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Journal articles on the topic 'Marginalised students'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Phillip, Paul Anak, and Nurazidawati Mohamad Arsad. "Marginalised Students’ Funds of Knowledge in Teaching and Learning Science: A Systematic Literature Review." International Journal of Social Science Research 11, no. 1 (December 27, 2022): 88. http://dx.doi.org/10.5296/ijssr.v11i1.20622.

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Funds of knowledge refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household and individual functioning and well-being. Teachers face students from different backgrounds in the classroom. In order to provide the best possible education for all the students in a classroom, teaching practices must reflect an authentic sense of caring for a child in a way that recognises the importance of the utilisation of marginalised students’ fund of knowledge. Hence, reviewing existing literature systematically is very important for finding the gaps in using marginalised students’ funds of knowledge in science teaching and learning. A systematic Literature Review (SLR) is conducted to identify the type of funds of knowledge that can be used in science teaching and learning processes. Out of 321 articles identified from Scopus and Web of Science (WoS) databases, 28 articles were selected for the systematic review process. The finding of the analysis shows nine types of funds of knowledge that can be used in teaching and learning science, particularly for marginalised students. This research and its finding are expected to provide insight and information on the type of funds of knowledge for marginalised students that can be utilised in science education and contribute to the improved quality of science education in general.
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Holttum, Sue. "Research watch: routes to marginalised students’ increased inclusion and empowerment." Mental Health and Social Inclusion 25, no. 4 (September 29, 2021): 326–33. http://dx.doi.org/10.1108/mhsi-08-2021-0055.

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Purpose The purpose of this paper was to report on recent research about how students belonging to marginalised groups can be empowered. Design/methodology/approach The author searched for articles that covered the topic of empowerment, published in the past two years. The author selected two papers that each focus on a different group and illustrate processes of empowerment applicable in their contexts. Findings The first paper deals sensitively with the topic of in-fighting amongst Indigenous students at Canadian universities and how Canada’s colonisation history contributes to this. It also illustrates how Indigenous students are working together to improve universities’ recognition of their needs and rights. The second paper describes a consciousness-raising programme for Black girls in secondary schools in Pennsylvania, USA. Black girls attending the programme valued it and felt more connected with other Black girls. There was some dropout from the programme, but those who remained appeared to benefit. Originality/value These two papers represent important illustrations of some complex challenges facing marginalised groups and how their empowerment and inclusion can increase, with implications for their mental and physical well-being.
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Strauss, Pat, and Judy Hunter. "Uncertain pathways: foundation skills tutors and marginalised students in neoliberal times." Journal of Further and Higher Education 42, no. 7 (May 25, 2017): 879–92. http://dx.doi.org/10.1080/0309877x.2017.1323193.

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Callingham, Maggie. "From discrete intervention to engage marginalised students to whole-school initiative to engage all students." International Journal of Inclusive Education 21, no. 2 (August 12, 2016): 131–45. http://dx.doi.org/10.1080/13603116.2016.1218947.

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Coates, Jamie. "“Unseeing” Chinese Students in Japan: Understanding Educationally Channelled Migrant Experiences." Journal of Current Chinese Affairs 44, no. 3 (September 2015): 125–54. http://dx.doi.org/10.1177/186810261504400306.

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Chinese migrants are currently the largest group of non-Japanese nationals living in Japan. This growth is largely the result of educational migration, positioning many Chinese in Japan as student-migrants. Based on 20 months’ ethnographic fieldwork in Ikebukuro, Tokyo's unofficial Chinatown, this paper explores the ways in which the phenomenology of the city informs the desire for integration amongst young Chinese living in Japan. Discussions of migrant integration and representation often argue for greater recognition of marginalised groups. However, recognition can also intensify vulnerability for the marginalised. Chinese student-migrants’ relationship to Ikebukuro's streets shows how young mobile Chinese in Tokyo come to learn to want to be “unseen.” Largely a response to the visual dynamics of the city, constituted by economic inequality, spectacle, and surveillance, the experiences of young Chinese students complicate the ways we understand migrants’ desires for recognition and integration.
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Maringe, Felix, and Jennifer Jenkins. "Stigma, tensions, and apprehension." International Journal of Educational Management 29, no. 5 (June 8, 2015): 609–26. http://dx.doi.org/10.1108/ijem-04-2014-0049.

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Purpose – This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as facilitators, but as barriers to academic writing in the western context of universities. Design/methodology/approach – Developed broadly within an interpretive post-positivistic paradigm, the study utilised Harré and van Lagenhove, 1999 Positioning theory and Goffman’s theory of Stigma to interrogate accounts of 12 students from the two schools in a year-long project involving three focus group discussions, questionnaire responses and personal reflective summaries by the students. Findings – The paper highlights the notions of stigma associated with their foreign writing conventions and how students experience tensions and apprehensions about their ability as they painfully negotiate the new academic writing conventions of the institution. International students position themselves as vulnerable outsiders working within an ill-defined but highly valued language environment. Research limitations/implications – The research is limited to the extent that it utilises a very small number of students as its key source of evidence. However, the study was not aimed at providing generalisation as much as it sought to explore issues associated with the use of language by international studying in UK universities. Practical implications – The study has practical implications for the professionals in HE to develop clear guidelines about what constitutes good English and to provide greater support to international students who see themselves as vulnerable outsiders in an environment which marginalises their linguistic and cultural identities. Social implications – The study has implications for the social, cultural, and academic integration of international students in HE institutions. Originality/value – The paper signals a need for diverse writing frameworks which seek to promote rather than silence and marginalise potentially rich sources of knowledge and understanding in an increasingly globalising world.
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7

Kanmani, M. "SELF EFFICACY AND ACADEMIC ACHIEVEMENT OF HIGH SHOOL STUDENTS FROM MARGINALISED SOCIETY." International Journal of Advanced Research 6, no. 5 (May 31, 2018): 1297–302. http://dx.doi.org/10.21474/ijar01/7159.

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8

Fiorentino, Matthew C. "Exploring citizenship and belonging with two college music students of marginalised identities." Music Education Research 22, no. 2 (January 31, 2020): 145–58. http://dx.doi.org/10.1080/14613808.2020.1719991.

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9

Matoo, Gurbax. "Othered subjects: marginalised voices of Black and South Asian mothers." Critical and Radical Social Work 10, no. 1 (March 1, 2022): 109–26. http://dx.doi.org/10.1332/204986021x16312856627399.

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This article explores the importance of intersectionality and critical thinking for social work students and how this paradigm can develop a more nuanced understanding of Black and South Asain mothers. By using intersectionality as a framework, we can begin to understand and problematise unequal power relations and structures that lead to marginalisation and social injustice.
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Mannay, Dawn. "Accessing the academy: developing strategies to engage and retain marginalised young people on successful educational pathways." Socialinė teorija, empirija, politika ir praktika 7 (January 1, 2013): 133–40. http://dx.doi.org/10.15388/stepp.2013.0.1401.

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Cardiff University, Wales, UKClare O’ConnellUniversity of Wales, Newport, Wales, UKFor young, non-traditional students, higher education pathways are often characterised by initial aspirations and later disappointments when classed, gendered and relational positionings conflict with students’ identities and contribute to their withdrawal from academia. This paper discusses an innovative ‘group encounter’ that engendered an opportunity for young marginalised students to gain access to a successful learner identity creating inclusive spaces in place of divided communities. The central argument of the paper is that if we intend not only to widen access at points of entry but rather engender a space where academic journeys can be successfully completed and projects of social mobility achieved, there is a need to create inclusive spaces for young people in place of divided communities.Key words: affinity space, higher education, inequality, youth, marginalisation.Aukštojo mokslo pasiekiamumas: netradicinio jaunimo įtraukimo ir išlaikymo studijose strategijosDawn Mannay, Clare O’ConnellSantraukaNetradiciniai studentai dažnai nusivilia studijomis, todėl kyla konfliktas tarp asmens turimo ir jam priskiriamo identitetų. Identitetų konfliktas sukelia nusivylimą studijomis ir pasitraukimą iš jų. Šiame straipsnyje pristatomas „susitikimų grupės“ metodas, kurį naudojant netradiciniams studentams sudaromos sąlygos įgyti sėkmingo studento identitetą. Pagrindinė straipsnio tezė – turime sukurti ne vien tik sąlygas netradiciniams studentams patekti į studijas, bet ir visą mokymosi laiką sudaryti socialinio mobilumo galimybes.Pagrindiniai žodžiai: traukos zonos, aukštasis mokslas, nelygybė, jaunimas, marginaliziacija.
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Hauser, Jonathan. "Education, secularism, and illiberalism: Marginalisation of Muslims by the French state." French Cultural Studies 32, no. 2 (April 22, 2021): 149–62. http://dx.doi.org/10.1177/09571558211007444.

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Laïcité, France’s idiosyncratic principle of secularism, is a unique term that today engenders state forms of illiberalism, especially against marginalised communities in France. French Muslims experience instances of discrimination and ‘othering’ as the state endorses illiberal policies in the name of laïcité. These state acts of symbolic violence transgress political geographies and affect French Muslims’ perceptions of identification, citizenship, and belonging. Building on nine interviews with French Muslim higher education students, this article demonstrates ways in which illiberalism operates in the lives of French Muslim higher education students. It identifies the role of the French secular school in the making of gendered Islamophobia. This article serves as means for better understanding the lived experiences of French Muslims and recognising the socio-political changes that need to be made in France to protect and empower marginalised groups against state illiberalism.
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12

Bills, Andrew, Jennifer Cook, and David Giles. "Negotiating second chance schooling in neoliberal times: Teacher work for schooling justice." Teachers' Work 12, no. 1 (December 3, 2015): 78–95. http://dx.doi.org/10.24135/teacherswork.v12i1.49.

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The purpose of this paper is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary ‘second chance’ school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became ‘radical pragmatic’ educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling.
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Kubiak, John, Des Aston, Marie Devitt, and Barbara Ringwood. "University Students with Intellectual Disabilities: Empowerment through Voice." Education Sciences 11, no. 10 (September 23, 2021): 571. http://dx.doi.org/10.3390/educsci11100571.

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People with disabilities have been among the most marginalised groups both within society and within post-secondary/higher education. Over the last two decades, an increasing number of inclusive educational programmes have come into existence both nationally and internationally for this group of learners. The Trinity Centre for People with Intellectual Disabilities (TCPID), School of Education, Trinity College Dublin, offers students with intellectual disabilities a two-year programme entitled Arts, Science and Inclusive Applied Practice (ASIAP). This paper presents a selection of voices from ASIAP students which highlights their experiences of becoming both co-researchers and second language learners. These studies present a variety of ways in which power relationships are negotiated between faculty and students through utilising creative and inclusive approaches to the research process.
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Mills, Carmen. "Opportunity and resignation within marginalised students: towards a theorisation of the reproductive and transformative habitus." Critical Studies in Education 49, no. 2 (September 2008): 99–111. http://dx.doi.org/10.1080/17508480802040191.

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15

Mills, Carmen, and Trevor Gale. "'I'm Your New Teacher': The Impact of Teacher Mobility on Educational Opportunities for Marginalised Students." Critical Studies in Education 45, no. 2 (November 1, 2004): 67–82. http://dx.doi.org/10.1080/17508487.2004.9525895.

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Mills, Carmen, and Trevor Gale. "‘I'm your new teacher’: The impact of teacher mobility on educational opportunities for marginalised students." Melbourne Studies in Education 45, no. 2 (November 2004): 67–82. http://dx.doi.org/10.1080/17508487.2004.9558616.

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17

Bernard, C., A. Fairtlough, J. Fletcher, and A. Ahmet. "A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning." British Journal of Social Work 44, no. 7 (March 25, 2013): 1934–49. http://dx.doi.org/10.1093/bjsw/bct055.

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18

Chigeza, Philemon. "Cultural resources of minority and marginalised students should be included in the school science curriculum." Cultural Studies of Science Education 6, no. 2 (February 22, 2011): 401–12. http://dx.doi.org/10.1007/s11422-011-9316-8.

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19

Suwartono, Suwartono, and Zainal Rafli. "ENHANCING THE PRONUNCIATION OF ENGLISH SUPRASEGMENTAL FEATURES THROUGH REFLECTIVE LEARNING METHOD." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 1 (June 1, 2015): 87–96. http://dx.doi.org/10.21009/ijlecr.011.09.

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Suprasegmentals are of paramount importance in spoken English. Yet, these pronunciation features are marginalised in EFL/ESL teaching-learning. This article deals with a study through reflective learning method and That aims to describe the increase in supramental english skill find out if the improvements achieved in the english pronounciation. Kemmis and Taggart’s model of action research was adopted. The study involved twenty-four undergraduate students at Muhammadiyah University of Purwokerto, Indonesia. The investigation contained two cycles, each of which comprised three sessions. Data were gathered through observation, recorded conversation, diary, interview, and test. Overall, the study has shown that reflective method using video integrated into communicative activities enhanced student involvement in learning the pronunciation of English suprasegmentals. Students got involved in monitoring and evaluating their own learning. In addition, a majority of the students gave positive response to the instruction. Level of pronunciation mastery rose sharply from only 4.16% of students passing the test in the pre-intervention (baseline) to 65.21% in first cycle, and 73.9% in second cycle. Most students’ pronunciation to some degree sounded “more English”.
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Zipin, Lew, Marie Brennan, and David Trevorrow. "Aggravating Students’ Structural Vulnerabilities: Cruel Miseries of Selection for ‘Success’ in Schools with Power-Marginalised Intake." Journal of Applied Youth Studies 4, no. 4 (September 2021): 401–20. http://dx.doi.org/10.1007/s43151-021-00054-4.

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21

Tucker, Kay, and Becky Batagol. "Pandemic Pressures in Universities and their Libraries: a View from Australia." Legal Information Management 21, no. 3-4 (December 2021): 129–45. http://dx.doi.org/10.1017/s1472669621000256.

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AbstractThe COVID-19 pandemic has heavily impacted Australian universities and their libraries but has been felt most strongly by students and staff who are already marginalised. This article, written by Kay Tucker and Becky Batagol, draws upon both published literature and the authors’ own experiences as a librarian and academic employed at Monash University, Australia's largest university. Important lessons from the pandemic for universities and university libraries at times of crisis and disaster include: actively recognising and responding to structural inequalities amongst students and staff; organising services so that all can participate to their fullest ability; providing students with opportunities for social connection, enhanced digital capabilities, safe and inclusive spaces and accessible materials; as well as flexible employment practices.
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Wambugu, Jedidah, and Sello Mokoena. "The Effect of Cost-sharing Policy on the Dropout Rates of Public Secondary School Students in Limuru District, Kenya." Journal of Asian and African Studies 52, no. 7 (March 16, 2016): 1011–21. http://dx.doi.org/10.1177/0021909616630566.

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The qualitative case study explores the effect of cost-sharing policy on the dropout rates of students in public secondary schools in the Limuru district, Kenya. Interviews were conducted with students who returned to school after they had raised money for tuition, teachers serving on the school district committee and the head teachers. The cost-sharing policy was viewed as a burden that has increased dropout, repetition and absenteeism in schools. Children from poor backgrounds continue to be marginalised as some national schools charge exorbitant school fees. Based on the findings the study offers some recommendations for policy-makers to consider.
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Thomas, Gill Calvin, Kate Howe, and Steven Keen. "Supporting black and minority ethnic students in practice learning." Journal of Practice Teaching and Learning 10, no. 3 (December 20, 2012): 37–54. http://dx.doi.org/10.1921/jpts.v10i3.251.

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The paper highlights the need of black and minority ethnic (BME) students in England to access support systems to help them overcome the challenges that they face as minority students when undertaking placement learning as part of their social work qualifying programme. It also considers the wider issue of developing supportive anti- oppressive practice with regard to all students undertaking the social work degree; i.e. ‘walking the talk’ of the values that underpin Social Work practice. Research shows that progression and retention rates for students from marginalised groups is lower than the sector averages and that specific support systems can improve the likelihood of course completion, as well as increasing student confidence.The paper evaluates a project undertaken to investigate and pilot how a mentoring support scheme and other good practice initiatives can increase the successful completion of practice learning for students from a BME background (and those with English as an additional language).
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Danker, Joanne, Iva Strnadová, and Therese M. Cumming. "Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique." Australasian Journal of Special Education 41, no. 1 (July 26, 2016): 35–50. http://dx.doi.org/10.1017/jse.2016.7.

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Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of individuals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard.
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Skura, Monika. "„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej." Kwartalnik Pedagogiczny 64, no. 3 (253) (October 25, 2019): 119–38. http://dx.doi.org/10.5604/01.3001.0013.5535.

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Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.
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26

Oswald, Gina, Roxanne DuVivier, Samantha Wood, and Tiffany Freeman. "Surviving and thriving at a UK university through a minority lens." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 35–51. http://dx.doi.org/10.30688/janzssa.2021.1.05.

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Higher education institutions around the globe are focussedon creating inclusive environments for all students. Initiatives are being crafted to assist marginalised students to obtain better outcomes in key metrics such as enrolment rates, retention rates, graduation rates, and resultant employability statistics. This article presents findings from a quantitative study conducted at a large research university in the United Kingdom that examined factors that impacted the persistence and engagement levels ofBlack and Minority Ethnic students. The study examined such factors as resilience, challenges, persistence, decision-making, student support, communications and feelings of belonging.Significant differences were found among Black, Asian, White and Other minority groups on multiple factors contributing to persistence and engagement. Recommendations for practice change in university operations, specifically Student Affairs and Academic Affairs, are offered.
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Cleaver, David, and Stewart Riddle. "Music as engaging, educational matrix: Exploring the case of marginalised students attending an “alternative” music industry school." Research Studies in Music Education 36, no. 2 (November 3, 2014): 245–56. http://dx.doi.org/10.1177/1321103x14556572.

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28

Moran, Lisa, Lorraine Green, and Simon Warren. "‘Reconceptualising internationalisation through students’ eyes’: Findings from a biographical study of female, international doctoral students in an Irish University." Irish Journal of Sociology 29, no. 2 (February 25, 2021): 187–214. http://dx.doi.org/10.1177/0791603521997249.

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This paper presents findings from an Irish qualitative study of postgraduate, female, international students. It focuses on their narrations of internationalisation, in respect of events leading them to become international students, and their reflections on their academic, interpersonal and societal experiences in Ireland. International students are generally understudied and marginalised as metaphorical ‘others’ within global education policies, often being reduced to mere recruitment and financial targets and units of analysis. However, this study shows that international students transcend widespread but static assumptions about them being in academic and social deficit when transitioning to life in another country and negotiating new educational contexts. Significantly, our interviewees discursively positioned themselves in multifarious ways in relation to Irish higher education curricula, drawing on various discourses to define their internationalisation journeys. Although the sample size is small and confined to female postgraduates, our data suggests that university policies in Ireland and internationally largely overlook the multidimensionality of international doctoral students’ experiences. In our conclusion, we tentatively suggest ways in which international students’ academic and intercultural experiences could in the future be enriched, and how international students themselves could more fruitfully contribute to Irish higher education.
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Macdonald, Doune. "Knowledge, Gender and Power in Physical Education Teacher Education." Australian Journal of Education 37, no. 3 (November 1993): 259–78. http://dx.doi.org/10.1177/000494419303700304.

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This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.
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McBurnie, Chris, Taskeen Adam, and Tom Kaye. "Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence." Journal of Learning for Development 7, no. 3 (November 19, 2020): 485–93. http://dx.doi.org/10.56059/jl4d.v7i3.461.

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Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
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Corrado, Evelyn Wandia. "Harambee approach: towards decolonising East African education through capturing social-cultural ethos." Journal of the British Academy 10s2 (2022): 135–52. http://dx.doi.org/10.5871/jba/010s2.135.

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In Kenya, the cultural practices and experiences of both children and teachers are marginalised in the education system. The education system remains predominantly authoritarian with an underlying colonial framework. Often, in local and global spaces, there is an exclusion of the vital experiences and knowledge that East African students acquire from collaborative daily lives in their homes and communities. These crucial skills should be integrated into their classroom learning to decolonise education and liberate the engagement of East African students. This model of learning, which is based on the Harambee approach, is a proposal based on my ethnographic PhD study conducted in a rural community in Kenya. The study included interviews and a focus group with teachers, and observations of students. The proposed concept captures the need for all key stakeholders to participate actively in policymaking and practice review, to accommodate the needs of all students and their teachers. The Harambee approach includes the social-cultural experiences of children. Additionally, dialogic engagement would be an inclusive strategy to emancipate the autonomy of students.
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Mogashana, Disaapele, and Moses Basitere. "Proactive Student Psychosocial Support Intervention Through Life Coaching: A Case Study of a First-Year Chemical Engineering Extended Curriculum Programme." Journal for Students Affairs in Africa 9, no. 2 (December 28, 2021): 217–31. http://dx.doi.org/10.24085/jsaa.v9i2.3752.

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Higher Education Institutions in South Africa continue to experience considerable dropout rates of students during the first year, especially those from previously marginalised population groups. The aim of this research was to evaluate how the use of life coaching interventions providing first year students with psychosocial support, influenced their first-year experience. Both quantitative and qualitative data was collected through a questionnaire at the end of the academic year, approximately four months after the intervention, to evaluate students’ experiences of the intervention. Results indicate that students felt that the intervention helped them avoid dropping out of university prematurely, respond better to failure during the year, and improve their self-awareness and academic performance. In conclusion, the results suggest that the use of life coaching intervention as a proactive means of harnessing student agency, may be beneficial to their academic performance, and in improving their lives in general. The study recommends that further research be conducted to explore the use of small group life coaching for providing students with psychosocial support, and also explore this intervention’s cost-effectiveness in different contexts.
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Harris, Clyden, Simmone LaRose, and Debra Lowe. "Using Digital Technology to empower users with special needs at the University of Guyana Library." Advances in Social Sciences Research Journal 7, no. 6 (July 3, 2020): 489–503. http://dx.doi.org/10.14738/assrj.76.8453.

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The purpose of this research is to highlight the digital technology programmes and activities implemented by the Library professionals at the University of Guyana Library, to empower users with special needs. The use of digital technology in libraries is redefining the way information is disseminated and it has influenced the roles of all information professionals. As digital technology evolved, Librarians have been forced to revolutionise their way of operating and employ a variety of ways to adjust; not only to their changing roles but also to find ways to enhance high quality service delivery. These innovations not only brought changes to the delivery services but also served to propel inclusivity for previously marginalised groups, including persons with special learning needs, who are physically challenged, have cognitive challenges, experiencing varying levels of competencies or other socio-economic difficulties. The final benefits being envisioned would be lifelong learning and success in all aspects of student's lives. Iin this era of digital transformation, University Libraries must therefore combine technology and human interaction in all of its services for access by all to accomplish this vision. Recognising that there was a practice to generalise the user population, even though their learning capabilities differed, Librarians at the University of Guyana Libraries (Turkeyen and Tain) sought to devise ways in which all users would benefit from all of the services offered using digital technology. Through this medium, students with special needs /differently-abled who were often marginalised due to different learning capabilities are now able to have an equal opportunity to access research content with ease. Librarians at the University of Guyana Library have illustrated how the use of digital technology at its academic library has helped to promote scholarship and encourage high quality research by providing online services with remote access and links to external resources. This paper expands on the digital programmes that the University of Guyana Libraries provides for students with special needs and the measures taken to empower special needs users through digital technologies.
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Hall, Lisa, Catherine Maughan, Michaela Wilkes, Tony Thorpe, Joanne Forrest, and Angela Harrison. "Swimming not drowning – resilience as a key determinant of success for Aboriginal and Torres Strait Islander pre-tertiary students." Journal for Multicultural Education 9, no. 3 (August 10, 2015): 159–73. http://dx.doi.org/10.1108/jme-12-2014-0045.

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Purpose – The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts. Design/methodology/approach – A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course. Findings – The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience. Originality/value – This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms.
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HOADJLI, Ahmed Chaouki, and Khadidja LATRACHE. "Teachers’ Attitude towards Inclusive Education: The Case of Algerian Middle School Teachers of English." English Language Teaching 13, no. 10 (September 28, 2020): 129. http://dx.doi.org/10.5539/elt.v13n10p129.

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Students with special educational needs have largely been marginalised from regular schools. As the 1900s drew to a close, the Education of All Handicapped Children Act put an end to child segregation from regular schools as an attempt to prevailing equity amongst students and promoting individual differences. Accordingly, disabled students started studying alongside their same-age peers in regular schools. This step requires from teachers to renew their teaching methods and differentiate instruction to meet all students’ needs. Inclusive Education is a teaching approach which considers students’ diverse needs and works on meeting those needs through differentiating instruction. This study aims to explore teachers’ readiness to differentiate instruction to embrace students’ needs and bypass problems associated with disabled students. Methodologically, a qualitative study was carried out principally focusing on a survey and focus group. A sample of 74 in-service middle school teachers of English was chosen as an attempt to provide a more comprehensive picture of their readiness and attitude towards the integration of inclusive education in English courses at middle schools. Ultimately, the analysis of the findings indicated that middle school teachers are ready to integrate inclusive education in their classes as a useful input to meet students’ diverse needs.
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Andrewartha, Lisa, and Andrew Harvey. "Student voice and influence on employability in Australian higher education." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (October 18, 2017): 202. http://dx.doi.org/10.21153/jtlge2017vol8no1art657.

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Higher education institutions are increasingly focussed on improving the capacity and potential of their graduates to gain employment. Attempts to develop employability skills through both mainstream and extra-curricular activities create new demands and expectations for students. Despite these demands, little attention has been given to student voice and influence in the employability sphere. Furthermore, the specific role of student unions in improving employability has been marginalised in Australian research. The research reported in this paper involved conducting a national survey of student groups and a comprehensive desktop review to capture student perspectives and investigate strategies to improve employability. From the research five broad student-centred approaches were identified: providing input into university employability strategies; placing students in positions of leadership and responsibility; delivering careers services; managing clubs and societies; and advocating for students from equity groups who have relatively poor completion rates and/or graduate outcomes. The findings are discussed and recommendations targeted to higher education institutions and student unions are provided.
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Naidoo, Loshini. "Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education." International Journal of Cyber Ethics in Education 1, no. 4 (October 2011): 1–9. http://dx.doi.org/10.4018/ijcee.2011100101.

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This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.
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Alfatikh, Ebid Rocky, Elizabeth Titiek Winanti, Sukma Perdana Prasetya, and Eko Budiyanto. "Implementing Google Earth to Enhance Student’s Engagement and Learning Outcome in Geography Learning." Geosfera Indonesia 5, no. 1 (April 30, 2020): 147. http://dx.doi.org/10.19184/geosi.v5i1.11987.

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This study aims to examine the effects of Google Earth on students’ engagement in learning and their learning outcome. This study employed pre-experimental design with the One-Shot Case Study design. From the exploration directed crosswise over various areas of evaluation of 12 students in the school, it is demonstrated that dynamic learning of students in was high since it was above 75% and learning outcomes reached an average of 80. This is good considering that the passing grades set in the school was 70. The application of experiential learning methods can produce satisfactory output when viewed from student participation. By looking at the characteristics of schools where students number was less than 20, the teacher is required to develop innovative learning methods. If implemented, this may yield in the improving circumstance of the currently marginalised Geography. Keywords: Google Earth; Student`s activities; Geography learning. Copyright (c) 2020 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
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Harmes, Marcus K., Susan Hopkins, and Helen Farley. "Beyond Incarcerated Identities." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (January 2019): 1–16. http://dx.doi.org/10.4018/ijbide.2019010101.

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Incarcerated students face multiple obstacles and constraints while attempting to complete tertiary and pre-tertiary educational programs within Australian prisons. Some of these barriers relate to the individual's attitudes and actions, during and prior to imprisonment, while other barriers may relate to systemic bias and social disadvantages, which the individual cannot control. The classed and racialized realities of Australia's criminal justice system are evident in the dramatically disproportionate rate of imprisonment of Indigenous people, and in Australian state governments' increasingly punitive approach to crime and sentencing which typically captures already excluded and marginalised populations. This prevailing ‘criminology of the other,' creates particular tensions for incarcerated students, who are typically attempting to construct positive student identities, as an alternative to being defined as ‘other,' ‘criminal' or ‘deviant.' Using data from a focus group discussion with 12 male incarcerated students inside an Australian prison, this article gives voice to our incarcerated university students, their attempts to construct new horizons for the self through education, and the numerous barriers they encounter along the way.
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McAdam, Heather Gail, and Debbie Aitken. "Recruiting medical students from underrepresented backgrounds to a project to identify support challenges amongst their peers whilst encouraging early career engagement in psychiatry." BJPsych Open 7, S1 (June 2021): S136—S137. http://dx.doi.org/10.1192/bjo.2021.390.

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AimsTo engage lived experience individuals to run a project identifying the mental health challenges unique to medical students who self identify as belonging to marginalised groups;To use the project findings to inform mental health support and education during medical training and beyond;To encourage the individuals to engaged mental health policy and education whilst also using the process to inform their future medical careers, including in the field of psychiatry.MethodLived experience individuals were recruited to the project following open applications from medical students. The role was to design a project to create an evidence base for tailored support methods needed to reduce marginalised medical students’ increased risk of poor mental health. This formed the basis of guidance on how medical schools and healthcare systems can improve wellbeing support for their students and staff. With support from a trained staff and student member, the recruited officers were encouraged to follow their preferred method for fulfilling the project aims, using their own and peers’ experiences to inform what was most useful.ResultRepresentatives were selected from BAME, LGBT+, international, disabled and widening participation backgrounds. The students decided to conduct a survey open to all medical student colleagues across the United Kingdom. The survey questions were split into four sections based on the challenges faced by their own lived experience: General Information; University and Community Experiences; Medical School Experiences and Teaching and Clinical Experiences. There were 58 questions in total including 26 multiple choice; 24 open answers; and 8 Likert scale.Following data collection, the information taken from the survey and focus groups, supported by background reading, was thematically analysed to identify the key challenges. This will then be used to create a report to share with the medical school containing areas for improvement in mental health support, education and engagement. The officers themselves would also reflect on their experiences throughout the process, including their ability to engage in mental health policy, education and further career options such as psychiatry.ConclusionFrom creating an appropriate and supportive structure, it can be possible to encourage students with lived experience to share their challenges whilst becoming engaged in mental health policy and support. Furthermore, from creating a culture of reflection in the area of mental health, they are helping raise awareness of the subject early on in medical careers and promote engagement into specialties such as psychiatry.
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Guanyu, Qin, and Qiao Meng. "The Imperial Discourse and Roger’s Tragic Death in “Aloewood Incense: Second Burning”." Studies in English Language Teaching 4, no. 4 (November 14, 2016): 551. http://dx.doi.org/10.22158/selt.v4n4p551.

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<p><em>Some scholars hold that Roger’s death in </em><em>“Aloewood Incense: Second Burning” (1943) was caused by the repulsion from his colleagues and students, this paper, however, maintains that the imperial discourse regarding sexuality and the grand design of colonialism deprived Roger of a sense of belonging in Hong Kong and marginalised him, leaving him with nothing but alienation within the diasporic community and no choice but death. Chang’s exposure of the devastating effect of imperial discourse on its expatriates denounced the superiority of the western culture, indicating her sharp vision as an intellectual.</em></p>
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Masutha, Mukovhe. "Highs, Lows and Turning Points in Marginalised Transitions and Experiences of Noncompletion amongst Pushed Dropouts in South African Higher Education." Education Sciences 12, no. 9 (September 6, 2022): 608. http://dx.doi.org/10.3390/educsci12090608.

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Against a backdrop of dominant deficit, victim-blaming and class/colourblind theories of unequal educational transitions and higher education outcomes, this article analyses thematically in-depth narrative interviews with Black working class “dropouts” in South African higher education to explore how this group of former students narrate and make sense of their educational journeys and how their accounts could strengthen efforts to achieve just and equitable experiences and outcomes for students from all walks of life. Their narrative accounts reveal that, (a) in their marginalised educational transitions, despite disrupted and sometimes traumatic formative years (lows), their transformative habitus and community cultural wealth enables them to find highs in nadir moments; (b) their educational pathways are paved with unlikely steppingstones and improvising agents of transformation who overcome the odds of under-resourced schooling experiences; (c) despite policymakers’ best intentions, student financial aid moderates but does not ameliorate the perils of being Black and working class in higher education; (d) as pushed dropouts, they are victims of a class and colourblind criminalisation of failure that naturalises injustice in already unjust educational contexts. This study illuminates the transformative and social justice potential in analysing narrative accounts of those who often disappear from higher education without a trace.
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Kołaczek, Natalia. "Indirekta Anaforer I Inlärarsvenska: Analys Av Korta Texter Skrivna Av Svenskstuderande I Polen." Folia Scandinavica Posnaniensia 25, no. 1 (December 1, 2018): 4–21. http://dx.doi.org/10.2478/fsp-2018-0010.

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Abstract Definiteness appears to be one of the most difficult categories for learners of Swedish. Particularly difficult are the so-called indirect anaphors, definite noun phrases without any explicit antecedent in text. The choice of a definite noun phrase in such contexts requires language skills on a higher level and even some general knowledge about the world. Such phrases make a very nuanced category, yet they are marginalised in textbooks for learning Swedish. This paper presents the results of a study conducted among a group of Polish students of Swedish at the Adam Mickiewicz University in Poznań. The analysis considers noun phrases used in contexts for indirect and direct anaphors excerpted from short texts written by the students based on a picture story. The results reveal that the students’ use of indirect anaphors is not stable. It can be assumed that indirect anaphors concerning body parts are easier to acquire for the learners. Another important factor is the relation of possession between anaphors and triggers. Students often omit the suffixed definite article in context for both indirect and direct anaphors. The study is included in my doctoral thesis written on this topic.
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Bogossian, Thiago. "‘I have to be at home’: Place and gender among student-mothers in higher education." Psychology of Women and Equalities Section Review 3, no. 1-2 (May 2020): 42–49. http://dx.doi.org/10.53841/bpspowe.2020.3.1-2.42.

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Mothers who study in higher education (HE) experience many roadblocks that typical traditional students do not. These challenges are most referred to in terms of a lack of time to dedicate to their responsibilities as students and carers. However, there is an overlooked relation between student-mothers’ identities and space, considering the classic dichotomy of private/home space and the public sphere that had prevented many women to study. Based on interviews (N=4) and one focus group (N=3) with student-mothers at a prestigious university in Scotland, this research examines their place in HE in the United Kingdom. Data analysis revealed that these students’ mobilities are constrained by their caring responsibilities but that they also challenge established gendered norms by building bridges between their homes and public spaces. Moreover, although all these students are marginalised due to their motherhood, other axes of power impact on their educational experiences. This paper provides an original contribution to discussing gendered spatial norms and accessibility of educational spaces using intersectional lens and moves the academic debate forward by exploring not only the spatial relations that constrain, but are also produced by, these mothers.
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Kudakwashe, Kapofu Lifeas, James Angela, and Stears Michelle. "Liberating Voices for Equity – Exploring Cultural Minority Students’ Experiences in an Integrated Classroom." Advances in Social Sciences Research Journal 9, no. 8 (August 29, 2022): 352–70. http://dx.doi.org/10.14738/assrj.98.12927.

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This study foregrounds cultural minority learners’ voices in the exploration of accomplishment of socio-cultural redress in basic education. The resonating global call within the socio-cultural movement is for the inclusion of marginalised voices and epistemes in curricula reformation and transformation overtures. Heeding the latter, this study within the context of decolonisation, ethical professional practice and equity sought to establish experiences of cultural minority learners’ experiences in an integrated South African school. Conceptually framed within Culturally Responsive Pedagogy (CRP) as strategy for pedagogical equity and pursued through a naturalistic methodology scaffolded by observation and interviewing the study elevates cultural minority learners’ voices about the pedagogic setting. The study found that minority students regarded the architecture of teaching and learning context as structured by their teachers as: marginalising; alienating, disenchanting; emasculating; constraining, not attendant to their intrinsic motivation needs nor their socio-political identities. Findings revealed that though the legislated architecture for equity through cultural inclusivity exists vestigial classroom practices not attuned to these aspirations for equity still persist. Such findings highlighted the need for an escalation of deliberate interventions to overturn these historically nuanced inhibitions to create equitable pedagogic settings.
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Mangila, Benjamin Baguio. "WHEN WALLS BECOME SILENT BATTLEGROUNDS: DECIPHERING COLLEGE STUDENTS’ GRAFFITI WRITINGS ON SCHOOL CAMPUS WALLS." International Journal of Asia Pacific Studies 19, no. 1 (January 18, 2023): 51–70. http://dx.doi.org/10.21315/ijaps2023.19.1.3.

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Although graffiti has become a significant cultural and linguistic phenomenon and has been studied throughout history, there is still room for the exploration of how graffiti in different contexts, particularly in a higher education institution, serves to voice the anonymous student writers’ thoughts and feelings. Thus, this study examines the common themes and the lexical and syntactic features of college students’ graffiti writings on the walls of a state college in Zamboanga del Sur, Mindanao, Philippines. Employing thematic analysis, this study reveals that students’ graffiti writings contain a variety of themes such as love, discrimination, self and group identities, hatred, sex, faith and religion, management, education, and fanaticism, with love and discrimination as the most prevailing social themes. Students’ graffiti writings also exemplify distinct lexical features such as loan and swear words, taboo words/expressions, abbreviations, ironies, acronyms, repetitions, and compound words. Borrowings and using offensive or swear words are the most common lexical features found among these graffiti writings. In addition, students often use brief or terse statements to clearly express their thoughts and feelings to the public. Indeed, graffiti writings are a distinctive and silent way of communication, particularly for students who are in the marginalised section of any society.
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Simui, Francis, Sophie Kasonde-Ngandu, Austin M. Cheyeka, John Simwinga, and Daniel Ndhlovu. "Enablers and disablers to academic success of students with visual impairment: A 10-year literature disclosure, 2007–2017." British Journal of Visual Impairment 36, no. 2 (May 2018): 163–74. http://dx.doi.org/10.1177/0264619617739932.

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Within the Sustainable Development Goal (SDG) and its 17 targets is a strong emphasis on the education of learners with disability. Whereas there have been massive improvements at lower levels regarding education of the marginalised, a lot more work remains undone at tertiary education level. In this discourse, we explore literature to reveal enablers and disablers to academic success of students with visual impairments (SwVI) at higher education level in the past 10 years in 16 countries doted across six habitable continents. Emerging from the study is a host of disablers such as (1) negative attitudes, (2) absence of inclusive education policy, (3) inaccessible learning environment and learning materials, (4) exclusive pedagogy, and (5) limited orientation and mobility. Amidst the disabling environment, a positive attitude, self-advocacy, and innovativeness stood out as key enablers to academic success by SwVI. The findings contribute to the realisation of the SDG agenda through advocacy on inclusive education policies and practices.
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Nudelman, Gabrielle, Claudia Kalil, Elena Navarro-Astor, and Jane English. "Student teamwork in professional programmes in higher education: a comparative study of Spain and South Africa." Journal of Teaching and Learning for Graduate Employability 13, no. 1 (November 20, 2022): 94–108. http://dx.doi.org/10.21153/jtlge2022vol13no1art1463.

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Teamwork is a fundamental employability skill and, as such, is fostered in professional programmes. This study presents a comparative analysis of higher education students' perceptions, development, and experiences of teamwork at two universities: one in South Africa and the other in Spain. These study sites provided a fruitful opportunity for comparison, given their contextual similarities. Through a survey of 395 3rd and 4th-year students of professional degrees, the authors explored how these students developed the teamwork skills required within their curricula. The findings showed that respondents from both institutions perceive teamwork similarly, but there are significant differences in how these skills are developed. While most South African respondents had participated in courses focused on team functioning, the Spanish had learnt to function in teams during project work. Furthermore, the South African sample was more aware of the impact of socio-cultural factors on team functioning than the Spanish one. The former reported feeling marginalised due to their race, gender and language to a greater extent than the Spanish. The paper outlines the potential benefits of successful teamwork, such as improving social cohesion. The results could be useful to policymakers and lecturers designing context-specific interventions to develop students' teamwork skills.
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Collinson, Robert, Alice Diver, and Sharon McAvoy. "Clients, clinics and social justice." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 323–36. http://dx.doi.org/10.1108/heswbl-03-2018-0037.

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PurposeThe purpose of this paper is to present a case study of an innovative, three-module pathway designed by the Department of Law and Criminology at Edge Hill University (England) in 2014. In addition to supporting the work of its campus pro-bono law clinic, the first-two modules aim to enhance and evidence the legal skills of EHU’s undergraduate LLB students, to embed a deeper awareness of the (legal) ethics needed for sustainable legal practice (within PRME), and to highlight the increasing need for socially responsible advocates, able to defend the rights of marginalised, vulnerable clients.Design/methodology/approachThe critical analysis of the content and scope of an innovative, work-based learning LLB module pathway, which furthers the aim of the UN Global Compact and the PRME, and ties them firmly to socio-legal issues and advocacy involving recent jurisprudence.FindingsThe case law used within the modules, and the practical work of the students in the campus law clinic, are relevant to social justice issues and to the promotion of PRME values—they promote awareness of human rights principles, highlight the importance of access to legal services and provide students with knowledge of legal ethics. Enhanced employability skills flow from this.Research limitations/implicationsThis is a narrow case study but still provides a useful analysis of an innovative, PRME relevant module pathway. The model mirrors international trends in clinical legal education and also offers a template for other law schools keen to promote the concept of ethical, just legal practice.Practical implicationsThe paper posits that enhanced employability can flow from real world tasks such as advocacy for marginalised or disadvantaged groups and presents an exemplar for other law schools wishing to embed ethics/clinical law practice into their curriculum.Social implicationsThe paper highlights how the campus law clinic serves the public in a deprived region—it raises awareness of human rights and of social justice issues. It has the potential to feed into litigation on social welfare issues (housing, social security, child welfare, etc.).Originality/valueThe discussion of the human rights case law that is used in the Year 2 “bridging module” (which prepares students for working in the law clinic in their final year) is particularly relevant and is analysed in detail, highlighting how this module pathway is aimed at promoting PRME and UN Global Compact principles.
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Lacey, Melissa M., Hollie Shaw, Nikki Abbott, Caroline J. Dalton, and David P. Smith. "How Students’ Inspirations and Aspirations Impact Motivation and Engagement in the First Year of Study." Education Sciences 12, no. 12 (December 2, 2022): 885. http://dx.doi.org/10.3390/educsci12120885.

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Within this study, we aim to better understand the inspirations and aspirations of first year Biosciences and Chemistry undergraduates, how these change over the first year of study and their impact on motivation and engagement. Participants were asked to write a short reflective piece at the start of Welcome Week in their first year of undergraduate study. Thematic analysis identified four themes surrounding inspirations and aspirations. The most common theme was students naming a specific career as their aspiration (58%), followed by being inspired by work experience, aspiring to undertake further study and finally personal experience of a specific illness. Our findings showed that students’ career aspirations differed depending on ethnicity, with ambitions for medicine and laboratory work showing a marked increase in some ethnically marginalised groups. Focus groups undertaken at the end of the first year of study highlight increased motivation and engagement when students feel their course content aligns with their career aims. Conversely, students are disengaged by course material they feel is irrelevant to their chosen career. Here, we will discuss the impact of these findings on creating an inclusive curriculum and the career readiness of the student body. Conclusions apply to career development modules and how the applied nature of a course can lead to engagement and higher motivation for students as well as curriculum design.
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