational reality. He is also a Visiting Professor at different Brazilian and Foreign Universities and has held positions in Academic Journals and Associations such as ANPED and SBHE. He holds a Ph.D. in Social History from the University of São Paulo (USP, 1999), a post-doctoral degree from the École Nationale Supérieure d'Architecture de Versailles, France (2007-2008), and further education in School Architecture from the Université du Québec à Montréal (2004). He is the founder of the Núcleo de Estudos e Pesquisas em História da Arquitetura Escolar - NEPHArqE (Center for Studies and Research in the History of School Architecture) and the Núcleo de Estudos e Pesquisa em História da Educação e Modernidade - NEPHEM (Center for Studies and Research in the History of Education and Modernity), both based at UFPR. It has been mainly dedicated to researching the following themes: School Architecture, School Cultures, School Photographs, Confessional Colleges. Keywords: School furniture. School material culture. History of Education.Desafíos en torno a la investigación sobre mobiliario escolar: una conversación con Marcus Levy BencosttaRESUMENEn esta entrevista, Marcus Levy Bencostta, profesor e investigador de la Universidad Federal de Paraná, discute los aspectos que involucran la producción historiográfica y la potencialidad en torno a la construcción de investigaciones que toman como objeto de estudio el mobiliario escolar. A lo largo de su carrera profesional, Marcus Levy Bencostta ha elaborado un importante conjunto de obras sobre la historia de la educación en el Brasil y, más concretamente, sobre la cultura material escolar, a las que ha contribuido con referencias analíticas utilizadas por muchos investigadores que investigan la realidad educativa. También es profesor visitante en diferentes universidades brasileñas y extranjeras y ha ocupado cargos en revistas académicas y asociaciones como la ANPED y la SBHE. Tiene un doctorado en Historia Social de la Universidad de São Paulo (USP, 1999), un posdoctorado de la École Nationale Supérieure d'Architecture de Versailles, Francia (2007-2008) y una formación complementaria en Arquitectura Escolar de la Université du Québec à Montréal (2004). Es fundador del Núcleo de Estudos e Pesquisas em História da Arquitetura Escolar - NEPHArqE (Centro de Estudios e Investigaciones en Historia de la Arquitectura Escolar) y del Núcleo de Estudos e Pesquisa em História da Educação e Modernidade - NEPHEM (Centro de Estudios e Investigaciones en Historia de la Educación y de la Modernidad), ambos con sede en la UFPR. Se ha dedicado principalmente a la investigación de los siguientes temas: Arquitectura Escolar, Culturas Escolares, Fotografías Escolares, Colegios Confesionales. Palabras clave: Muebles escolares. Cultura material escolar. Historia de la Educación.
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Pinheiro Queluz, Marilda Lopes, and Gilson Leandro Queluz. "Muralismo libertário: comunicação e educação emancipadora." REVISTA INTERSABERES 12, no. 25 (May 22, 2017): 26. http://dx.doi.org/10.22169/intersaberes.v12i25.611.
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RESUMO Este trabalho pretende, através do exemplo do muralismo libertário latino-americano, problematizar as relações entre educação e emancipação. É nossa compreensão que as práticas de ação direta pertinentes ao muralismo libertário, são processos constituintes de uma comunicação igualitária em franca antítese e resistência a um modo de comunicação autoritário característico da sociedade capitalista e de sua indústria cultural. Analisaremos algumas obras dos coletivos muralistas anarquistas contemporâneos nas cidades latino-americanas, demonstrando sua orientação temática, suas estratégias de produção e representação imagética, e sua concepção explícita de uma formação cultural ampliada. Consideramos que o muralismo libertário, ao se apropriar do espaço urbano como meio de comunicação, ao ressignificar nos muros os demarcadores das desigualdades sociais, procura constituir uma cultura da resistência, materializando os fundamentos de um modo de comunicação igualitário. Palavras-chave: Muralismo Latino-americano. Muralismo Libertário. Educação e Emancipação. ABSTRACT The following paper aims to problematize the relationship between education and emancipation through the example of Latin American libertarian muralism. It is the authors’ understanding that the practices concerning the libertarian muralism belong to an egalitarian communication, which is openly against an authoritarian communication peculiar to the capitalist society and its culture industry. The authors will analyze some studies of the contemporary anarchist collective muralists in Latin American cities, demonstrating their thematic orientation, their strategies of image production and representation, and their explicit conception of a broad cultural formation. In addition, the authors consider that libertarian muralism, by using urban space as a means of communication, and re-defining the main aspects of social inequalities, seeks to establish a culture of resistance, materializing the foundations of an egalitarian way of communication. Keywords: Latin American Muralism. Libertarian Muralism. Education and Emancipation.
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Antonczak, Laurent, Marion Neukam, and Sophie Bollinger. "When industry meets academia." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 1, 2022): 14–16. http://dx.doi.org/10.24135/pjtel.v4i1.134.
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This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment.
More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics.
Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections.
Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies.
The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business.
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Milovanova, Natalia G. "Social Aspects of Information Education." Tyumen State University Herald. Humanities Research. Humanitates 2, no. 4 (2016): 212–21. http://dx.doi.org/10.21684/2411-197x-2016-2-4-212-221.
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Goux, D., and E. Maurin. "Meritocracy and Social Heredity in France: Some Aspects and Trends." European Sociological Review 13, no. 2 (September 1, 1997): 159–77. http://dx.doi.org/10.1093/oxfordjournals.esr.a018210.
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Manger, Tatyana, Yulia Vasileva, and Svetlana Shankina. "Special aspects of social education in additional education institutions." Tambov University Review. Series: Humanities, no. 178 (2019): 93–99. http://dx.doi.org/10.20310/1810-0201-2019-24-178-93-99.
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The importance of social education in institutions of additional education is revealed. The concept of social education, taking into account the features of the modern stage of development of society. Stresses the importance of using cultural codes, allowing to transfer information saved by generations, to generate in students a “worldview”, world outlook, patriotic consciousness. We formalize the role of additional education institutions in society with increasing changes in the socio-economic system. The use of information and communication technologies as a communication tool for teachers and project participants, including network ones, is considered on the example of the social education model “circle”. The analysis of statistical data has proved an increasing share of the use of digital economy technologies as tools of educational processes. This determined the need to adapt students to the activities in the expanding “information flow”. The advantages of the use of social networks in the implementation of the project method in the social education of patriotic feelings methods of folk art. The risks analysis of use new communi-cation tools in educational and educational activity is carried out. The result of the study are rec-ommendations to teachers on the use of new communication technologies in social education, the formation of communication culture.
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Aprielieva, I. V., and Yu V. Syrova. "SOCIAL PARTNERSHIP IN PRESCHOOL EDUCATION: LEGAL ASPECTS." Pedagogical Sciences: Theory and Practice, no. 1 (2022): 237–42. http://dx.doi.org/10.26661/2786-5622-2022-1-36.
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Chen, Xingyu, Junyan Xia, and Yimeng Xie. "Education during the Enlightenment: Public Education and Social Reform." BCP Education & Psychology 3 (November 2, 2021): 71–77. http://dx.doi.org/10.54691/bcpep.v3i.14.
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The Enlightenment shaped and transformed European society in many ways. This paper illustrates how thinkers like Martin Luther and Jean Jacques Rousseau proposed their thoughts on education, which then played an important role in the educational reform of Prussia and France respectively. It further analyzes how geographical and cultural differences led to distinctively different education systems and goals.
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Burger, Kaspar, and Elizabeth Dillenburg. "Social equality in education: France and England 1789–1939." History of Education 49, no. 3 (August 22, 2019): 427–29. http://dx.doi.org/10.1080/0046760x.2019.1657186.
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Authelain, Gérard. "Music Education in France in Primary Schools." British Journal of Music Education 9, no. 3 (November 1992): 233–37. http://dx.doi.org/10.1017/s0265051700009116.
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‘Le musicien intervenant’ is a concept that has been developed in France especially to increase the scope of musical education, particularly in the elementary and pre-elementary schools. The ‘intervenants’ are not substitute teachers but are trained to work with school teachers as part of a team, offering children a high quality introduction to music. Intervenants also help to develop other musical activities in the localities where they work. Nine institutions throughout France (Centres de Formation de Musiciens Intervenant – CFMI) offer diploma courses. The author of this article is Director of the Centre at Lyon. He outlines his philosophy of music education, and describes some important aspects of his work – notably the commissioning of compositions that exploit contemporary musical ideas but are easily accessible for all children.
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YASHCHUK, Sergii. "Reforming the social protection system in France: management of social activity." Humanities science current issues 2, no. 46 (2021): 216–20. http://dx.doi.org/10.24919/2308-4863/46-2-34.
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Breton, Margot. "Reflections on Social Action Practice in France." Social Work With Groups 14, no. 3-4 (March 28, 1992): 91–107. http://dx.doi.org/10.1300/j009v14n03_08.
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Kowalska, Anna, Jacek Wolski, Andrzej Norbert Affek, Edyta Regulska, and Ewa Roo-Zielińska. "Wykorzystanie zdjęć fitosocjologicznych w najnowszych badaniach środowiska przyrodniczego = The use of phytosociological relevés in recent studies of the natural environment." Przegląd Geograficzny 93, no. 3 (2021): 311–39. http://dx.doi.org/10.7163/przg.2021.3.1.
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The aim of this work was to review the latest literature in terms of the use of phytosociological relevés (vegetation plots) in research on the natural environment. The systematic review included 321 articles published in 2010‑2021 in the most renowned journals (indexed in the Web of Science Core Collection with a score ≥100 according to the 2021 list of journals of the Poland’s Ministry of Education and Science). The research questions were: in which fields of science and practice, for what purposes and on what spatial scales the phytosociological relevés are currently used. After initial review, the articles were divided into 10 thematic groups: 1) classification of plant communities, 2) methodological studies, 3) relationship between vegetation and other elements of the environment, 4) occurrence of invasive plant species, 5) indicative role of vegetation, 6) plant communities as habitats for animals, 7) human footprint on vegetation, 8) long-term vegetation changes, 9) combining phytosociological methods with remote sensing methods, 10) social studies. The results showed that phytosociological relevés, as the method to investigate vegetation developed in the first decades of the 20th century, are still widely used in many regions of the world. The most numerous thematic group comprised articles that show how habitat conditions impact the distribution and diversity of plant species and their communities, while the least numerous – studies combining natural and social research. The vast majority of research was dedicated to environmental problems, although social and economic aspects were also present. These were both theoretical and methodological works, as well as detailed studies, which resulted in the formation of recommendations and practical guidelines for nature protection or spatial planning. Recently, relevés have been rarely used solely to distinguish and characterise plant communities, as originally intended by those who invented this method. However, thanks to modern statistical and computer tools, more and more attempts are being made to create automatic classifications with the use of artificial intelligence, e.g. neural networks. The geographic scope was usually restricted to one country (local and regional – 241 articles) or to two or more bordering countries (47). Continental (19) and global (7) studies are less common and studies within Europe prevail. It is because the discussed method was developed and is best known in Europe (Franco-Swiss Phytosociological School), and its dissemination throughout the world is only an evidence of its universality and efficiency. The recent larger-scale studies became possible mainly due to the development of transnational vegetation databases, e.g. the widely utilised European Vegetation Database – EVA.
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Wolters, Christopher A. "Regulation of Motivation: Contextual and Social Aspects." Teachers College Record: The Voice of Scholarship in Education 113, no. 2 (February 2011): 265–83. http://dx.doi.org/10.1177/016146811111300202.
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Background Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students’ efforts to control their own motivation or motivational processing. The regulation of motivation includes students’ knowledge, monitoring, and active management of their motivation or motivational processing. Purpose The purpose of this article is threefold. One, a conceptual understanding of regulation of motivation highlighting three core facets is presented. These aspects are knowledge of motivation, monitoring of motivation, and use of strategies to regulate motivation. Two, prior empirical work documenting the regulation of motivation across contexts is reviewed. This work indicates that students at different developmental levels use motivational regulation strategies and that their use varies as a function of the academic task or context. Three, social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes are discussed. Research Design This article is an analytic essay in which selected prior research is reviewed only briefly. Conclusions/Recommendations Overall, it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly. Specific avenues for future studies are noted and include work that examines students’ knowledge and monitoring of motivation, how regulation of motivation varies across contexts, and how instructional and social processes impact its development.
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Jochems, Wim, and Karel Kreijns. "Measuring Social Aspects of Distributed Learning Groups." European Educational Research Journal 5, no. 2 (June 2006): 110–21. http://dx.doi.org/10.2304/eerj.2006.5.2.110.
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Šuvaković, Uroš. "Some (social) aspects of education in transition Serbia." Socioloski pregled 53, no. 3 (2019): 943–77. http://dx.doi.org/10.5937/socpreg53-23765.
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Tomme, Peggy M., and Janice C. Wendt. "Affective Teaching: Psycho-Social Aspects of Physical Education." Journal of Physical Education, Recreation & Dance 64, no. 8 (October 1993): 66–70. http://dx.doi.org/10.1080/07303084.1993.10606812.
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Besson, Christiane. "Comments from France." Social Work With Groups 13, no. 3 (October 1990): 49–50. http://dx.doi.org/10.1300/j009v13n03_07.
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Windle, Joel. "Schooling, symbolism and social power: The hijab in republican France." Australian Educational Researcher 31, no. 1 (April 2004): 95–112. http://dx.doi.org/10.1007/bf03216807.
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Babich, Irina L. "Mikhail Nikolaevich Abatsiev: some aspects of social and political activity in emigration." Vestnik of North-Ossetian State University, no. 1(2021) (March 25, 2021): 12–19. http://dx.doi.org/10.29025/1994-7720-2021-1-12-19.
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The aim of this article is to study the social and political activities of one of the Ossetian emigration figures of the 1920s. - Mikhail Nikolaevich Abatsiev (1891–1983) - a representative of a large and authoritative family in Ossetia. This research was based on the published and archival materials collected in Russia and France. In modern Caucasian studies, there is still not enough study connecting with the period of the first wave of emigration of the North Caucasian highlanders in the 1920s–1930s. to Europe. The life of M.N. Abatsiev in France (from 1925 to 1983) was very unique. The aim of this article is to examine the foundations of the socio-political views by Abatsiev. He understood the historical processes on the North Caucasus connecting with Russia very good. The author concludes about the life of Abatsiev among the highlanders of the North Caucasus, who supported not him, but the idea of a Confederation of independent Сaucasian states. There were many highlanders-nationalists in Europe. They were active. There were also many highlanders who supported the idea of the North Caucasus in the Russian state, but they were mostly not active, because they were afraid that them would call “Russians.” The author identifies three key aspects of the socio-political views by M.N. Abatsiev: common Caucasian solidarity, the ability of the highlanders of the North Caucasus to create the independent state, the role of Russia in the development of the North Caucasus. In this article was study all these views in the context of the socio-political positions of other North Caucasian emigrants in France in the 1920s–1930s. Military and legal thinking of M.N. Abatsiev did not allow him to fantasize about the “independence of the North Caucasus.” The author separately examines the activities of M.N. Abatsiev in the Republican Democratic Party of M.N. Milyukov. He was a member of this party in France.