The aforementioned components together expand on a historical, theoretical, conceptual, and political development of ethnography as part of a Marxist approach to research and practice for social transformation. Evidence-based practice EBP is a buzzword in contemporary professional debates, for example, in education, medicine, psychiatry, and social policy. We immediately see here that EBP is practical in nature, that evidence is thought to play a central role, and also that EBP is deeply causal: How should we understand the causal nature of EBP?
Causality is a highly contentious issue in education, and many writers want to banish it altogether. But causation denotes a dynamic relation between factors and is indispensable if one wants to be able to plan the attainment of goals and results. The nature and function of evidence is much discussed.
The evidence in question is supplied by research, as a response to both political and practical demands that educational research should contribute to practice. In general, evidence speaks to the truth value of claims. Causality and evidence come together in the practitioner perspective.
Account Options
Here we shift from finding causes to using them to bring about desirable results. This puts contextual matters at center stage: It is argued that much heterogeneous contextual evidence is required to make X relevant for new contexts. If EBP is to be a success, research evidence and contextual evidence must be brought together. Besides being protected by the First Amendment, the right of students and faculty to express divergent opinions—even discomfiting opinions—is central to the academic mission of schools, colleges, and universities. Two familiar Millian arguments underscore this point.
These arguments notwithstanding, anyone who has ever spent time in classrooms knows that educators sometimes curtail student speech.
Can such conduct be justified in educational institutions dedicated to free and open inquiry and the examination of multiple perspectives? In mundane cases, student speech is suppressed for the sake of minimizing disruptions and maintaining order and efficiency in the classroom—as when the teacher cuts off a particularly loquacious student in order to allow others to get a word in, or a tangent-prone student in order to keep the discussion on point and avoid protracted digressions, etc.
Even the most ardent defender of free speech must concede that censorship, in such cases, is necessary for the effective functioning of the educational environment. A more complex and philosophically interesting set of cases involves educators who silence students for the sake of civility.
Educational Politics and Policy
Granted, when the speech in question involves personally targeted insults, gratuitous put-downs, and the like, the rationale for censorship seems unassailable. Is silencing this kind of utterance the appropriate course of action for educators? Or are the interests of all parties better served by permitting such views to be expressed and discussed openly in the classroom?
Gypsies are a minority community whose lives are often shaped by multiple oppressions. While their ethnicity can be linked to accounts of migration stretching back over 1, years, to Northern India, the historic details surrounding this movement are often contested within academic debates and largely unknown in public discourses. There are similar gaps in knowledge about important moments in Gypsy history, including their settlement, and often enslavement, in many European countries and the devastating impact of the Nazi Holocaust.
This lack of knowledge has contributed to the persistence of racist stereotypes about Gypsies, who are often associated with dirtiness, itinerancy, and criminality. While movement and travel remain important elements of Gypsy identity, the reality for many families is that they lead relatively settled lifestyles. This should be unsurprising given the history of European settlement and slavery; however, one consequence has been for non-nomadic Gypsies to have their identity called into question. Schools are one area where Gypsies and non-Gypsies encounter each other closely.
Schools are also a field in which Gypsy children and families are under pressure to conform to wider educational policy making. Schools often appear to be a context in which the multiple oppressions experienced by Gypsies are foregrounded. Gypsy pupils regularly experience bullying and racism from their peers, other parents, and school staff.
Gypsy parents fear their children will lose aspects of their cultural identity by engaging with schools, a concern exacerbated by beliefs that non-Gypsy adolescent culture is driven by risky behaviors such as promiscuity, drinking, and drug taking. This nomadic identity highlights some specific structural flaws in how education may or may not be delivered to Gypsy pupils. There has been widespread concern for many years that the biggest underlying factor making school attendance problematic for Gypsy children has been homelessness. Many families lack secure accommodation not because they persist with a nomadic lifestyle but because of a shortage of Gypsy and Traveler sites.
At a more local level, there is evidence that schools understand a distinction between delivering a sedentary and a nomadic education often in order to demonstrate an awareness of policy making. However, this identification of pupils as nomadic both misrepresents the realities of their identity and also, more troublingly, is often used to explain why pupils no longer attend school.
The concept of inclusive education and the way it is considered within the educational policy frameworks of European countries have changed and are still changing.
Educational Politics and Policy - Oxford Research Encyclopedia of Education
Inclusive education is increasingly being understood as a systemic approach to education for all learners of any age; the goal is to provide all learners with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers. There is a need to examine the policy of inclusive education, both its recent changes and its future direction, that European countries are undertaking, highlighting implications for both practitioners and academic researchers. Such an examination should not focus on practice—that is, the actual implementation of country policy—or on academic research into policy or practice for inclusive education in countries.
Rather, it should focus on recent policy developments that are shaping practice in European schools, as well as potential future developments. The key messages emerging from a consideration of the European experience are highly applicable to other global regions. Self-determination of the original peoples of any nation, preservation of their territories, preservation of traditions, and negotiation of customs facing national cultures are central themes in the debate about and among indigenous peoples in the world.
School education is directly linked to such themes as an instrument of acculturation or self-determination and emancipation. As in other countries of the globe, throughout history, what happened and is happening in Brazil is not isolated fact. Current conditions are the product of colonization processes, the development of industrial society, and more recently of globalization. Such historical processes bring struggles, confrontations, transformations, and solidarity. In the legal sphere, international conventions, declarations, and treaties have influenced more or less directly the norms and laws on the subject: But what makes the case of Brazil worthy of relevance for thinking about indigenous education?
Two elements make up an answer: This article looks broadly at the intersection of education, development, and international cooperation. It discusses trends in international cooperation in education for developing countries as well as ongoing challenges. Education has expanded rapidly throughout the world. Even so, the industrialized nations are decades if not generations ahead of parts of the developing world in terms of enrollment and learning attainment.
For reasons of equity and economic development alone, it is imperative that all efforts be put to the task of achieving universal school enrollment and learning. To achieve such a goal in the context of what some researchers have termed a year gap requires efforts on the part of national governments and international cooperation on the part of all nations of the world.
International cooperation in education includes: In a broad sense, these initiatives can be seen as moving toward increasingly cooperative relationships between wealthier nations and developing countries. Development assistance is provided in the form of technical and financial assistance to national governments by bilateral development agencies, the multilateral development agencies, UN agencies, as well as an increasing number of non-governmental agencies NGOs. The UN Declaration on Human Rights and the Convention on the Rights of the Child are foundational documents laying out the rights of all children to education and the obligation of governments to ensure children have access to quality education.
Several global initiatives have led the way toward increasing educational participation in developing countries, including Education for All, the Millennium Development Goals, the UN Global Education First Initiative, and the Sustainable Development Goals.
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The article concludes with a listing of trends in educational development. China has experienced major shifts from a centrally planned economy to a market economy, from centralization to decentralization, from state ownership to privatization, and from a decisive state to a weakened state. One significant paradigm change relates to the devolution of education power and policy from a centralized governance model to local governments.
With the privatization and marketization of its education system, China has adopted a market-oriented approach with the orientation, provision, student enrollment, curriculum, and financing of education. There is sufficient evidence to suggest that there has been a withdrawal of the mighty state from its paternalistic role in the provision and subsidy of public education.
Unfortunately, the market economy has further increased education inequalities. The maldistribution of resources and education opportunities raises important questions about issues of social justice and equity regarding who gets how much education as the social good. Mindfulness meditation is a growing social phenomenon in Western countries and is now also becoming a common part of life in public schools. The concept of mindfulness originated in Buddhist thinking and meditation practices over 2, years ago.
In the s, this practice was popularized in the West as it was adapted to and integrated with secular intervention programs aimed at reducing stress and dealing with chronic pain. Packages promoting mindfulness practices are disseminated commercially, backed by research in neuroscience and developmental psychology, for use in schools through programs like MindUp and Mindful Schools.
In recent years, there has been a marked uptick of interest from educational researchers in mindfulness education. Contemporary mindfulness education in schools also sometimes reflects the cultural influence of New Age values, an orientation distinct from the instrumental, spiritualist, and political approaches, and whose impact may raise troubling questions about the purported educational benefits of MBIs. Accordingly, the alliance between New Age values, neoliberal economic and cultural values, and mindfulness practices in contemporary democratic societies and schools should be given due consideration in assessing the relative educational costs and benefits of MBIs.
In particular, cultural and educational values at the intersection of neoliberal values entrepreneurialism and New Age values of personal and spiritual growth may have corrosive rather than benevolent effects on the pursuit of democratic values in schools. The complex nature of the higher education system in India demands a nuanced understanding of its functions, outcomes, and impact on various stakeholders, the economy, and society. Policy research aims to develop such an understanding through generating evidence-based perspectives for higher education planning and development in national contexts.
Equity is one of the major domains of inquiry in higher education, and institutionalizing equity in the higher education process and its outcomes is therefore a major concern in policy discourse. A multi-sited study confirms that integrating quantitative and qualitative methods yields vital insights about the nature and forms of social exclusion and discrimination on campuses as well as about how institutional policies, structure, and practices contribute to the shaping of the lived experiences of students from diverse backgrounds.
While a quantitative approach helps to assess the magnitude of the prevailing practice of discrimination and social exclusion on university campuses in an era of massification and increasing student diversity, a qualitative approach facilitates the understanding of how and why discriminatory practices continue to prevail on campuses. These insights are critical in developing an equity perspective in national and subnational contexts and formulating policies, strategies, and practices for institutionalizing equity in higher education.
The strength of the qualitative approach, including focused group discussions, has the capacity to generate evidence on collective experience and shared values, assumptions, and perceptions of the student body sharing common social belonging and life chances. It helps to unveil group-specific issues in a comparative framework. Because interviews with teachers and institutional leaders were conducted alongside focused group discussions with students, the contradictions and similarities of perceptions on each issue could be taken forward for further probing and cross checking.
It was actually helpful to unravel multilayered narratives on diversity and discrimination in higher education contexts. The contradiction observed between dominant narratives and counterculture further contributed to a nuanced understanding of the issues of diversity and discrimination. Issues like gender stereotyping and micro-aggression against marginalized social groups hitherto unknown to dominant discourse could not have been adequately captured with survey methods alone.
Therefore, field work as a process not only generates experiential evidence but also serves a political purpose by giving voice to the silenced or to those student groups who remain on the margins of campus life. It may be argued that qualitative and quantitative approaches are complementary rather than conflicting approaches, and the limitations of methodological monism in understanding social phenomena can be triumphed over by integrating quantitative and qualitative methods.
Undoubtedly, there are challenges in integrating insights from data collected through quantitative and qualitative methods, and the overall research process is labor intensive and rigorous. One may, however, conclude that the critical insights developed through a mixed methodology are robust. While making a significant contribution to the body of knowledge on the system of higher education, a mixed methodology approach also makes a substantial contribution to developing new perspectives in policy discourses and directing transformations in the system to institutionalize equity.
Parental involvement is frequently touted as a key part of any solution to the achievement gap in US schools. It provides an account of the mainstream parental involvement research, as well as critiques. Ultimately, the article argues that parental involvement is neither boon nor bane. As an important aspect of the politics of public schooling, parental involvement has diverse effects, which can support or hinder equity and student success.
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The Policy Phenomenon 2. Doing Policy Analysis 4. Globalisation, the State and Education Policy Making 5. Putting Education to Work 7. Difference, Social Justice and Educational Policy 8. The Politics of Educational Change. Nielsen Book Data Publisher's Summary This text examines policy making at each level, from perspectives, both inside and outside the state bureaucracy.
With a particular focus on social justice, it should be useful to both undergraduates and postgraduates. Nielsen Book Data Provides an account of how educational policies are developed by the state in response to broader social, cultural, economic and political changes which are taking place.