Education as hospitality: welcoming foreigners into a common world

ABSTRACT

The present article aims at examining the specific difficulties that the school form – the modern educational institution par excellence – faces in order to attain hospitality as the raison d'être of the educational process. Educational activity is here understood as a form of hospitality which involves caring for the newcomers and for the physical and symbolic place into which they arrive. A cinematographical narrative drawn from Bégaudeau’s Entre les Murs supplements this analysis of some of the challenges we are faced with when dealing with students from different national backgrounds, beliefs and forms of life.     

Introduction: education and migration

ABSTRACT

This introduction expounds educational problems that arise from transnational migration. It argues that it is high time to critically analyze normative issues of and in education under conditions of globalization because dominant approaches in normative philosophy of education tend to suffer from both a nationalist bias and a sedentary bias. The contributions to this special issue address normative problems pertaining to migration-related education from a variety of ethical and philosophical perspectives, including analytic applied ethics, continental philosophy, care ethics, Hegelian philosophy, the capability approach and theories of distributive justice. They discuss the education of both citizens and migrants in the receiving society as well as in the country of origin, focusing on ethical issues pertaining to access to education as well as to the content of educational programs.     

Guidelines to Integrate Spirituality and Spiritual Care in Occupational Therapy Education: A Modified Delphi Study

This modified Delphi study aimed to develop educational guidelines for integrating spirituality and spiritual care into occupational therapy education. The first round comprised a self-administered questionnaire, the second round used a face-to-face workshop, and last round reviewed the developed educational guidelines, which reached the highest agreement and median values greater than 3.25. A panel of 18 comprised occupational therapy educators, clinicians, and nursing experts were recruited. A total of 126 out of 142 items reached the highest agreements from the panel participants, categorized based on the content knowledge-based, importance, skills, ethics, pedagogical approaches, teaching and learning strategies, and assessment of student learning.     

A champion out of the pool? A discursive exploration of two Australian Olympic swimmers' transition from elite sport to retirement

BackgroundThe transition out of elite sport can be distressing and many athletes experience a range of transition difficulties. However, the socio-cultural and discursive contexts which shape experiences remain largely unexplored in the transition literature.ObjectiveTo explore retirement and transition difficulties in a cultural context through an analysis of Australian newsprint media.Design and methodsA discursive analysis of 121 media articles reporting on post-retirement experiences of two Australian swimmers 7 and 5 years (respectively) into retirement. Data were analysed for repeated representation of transition difficulties, specifically how the cause of difficulties was attributed. The identities that were ascribed to athletes and what these functioned to accomplish were also examined.ResultsThe identities of both individuals were repeatedly constructed in terms of an athlete identity, to the exclusion of other identities. The responsibility for transition difficulties was depicted as located solely within the individual and, thereby, the sport setting and the broader socio-cultural context were overlooked.ConclusionsIn this cultural context (Australian news media), the repeated construction of limited identity positions for retired athletes and the construction of former athletes as the sole locus of transition difficulties have implications for their psychological well-being. Despite this, the role of the sporting and cultural context is rendered invisible in these accounts and more broadly, and interventions remain targeted at the individual level.     

Negotiating motherhood and athletic identity: A qualitative analysis of Olympic athlete mother representations in media narratives

ObjectivesAlthough a growing presence within sport, elite athlete mothers have minimal presence within sport psychology research, particularly within the context of sociocultural expectations concerning motherhood and sport. The purpose of this study was to extend this understanding by examining how news media constructed elite athlete identities of prominent athlete mothers during the 2012 Olympic year.DesignA qualitative approach grounded in critical cultural sport psychology (Schinke & McGannon, 2014) was used to explore motherhood and athletic identity as socio-cultural creations shaped by media and the potential psychological implications.MethodAn ethnographic content analysis (Altheide, 1996) of 80 stories from North American news media collected from January 27, 2011 to December 31, 2012surrounding 10 prominent US athlete mothers was conducted. Visual data analysis of 99 images and 4 videos accompanying were also analyzed to contextualized the textual meaning(s) (Altheide & Schneider, 2013).ResultsA central narrative within which identities were constructed was identified: motherhood and athletics as a transformative journey. The meaning(s) and implication(s) of this narrative emerged differently depending on how two athlete mother identities were constructed: 1. athlete and mother in conflict and 2. athlete mother as superwoman.ConclusionsThis study extends critical cultural sport psychology and qualitative literature exploring elite mother athletes and the implications for athletic career (dis)engagement.     

School profiles of at-risk student concentration: Differential growth in oral reading fluency

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability.     

The Role of Socioeconomic Status in Interactions with Police Among a National Sample of Women Experiencing Intimate Partner Violence

Using a national dataset of 820 women who had called the police for an incident of intimate partner violence, this study explored the relationship between several components of socioeconomic status (education, income, and employment), race, and the nature of interactions with police. Over and above the effects of control variables (the presence of an advocate on the scene, the severity of violence in the relationship, and prior calls to police), victims with higher education reported less positive interactions, less control during the interactions, and lower effectiveness of police. Race did not moderate these relationships, and the other components of socioeconomic status were not significantly related to any of the outcomes. Exploratory tests of mediation found that the relationship between education and the quality of interactions with police was explained by the fact that more educated victims felt they had less control in these incidents and were less likely to see the offender arrested. Results also provide evidence for the positive impact of advocates on interactions with police. Implications for research and policy are discussed.     

Psychological Capital,Team Resources and Organizational Citizenship Behavior

The study aimed to examine the impact of team resources – learning values and team leader optimism – as moderating variables affecting the relationship between team psychological capital (PsyCap) and organizational citizenship behavior (OCB), measured as a team outcome. Eighty-two management teams involving 395 participants from educational organizations responded to a quantitative questionnaire. Hierarchical regression analyses confirmed interactive effects of both moderating variables, which serve as positive resources for the team by enhancing the impact of team PsyCap on the willingness of the team to engage in OCB. Team PsyCap functioned as a positive team resource that brings about an environment that induces exhibition of high levels of OCB. This relationship is strengthened when both team learning and team leader’s optimism are high. The findings provide support for the relevance of contingency theories by emphasizing the necessity of certain situational features existing in order to have an impact on organization outcomes. Theoretical and practical implications of the findings are discussed.