Literatura académica sobre el tema "School precarious"
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Artículos de revistas sobre el tema "School precarious"
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Skiba, Russell J. "Special Education and School Discipline: A Precarious Balance". Behavioral Disorders 27, n.º 2 (febrero de 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, n.º 1 (8 de febrero de 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 y Luciana Gonçalves de Oliveira Gotelib. "Condições de infraestrutura das escolas brasileiras: Uma escola pobre para os pobres?" education policy analysis archives 27 (10 de junio de 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 y Marina Nogueira FERRAZ. "Public libraries and school libraries: Major differences". Transinformação 30, n.º 2 (agosto de 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 y Nader Ahmad. "The Psychosocial Condition of Syrian Children Facing a Precarious Future". Refuge: Canada's Journal on Refugees 37, n.º 1 (18 de abril de 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, n.º 3 (agosto de 2009): 253–66. http://dx.doi.org/10.1080/00220620903072154.
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Giunchi, Marianna, Pedro Marques-Quinteiro, Chiara Ghislieri y Anne-Marie Vonthron. "Job insecurity fluctuations and support towards Italian precarious schoolteachers". Career Development International 25, n.º 6 (14 de agosto de 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, n.º 61 (1 de diciembre de 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, n.º 1 (septiembre de 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 y 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, n.º 3 (15 de septiembre de 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.
Tesis sobre el tema "School precarious"
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Cremasco, Marilda José. "Processos de escolarização precária de jovens em um bairro de classe média na cidade de São Paulo". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062007-093949/.
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Muito se fala sobre os problemas do cotidiano escolar, o fracasso escolar e sobre os alunos considerados problemas. Pouco discutimos sobre as práticas pedagógicas cotidianas no interior das escolas. Menor ênfase ainda é dada ao relato dos jovens sobre suas vivências escolares e os modos como as experimentam. Com o intuito de analisar esta temática, abordamos o assunto a partir de uma pesquisa realizada no site da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES - em que percebemos que os alunos têm sido pouco ouvidos e que as publicações acadêmicas focalizam em geral \"sujeitos\" advindos das classes mais pobres e dos bairros periféricos. O inusitado do presente estudo refere-se à sua localização: um bairro de classe média na cidade de São Paulo. Procuramos ouvir, observar e analisar um grupo de jovens que diariamente permanece na porta de uma escola pública de ensino fundamental e médio, os quais, a princípio, imaginávamos não estudarem mais. Com o decorrer do trabalho de campo, apreendemos que eles ainda são matriculados na escola e que, em alguns dias, entram e assistem às aulas: \"Dependendo do professor\", segundo suas próprias palavras. Nos demais dias, ficam na entrada da escola, conversando, tocando violão e fumando. No processo de compreender o que permeia este ato de \"ficar na porta\" descobrimos que se trata de uma resistência em abandonar de vez a instituição. É importante destacar que as autoridades escolares passam por eles diariamente sem demonstram interesse algum em reinseri-los em seus papéis de alunos freqüentes à escola. E eles, por sua vez, participam ativamente do jogo quando lhes convém. Prática esta que aprenderam dentro da escola quando seus professores os retiravam da sala de aula e eles ficavam livres para estar onde quisessem. Práticas como estas compõe o que denominamos de processo de escolarização precária . Este estudo apresenta algumas contribuições relacionadas a este processo.There is much talk about the problems in the everyday life of schools, about school failure and the so-called troublesome students, but very little has been discussed about the pedagogical practices inside schools. Little attention has been given to the youngsters\' accounts of their school experiences and their way of going through them. With the purpose of analysing this latter issue, we initiate our study with a bibliographical search inside the CAPES academic resources website - in which we noticed that the presence of the students´ voice in the published research is minimal, and that the academic studies have largely focused on the subjects of the poorer urban neighbourhoods. The new element in our study refers to the locus in which it was carried out: a middle class neighbourhood in São Paulo city. We tried to observe, to listen to and to analyse a group of youngsters that used to hang around the gateway of a public primary and secondary school. We thought initially that they were out of school. During the fieldwork we learned that they were still enrolled at the school and that some days they come in to attend the classes: In their own words: \"It depends on the teacher\". On the other days they stay at the gateway, lingering, playing guitar and smoking. In the process of understanding what was underlying their act of \"staying at the school gateway\" we realized that it was a way of resisting to definitively abandoning the institution. It is important to notice that the school authorities pass by them on a daily basis and do not show any interest in bringing them back to their place as regular students. And the students, in their turn, take active part in this game, as long as it is convenient for them. A practice they learned inside the school, when their teachers put them out of the classroom freeing them to be wherever they wanted. Practices such as that comprise what we denominate here the process of precarious schooling. This study presents contributions related to this process.
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Figueiredo, Ana HÃrica Brasil. "Trabalho docente: condiÃÃes de trabalho, carreira e salÃrio do magistÃrio da Rede PÃblica Estadual do CearÃ". Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13189.
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nÃo hÃA pesquisa dirige seu foco de anÃlise para o trabalho docente na rede pÃblica estadual do Cearà a partir da anÃlise das condiÃÃes de trabalho, carreira e salÃrio dos professores das escolas pÃblicas estaduais do CearÃ, tendo como referÃncia documentos, leis e revisÃo bibliogrÃfica que demonstram um contexto de reestruturaÃÃo do trabalho pedagÃgico e precarizaÃÃo do trabalho docente. O objetivo geral foi compreender as transformaÃÃes do trabalho docente no Ãmbito da âreformaâ do Estado e a polÃtica pÃblica estadual do ensino bÃsico no Cearà analisando os documentos oficiais como a Lei do Piso, o Estatuto do MagistÃrio e o Plano de Carreira. O percurso metodolÃgico foi realizado mediante a pesquisa bibliogrÃfica e a pesquisa documental. Verificou-se que as transformaÃÃes no mundo do trabalho repercutem no trabalho docente, tornando-o precÃrio. Isso tem relaÃÃo com as crises do capitalismo global, com as mudanÃas estruturais da educaÃÃo e com as estratÃgias realizadas pelos governos neoliberais. A flexibilizaÃÃo dos regimes e contratos de trabalho se impÃs nas escolas pÃblicas. à crescente o processo de contraÃÃo de professores temporÃrios. Tais mudanÃas trazidas pelas reformas educacionais mais recentes tÃm resultado em intensificaÃÃo do trabalho docente, ampliaÃÃo do seu raio de aÃÃo e, consequentemente, em maiores desgastes e insatisfaÃÃo por parte desses trabalhadores.
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Elias, Dinora de Godoy. "Debates sobre a dislexia em tempos de precarização da escola, do trabalho docente e das relações familiares". Universidade Estadual do Oeste do Paraná, 2014. http://tede.unioeste.br/handle/tede/3349.
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Currently school education has been the primary means of access to scientific knowledge produced by mankind. However, this is not called at all. After completing elementary school, some children lags on the mastery of basic skills in reading, writing and arithmetic, many of which are diagnosed with dyslexia. Starting from this fact, this research was intended to analyze problems involving biologizing perspective on dyslexia, conceptualizing it as a learning disability in the area of reading and writing. We opted for the theoretical framework proposed by the Historical-Cultural Psychology, which indicates that all conditions have to learn while mankind constituting the development of higher psychological functions. Based on this concept was identified in public schools from city of Guaraniaçu, State of Paraná, the number of children diagnosed with medical report, as dyslexic and what educational services they receive. Investigated the state law that directs specialized educational service offered to dyslexic students, detecting contradictions between the theoretical and the way to enter these services. In the field research were applied questionnaires to teachers who teach in the early years of Basic Education and act as regents class only public school that offers specialized education in classroom Multifunctional Resources Type I and all the teachers of Portuguese Language matter the final years of higher education in the schools of the state system of this municipality, in order to examine how these professionals understand and organize their work on the learning difficulties of students diagnosed as dyslexic. We interviewed children who have dyslexia and report their mothers in order to identify how they arrived at this diagnosis and what the consequences of this document for their school careers. Of the students surveyed, only 18% had previous biological order the school term factors, others indicated pedagogical problems at the origin of learning disabilities. Concludes by identifying some common points in the origin of dyslexia, which are linked to the erosion of public school for students from working class, inadequate teaching work to the needs of students for situations that transcend the individual will these professionals and also family relations which are still linked to social conditions and social taxes evaluative models, which do not allow proper monitoring of the process of human development of school-age children.
Atualmente a educação escolar tem sido o principal meio de acesso aos saberes científicos elaborados pela humanidade. Contudo, isto não está posto a todos. Ao concluírem o Ensino Fundamental, algumas crianças apresentam defasagens quanto ao domínio das habilidades básicas de leitura, escrita e cálculo, muitas das quais recebem o diagnóstico de dislexia. Partindo desta constatação, pretendeu-se nesta pesquisa analisar os problemas que envolvem a perspectiva biologizante sobre a dislexia, e sua conceituação como um transtorno de aprendizagem na área da leitura e da escrita. Optou-se pelo referencial teórico proposto pela Psicologia Histórico-Cultural, o qual indica que todos possuem condições para aprender constituindo-se enquanto gênero humano, a partir do desenvolvimento das funções psicológicas superiores. Identificou-se, nas escolas públicas do município de Guaraniaçu – PR, em 2013, o número de crianças diagnosticadas, em laudo médico, como disléxicas, e qual o atendimento educacional que recebiam. Investigou-se a legislação estadual que orienta o atendimento educacional especializado oferecido aos alunos disléxicos, detectando-se contradições entre os fundamentos teóricos e a forma de ingresso nesse serviço. Na pesquisa de campo aplicaram-se questionários aos professores que lecionam nos anos iniciais do Ensino Fundamental, e que atuam como regentes de classe da única escola municipal que oferece atendimento educacional especializado em Sala de Recursos Multifuncional – Tipo I, e a todos os docentes da disciplina de Língua Portuguesa dos anos finais desse nível de ensino, nas escolas da rede estadual desse município, no intuito de analisar como esses profissionais entendem e organizam seu trabalho diante das dificuldades de aprendizagem dos alunos diagnosticados como disléxicos. Entrevistaram-se as crianças que possuem laudo de dislexia, e suas mães, a fim de identificar como chegaram a esse diagnóstico e quais as consequências desse documento para o seu percurso escolar. Dos alunos pesquisados, três apresentavam dificuldades de ordem biológica que, de certa forma, poderiam indicar problemas neurológicos. Com relação aos outros catorze alunos, identificaram-se nos relatos, justificativas pedagógicas para a não aprendizagem no tempo considerado adequado. Concluiu-se, identificando alguns pontos comuns na origem da dislexia, os quais se vinculam à precarização da escola pública destinada aos alunos da classe trabalhadora, envolvendo o trabalho docente inadequado às necessidades dos alunos por situações que transcendem a vontade individual desses profissionais e também às relações familiares que se encontram ainda atreladas a condições sociais e a modelos valorativos impostos socialmente, que não permitem o adequado acompanhamento do processo de formação humana da criança em idade escolar.
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Oliveira, Lorena Rodrigues de. "Perfil e visão de trabalho expressa por professores eventuais de escolas de uma diretoria de ensino da Rede Estadual de São Paulo". Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10270.
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The temporary teachers working in schools in state of Sao Paulo as a means of remedying the problem of shortages of professors, replacing any absences. There are about 17,000 teachers working as a eventual teacher, which can be considered on duty at school, without any guarantee and employment stability. The main objective of this research is to draw a profile of teachers in any Board of Education Caieiras, metropolitan region of São Paulo state and identify the vision they express about their work and their situation professional. It's knowing who they are, as perceive their work and their relationship with the organization school. For this, a search was conducted qualitative, whose instruments for collecting data, in 2009, were the questionnaires, semi-structured interviews with teachers and any document analysis. The research has as reference, mainly the work of Gimeno Sacristán (1999), Vorraber (1995) and Huberman (1995). Results presented in charts and tables suggest that interviewed teachers are mostly young teachers with little training time, are formed predominantly in private institutions. In relation to the vision that express about their work demonstrate that they feel devalued and exhibit a difficult relationship with other teachers in schools and working with students
Os professores eventuais atuam nas escolas da rede estadual de São Paulo como meio de sanar o problema das faltas dos professores titulares, substituindo eventuais ausências. São cerca de 17 mil professores trabalhando como professores eventuais, que podem ser considerados plantonistas da escola, sem qualquer garantia e estabilidade profissional. O objetivo principal desta pesquisa é traçar um perfil de professores eventuais na Diretoria de Ensino de Caieiras, região metropolitana do estado de São Paulo e identificar a visão que eles expressam acerca do seu trabalho e de sua situação profissional. Trata-se de conhecer quem são, como percebem o seu trabalho e sua relação com a organização escolar. Para tanto, foi realizada uma pesquisa qualitativa, cujos instrumentos para a coleta de dados, no ano de 2009, foram a aplicação de questionários, entrevistas semi-estruturadas com professores eventuais e análise documental. A pesquisa tem como referencial, principalmente, os trabalhos de Gimeno Sacristán (1999), Vorraber (1995) e Huberman (1995). Os resultados apresentados em quadros e tabelas sugerem que os professores entrevistados são, na maior parte, professores jovens e com pouco tempo de formação; são formados, predominantemente, em instituições privadas. Em relação à visão que expressam acerca de seu trabalho demonstram que se sentem desvalorizados e manifestam uma difícil relação com os demais professores das escolas em que atuam e com os alunos
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Kuo, Meng-Ni y 郭孟妮. "An Ethnographic Study on Precarious Employment in Schools". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/53wg28.
Texto completoLibros sobre el tema "School precarious"
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Brancatisano, Vincenzo. Una vita da supplente: Lo sfruttamento del lavoro precario nella scuola pubblica italiana. Modena: Nuovi mondi, 2010.
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Ulivieri, Simonetta, Franco Cambi y Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.
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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.
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Klassen, Thomas R. Precarious Values: Organizations, Politics, and Labour Market Policy in Ontario (School of Policy Studies). Queen's University, Office of the Vice-Princi, 2000.
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Bernal, Angélica Maria. Another Birth of Freedom. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190494223.003.0008.
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This chapter examines a previously unexplored perspective on the US civil rights refounding: Méndez v. Westminster School District et al. (1947), a case reflecting the political and legal struggles of Mexican American parents in 1940s Orange County to challenge their children’s segregation from California’s public schools. Against familiar interpretations that excluded groups advance social-justice claims before the broader society as appeals to the promises of the Founding or Founders, this chapter argues that even when situated as appeals within the law, foundational challenges are better understood as underauthorized ones: actions that self-authorize not on the basis of an order that once was, but on the basis of a citizen-subject position and political order that are at once precarious and yet to come. This type of constitutional politics, the chapter argues, challenges understandings of democratic self-constitution predicated on a unified “We, the People” by bringing to light the constituent power of the excluded.
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Soentken, Menno, Franca van Hooren y Deborah Rice. The Impact of Social Investment Reforms on Income and Activation in the Netherlands. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0021.
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In this chapter we assess the buffer and flow dimension of the social investment state for early school leavers and lone parents in the Netherlands. By applying an ‘at-risk household-type model’, we show that the buffer function of the welfare state for the two risk groups out of work has declined in the last decade, particularly for early school leavers. On the other hand, the buffer function, in terms of minimum income protection, for those risk groups that have acquired paid employment has significantly improved. In terms of labour-market flow, we show that capacitation of risk groups is an explicit aim of service delivery at the local level in the Netherlands. On the other hand, capacitation was brought in jeopardy by recent budget, which undermined the flow function for precarious risk groups. Both the buffer and flow function of the Dutch social investment state point to an ambivalent reform path.
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Rosa, Jonathan. Looking like a Language, Sounding like a Race. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190634728.001.0001.
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Looking like a Language, Sounding like a Race examines the emergence of linguistic and ethnoracial categories in the context of contemporary US constructions of Latinidad. The book draws from more than 24 months of ethnographic and sociolinguistic fieldwork to analyze the racialization of language as a central form of modern governance. It focuses specifically on youth socialization to US Latinidad as a contemporary site of political anxiety, “raciolinguistic” transformation, and urban inequity. Rosa’s account studies the fashioning of Latinidad in a highly segregated Chicago high school whose student body is more than 90% Mexican and Puerto Rican. Rosa shows how anxieties surrounding language, race, and identity produce an administrative project that seeks to transform “at risk” Mexican and Puerto Rican students into “Young Latino Professionals.” This institutional effort, which requires students to learn to be—and sound like—themselves in highly studied ways, reflects administrators’ attempts to navigate a precarious urban terrain in the city grappling with some of the nation’s highest youth homicide, drop-out, and teen pregnancy rates. Rosa explores the ingenuity of his researchers participants’ creative responses to these forms of marginalization through the contestation of political, ethnoracial, and linguistic borders. The detailed engagement with the relationship between linguistic and ethnoracial category-making that develops throughout the book points to the raciolinguistic, historical, political, and economic dynamics through which people come to look like a language and sound like a race across cultural contexts.
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Bidadanure, Juliana Uhuru. Justice Across Ages. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198792185.001.0001.
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Justice Across Ages is a book about how we should respond to inequalities between people at different stages of their lives. Age structures our social institutions, relationships, obligations, and entitlements. There is an age for voting, an age for working, and an age when one is expected (and sometimes required) to retire. Each stage of life also corresponds to specific forms of social risks and vulnerabilities. As a result, inequalities between age groups and generations are numerous and multidimensional. And yet, political theorists have spared little time thinking about how we should respond to these disparities. Are they akin to those patterned on gender or race? Or is there something relevantly distinctive about them that mitigates the need for concern? These questions and others are answered in this book and a theory of justice between co-existing generations is proposed. Age structures our lives and societies. It shapes social institutions, roles, and relationships, as well as how we assign obligations and entitlements within them. There is an age for schooling, an age for voting, an age for working, and an age when one is expected (and sometimes required) to retire. Each life-stage also brings its characteristic opportunities and vulnerabilities, which spawn multidimensional inequalities between young and old. How should we respond to these age-related inequalities? Are they unfair in the same way that gender or racial inequalities often are? Or is there something distinctive about age that should mitigate ethical concern? Justice Across Ages addresses these and related questions, offering an ambitious theory of justice between age groups. Written at the intersection of philosophy and public policy, the book sets forth ethical principles to guide a fair distribution of goods like jobs, healthcare, income, and political power among persons at different stages of their life. Drawing on a range of practical cases, the book deploys normative tools to distinguish objectionable instances of inequalities from acceptable ones and in so doing, critically assesses a range of policy remedies. At a time where young people are starkly under-represented in legislatures and subject to disproportionally high unemployment rates, the book moves from foundational theory to the specific policy reforms needed today. As moral and political philosophers have noted, it can be tempting to assume that age-based inequalities are morally trouble free, since over the course of a complete life, a person moves through each age groups. Yet, Justice Across Ages argues that we should resist this assumption. In particular, we should regard with suspicion commonplace and widely tolerated forms of age-based social hierarchy, such as the infantilization of young adults and older citizens, the political marginalization of teenagers and young adults, the exploitation of young workers through precarious contracts and unpaid internships, and the spatial segregation of elderly persons. If we ever are to live in a society where people are treated as equals, we must pay vigilant attention to how age membership can alter our social standing. This position carries important implications for how we should think about the political and moral value of equality, design our social and political institutions, and conduct ourselves in a range of contexts that includes families, workplaces, and schools.
Capítulos de libros sobre el tema "School precarious"
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Taylor, Lisa y Michael Hoechsmann. "Why Multicultural Literacy? Multicultural Education Inside and Outside Schools". En Precarious International Multicultural Education, 315–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-894-0_17.
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Parsons, Jim. "Silent Schools? On the Re-emergence of Oral Language and Culture in Education". En The Precarious Future of Education, 109–35. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48691-2_5.
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Vuori, Jukka, Petri Koivisto y Elina Nykyri. "Preventive Group Intervention Promoting Quality of Employment and Mental Health Among Graduates of Vocational Schools". En Unemployment, Precarious Work and Health, 417–22. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94345-9_30.
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Godden, Lorraine y Christopher DeLuca. "Policies to Enhance Transition to Work". En Young Adult Development at the School-to-Work Transition, 172–202. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0008.
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This chapter highlights the continued struggles faced by Canadian youth in their transition from school to work. In July 2016 the unemployment rate for youth (aged 15–24) in Canada stood at 13.3% compared to the general unemployment rate of 6.9%. Many young people under the age of 30 who are employed are working in increasingly precarious conditions (e.g., temporary, contract, part-time, or low paid) or nonpermanent jobs. In this chapter, the authors focus particularly upon recent secondary school-based policy developments in Canada aimed at enhancing the transition from school to work for youth. They specifically focus our analysis on the country’s most populous province, Ontario, and demonstrate how the policy context in Ontario has prompted several initiatives and programs to support youth in transition from school to meaningful work.
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Abioye, Taiwo O., Kehinde Oyesomi, Esther Ajiboye, Segun Omidiora y Olusola Oyero. "Education, Gender, and Child-Rights". En Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 36–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch003.
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Promoting and improving quality education is one of the core missions of the United Nations at ensuring sustainable future; hence, the slogan: Change towards a better quality of life starts with education. This paper examined the place of education, gender and child rights within the current status of Sustainable Development Goals (SDGs) in Ado-Odo/Ota local government of Ogun State, Nigeria. Questionnaire and interviews were used as instruments of data collection. School children between ages 7 and 18 in both private and public schools formed the study population. A sample size, 1000 respondents, was drawn from the population out of which 976 responded effectively to the questions. The findings revealed that education and child rights remain in a precarious state in the local government. There was a limited awareness about child rights among children in primary schools and secondary schools; teaching materials and instructors were grossly inadequate in many of the schools sampled and basic needs such as water and electricity were unavailable. It was also observed that the number of enrolled male children in schools is 24% higher than the females. These challenges should be put into consideration when formulating policies for education in developing countries. There is therefore the need to prioritize education, especially female education, as well as child rights in general in the local government through adequate funding, investment in teachers and creation of awareness about the rights of the child.
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Wyn, Johanna y Dan Woodman. "A New Adulthood". En Young Adult Development at the School-to-Work Transition, 461–76. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0021.
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This chapter takes a critical lens to the field of youth transitions. The authors argue that the concept of youth as a period of transition has tended to ossify around school-to-work trajectories, obscuring the significance of other life spheres, such as leisure, friendship, and culture. Although youth transitions scholars can, and indeed are, beginning to account for a wider variety of transitions and do attempt to interrogate the impact of class, gender, and race on transition outcomes, the concept of transitions to adulthood underestimates the historically specific nature of youth, and adulthood, and is ill-suited to identifying the life course effects of youth experience. The authors draw on examples from their longitudinal research on two generations of young Australians to introduce a social generational framework that highlights the changing nature of youth and adulthood, as the stalwarts of transition patterns (education into work) are disrupted by trends toward lifelong learning and precarious work. The current generation of young Australians, like their counterparts in many other countries, have to navigate new transition regimes that involve a considerable investment of time and money in education. Yet globally competitive labor markets mean that the pay-off for education is often difficult to attain. These conditions, the authors argue, create a “new adulthood,” which is an outcome of a generational accommodation to the changing rules of the game of transition from education to work. They use this concept to move debate beyond claims that youth is simply an extended transition before adult status is reached.
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Solanke, Iyiola. "Introduction". En On Crime, Society, and Responsibility in the work of Nicola Lacey, 1–8. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198852681.003.0001.
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I had the pleasure and privilege to be guided by Nicola Lacey during my doctorate in the Law Department at the London School of Economics. My supervisor became my friend and over the years a mentor, a sponsor and an ally. Together with my co-supervisor, Damian Chalmers—who introduced us—she not only helped me to excavate und unwind the entangled relationship between law, politics, and society but also to navigate academia, a space that can be both lonely and precarious for a black woman. At both a personal and professional level, she is an excellent role model and image of who and what an academic can be. One contributor put it well:...
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Abioye, Taiwo O., Kehinde Oyesomi, Esther Ajiboye, Segun Omidiora y Olusola Oyero. "Education, Gender, and Child-Rights". En Advances in Electronic Government, Digital Divide, and Regional Development, 141–54. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1859-4.ch009.
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Promoting and improving quality education is one of the core missions of the United Nations at ensuring sustainable future; hence, the slogan: Change towards a better quality of life starts with education. This paper examined the place of education, gender and child rights within the current status of Sustainable Development Goals (SDGs) in Ado-Odo/Ota local government of Ogun State, Nigeria. Questionnaire and interviews were used as instruments of data collection. School children between ages 7 and 18 in both private and public schools formed the study population. A sample size, 1000 respondents, was drawn from the population out of which 976 responded effectively to the questions. The findings revealed that education and child rights remain in a precarious state in the local government. There was a limited awareness about child rights among children in primary schools and secondary schools; teaching materials and instructors were grossly inadequate in many of the schools sampled and basic needs such as water and electricity were unavailable. It was also observed that the number of enrolled male children in schools is 24% higher than the females. These challenges should be put into consideration when formulating policies for education in developing countries. There is therefore the need to prioritize education, especially female education, as well as child rights in general in the local government through adequate funding, investment in teachers and creation of awareness about the rights of the child.
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Bryant, Jan. "‘Efficient Market Ideology’". En Artmaking in the Age of Global Capitalism, 29–36. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474456944.003.0005.
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This chapter delves into the economic ideologies that were promoted by Milton Friedman and the Chicago School in the latter decades of the 20th century. The financial imperative of the period was based on a false logic: that wealth will trickle down from the very wealthy to eventually advantage all of society. This has led instead to greater inequality between the wealthy and the poor. It has also resulted in the weakening of unionism and precarious working conditions driven by a trend in casualisation. A response to the intensifying effects of capitalism, Guy Debord and the situationists repeatedly updated their ‘spectacle theory’ over many decades, which also included their theory of ‘recuperation’ to address the resilience of capitalism. Various Post War art movements tried to defeat recuperation of their work by the market, but eventually deciding that it was a fruitless enterprise (Ian Burn). If today, all areas of political, social and cultural life are valued only in relation to a financial return, then for art to function as an effective critical political aesthetic today, the economic context needs to be placed under scrutiny. [184]
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Assaad, Ragui y Colette Salemi. "The Structure of Employment and Job Creation in Jordan, 2010–2016". En The Jordanian Labor Market, 43–78. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198846079.003.0002.
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In this chapter, we analyze the structure of employment and job creation in Jordan over the period from 2010 to 2016. This period coincided with a notable downturn in the economy, which substantially reduced the rate of job creation. Nonetheless, Jordan continued to rely on a growing population of migrant workers whose numbers were further boosted by the influx of Syrian refugees, resulting in approximately one out of two new jobs going to a non-Jordanian. For Jordanians, employment rates continued to fall, and employment became more precarious for the poorest, least educated workers, despite an increase in the share of public sector employment. Unskilled Jordanian males shifted out of informal regular wage employment into irregular work as well as non-employment. With regard to labor market dynamics, the share of the public sector in the first-time employment of new entrants had started to increase after an extended decline. The increase has now reversed again, but many recent entrants still managed to obtain public sector jobs five years after entry. The transition from school to work is very protracted, with a large fraction of youth remaining in the not in education, employment or training (NEET) state for an extended period of time.
Actas de conferencias sobre el tema "School precarious"
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Erdei, Renáta J. y Anita R. Fedor R. Fedor. "The Phenomenon and the Characteristics of Precariate in Hungary: Labormarket situation, Precariate, Subjective health". En CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10284.
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Anita R. Fedor- Renáta J. Erdei Abstract The focus of our research is labor market integration and the related issues like learning motivation, value choices, health status, family formation and work attitudes. The research took place in the North Great Plain Region – Szabolcs-Szatmár-Bereg county, Nyíregyháza, Nyíregyháza region, Debrecen, Cigánd district (exception), we used the Debrecen and the national database of the Graduate Tracking System. Target groups: 18-70 year-old age group, women and women raising young children, 15-29 year-old young age group, high school students (graduate ones) fresh university graduates. The theorethical frameworks of the precariate research is characterized by a multi-disciplinar approach, as this topic has sociological, economic, psychological, pedagogical, legal and health aspects. Our aim is to show whether There is relevance between the phenomenon of precariate and labor market disadvantage and how individual insecurity factors affect a person’s presence in the labor market. How the uncertainties in the workplace appear in different regions and social groups by expanding the theoretical framework.According to Standing precariate is typical to low gualified people. But I would like to see if it also typical to highly qualifiled young graduates with favourable conditions.It is possible or worth looking for a way out of the precarious lifestyle (often caused by objective reasons) by combining and using management and education.Are there definite features in the subjective state of health of groups with classic precariate characteristics? Results The research results demonstrate that the precarious characteristics can be extended, they are multi-dimensional.The personal and regional risk factors of labor market exclusion can develop both in different regions and social groups. Precarized groups cannot be connected exclusively to disadvantaged social groups, my research has shown that precarious characteristics may also appear, and the process of precarization may also start among highly qualified people. Precariate is a kind of subjective and collective crisis. Its depth largely depends on the economic environment, the economic and social policy, and the strategy and cultural conditions of the region. The results show, that the subjective health of classical precar groups is worse than the others.
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Shoss, Mindy, Hanyi Min, Kristin Horan, Ann Schlotzhauer, Jeannie Nigam y Naomi Swanson. "The Impact of Precarious Work on Going to Work Sick and Sending Children to School Sick During the COVID-19 Pandemic". En The 3rd International Electronic Conference on Environmental Research and Public Health —Public Health Issues in the Context of the COVID-19 Pandemic. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/ecerph-3-09091.
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Benet Morera, Irene. "Hormigón armado y estética de la modernidad en el Colegio Alemán de Valencia. *** Reinforced concrete and modernity aesthetics at the German School of Valencia". En 8º Congreso Internacional de Arquitectura Blanca - CIAB 8. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/ciab8.2018.7601.
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El proyecto y construcción del Colegio Alemán de Valencia se desarrolla entre los años 1957 y 1961 por los arquitectos Pablo Navarro y Julio Trullenque (supervisado por Dieter Weisse y Peter Müller) adaptándose plenamente los principios de la arquitectura del Movimiento Moderno (los cinco puntos de Le Corbusier, el higienismo, etc.). Se detectan, además, influencias de prácticas constructivas y arquitectónicas propias del contexto alemán, debido al trabajo colaborativo entre ambas nacionalidades. Este es el caso de la concepción moderna del edificio como bloque dispuesto sobre una planta libre, y de su estructura de hormigón vista, y combinada con paramentos independientes de cerramiento, cuidando especialmente los acabados. Además, resulta destacable el desarrollo detallado del proyecto estructural, y el uso generalizado del hormigón armado, cuyos procesos de vertido y curado fueron rigurosamente controlados. Esto representó una innovación en Valencia, ya que la calidad constructiva por aquel entonces (desde la posguerra) era, se podría decir, precaria. Estas cuestiones ponen de manifiesto la necesidad de profundizar nuevamente sobre el edificio y su construcción, dada la significación y la pronta cronología como obra partícipe de la modernidad arquitectónica del S XX.***The project and construction of the German School of Valencia took place between 1957 and 1961 by the architects Pablo Navarro Alvargonzalez and Julio Trullenque (supervised by Rolf Dieter Weisse and Peter Müller) who fully adapted to the principles of Modern architecture. In addition, typical influences of constructive and architectural practices in the German context are detected due to the collaborative work between technicians of both nationalities (Spanish and German). This is the case of the modern conception of the building as a block arranged on a free floor and its exposed concrete structure, combined with independent enclosure walls, taking special care of the finishing. Furthermore, it is remarkable the detailed development of the structural project, and the widespread use of reinforced concrete, whose pouring and curing processes were rigorously controlled. This represented an innovation in Valencia since constructive quality from postwar period on was quite precarious. These issues bring to light the need to delve into the building and its construction once again, given the significance and early chronology as a participatory work of the architectural modenity of the 20th Century.