Relevant bibliographies by topics / School: School of Social and Cultural Studies

Academic literature on the topic 'School: School of Social and Cultural Studies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Social and Cultural Studies"

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Muzis, Ivars. "THE IMPACT OF SOCIAL AND CULTURAL FACTORS ON A TEACHER." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 57–63. http://dx.doi.org/10.48127/spvk-epmq/09.1.57.

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Introduction. This paper outlines socio – cultural factors which may impact teachers’ decisions and prac-tices regarding instruction. Goal. To examine and assess the working behavior of teachers aiming at iden-tifying the key school cultural factors that influence the effective working behavior. Materials and methods. Theoretical method: studies and analysis of literature sources, empirical method: questionnaire. Results. The four dimensions of school culture collectively exert a strong influence over teacher behavior in a num-ber of ways. Conclusions. Based on what teachers report about their school culture, this study of school culture leads to a better understanding of the people working behaviors towards improving the schools performance. Key words: socio-cultural factors, school culture, professional orientation.
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Ray, Rashawn, Dana R. Fisher, and Carley Fisher-Maltese. "SCHOOL GARDENS IN THE CITY." Du Bois Review: Social Science Research on Race 13, no. 2 (2016): 379–95. http://dx.doi.org/10.1017/s1742058x16000229.

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AbstractW. E. B. Du Bois’s perspective on education was that the social and physical environments outside of schools matter to the learning that takes place inside schools. Existing research shows that due to environmental disparities in school and neighborhood contexts, Black and low-income children spend less time in activities that promote physical, cognitive, and social capabilities. These outside environmental factors influence the academic achievement gap. School gardens are noted as resources that capture the fluid environments between schools and neighborhoods. Little research, however, has quantitatively examined whether school gardens actually help to attenuate race and class inequality in academic achievement. We aim to determine how school gardens serve as gateways to help close the achievement gap. We analyze quantitative data on fifth graders’ math, reading, and science standardized test scores in Washington, DC with two main aims: (1) To compare differences between traditional schools and garden-based learning schools to determine whether students who have a school garden perform academically better than their counterparts; and (2) to examine whether the presence of a school garden plays a role in reducing race and social class disparities in academic achievement. We find that the presence of a school garden is associated with higher test scores and persists even when controlling for the race and class composition of students for reading and science. We conclude by discussing how school gardens can be used as a policy tool to create more environmental equity in urban areas.
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Dekker, Karien, and Margje Kamerling. "Social skills scores." Journal for Multicultural Education 11, no. 4 (November 13, 2017): 275–86. http://dx.doi.org/10.1108/jme-09-2016-0048.

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Purpose The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000 students in Grades two, five and eight (aged approximately 5, 8, 11, respectively). Multilevel regression analyses were used for analysis. Findings The findings indicate that parental involvement has a positive impact on the social skills scores of the students; behavioural skill scores are higher in ethnically homogeneous schools and lower in schools with a high share of non-Western ethnic minority students. There is no impact of characteristics of school population composition on social position scores. Research limitations/implications A possible disadvantage is the way in which social skills and parental involvement were measured. These measurements are possibly negatively influenced by the teacher’s judgement of the language skills of the parents. Originality/value Existing research focuses on the impact of parental involvement and the composition of ethnic school population on cognitive skills. This study shows that parental involvement has a positive impact on social skills. This study also shows that in schools with a homogeneous ethnic composition or a high share of native Dutch children, behavioural skills scores are higher, but social position scores are not impacted.
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Carter, Prudence L. "Race and Cultural Flexibility among Students in Different Multiracial Schools." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1529–74. http://dx.doi.org/10.1177/016146811011200605.

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Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.
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Nurochim, Nurochim, and Siti Ngaisah Nurochim. "KOMPLEKSITAS MODEL SEKOLAH ADAPTIF DI MASA PANDEMI DALAM MENGELOLA PEMBIAYAAN." Manajemen Pendidikan 16, no. 1 (June 4, 2021): 28–37. http://dx.doi.org/10.23917/jmp.v16i1.11201.

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The pandemic is a challenge for school organizations. One of challenge is financial management. The purpose of this study is to describe the innovations in school management in a pandemic. This study uses literature review to obtain an overview of school institutions to adapt. Data was collected through previous studies that discussed schools, funding, school components, external conditions of schools, and pandemics. The results show that schools are institutionally composed of people who have different goals, skills, cultural capital, but schools have a goal of achieving educational goals. During this pandemic, schools have challenges in managing funding, many parents as sources of funding cannot pay school fees. However, schools adapt to existing conditions, but also schools as complex institutions. Innovations made by school managers by analyzing elements such as formation, adjustment, complex social systems, and actors.
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Purgason, Lucy L., Robyn Honer, and Ian Gaul. "Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students." Professional School Counseling 24, no. 1 (January 1, 2020): 2156759X2097365. http://dx.doi.org/10.1177/2156759x20973651.

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Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.
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Yar, Hasan. "An Invisible School: Social-Cultural Work of the Mosque Organizations." Religions 14, no. 1 (December 30, 2022): 62. http://dx.doi.org/10.3390/rel14010062.

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There is a knowledge gap in the contribution of socio-cultural work in Islamic organisations to the participants’ learning and development. This article focuses on the role of the socio-cultural work of Islamic organizations as a form of non-formal education. Education is the internal process of a person which leads to a better understanding of themself and their situation, a critical appreciation of their situation and a conscious and targeted use of the possibilities in their social situation. Therefore, what volunteers learn when they participate in socio-cultural work in mosque organizations will be investigated. The research is based on the case study of a Turkish faith-based organization Milli Görüş Amsterdam-West (MGAW) and its volunteers. The method of the research is ethnographic field research. The research focuses on a specific group of participants, namely, the volunteers who are active at the MGAW. One of the results of the research is that the participants who follow the social-cultural activities of MGAW for a certain period develop a cohesive worldview whereby volunteering becomes a virtue.
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Bartleet, Brydie-Leigh. "Building vibrant school–community music collaborations: three case studies from Australia." British Journal of Music Education 29, no. 1 (February 21, 2012): 45–63. http://dx.doi.org/10.1017/s0265051711000350.

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This paper explores the relationship between school music and community music in Australia. While many Australian schools and community music activities tend to exist in relative isolation from one another, a range of unique school–community collaborations can be found throughout the country. Drawing on insights from Sound Links, one of Australia's largest studies into community music, this paper explores three case studies of these unique school–community collaborations. These collaborations include a community-initiated collaboration, a school-initiated collaboration and a mutual collaboration. The author brings these collaborations to life for the reader through the words and experiences of their participants, and explores their structures, relationships, benefits, and educational and social outcomes. These descriptions feature important concepts, which could be transferred to a range of other cultural and educational settings in order to foster more vibrant school–community collaborations.
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Pérez-Gualdrón, Leyla, and Janet E. Helms. "A Longitudinal Model of School Climate, Social Justice Orientation, and Academic Outcomes among Latina/o Students." Teachers College Record: The Voice of Scholarship in Education 119, no. 10 (October 2017): 1–38. http://dx.doi.org/10.1177/016146811711901001.

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Background Social justice orientation (SJO) is the motivation to promote justice and equity among all in society. Researchers argue that students of Color with high SJO can resist structural racism in their schools/society and have positive academic outcomes. Purpose In the present study, a longitudinal model of cultural and environmental predictors (i.e., school relational climate, school language climate, Spanish language background, and English proficiency) and civic/educational outcomes (i.e., community engagement, grades, school engagement, school dropout) of SJO among Latina/o youths was developed and tested. Participants The study was conducted with a subsample of Latinas/os taken from the National Education Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection from 8th through 12th grade. Research Design A longitudinal, correlational design was used to explore the association among the constructs studied. Data Collection and Analysis Secondary data analyses were conducted. Structural equation modeling techniques were used to analyze the data. Results Early school relational climate (8th grade) was a positive predictor of SJO, which in turn predicted more community and school engagement, higher grades, and decreased likelihood of dropping out of school (12th grade) via personal agency. In addition, school language climate and language skills predicted a greater sense of personal agency, which in turn predicted higher grades and a decreased likelihood of dropping out. Conclusions The results of the present study underscore the importance of strengths-based and cultural approaches in education in a sample of Latina/o students. Specifically, close attention should be paid to school cultural climate variables in which positive relational climates and cultural language climates are addressed in schools. The integration of sociopolitical context, critical consciousness, and SJO may be key factors in improving the educational and counseling experiences of Latina/o youths.
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Narwana, Kamlesh, and Sharmila Rathee. "Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux." Indian Journal of Gender Studies 26, no. 3 (October 2019): 288–308. http://dx.doi.org/10.1177/0971521519861161.

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Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.
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Dissertations / Theses on the topic "School: School of Social and Cultural Studies"

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Dorado, Joanna P. "The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637575.

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The premise of this research is to consider Pierre Bourdieu's social and cultural capital theoretical framework to analyze the life experiences of Mexican American high school students. This qualitative study examined the perceptions of two administrators, four counselors, three students, and three parents regarding the influence of social and cultural capital on student engagement. Three of the participants were first-generation working class Hispanic students with aspirations to attend a four-year university. The participants were interviewed through a semistructured interview protocol to identify what sources of capital are the most useful in creating better educational opportunities for Mexican American students. This qualitative study used a narrative inquiry design to gather data from the participants. This design allowed for the gathering of "authentic voices" of Mexican American students and those who work with them. This study validates the important role of social and cultural capital acquired at home and at school, and the needed access to quality resources and meaningful relationships. The finding and limitations reviewed in this study bring awareness to the need for social and cultural capital resources to improve social outcomes for low-income Hispanic students. Based on the data findings, recommendations are made for school counselors and Hispanic students.

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Konde, Patrick. "Ra(ce)ising Questions About School : Analyzing social structures in a Swedish High School." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332976.

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This thesis is based in a Swedish high school and scrutinizes social interaction among students. The material was gathered in semi-structured interviews and observations made outside of classrooms, but inside the school grounds. The study strives to analyze power dynamics that the students adhere to in their social relationships at the school. It uses intersectionality as an analytical tool to understand the gendered and racialized ways in which students understand themselves in the social complex as social beings within a system. Based on three months of ethnographic fieldwork conducted at this Stockholm-region high school during the spring of 2016, this essay also seeks to address the narrow ways in which Swedishness and non-Swedishness are constructed as dichotomous, as well as the power relations attached to acknowledgement of national belonging. Furthermore, the study analyzes ways in which students reinforce and communicate group belonging through attire, body language and speech. The thesis also considers how power dynamics stipulated by homosociality become an important factor in determining agency.
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Höijer, Karin. "Contested Food : The Construction of Home and Consumer Studies as a Cultural Space." Doctoral thesis, Uppsala universitet, Institutionen för kostvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204458.

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Education about and for the home has been part of the Swedish education system for over one hundred years, and Home and Consumer Studies (HCS) has been compulsory for all pupils since the common nine-year school system was introduced in 1962. For all this time food has been a central theme, however we know very little of what food means in this context. The aim of this thesis was to seek to understand the construction of food in HCS. This thesis consists of four papers that explore food in HCS from the perspective of teachers and pupils, the role of the classroom and how food in HCS is part of a larger cultural context. Observations and focus group interviews were used to collect data. The material consists of field notes from 13 days in three HCS classrooms and transcripts of focus group interviews with 25 HCS-teachers and 20 pupils. The analytical methods used were based on social constructionist assumptions which were supplemented by theories on culture, space and spatiality. Results show that teachers constructed both pupils’ homes and society in general as deficient in relation to health. Their role, as public health commissioners, was to educate pupils about food on issues such as health and sustainability. Pupils relied on their personal experiences from home to make sense of food in HCS. To them, home was the authentic place for food where everyday life took place. Food in HCS on the other hand was de-authenticised and sometimes hard to make sense of. This meant that there was a limited shared understanding between pupils and teachers. A spatial analysis of the HCS classroom as a learning space for food showed that past ideologies and traditional power geometries were built into the physical layout and social relationships constructing the room. Food in HCS was found to reflect cultural values of the surrounding society at the same time as a specific HCS cuisine emerged. Food in HCS was thus constructed as contested in interaction between food, pupils, teachers and classroom as well as in relation to a wider context.
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Gunel, Elvan. "Understanding Muslim girls' experiences in midwestern school settings negotiating their cultural identities and interpreting the social studies curriculum /." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.

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Torres, Diana R. "Life as a student at an independent day school." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001875.

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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.
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Knopes, Julia. "The Social Construction of Sufficient Knowledge at an American Medical School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544043617644668.

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Eisenberg, Jarin Rachel. ""The best we can with what we got" mediating social and cultural capital in a Title I school /." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2847.

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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.

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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.
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Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.

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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.

This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.

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Books on the topic "School: School of Social and Cultural Studies"

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Marjoribanks, Kevin. Family and school capital: Towards a context theory of students' school outcomes. Dordrecht: Kluwer Academic, 2001.

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Marjoribanks, Kevin. Family and school capital: Towards a context theory of students' school outcomes. Dordrecht: Kluwer Academic Publishers, 2002.

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1972-, Maynard Ashley, and Martini Mary I. 1949-, eds. Learning in cultural context: Family, peers, and school. New York: Kluwer Academic/Plenum Publishers, 2005.

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C, Alexander Jeffrey, ed. Durkheimian sociology: Cultural studies. Cambridge [England]: Cambridge University Press, 1988.

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Marsden, W. E. The school textbook: Geography, history, and social studies. London: Woburn Press, 2001.

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Allan, Walker, and Dimmock Clive A. J, eds. School leadership and administration: Adopting a cultural perspective. New York: RoutledgeFalmer, 2002.

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Philipsen, Maike. Values-spoken and values-lived: Race and the cultural consequences of a school closing. Cresskill, N.J: Hampton Press, 1999.

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School reform in a global society. Lanham, Md: Rowman & Littlefield Publishers, 2006.

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Designing the learning-centred school: A cross-cultural perspective. London: Falmer Press, 2000.

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John, Smyth. Activist and socially critical school and community renewal: Social justice in exploitative times. Rotterdam: Sense Publishers, 2009.

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Book chapters on the topic "School: School of Social and Cultural Studies"

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Wynn, Adrienne, Greg Wiggan, Marcia J. Watson-Vandiver, and Annette Teasdell. "Gender, School, and Culture: Education and Beyond." In Palgrave Studies in Race, Inequality and Social Justice in Education, 165–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75552-2_8.

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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Irawan, M. N., and Tay Kok Wai. "Controlling the emotions of children with autism with social stories while at school." In Emerging Trends in Psychology, Law, Communication Studies, Culture, Religion, and Literature in the Global Digital Revolution, 78–82. London ; New York : Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.1201/9780429322259-18.

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Cope, Bill, Mary Kalantzis, and Peter Wignell. "The Language of Social Studies: Using Texts of Society and Culture in the Primary School." In Literacy Learning and Teaching, 255–95. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6_6.

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Windsor, Sally, and Karin Kers. "Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School." In Springer Polar Sciences, 143–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_10.

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AbstractThis chapter outlines an action research project conducted in a Social Studies classroom in a Senior Secondary School in South Sápmi, Sweden. The teacher researcher had noted that despite some of the students identifying as Sami, there was a lack of awareness about Sami history and culture, and that when Sami peoples were referred to it was often in discriminatory and derogatory terms. The unit of lessons aimed to increase the students’ knowledge of Sami life both historically and presently, and awareness of how prejudice and stereotyping are used to ‘other’ certain groups to justify exploitation and oppression. Using the ‘Educating yourself in Empowerment for Sustainability’ tool and designing leaner centred and collaborative activities this research found that when students’ knowledge of Sami life increases, their prejudicial ideas about Sami peoples decrease.
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Cohen, Phil. "Cultural Studies in School Transitions." In Rethinking the Youth Question, 326–83. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25390-6_11.

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Johansen, Gerd. "The School Science Lab: Hybrid Space and the Production of School Science." In Cultural Studies of Science Education, 29–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61191-4_5.

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Broughton, John. "Cultural Studies in Schools." In Encyclopedia of Cross-Cultural School Psychology, 326–35. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_116.

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Pereira, Andrew Joseph. "Governmentality, School Marketisation, and the Biopolitics of Custom-Built School Advertisements." In Cultural Studies and Transdisciplinarity in Education, 89–114. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7807-2_5.

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Hoeg, Darren, Tanya Williamson, and Larry Bencze. "School Science Ruling Relations and Resistance to Activism in Early Secondary School Science." In Cultural Studies of Science Education, 49–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55505-8_3.

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Conference papers on the topic "School: School of Social and Cultural Studies"

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Abbas, Ersis Warmansyah. "Exploration Activities Cultural Values Through Learning In Elementary School (Sekolah Dasar Negeri/SDN) Basirih 10." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.034.

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Basri, Wahidul, Mukhaiyar, and Syafri Anwar. "Students Learning Outcome of Social Studies at Junior High Schools Reviewed from Social Interaction, School Culture and Achievement Motivation." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.066.

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"Cultural Knowledge Management of the Great Tradition: A Case Study of Royal Traditional Thai Crafts School for Men." In 5th International Conference on Studies in Humanities and Social Sciences. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1216028.

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Sujarwo, Desy Safitri, and Tubagus Ali Rachman. "Social Studies Learning Model Based on Socio-Cultural Through Blanded Learning (Study in Junior High School in the Depok West Java)." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.001.

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Nasution, Nasution, Warsono Warsono, Sarmini Sarmini, Ketut Prasetyo, Nuansa B. Segara, Dian Fauziah, and Tri S. Ulamatullah. "Training of Applying Research-Based Learning on Junior High School Social Studies Teacher." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.056.

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Kertih, I. "Education of cultural and national characteristics based on local wisdom through social studies at SMP Negeri 1 Singaraja school, Bali." In The Asian Education Symposium (AES 2016). Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315166575-75.

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Popa, Maria Cristina. "Breaking Stereotypes Concerning Remigrated Children - A Multinational Possible Intervention Plan through School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/25.

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The article is based on a multinational study involving five countries (Romania, Portugal, Italy, North Macedonia, and Iceland) facing the return migration or remigration situation. Pupils (n = 1615), teachers (n = 370), future teachers (n = 166) and youth workers (n = 30) were questioned about various aspects regarding the subject. Among the matters, cultural needs appear to the most important. Based on the statistical analysis, the article describes the dynamics of the dependent variables, with highlighted interest on cultural needs. Psychological and social needs, cultural needs, and educational needs are discussed and link conclusions appear. Following the analysis, an intervention plan is built and tailored activities for teachers are proposed. Breaking stereotypes is a sensitive aspect of the intervention for the integration of remigrated children in the country of origin. The paper presents a possible intervention plan, with the elaborated activities and argues the elaborative process by calibrating each interference with the dynamics of the studied variables.
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Kaczmarek, Bożydar L. J. "The embodied brain: cultural aspects of cognition." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.15.

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Our thinking is grounded in our sensory, motor, affective, and interpersonal experience. Recent psychological studies confirmed that our cognition is not only embodied but also embedded since it arises from interactions with its social and cultural environments, which makes it possible to create image schemas and conceptual metaphors. Those schemas facilitate acting in everyday, routine situations, but make it difficult to depart from them since they are frames that limit our ability to see the alternatives. They are intricately linked to our world view and, therefore, resistant to changes because the latter threaten the feeling of security. This paper is aimed at evaluating people’s ability to change the existing schema. In the study, participants were asked to create a completely new story based on two well.known stories in which they had previously inserted the missing words. It was found that most participants exhibited considerable difficulties in departing from the formerly established schemas. Moreover, the emotionally loaded story proved to be more difficult to change.
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Watt, Trudy. "Oblique Pedagogical Strategies: Improv and Speculative Realism in Support of Social Justice Design Education." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335075.

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This paper acknowledges the extent to which the majority of people who work in the field of architecture are white, examines the way that whiteness in the prevailing charity-service model of community-engaged design undermines meaningful social justice design, calls for dismantling white cultural dominance in architectural education, and outlines a pedagogical method that has shown some promise in uncovering blind spots caused by dominant culture belonging that commonly prevents architects from understanding the experiences of others during design analysis, especially where asymmetrical privilege exists, such as in the field of community-engaged design. With roots in improvisational theater tactics and a thinking framework from speculative realism that helps undermine defaulting to traditional hierarchies, these oblique pedagogical strategies appear to expand student capacity for open inquiry and self-reflection, revealing previously invisible biases, and may point to more meaningful social justice design with community. The hope is that this is an entry to providing transformative education in undergraduate architecture studios that creates unfettered creative space for students of color and productively reveals bias to white students. The concern remains that the tactic persists in centering white feelings of comfort in a way that erases BIPOC distress in the studio. Early experiments with this pedagogical approach showed promise in a fifth-year undergraduate capstone studio at Jefferson University focused on how architects (a largely privileged population) can form alliances with communities experiencing gentrification (a largely marginalized population) and again in a -second-year undergraduate studio deployed within a design fundamentals curriculum at the University of Wisconsin–Milwaukee School of Architecture and Urban Planning.
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Basit, A. "Practices for Using Social Media in Students of Islamic Boarding School Collaborating with IAIN Purwokerto and its Implications on the Establishment of Students Cultural Hybridity." In Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-10-2019.2291671.

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Reports on the topic "School: School of Social and Cultural Studies"

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Hager-Godat, Lynnette. The effects of public progress charts upon self-pacing in a PSI course in social studies in a traditional middle school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3052.

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Penman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh, and Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.

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Review question / Objective: The current review aims to describe the literature on the relationship between local sleep and attentional lapses in neurotypical children or children with ADHD and how this can be applied to inform our understanding of poor attention under conditions of low arousal and increased sleep pressure. The main/primary question is, what is known from the existing literature about the relationship between local sleep and attentional lapses in children? In answering this primary question, we also want to know under what conditions is local sleep occurring? For example, does local sleep occur more frequently with increased fatigue? Eligibility criteria: All papers identified must meet the following criteria for inclusion: the population is neurotypical children and children with ADHD aged between 6 and 12 years of age, published in English, full text available (where full-text is not available, authors will be contacted to request a copy of the paper). All time frames, types of sources (e.g. qualitative or quantitative research studies), geographic locations, cultural and sociodemographic contexts will be included. Review papers (i.e. systematic reviews, meta-analyses), papers with animal studies and clinical cohorts other than ADHD (e.g. autism, sleep disorders, acquired brain injuries etc.) will be excluded. As local sleep is defined as occurring during wakefulness, studies with participants who are asleep will also be excluded.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Erulkar, Annabel, and Erica Chong. Evaluation of a savings and micro-credit program for vulnerable young women in Nairobi. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1010.

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Tap and Reposition Youth (TRY) was a four-year initiative undertaken by the Population Council and K-Rep Development Agency to reduce adolescents’ vulnerabilities to adverse social and reproductive health outcomes by improving livelihoods options. The project targeted out-of-school adolescent girls and young women aged 16–22 residing in low-income and slum areas of Nairobi. TRY used a modified group-based micro-finance model to extend integrated savings, credit, business support, and mentoring to out-of-school adolescents and young women. A longitudinal study of participants was conducted with a matched comparison group identified through cross-sectional community-based studies, undertaken at baseline and endline to enable an assessment of changes associated with the project. This report states that 326 participants and their controls were interviewed at baseline and 222 pairs were interviewed at endline. The results suggest that rigorous micro-finance models may be appropriate for a subset of girls, especially those who are older and less vulnerable. The impact on noneconomic indicators is less clear. Additional experimentation and adaptation is required to develop livelihoods models that acknowledge and respond to the particular situation of adolescent girls.
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Jones, Theresa, and Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/sshap.2022.005.

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This brief sets out key considerations for risk communications and community engagement (RCCE) to promote adherence to COVID-19 preventive measures in greater Kampala, Uganda. It looks at adherence to COVID-19 preventive measures, assesses the challenges to their adoption and outlines key considerations for partners working in RCCE and the wider COVID-19 emergency response. The brief responds to concern (as of March 2022) about COVID-19 transmission in informal urban areas in Uganda due to their high population density, limited sanitary infrastructure, and reported low uptake of vaccination. Ensuring effective communication and engagement with a series of preventative measures is essential in limiting the spread of COVID-19. The Ministry of Health and response partners have been proactive, however interventions and guidance for COVID-19 have taken limited account of social science research about the perceptions and practices related to COVID-19 regulations. This brief aims to address this gap so these data may be used to inform more effective and practicable guidance for vulnerable groups. This brief draws primarily on an analysis of existing scientific and grey literature. Additional primary data was collected through consultation with six social science and RCCE experts who focus on this geographical area. The brief was requested by UNICEF Uganda in consultation with the Uganda Ministry of Health (MoH) RCCE subcommittee and the RCCE technical working group for the Eastern and South Africa region (ESAR). It was developed for SSHAP by Theresa Jones (Anthrologica) and supported by Elizabeth Storer (London School of Economics), with contributions and reviews by colleagues at Anthrologica, the Institute of Development Studies (IDS), UNICEF ESARO and Uganda, Makerere University, the London School of Hygiene and Tropical Medicine (LSHTM), Dreamline Products and the IFRC.
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.
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Kaawa-Mafigiri, David, Megan Schmidt-Sane, and Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/sshap.2022.037.

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On 20 September 2022, an outbreak of the Sudan strain of Ebola Virus Disease – SVD – was announced as the first laboratory-confirmed patient was identified in a village in Mubende District in central Uganda. Uganda’s Ministry of Health (MoH) activated the National Task Force and developed and deployed a National Response Plan, which includes the activation of District Task Forces. The target areas include the epicentre (Mubende and Kassanda districts) and surrounding areas, as well as Masaka, Jinja and Kampala cities. This is of great concern, as Kampala is the capital city with a high population and linkages to neighbouring districts and international locations (via Entebbe Airport). It is also a serious matter given that there has been no outbreak of Ebola before in the city. This brief details how Risk Communication and Community Engagement (RCCE) activities and approaches can be adapted to reach people living in Greater Kampala to increase adoption of preventive behaviours and practices, early recognition of symptoms, care seeking and case reporting. The intended audiences include the National Task Force and District Task Forces in Kampala, Mukono, and Wakiso Districts, and other city-level RCCE practitioners and responders. The insights in this brief were collected from emergent on-the-ground observations from the current outbreak by embedded researchers, consultations with stakeholders, and a rapid review of relevant published and grey literature. This brief, requested by UNICEF Uganda, draws from the authors’ experience conducting social science research on Ebola preparedness and response in Uganda. It was written by David Kaawa-Mafigiri (Makerere University), Megan Schmidt-Sane (Institute of Development Studies (IDS)), and Tabitha Hrynick (IDS), with contributions from the MoH, UNICEF, the Center for Health, Human Rights and Development (CEHURD), the Uganda Harm Reduction Network (UHRN), Population Council and CLEAR Global/Translators without Borders. It includes some material from a SSHAP brief developed by Anthrologica and the London School of Economics. It was reviewed by the Uganda MoH, University of Waterloo, Anthrologica, IDS and the RCCE Collective Service. This brief is the responsibility of SSHAP.
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