Educational justice and transnational migration

ABSTRACT

In this paper I address the distributive, inclusive, and relational dimensions of educational justice individually in relation to transnational migration. First, I thematize distributive issues with regard to immigrant students, the central question being whether these students are entitled to more or less educational resources as non-immigrant students. Second, I discuss to which extent and in which sense enabling immigrant students to participate fully in the social and political life of their receiving country is a demand of educational justice. Third, I elaborate on which kinds of educational interactions – in the first place, which types of teaching – could perpetuate unjust treatment of those students in the form of disrespect. I claim that educational justice with regard to immigrated students consists in their enabling to full social and political participation by a mode of teaching that positively addresses students’ biographical experiences with migration, and by constructing school curricula which encourage inter-lingual, inter-cultural, and inter-contextual translations in the classroom. That is to say, that educational justice in context of migration is to be ultimately understood as relational justice, or more specific – as a matter of just pedagogical relations.     

The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools

We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, includedness, curriculum and instruction, and pro-social discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings (N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.     

Pragmatism and Developmentalism in Brazilian Educational Thought in the 1950s/1960

This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis will be on the writings of the group of educators which circulated around the figure of Anísio Teixeira, at the time director of the National Institute for Pedagogic Studies (INEP), an organ linked to the Ministry of Education and Culture (MEC), which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling.     

American Psychology and Schools: A Critique

No one denies that the Boulder Conference on Clinical Psychology marked a turning point on American psychology. This paper by one of the three or four living participants lists the conference as one in which psychology was at a choice point, went in one and only one direction, without examining the possible consequences or the possibility of going in more than 1 direction. A second theme is that the APA has to be faulted for a lack of searching self-scrutiny of its past. Organizations, like individuals, resist such self-scrutiny.     

A scale to assess the restrictiveness of educational settings

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes.     

Effects of serial versus concurrent task sequencing an acquisition, maintenance, and generalization

Effects of serial and concurrent task presentation on skill acquisition, generalization, and maintenance were compared. Two severely retarded females participated. During serial training, items of one response class, tracing, were trained to mastery before those of a second task, vocal imitation. In the concurrent method, training on two different tasks, tracing and vocal imitation, alternated within sessions for fixed periods of time. There were no major differences between the serial and concurrent methods of instruction in the number of steps attained per behavior or in the number of trials required to reach criterion levels of performance. It was found however, that concurrent training resulted in more generalization. Retention results were not consistently related to training method.     

Theoretical and methodological directions in mindset intervention research

Growth mindset interventions directed at students aim to change students' beliefs about the malleability of ability. These interventions have had mixed results, with some showing impressive findings (e.g., improving grades and persistence in science and closing performance gaps), while other implementations have shown null findings. This heterogeneity suggests that growth mindset interventions should not be viewed as a sole solution for improving educational outcomes for students and that further research is needed to identify the contextual factors that influence their effectiveness. We propose new theoretical directions in mindset research that adopts an anti-deficit model and moves away from focusing exclusively on students and their belief systems. Instead, we encourage a new wave of mindset research that considers the institutional, cultural, and contextual environment that either corroborates or negates students' mindset beliefs. We propose a new approach to mindset research that emphasizes innovative approaches to better understand the conditions under which mindset interventions are effective.     

论《管子》中的教育思想

现行《管子》一书为汉朝刘向编定[1]。作为一部重要的学术著作,《管子》书中蕴含着丰富的政治、经济、军事、教育、哲学、社会及自然科学方面的思想内容。作为教育著作而论,《管子》的教育思想、教育内容、学生管理等其内容丰富多彩,而且独具特色。     

先秦齐国与鲁国教育思想异同论

由于齐国和鲁国的治国策略不同,反映到他们的教育思想上也存在着差异。齐国开展教育的目的很明确,那就是富民强国,称霸诸侯,而鲁国则是为了维护和推行西周宗法社会的礼制。本文借助现有齐、鲁文化典籍就齐、鲁教育思想的相同点与差异处进行了初步探析。     

大鱼小池塘效应——对超常儿童教育安置的思考

超常儿童的教育安置一直是一个有争议的问题,文章介绍了关于超常班对学生自我概念的消极影响的研究,即大鱼小池塘效应的研究。介绍了支持大鱼小池塘效应的相关研究结果;探讨了有关超常儿童不同教育安置方式的利弊;展望了大鱼小池塘效应今后的研究方向,以期对我国超常儿童的教育安置有所启发。