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Skiba, Russell J. "Special Education and School Discipline: A Precarious Balance." Behavioral Disorders 27, no. 2 (February 2002): 81–97. http://dx.doi.org/10.1177/019874290202700209.
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Best, Shaun. "Aspiration, abjection and precariousness: The neo-liberal educator’s desire for compliance." Power and Education 9, no. 1 (February 8, 2017): 37–50. http://dx.doi.org/10.1177/1757743817692829.
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Aspiration has come to play a central role in the British government’s approach to educational underachievement. This article revisits research conducted in the 1970s by Paul Corrigan and Paul Willis to examine the impact of neo-liberalism on the school life of young teenagers. The behaviours of working-class children as described by Corrigan and Willis have become increasingly regarded as problematical by policymakers and school leaders. This article discusses the impact of the measures to enhance ‘student aspiration’ by using quality assurance measures such as benchmarking. The article explores how teenagers now live much more abject and precarious lives than the teenagers who Willis and Corrigan investigated. The conclusion reached is that, in an education context, abjection is imposed on those people who do not fit into the regulatory ideal of achievement via aspiration. The mechanisms that help to bring about this precarious life are identified with reference to Foucault, Kristeva, Agamben and Butler. Educational research into leadership, school improvement and school effectiveness is said to have been complicit in the facilitation of neo-liberal practice into school life, and effective schools are schools that are effective in achieving neo-liberal objectives.
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Duarte, Marisa Ribeiro Teixeira, Carlos André Teixeira Gomes, and Luciana Gonçalves de Oliveira Gotelib. "Condições de infraestrutura das escolas brasileiras: Uma escola pobre para os pobres?" education policy analysis archives 27 (June 10, 2019): 70. http://dx.doi.org/10.14507/epaa.27.3536.
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We analyzed the infrastructure conditions of Brazilian schools, aiming to expose their inequalities and territorial distribution. The literature review pointed an influence on previous studies of school infrastructure of regulation by outcomes on the educational system coordination and the limits of current redistributive policies in promoting greater inter federative equity. We tested the hypothesis of a poor school for the poor using the clusters analysis (use of K-means after application of hierarchical method, to determine the number of clusters and centroids). The three clusters obtained (adequate, intermediate and precarious) allowed us to trace the profiles of school infrastructure inequalities by constructing reference variables that expressed the quality of the good or service. Among the results obtained, there was a greater number of students from families participating in the “Bolsa Família” Program in public schools located in urban areas in the group called “adequate”, according to Brazilian standards. There was also a higher concentration of these students in municipal schools in rural areas of the “precarious” group, despite the reduced number of enrollments by Brazilian standards. We concluded by relating the reasons for the invisibility of these schools to the agendas of national public education policies.
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PAIVA, Marilia de Abreu Martins de, and Marina Nogueira FERRAZ. "Public libraries and school libraries: Major differences." Transinformação 30, no. 2 (August 2018): 237–47. http://dx.doi.org/10.1590/2318-08892018000200008.
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Abstract Public and school libraries in Brazil have not yet been universalized. Many are in a precarious state, and their functions are often confused. In order to demonstrate that such reality persists, some projects that were submitted to an Official Announcement (call for proposals), called “Construindo uma Minas Leitora” (Building an active reading Minas State), issued by the state of Minas Gerais, Brazil, for the establishment of public libraries, were selected and analyzed. Most of the projects evaluated showed that the function, target public, collection, and services offered by public and school libraries are often confused. Based on the literature and basic documents used in the formulation of the concepts of public and school libraries, it was found that the lack of public policies related to these two types of libraries leads to a vicious circle of lack of experience and knowledge in these libraries. Thus, the same precarious and inadequately structured existing models are used. Such situation, which results from the lack of public policies since the birth of the Brazilian nation, have persisted into the 21st century.
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Shuayb, Maha, and Nader Ahmad. "The Psychosocial Condition of Syrian Children Facing a Precarious Future." Refuge: Canada's Journal on Refugees 37, no. 1 (April 18, 2021): 27–37. http://dx.doi.org/10.25071/1920-7336.40654.
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This study investigates the psychosocial conditions of Syrian refugees and vulnerable Lebanese children in Lebanese public schools. A survey was conducted with Syrian and Lebanese children and their parents. Interviews with public school staff were also carried out. The study found that poverty and war play equal roles in affecting children’s emotional well-being as Syrian and Lebanese children manifest similar levels of anxiety and hyperactivity. While the past presents significant stressors, present and future stressors were also identified amongst refugees. This article critiques the prime emphasis of psychosocial intervention paradigms on past trauma, which risks overlooking present and future stressors. It argues that the psychosocial conditions of refugees are interpreted in isolation from refugees’ poverty, subordinated social status, and the local injustices to which they are subject.
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Ewing, E. Thomas. "A precarious position of power: Soviet school directors in the 1930s." Journal of Educational Administration and History 41, no. 3 (August 2009): 253–66. http://dx.doi.org/10.1080/00220620903072154.
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Giunchi, Marianna, Pedro Marques-Quinteiro, Chiara Ghislieri, and Anne-Marie Vonthron. "Job insecurity fluctuations and support towards Italian precarious schoolteachers." Career Development International 25, no. 6 (August 14, 2020): 631–47. http://dx.doi.org/10.1108/cdi-12-2019-0283.
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PurposeThe negative consequences of job insecurity on the well-being of individuals are well known. However, the perceptions of job insecurity over time and how some factors such as social support may affect them have received limited attention. This study follows precarious schoolteachers for three weeks before the end of their contract to explore how their perceptions of job insecurity evolve over time.Design/methodology/approachThe participants were 47 precarious schoolteachers who first completed a general questionnaire, then a diary survey on nine occasions over the course of the three weeks. Data was analysed with MPLUS 7.3.FindingsThe results suggest intra-individual differences regarding the way job insecurity was perceived over time. An additional discovery was that support provided by the school principal was negatively related to changes in job insecurity over time.Research limitations/implicationsThe relatively small sample size, which includes only precarious schoolteachers, and the methodology complexity of the diary are limitations of this study.Practical implicationsThis study highlights the subjective nature of the perceptions of job insecurity. It also shows the importance of the school principal's social support towards precarious schoolteachers; therefore, practitioners should propose interventions to enhance the quality of principal–teachers relationships.Originality/valueThis study contributes to the literature by investigating how perceptions of job insecurity evolve over time and the role of social support.
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Langlois, Justin. "Invisible Hospitalities of the Art School." Public 31, no. 61 (December 1, 2020): 196–207. http://dx.doi.org/10.1386/public_00030_1.
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Across the art school, there are explicit forms of welcoming, of hosting, and othering. From the process of admissions to the structures of critique to the hiring process of both precarious and instrumental academic labour, the art school centers values built on invisible hospitalities that actively foreclose emancipatory social and political practices and continually reasserts dominant expectations of market-based practices. This essay traces the ways in which invisible hospitalities inform curricular, infrastructural, and administrative processes, while charting a course for cultivating new forms of hospitality that can support plural, complex, and radical forms of creative self-determination and artistic practice.
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Kulkarni, Vani S. "The Fight: Discipline and Race in an Inner-City Public Charter High School." ANNALS of the American Academy of Political and Social Science 673, no. 1 (September 2017): 150–68. http://dx.doi.org/10.1177/0002716217725508.
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What are the disciplinary practices in which inner-city schools engage? How is order maintained or restored? Drawing on a three-year ethnographic study of a public charter school in Philadelphia, this study demonstrates the significance of understanding school discipline through a cultural lens. Beginning with a case study of a fight in the cafeteria, I describe how teachers, administrators, and students made sense of the school’s disciplinary ethos and how the disciplinary gaze that pervaded the school put invisible pressure on staff and students. Teachers and administrators in charge of discipline, who were overwhelmingly white, made implicit racial appeals regarding what practices were the most effective and fair to students who were overwhelmingly black and from single-parent, economically precarious households in urban neighborhoods.
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Henninger, Ean, Adena Brons, Chloe Riley, and Crystal Yin. "Factors Associated with the Prevalence of Precarious Positions in Canadian Libraries: Statistical Analysis of a National Job Board." Evidence Based Library and Information Practice 15, no. 3 (September 15, 2020): 78–102. http://dx.doi.org/10.18438/eblip29783.
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Abstract Objective - To collect and share information about the prevalence of precarious work in libraries and the factors associated with it. Methods - The authors collected and coded job postings from a nationwide job board in Canada for two years. Descriptive and inferential statistics were used to explore the extent of precarity and its relationship with job characteristics such as job type, institution type, education level, and minimum required experience. Results - The authors collected 1,968 postings, of which 842 (42.8%) were coded as precarious in some way. The most common types of precarious work were contracts (29.1% of all postings) and part-time work (22.7% of all postings). Contracts were most prevalent in and significantly associated with academic libraries and librarian positions, and they were most often one year in length. Both on-call and part-time work were most prevalent in school libraries and for library technicians and assistants, and they were significantly associated with all institution types either positively or negatively. Meanwhile, precarious positions overall were least prevalent in government and managerial positions. In terms of education, jobs requiring a secondary diploma or library technician diploma were most likely to be precarious, while positions requiring an MLIS were least likely. The mean minimum required experience was lower for all types of precarious positions than for stable positions, and the prevalence of precarity generally decreased as minimum required experience increased. Conclusion - The proportion of precarious positions advertised in Canada is substantial and seems to be growing over time. Based on these postings, employees with less experience, without advanced degrees, or in library technician and assistant roles are more likely to be precarious, while those with managerial positions, advanced degrees, or more experience, are less likely to be precarious. Variations in precarity based on factors such as job type, institution type, education level, and minimum required experience suggest that employees will experience precarity differently both within and across library systems.
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Rey, Jeanne, Matthieu Bolay, and Yonatan N. Gez. "Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers." Globalisation, Societies and Education 18, no. 4 (February 26, 2020): 361–73. http://dx.doi.org/10.1080/14767724.2020.1732193.
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Friedman, Lester D. "The Precarious Position of the Medical Humanities in the Medical School Curriculum." Academic Medicine 77, no. 4 (April 2002): 320–22. http://dx.doi.org/10.1097/00001888-200204000-00011.
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White, Jennifer, and Jonathan Morris. "Precarious spaces: Risk, responsibility and uncertainty in school-based suicide prevention programs." Social Science & Medicine 71, no. 12 (December 2010): 2187–94. http://dx.doi.org/10.1016/j.socscimed.2010.09.046.
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Giangreco, Michael F., and Jesse C. Suter. "Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground." Inclusion 3, no. 3 (September 1, 2015): 112–31. http://dx.doi.org/10.1352/2326-6988-3.3.112.
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Abstract The absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for the importance of proactively developing inclusive models of special education service delivery, this article describes: (a) the types and source of the data upon which the exemplar model is based, (b) a set of underlying assumptions, (c) school demographic parameters upon which the exemplar model is based, (d) a comparison of 13 key variables between their actual averages in sampled schools with their proposed status in the exemplar model, and (e) nine conceptual and programmatic shifts designed to accompany the structural changes presented in the exemplar model. The article concludes with implications for practice and future research. Overall, the exemplar model is offered as a starting point to spur discussion, creative problem solving, and action planning to explore model development suited to local contexts.
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Weinstein, José, Ariel Azar, and Joseph Flessa. "An ineffective preparation? The scarce effect in primary school principals’ practices of school leadership preparation and training in seven countries in Latin America." Educational Management Administration & Leadership 46, no. 2 (September 18, 2017): 226–57. http://dx.doi.org/10.1177/1741143217728083.
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Latin American educational policy has relied on the assumption that better preparation can help school leaders improve their professional performance, thus improving quality of schools. Training programs for present or future school leaders have proliferated in the region, often publicly financed, but without enough evidence of their impact. Using data for seven Latin American countries from the Third Regional Comparative and Explanatory Study (TERCE), we seek to determine the association between school leaders’ formal education and training received, with well recognized dimensions of school leadership practices reported by their teachers. We estimated linear regression models for each country in Latin America to determine the relationship between principals’ preparation with indicators of educational leadership practices. Our results show that in most observed indicators of leadership practices the effect of education or training is marginal. We provide possible explanations for this finding, emphasizing the weaknesses in principals’ initial selection processes and their deficiencies. We also consider schools’ precarious conditions to support principals in order to put the knowledge they learned in training activities into practice. We point out the need to continue conducting specific studies on the effects of training on educational leadership among school leaders in the region, overcoming TERCE information restrictions.
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Selman, Kaitlyn J. "Imprisoning ‘Those’ Kids: Neoliberal Logics and the Disciplinary Alternative School." Youth Justice 17, no. 3 (June 12, 2017): 213–31. http://dx.doi.org/10.1177/1473225417712607.
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Despite a perceived retrenchment of exclusionary school punishment, the disciplinary alternative school has emerged as a space in which to enforce upon marginalized students the logics of neoliberal carcerality. This article draws on the code of conduct handbooks of 15 Texas Disciplinary Alternative Education Programs to illustrate how this space seeks to reaffirm social and economic marginality for certain youth. Specific processes in the alternative school prepare youth for a life of imprisonment, often characterized by criminal justice system involvement, but also precarious (un)employment. As such, this article situates the disciplinary alternative school as one of many ‘alternatives’ to carcerality through which the carceral state maintains its power.
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Towers, George. "The Precarious plight of American WorkingClass Faculty: Causes and Consequences." Journal of Working-Class Studies 4, no. 1 (June 1, 2019): 98–115. http://dx.doi.org/10.13001/jwcs.v4i1.6195.
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For working-class Americans, the path of the professor is precarious. The neo-liberalization of higher education and the hegemony of academic elitism have made working-class faculty an endangered, disadvantaged, and invisible minority within the professoriate. On one hand, financing a graduate school career from humble origins is an increasingly risky investment. On the other, working-class Americans who secure a faculty job are often under-matched to low salary, high workload positions and endure classist ostracism and micro-aggressions. This essay is intended to not only trace the tragic trajectory of American working-class faculty but, more importantly, to invite conversations and identify suggestions that lead to our colleges and universities becoming more personally supportive workplaces and professionally empowering platforms for working-class professors.
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Holloway, Sarah L., Gill Valentine, and Nick Bingham. "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom." Environment and Planning A: Economy and Space 32, no. 4 (April 2000): 617–33. http://dx.doi.org/10.1068/a3238.
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Geographers' renewed interest in institutions reflects traditional concerns with the way institutions can shape geographies and a more recent interest in the ways geographies are important in shaping institutions. In this paper the authors build on this second strand of work and are specifically concerned with children's use of new information and communications technologies in schools. The authors suggest that multilayered institutional cultures, which are shaped by official school policy, teacher practice, and pupil culture, are exceedingly important in shaping distinct cultures of computing in (and within) the case-study schools. The highly gendered character of these institutional cultures is reflected in the very different attitudes of male and female pupils to computers and in the patterns of use which generally favour boys rather than girls. These are negotiated through competing masculinities and femininities in the classroom context, gender identities which are played out through normative understandings of heterosexuality. The authors conclude that we may indeed characterise institutions as ‘precarious geographical achievements’, as suggested by Parr and Philo. Schools are embedded within wider places, are important sites for the negotiation of gender and sexual identities, and, as spaces, are in part shaped through our notions of gender and sexuality. This achievement is only precarious as institutions are not forever solidified in their current form but are open to change, both inadvertently and through the concerted actions of individuals.
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Malen, Betty. "Enacting Site-Based Management: A Political Utilities Analysis." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 249–67. http://dx.doi.org/10.3102/01623737016003249.
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This article applies Hans Weiler's conception of the “political utilities” of decentralization to case study data on a school district's decision to enact site-based management. The article argues that site-based management may have considerable political utility in crisis contexts. Quite apart from its ability to improve school performance, it may bolster the district's ability to manage conflict and maintain legitimacy. These dual utilities may be more multifaceted than the orienting perspective posits and may be encumbered by dual liabilities that make this prominent reform a precarious as well as a potent political strategy.
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Rehman, Adeela. "Educational Planning and Human Resource Management: A Study of Public and Private Schools in Pakistan." Journal of Education and Vocational Research 9, no. 2 (April 7, 2019): 15–19. http://dx.doi.org/10.22610/jevr.v9i2(v).2793.
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Planning and management of curriculum and human resources in schools is precisely liable and precarious in nature. The present study addressed the matter while exploring the practices of educational planning and human resource management in public and private primary level schools in Punjab, Pakistan. The case studies of two public and private schools in Rawalpindi District of Punjab Province were conducted by interviewing the mangers and principles of private and public school respectively. The participant observations were also taken to substantiate the information provided by the respondents. The schools were selected on the basis of their reputation and high enrollment of the students. The findings of the study elaborated the differences in public and private schools with respect to educational planning and managing human resource. The public schools followed the standard curriculum designed by the Punjab text book board which is universal for all the public schools. The teachers are mostly on permanent position and experienced. Whereas in the private schools, international level curriculum is followed this differs from school to school. Every private school has their own curriculum which they followed according to the standard of the school. The manager of the school generally decides the nature of the curriculum and recruitment of the teacher on its own will and interests. The medium of instruction is English in private schools, while public school used both national and international language. As far as teacher competence is concern, the public school teachers are more experienced as compare to private schools as they are working at the same school for a longer time period due to which better able to manage various task in the school and also take part in educational planning. On the other hand, in private school, fresh and most of the time untrained young females are hired. For these employees, professional development and retention is very important for the managers. Selecting and recruiting new teacher is very tedious job as well as it also affects the student’s performances and achievements. It is indicated that the owner of the private school was in continues struggle and in apprehension of hiring, and retaining their staff by providing them extra bonuses and facilities at school, such as leaves, time flexibility, and reward etc.
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Bang, Hyeyoung, and Bruce A. Collet. "Educational gaps and their impact on Iraqi refugee students’ secondary schooling in the Greater Detroit, Michigan Area." Research in Comparative and International Education 13, no. 2 (June 2018): 299–318. http://dx.doi.org/10.1177/1745499918779258.
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In this piece we examine educational gaps among Iraqi refugee students while living in Iraq and while in transitional countries, challenges resulting from those educational gaps since they have arrived in the United States, and Iraqi students’ needs to overcome their challenges for school adjustment. Thirty Chaldean Iraqi refugees who attended various high schools in the greater Detroit area, their parents, and their teachers participated in interviews and focus groups. Educational gaps in Iraq are due to precarious conditions involved in access to schooling, and threats and dangers experienced as Chaldean religious minorities. Gaps in transitional countries are due to lack of access to schooling due to residency restrictions, discriminatory treatment, and financial difficulties. Iraqi students are highly anxious about academic failure and their ability to obtain a high school diploma. We recommend educational policies and practices that might best address the serious problem of educational gaps.
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Marcos de Lima Araujo (UFPA), Dr Ronaldo. "DESAFIOS DA AMPLIACÃO DA OFERTA E DA QUALIDADE DO ENSINO MÉDIO NO CONTEXTO DO FUNDEB." Poiésis - Revista do Programa de Pós-Graduação em Educação 6, no. 10 (December 30, 2012): 524. http://dx.doi.org/10.19177/prppge.v6e102012524-541.
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We treat high school here, considering it as a stage of school education required for the formation of young independent, able to cope with the everyday adult life, including being productive. It questions the possibility of effective democratization of school, considering the increase in supply and their qualification for the second Lula government (2007-2010). Through a research based on archives and literature we found that there was a significant progress about the "cost student". From the point of view of ensuring access and permanence of students in high school, the advances are small, especially good for increasing the net registration rate in high school and as a negative highlight the large number of registrations in a precarious situation . Noting further that the design of integrated high school, taken as a strategy for qualifying school, has been object of reductionism in the official policies of the period.
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Huang, Wenxuan. "Equivalent Pathways? Comparison of Job History for High School Graduates Versus GED Recipients." Innovation in Aging 4, Supplement_1 (December 1, 2020): 586. http://dx.doi.org/10.1093/geroni/igaa057.1959.
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Abstract Successful integration into the paid labor market serves as a critical milestone to adulthood. Yet, this school-to-work transition has become harder to reach due to the increasing precarity in the youth labor market. Using data from the NLSY97, this study compares the job histories of young adults whose terminal education credentials are high school diploma versus GED. I conducted sequence analysis of school-to-work states from age 16 to 30 between these two education groups. Findings show that GED holders are more likely to be exposed to enduring negative labor force status (e.g., periods of unemployment) than the high school graduates. Over half of the GED recipients experience precarious early career characterized by interruptions and long-term inactivity. Despite being “equivalent” to a high school diploma, the GED diploma does not translate into the same opportunity structure as the high school degree, launching a cumulative disadvantage process in the early life course.
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Holloway, Jessica, Ann Nielsen, and Sarah Saltmarsh. "Prescribed distributed leadership in the era of accountability." Educational Management Administration & Leadership 46, no. 4 (February 9, 2017): 538–55. http://dx.doi.org/10.1177/1741143216688469.
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Contemporary accountability frameworks position school leaders as being essential to improving school performance and driving innovation. Simultaneously, new accountability demands have forced the restructuring of school leadership, both in terms of form and function. In this paper, we look at the growing trend of distributed leadership among teachers who are tasked to assume leadership roles while maintaining their (sometimes reduced) teaching responsibilities. In the US, federally backed programs have incentivized schools to bolster teacher leadership opportunities, often predicated on claims of teacher empowerment and leadership democratization. Given the rise in distributed leadership as a prescribed local governance structure, we examined one popular distributed leadership model in the US to better understand how the teacher leaders are experiencing their dual roles and responsibilities. Drawing on focus group interviews with mentor teachers, we found tension between the teachers’ expectations with regard to increased collegiality and mentoring opportunities, and their actual experiences of bureaucratic control and finding that their expectations were unrealistic. We argue that prescribed, incentive-driven forms of distributed leadership can place teacher leaders in precarious positions that demand more of their time, while limiting their capacities to participate in the leadership practices they deem most valuable.
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Brust, Cristina, Wilder Kleber Fernandes Santana, Francisco Guimarães de Assis, Juliana Luíza Pinto dos Santos Teixeira, Elder Cardoso Fernandes da Silva, Jociene Martins Matheus da Silva, Evandro De Oliveira Brito, et al. "CHALLENGES OF PUBLIC EDUCATION IN BRAZIL." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 690–700. http://dx.doi.org/10.31686/ijier.vol9.iss9.3382.
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This paper proposed to delimit as an object of study the “Challenges faced by Public Education in Brazil”, without the purpose of verifying the quality of education in the national territory. We understand that it is necessary for the school, the family and the community to walk together, so that socio-educational quality can be achieved. Therefore, an analysis of the main productions available on the subject is necessary. Although access to Elementary Education is practically universal, Brazil still faces the great problem of the precarious quality of education offered in its schools. Thus, the general objective of this work is to analyze the strategies that can be used by the school, the family and the community to implement the qualification of public education, specifically in Paraíba. Thus, subsidies to exercise and studies on the subject arise. This work is bibliographic and documental, under a qualitative approach, since it is understood as a social quality strategy and legal regulations through documents and bibliographic materials related to the strategies can be used by the school, family and community, to carry out the qualification of the public education, in Paraíba.
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Carlotti, Ana Paula de Carvalho Panzeri, Maria Lúcia Silveira Ferlin, and Francisco Eulógio Martinez. "Do our newly graduated medical doctors have adequate knowledge about neonatal resuscitation?" Sao Paulo Medical Journal 125, no. 3 (May 2007): 180–85. http://dx.doi.org/10.1590/s1516-31802007000300010.
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CONTEXT AND OBJECTIVE: Neonatal resuscitation should be part of medical school curriculums. We aimed to evaluate medical school graduates' knowledge of neonatal resuscitation. DESIGN AND SETTING: Cross-sectional study on the performance of candidates sitting a medical residency exam at Hospital das Clínicas, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, in 2004. METHODS: There were two questions on neonatal resuscitation. One question in the theory test aimed at evaluating basic knowledge on the initial approach towards newly born infants. The question in the practical exam was designed to evaluate the candidate's ability to perform the initial steps of resuscitation and to establish bag-mask ventilation. RESULTS: Out of 642 candidates from 74 medical schools, 151 (23.5%) answered the theory question correctly. Significantly more physicians from public medical schools in the State of São Paulo answered correctly than did those from other schools in Brazil (52.5% versus 9.2%; p < 0.05). A total of 436 candidates did the practical exam. The grades among graduates from medical schools belonging to the State of São Paulo were significantly higher than among those from other schools (5.9 ± 2.6 versus 4.1 ± 2.1; p < 0.001). The grades for the practical question among candidates who had answered the theory question correctly were significantly higher than those obtained by candidates who had given wrong answers (p < 0.05). CONCLUSION: Medical school graduates' knowledge of neonate resuscitation in the delivery room is quite precarious. Emphasis on neonatal resuscitation training is urgently needed in medical schools.
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Taiwo, Fowoyo Joseph. "Transforming the Almajiri Education for the Benefit of the Nigerian Society." International Letters of Social and Humanistic Sciences 19 (December 2013): 244–51. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.244.
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Almajiri or scholars in the Islamic religion has become a matter of sad concern for the North and the Nigerian nation. These children of school age and above roam about the streets in tattered clothes begging scavenging and doing all sort of odd jobs. This paper examined the Almajiri Syndrome in Nigeria, its background, nature, scope, problems and suggesting possible recommendations has to how it can move out of its present precarious situation and probably how it can contribute to meaningful developments in our nation. It was concluded that the government should enforce the 2003 Child Right Act, it was also recommended that, if the almajiri schools are properly funded most of the problems and the quantum of violence being perpetuated all over the country today will be a thing of the past.
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Alvarado, Mariana. "pedagogías cuir y feminismos rapsódicos en/desde valeria flores." childhood & philosophy 15 (April 29, 2019): 1–15. http://dx.doi.org/10.12957/childphilo.2019.38630.
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A feminist premise encourages the (un)naming of “Where is here?” It is about the possibilities of “saying” that can radically disrupt the creation of a school, the journey of a research project, or the paths of militancy. This article demonstrates the ways in which “ascribing” or “stating” are linked to ways of “making audible and visible” as an individual or collective political position, inside/outside the school. These lines of flight travel with the nomadic epistemology of val flores: the limited and specific location of a situated, precarious, itinerant knowledge, which deploys an anti-normative pedagogy animated by a feminist epistemology, from an “under-feminism, to which we intend to playfully open the door.
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Aubrey, Carol. "Responses of School Psychologists* in Two Contrasting Socio-Cultural Contexts (France and Great Britain) to Integration of Handicapped Pupils in the Ordinary School Setting." School Psychology International 7, no. 1 (January 1986): 27–34. http://dx.doi.org/10.1177/014303438600700104.
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The aim of the study was to examine published professional communications by psychologists in France and Great Britain on a topical issue — integration — during the year of 1983, as a reflection and comparison of present status, practice and current ideologies. British psychologists, secure in their central legal involvement in the assessment procedures of the new 1981 Education Act, did not raise integration of handicapped children in the ordinary school as an issue. A theme running through their literature was the issue of integrating assessment/intervention-type procedures of applied behavioural models with the legal requirements of assessment/classification of children with special needs. Much concern was expressed by French psychologists, in relation to the two integration Circulars of January 1982 and January 1983. They saw the Circulars affecting directly the conceptual framework within which they worked, the development of individual skills and their more precarious career prospects. Criticism was made of the lack of definition of handicap, reducing the child to a single scholastic dimension, and thus confusing psychology with pedagogy.
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Митрофанова, Елена, and Elena Mitrofanova. "Precarization of Work of Scientific and Pedagogical Staff of Universities: State and Development Trends." Management of the Personnel and Intellectual Resources in Russia 6, no. 6 (January 23, 2018): 45–48. http://dx.doi.org/10.12737/article_5a4622605a00e5.69107635.
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The article is devoted to the problems of precarization of employment of university teachers. The relevance of the topic is conditioned by the fact that this period of economic development of Russia requires special attention to the sphere of higher education, where the basic processes of formation of human capital are taking place. In this regard, the importance of the teaching staff of universities is repeatedly increased. Nevertheless, the ongoing processes, which testify to the precarious work of the teachers, call into question the possibility of realizing the tasks that the higher school of the country faces. Based on the analysis of the employment precariousness signs, the existence of these phenomena in the sphere of higher education is shown, which is manifested by the aggravation of such problems as underemployment, low wages, high labor intensity, and the lack of security of employment in the short term. The specifics of the precarious work of the teachers in terms of negative consequences for the education sector, society as a whole are shown. Based on the results of the analysis, the main directions of this problem solution at all levels of the higher education system are substantiated.
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Lange, Elena Louisa. "Money versus Value?" Historical Materialism 28, no. 1 (November 18, 2019): 51–84. http://dx.doi.org/10.1163/1569206x-00001851.
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Abstract Even after the demise of the influential Uno School in the 1980s, Japanese economists have been continuously engaged in the categorial reconstruction of Marx’s Critique of Political Economy, especially the theory of value and money. Writing in the 1980s–2000s, authors of the ‘post-Uno School’, such as Ebitsuka Akira, Mukai Kimitoshi, Kataoka Kōji etc., broadened the value-theoretical views of Uno School orthodoxy to include, among others, the Neue Marx-Lektüre (predominantly H.-G. Backhaus and M. Heinrich) and the French economists C. Benetti and J. Cartelier. This paper will confront the ‘post-Uno School’s’ reading of Marx’s theory of value, which poses the theories of value and money as unreconcilable, leading them to discard the theory of value in favour of a ‘monetary approach’. We show that the dismissal of value theory leads to an introduction of Baileyan and neoclassical elements into Marx’s theory, which we believe to be both theoretically and practically precarious.
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Monfredini, Ivanise. "Continued Progression, Work and Teaching as a Profession." education policy analysis archives 17 (March 15, 2009): 6. http://dx.doi.org/10.14507/epaa.v17n6.2009.
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In Brazil, the expansion of basic school is recent. It occurs from mid-twentieth century, and it was intensified in the last three decades. The "neoliberal" educational policies implemented during the years of 1990, had reaffirmed, as their intention, teachers' ideals and efforts, and, among them, "a quality school for all", using the concept of "inclusive school". Considering the sixty years period of expansion of elementary school's attendance, we carried a socio-historical research, analyzing critically the consequences of the continued progression, a program that was implemented during the `neo-liberal´ reform of Brazilian state. We verified the development of the figure of the desisting teacher in actuation, a process mediated by the school culture and by the adoption of the continued progression system without any changes in the precarious working conditions. We begin by presenting the culture of the research site, the first gymnasium founded in the São Paulo city, using the School Plan, which synthesizes different temporalities related to the formation of the current "Second Cycle" and of the teachers that act at this level of education. The analysis, also supported by interviews with sixteen teachers, has showed the consequences and teaching profession.
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Sanders, Sasha J., and Anjuliet G. Woodruffe. "Home-Schooling in David Makes Man." Departures in Critical Qualitative Research 10, no. 2 (2021): 59–67. http://dx.doi.org/10.1525/dcqr.2021.10.2.59.
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This essay explores the logic of capitalism that shapes the experiences of a precarious Black Miami teen in the OWN television series David Makes Man. Analyzing seven episodes of the first season, we develop the concept of home-schooling to describe hustlin’ as a capitalist logic operating within Florida public housing and meritocracy as a capitalist logic celebrated at an elite magnet school to reveal imaginative possibilities of survival in Miami. In this essay, we engage the circuit of culture to interrogate issues of racialized-class in the television series and within a broader social context.
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Roberts, Kenneth. "Education to Work Transitions: How the Old Middle Went Missing and Why the New Middle Remains Elusive." Sociological Research Online 18, no. 1 (February 2013): 160–70. http://dx.doi.org/10.5153/sro.2650.
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Middling youth were centre stage in research on school-to-work transitions from the early-20th century up to and throughout the 1980s. Since then they have been overshadowed by sociological attention to the young unemployed/NEETs on the one side, and university students and graduates on the other. Simultaneously, economists have been crowding out sociologists in the study of education-to-work transitions, especially in the middle ground. However, this paper argues that this is not just a case of the sociological gaze missing the middle. It is argued that old middling labour market destinations have diminished in number, and the new middle remains elusive because the employment tends to be precarious. Thus today's middling groups of school-leavers must either try to move-up or face career-long threats of descent to the bottom.
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Chang, Ching-Wen, Siu-Ming To, Wallace Chi-Ho Chan, and Alex Ching-Pong Fong. "The Influence of Intrapersonal, Interpersonal, and Community Protective Factors on Hong Kong Adolescents’ Stress Arising from Political Life Events and Their Mental Health." International Journal of Environmental Research and Public Health 18, no. 18 (September 7, 2021): 9426. http://dx.doi.org/10.3390/ijerph18189426.
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Precarious political circumstances can take a mental toll on young people. Adopting a socio-ecological perspective, this study investigated the influence of stress arising from political life events, intrapersonal factors (i.e., meaning in life, resilience), interpersonal factors (i.e., social support, associational social capital), and community factors (i.e., perceived empowerment in the community, perceived opportunities for civic engagement) on the mental health of youth in Hong Kong. Furthermore, it examined the moderating effects of these factors on the relationship between stress arising from political life events and mental health. A cross-sectional quantitative survey with a stratified purposive sampling data collection method was conducted. A total of 1330 secondary school students were recruited for this study. Multiple regression analysis was performed to examine both direct and moderation effects. The results indicate that high stress arising from political life events, low meaningfulness in life, low resilience, low social support, low youth empowerment in the community, and high civic engagement in the community were related to high mental distress. None of the presumed moderators moderated the relationship between stress due to political life events and mental distress. Assessing and addressing stress due to political life events would be potentially important in mental health programs for Hong Kong adolescents in precarious political situations.
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Stefanini, Jaqueline Rodrigues, Zeyne Alves Pires Scherer, Edson Arthur Scherer, Luciana Aparecida Cavalin, and Mariana Santos Guazzelli. "Adolescents with attention deficit hyperactivity disorder and exposure to violence: parents' opinion." Revista Latino-Americana de Enfermagem 23, no. 6 (December 2015): 1090–96. http://dx.doi.org/10.1590/0104-1169.0249.2653.
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Objective: to identify the opinion of parents or guardians of adolescents diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) about their children's exposure as perpetrators or victims of violence situations in family life or outside. Method: qualitative study with use of thematic oral history. Nine parents of 07 adolescents with ADHD participated. Data were collected from April to September of 2013 using thematic interview. The interviews were recorded at scheduled times at the participants' home, with an average duration of 30 minutes. The findings were submitted to inductive thematic analysis. Results: data analysis allowed the identification of the occurrence of "Conflicts in family life" and "Conflicts in the context of school and community". Parents reported the involvement of their children as victims, perpetrators and witnesses of physical and psychological violence, and the difficulty of them and the school to understand and handle these situations. Conclusion: violence occurs in ADHD adolescents' interpersonal relationships. Communication between health professionals, school and families is precarious. Through the systematization of nursing care, nurses can plan strategies that articulate support networks and interpersonal relationships of adolescents with the disorder (family and school).
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Lopes, Alice Casimiro, and Hugo Heleno Camilo Costa. "School Subject Community in Times of Death of the Subject." Policy Futures in Education 17, no. 2 (April 12, 2018): 105–21. http://dx.doi.org/10.1177/1478210318766955.
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In this article, we aim to theorize about the understanding of a school subject community in a discursive framework, particularly concerned with the theoretical and strategic possibilities of this notion in the research of curriculum policy. In these times, in which the death of the centered, conscious and cohesive Subject is assumed, what precisely do we mean by subjectivity (collective or not) when we are talking about a school subject community? Goodson’s theory, in relation to structural concerns, organized socio-historical conditions to explain these phenomena. Therefore, we consider it relevant to reconceptualize Goodson´s school subject community category, or even enact its deconstruction, to the extent that we propose to include other subjectivity senses through post-structural theory. We point out that our distance from Goodson´s reading of ‘community’ takes place, also, due our distance from the assumption of the existence of common, positive data, capable of generating cohesion and/or unity among individuals. Hence, with our perspective directed towards subjectivity in the context of post-structural and political-curricular thinking, based on Laclau’s theory of discourse, we discuss the possibility of thinking about the subjectivity of a community, in this case the school subject community, or its subjectivations. In conclusion, the school subject community is the result – albeit precarious, temporary and contingent – of discursive articulation. The school subject community, through the argument we have built, is the set of subjectivities formed in provisional operations in the discursive field named school subject.
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Naidoo, Devika. "Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa." Journal of Curriculum and Teaching 6, no. 1 (April 27, 2017): 97. http://dx.doi.org/10.5430/jct.v6n1p97.
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The Post-school Education and Training (PSET) policy seeks to address the education and training needs ofpost-school youth not in education, employment nor training (NEET). The problem of youth NEET has beenresearched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions ofpost-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency andinitiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township inGauteng. The study is framed by the notion of ‘critical’ agency (Gramsci: 1971) and Bourdieu’s concept of 'strategies'that mediate structure and agency. These concepts enable a focus on critical agency that emerge withinseverely constraining social conditions. Data were collected through the following sources and methods: from a'youth dialogue' amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews withkey individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offeredat the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET;acceptance of education for employment; desire for higher quality education; and clear ideas of alternativepedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in theface of debilitating structural constraints. Implications for the post school education and training system are raisedand some recommendations are made.
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Sargeant, Lynn M. "Singing the Nation into Being: Teaching Identity and Culture at the Turn of the Twentieth Century." History of Education Quarterly 49, no. 3 (August 2009): 291–322. http://dx.doi.org/10.1111/j.1748-5959.2009.00210.x.
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Although music has long had a place in the school, its position has often been precarious, relegated to odd hours and odd locations, and starved of both funds and attention. While at times music and the arts have enjoyed considerable support, these subjects are often the last ones added and the first ones cut from the curriculum. Yet, the arts have passionate advocates as well, including parents and pedagogues who support a holistic model of education that emphasizes humanistic values and aesthetics as well as utilitarian training. Still, music educators have struggled to justify their subject, often relying on extrinsic arguments to support its inclusion in the curriculum. Music, one is told, helps students raise their reading and math scores, improves their self-discipline, and builds community. Such arguments are rarely persuasive to voters concerned with eliminating expensive “frills” or to officials trying to balance tight budgets and raise test scores. Local newspapers bear witness to this struggle, as music and art programs fight to stay alive in American schools. This story, so potent today, has a long history. It dates back to the nineteenth century and the very birth of school music programs. It crosses continents, having as much currency in Europe as it does in North America. Debates over music in the schools are nothing less than debates over the meaning and purpose of education. Music is not one of the “three ‘R's.” Yet, precisely because of music's peripheral
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Pantenburg, Volker. "Class Relations: Diagnoses of the Present in the Films of Julian Radlmaier and Max Linz." New German Critique 46, no. 3 (November 1, 2019): 53–78. http://dx.doi.org/10.1215/0094033x-7727413.
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Abstract This article examines the work of Max Linz and Julian Radlmaier, two German directors born in the mid-1980s. It traces their academic and practical training in film studies and film directing and highlights their aesthetic and political approach as an attempt to counter the cinema of the Berlin School. Amalgamating various German and international influences, from Christoph Schlingensief, Alexander Kluge, and Rainer Werner Fassbinder (Linz) to Roberto Rossellini, Pier Paolo Pasolini, and the classical avant-gardes of the 1920s (Radlmaier), their student shorts and feature films combine a playful eclecticism with an acute sense of contemporary political issues like precarious working conditions, gentrification, and the commodification of art and culture.
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Edwards Jr., D. Brent, Taeko Okitsu, and Peggy Mwanza. "Low-fee private schools, the state, and globalization: A market analysis within the political sociology of education and development." education policy analysis archives 27 (October 21, 2019): 133. http://dx.doi.org/10.14507/epaa.27.4534.
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This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECCE, over 90% of ECCE centers are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centers for tuition, not including additional indirect costs. The paper discusses how teachers in LFPSs are caught in the middle, making less than the average income earned by others in the surrounding slum, and are unable to afford LFPS fees themselves. Importantly, the paper highlights that lower income quintiles spend a greater percentage of their income on ECCE, and that a majority of families in the study must make tradeoffs between ECCE, food, housing, and other basic expenditures in order to afford private ECCE, which is a necessity given the inadequate supply of government ECCE centers. In addition to addressing school strategies for keeping costs down, this study reports on parental decision-making when it comes to school selection. Finally, beyond a straight market analysis of LFPSs at the ECCE level in Zambia, this article also comments on how this market fits into the dialectical nature of local and global contexts. That is, it draws attention to the workings of the Zambian state and its precarious position in the global capitalist economy.
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Chadderton, Charlotte. "School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity’." Power and Education 12, no. 2 (April 6, 2020): 173–88. http://dx.doi.org/10.1177/1757743820916761.
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In this paper, I argue that current arrangements for school-to-work transitions support in England, now school-based, are designed to contribute towards ensuring the consent of the population for what I refer to as the ‘state of insecurity’ (Lorey, 2015): the neoliberal relationship between the individual and the state in which insecurity is promoted as freedom. Based on an analysis of policy, the paper argues that the government careers strategy for young people aims to contribute to shaping the precarious subjects which inhabit the state of insecurity, by encouraging them to internalise neoliberal values around freedom and individualism which accompany governmental precarisation. Drawing also on the work of Judith Butler (2011), I suggest that throughout the careers strategy, neoliberalism functions as performative or hegemonic norm which is cited to constitute notions of ‘good’ or ‘normal’ labour market arrangements, aspirations and selves. I suggest that this strategy is an example of Berlant's (2011) ‘cruel optimism’, which constitutes a fantasy of a ‘good life’ which is in fact likely to be unattainable to many young people, especially the more disadvantaged.
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Aminuddin, Adilah, Hassan Basri Jahubar Sathik, Hani Syifaa Mohd Hashim, Abdul Rashid Khan, and Siti Fatimah Kaider Maideen. "BOARDING SCHOOL: A SIMPLE APPROACH TO REDUCE SOIL TRANSMITTED HELMINTH INFECTIONS IN ORANG ASLI CHILDREN OF SUNGAI SIPUT, PERAK, 2017." Malaysian Journal of Public Health Medicine 20, no. 3 (December 31, 2020): 195–204. http://dx.doi.org/10.37268/mjphm/vol.20/no.3/art.768.
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Soil transmitted helminth (STH) infection is a major public health concern among the indigenous children of Malaysia. Precarious living conditions at home including unavailability of water, drinking of contaminated water, poor sanitation and livestock presence, are known risk factors for the infection. In order to provide better living conditions, these children are enrolled in boarding schools. This study was conducted to determine whether boarding schools is a solution in reducing soil transmitted helminth infection among Orang Asli children in Sg Siput, Perak, Malaysia. An analytical cross-sectional study was conducted among 204 schoolchildren aged 7-17 years from three boarding schools in Sungai Siput, Perak from January to March 2017. Stool samples were collected and examined using direct smear and Kato-Katz technique. Information on sociodemographic and environmental conditions were collected using a modified Demographic Health Survey (DHS) questionnaire. Data analysis was done using IBM SPSS Statistics Processor 20.0.Out of a total of 204 children, only 48% (n= 97) were infected with at least one type of STH species which showed a reduced prevalence as compared to previous studies conducted among home dwelling schoolchildren with overall prevalence of 78-97%. Majority of the children had monoparasitism (31%; n=63) with moderate intensity by T trichuira (n=51, 25%). Univariate analysis shows that unavailability of water at home has a statistically significant association with STH infection among boarding school children (OR=0.73; 95% CI= 0.56-0.95 p=0.021). Multivariate analysis proves children who had unavailability of water at home has 2.1 times more likelihood of getting an STH infection (OR= 2.08; 95%CI= 1.07-4.07; p= 0.032).This study demonstrates a reduced STH prevalence among Orang Asli boarding school children as better living condition there limits the spread of STH infection among them.
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Aminuddin, Adilah, Hassan Basri Jahubar Sathik, Hani Syifaa Mohd Hashim, Abdul Rashid Khan, and Siti Fatimah Kaider Maideen. "BOARDING SCHOOL: A SIMPLE APPROACH TO REDUCE SOIL TRANSMITTED HELMINTH INFECTIONS IN ORANG ASLI CHILDREN OF SUNGAI SIPUT, PERAK, 2017." Malaysian Journal of Public Health Medicine 20, no. 3 (December 31, 2020): 195–204. http://dx.doi.org/10.37268/mjphm/vol.20/no.3/art.768.
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Soil transmitted helminth (STH) infection is a major public health concern among the indigenous children of Malaysia. Precarious living conditions at home including unavailability of water, drinking of contaminated water, poor sanitation and livestock presence, are known risk factors for the infection. In order to provide better living conditions, these children are enrolled in boarding schools. This study was conducted to determine whether boarding schools is a solution in reducing soil transmitted helminth infection among Orang Asli children in Sg Siput, Perak, Malaysia. An analytical cross-sectional study was conducted among 204 schoolchildren aged 7-17 years from three boarding schools in Sungai Siput, Perak from January to March 2017. Stool samples were collected and examined using direct smear and Kato-Katz technique. Information on sociodemographic and environmental conditions were collected using a modified Demographic Health Survey (DHS) questionnaire. Data analysis was done using IBM SPSS Statistics Processor 20.0.Out of a total of 204 children, only 48% (n= 97) were infected with at least one type of STH species which showed a reduced prevalence as compared to previous studies conducted among home dwelling schoolchildren with overall prevalence of 78-97%. Majority of the children had monoparasitism (31%; n=63) with moderate intensity by T trichuira (n=51, 25%). Univariate analysis shows that unavailability of water at home has a statistically significant association with STH infection among boarding school children (OR=0.73; 95% CI= 0.56-0.95 p=0.021). Multivariate analysis proves children who had unavailability of water at home has 2.1 times more likelihood of getting an STH infection (OR= 2.08; 95%CI= 1.07-4.07; p= 0.032).This study demonstrates a reduced STH prevalence among Orang Asli boarding school children as better living condition there limits the spread of STH infection among them.
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Conti, Riccardo Luca, Joana Dabaj, and Elisa Pascucci. "Living Through and Living On?" Migration and Society 3, no. 1 (June 1, 2020): 213–21. http://dx.doi.org/10.3167/arms.2020.030117.
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In this article, we examine the school project implemented by the architecture charity CatalyticAction in the informal refugee settlement of Jarahieh, in the Bekaa, Lebanon. In doing so, we propose an approach to participatory humanitarian architecture that extends beyond the mere act of designing “together” an “object building.” We see participatory architecture as a process that develops incrementally through the socioeconomic life of precarious communities—through what we call the “living through” and “living on” of participation. While remaining attentive to the infrastructural and political limitations to architectural durability in refugee settlements, we foreground the social life of architectural forms, and consider the built environment as not simply “used,” but produced and (re)productive through time, beyond, and often in spite of, humanitarian interventions.
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Araújo, Ronaldo Marcos de Lima. "ENSINO MÉDIO BRASILEIRO: dualidade, diferenciação e desigualdade social." Cadernos de Pesquisa 26, no. 4 (December 20, 2019): 107. http://dx.doi.org/10.18764/2178-2229.v26n4p107-122.
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O texto analisa a reforma em curso do ensino médio brasileiro. Problematiza a produção da área de trabalho e educação que, no Brasil, tem enfatizado o uso do conceito de dualidade para explicar o Ensino Médio; identifica a introdução desse conceito na literatura brasileira e suas influências teóricas; a partir do que defende a sua validade, porém também a sua insuficiência. Tomando o conceito de desigualdade como referência adicional conclui que a reforma tende a promover maior diferenciação escolar, hierarquizando as escolas e precarizando ainda mais a formação oferecida pelas escolas públicas de Ensino Médio das redes estaduais, aprofundando as desigualdades educacionais e embargando o futuro dos jovens pobres.Palavras-chave: Ensino Médio. Reforma do Ensino Médio. Dualidade educacional. Desigualdade. Diferenciação escolar.BRAZILIAN SECONDARY SCHOOL: dualism, difference and social inequalitiesAbstractAnalyses the ongoing reform of Brazilian high school considering the increase in school differentiation that it tends to produce. Problematizes the production of the area of work and education, has emphasized the use of the concept of duality to explain the Secondary School; identifies the introduction of this concept in Brazilian literature and its theoretical influences; from what it defends its validity, but also its insufficiency. Also taking the concept of inequality as an additional reference concludes that the reform tends to deepen the educational inequalities, hierarchizing the schools and precarious even more the training offered by public high schools of the state networks, making it difficult to the future of poor young people.Keywords: Secondary School. High School Reform. Educational Duality. Inequality. School Differentiation.ESCUELA SECUNDARIA BRASILEÑA: dualidad, diferenciación y desigualdad socialResumenEl texto analiza la reforma en curso de la escuela secundaria brasileña. Problematiza la producción del área de trabajo y la educación que, en Brasil, ha enfatizado el uso del concepto de dualidad para explicar la escuela secundaria; identifica la introducción de este concepto en la literatura brasileña y sus influencias teóricas; de lo que defiende su validez, pero también su insuficiencia. Tomando el concepto de desigualdad como referencia adicional, se concluye que la reforma tiende a promover una mayor diferenciación escolar, jerarquizar las escuelas y una mayor precariedad de la capacitación ofrecida por las escuelas públicas públicas, profundizar las desigualdades educativas y embargar el futuro de los jóvenes pobres. Palabras clave: Bachillerato. Reforma de la escuela secundaria. Dualidad educativa. Desigualdad Diferenciación escolar.
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Schoon, Ingrid. "Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work." ANNALS of the American Academy of Political and Social Science 688, no. 1 (March 2020): 77–92. http://dx.doi.org/10.1177/0002716220905569.
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This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.
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Ferreira, Eliza Bartolozzi. "Secondary Education under Tension between Democratization and Modernization: Reflections from the Brazilian Experience." International Education Studies 9, no. 9 (August 29, 2016): 157. http://dx.doi.org/10.5539/ies.v9n9p157.
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<p class="apa">This paper analyzes the extension of the right to secondary education in Brazil. Currently, the debate on secondary education has been intensified in civil society highlighting the problem of the reason of its precarious offer, not to mention a significant proportion of young people and adults who have not finished this level of schooling. Opinions vary on how the offer to secondary education should be held: while a minority believes that schooling should be humanistic and scientific; others support integrated education with a technical certification. Others advocate the separation of secondary professional education. This myriad of projects and programs has invaded the educational systems and schools, a portrait of public action in the education area, divided between republicans and private interests, in the context of disputes between the process of democratization and modernization, guided by the excellence of the performance of the institutions and students. This paper has an essay character produced within the research ‘Innovative High School Program: working conditions and teacher education’ with CNPq funding and during the post-doctoral studies conducted at the École Normale Supèrieure de Lyon/France, with CAPES financial support.</p>
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Mavin, Sharon, and Marina Yusupova. "Gendered experiences of leading and managing through COVID-19: patriarchy and precarity." Gender in Management: An International Journal 35, no. 7/8 (October 23, 2020): 737–44. http://dx.doi.org/10.1108/gm-09-2020-0274.
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Purpose The purpose of this paper is to highlight key issues for women managers, leaders and precarious academic women during COVID-19 in organisations and in academy. Design/methodology/approach This paper shares the authors’ personal experiences during COVID-19 in the UK as a woman Professor and Director of a Business School and a woman Research Associate and link these with existing scholarship to reflect on areas for continued research and action. Findings This paper underlines how COVID-19 destabilises the progress made towards gender equality. Practical implications This paper outlines future avenues for research and practice as a result of experiences of COVID-19. Originality/value This paper looks at the gendered implications of COVID-19 for women across organisational hierarchies and highlights commonalities in their experiences and devastating effects of the pandemic.
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Ramos Arcos, Victor Hugo. "Jóvenes mayas o de origen maya hacia la universidad: desigualdades, agencia y movilidad social." Estudios de Cultura Maya 58 (June 27, 2021): 237–70. http://dx.doi.org/10.19130/iifl.ecm.2021.58.23868.
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In recent years, the indigenous population in Mexico increased their access to higher education. From an analytical perspective on social inequalities, this article approaches the educational trajectories of Maya or Mayan origin youths who have accessed at the university in Yucatan. It shows how a restricted access to the structure of opportunities based on social origin and a precarious school environment translates into the perpetuation of educational disadvantageous conditions up to the university level. However, it is also identified that in these environments, the interaction with social agents is a key factor in favoring a change of direction towards more favorable educational contexts. It also identifies a privileged sector of young people from families who have experienced processes of social mobility, that makes their educational trajectories a more stable path with less obstacles.