Mobility as ‘becoming’: a Bourdieuian analysis of the factors shaping international student mobility     

Ly Thi Tran 《British Journal of Sociology of Education》2016,37(8):1268-1289

This paper unpacks the meanings and implications of the mobility of international students in vocational education – an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students ‘become’ the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of ‘becoming’. Mobility as ‘becoming’ encompasses students’ aspirations for educational, social, personal and professional development. Theorising mobility as ‘becoming’ captures international students’ lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as ‘becoming’, this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu’s forms of capital in understanding the logics and practice of the social field – international student mobility.  相似文献   

International Students in Australia: Read ten thousand volumes of books and walk ten thousand miles     

Sophie Arkoudis  Ly Thi Tran 《Asia Pacific Journal of Education》2007,27(2):157-169

A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education.  相似文献   

Retilting the Playing Field: Emerging Assumptions About How to Engage Jewish Teens Today     

Alex Pomson  Frayda Gonshor Cohen  Pearl Mattenson  Zohar Rotem 《Journal of Jewish Education》2020,86(2):130-146

ABSTRACT

This paper is a first effort to systematically document programmatic interventions in five of the ten communities participating in The Jewish Teen Education & Engagement Funder Collaborative, a joint philanthropic effort launched in 2013. The paper identifies patterns and trends reflected in the programmatic choices made by each community. It then makes explicit five assumptions that underpin these choices and reflects on what they imply for further teen education and engagement efforts. These assumptions, as elaborated in the paper, are identified as: (1) “every body counts;” (2) “breaking down the silos;” (3) “integrating curation and innovation;” (4) “tapping Israel;” and (5) “searching for blue ocean.”  相似文献   

La socialisation des jeunes dans les villes du Tiers-Monde — le cas de l'Afrique     

Boubakar Ly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):413-427

Résumé Les villes du Tiers-Monde sont des laboratoires du changement et de la formation. A partir de la situation de l'Afrique, on étudie ici les processus de socialisation des jeunes dans un environnement où se cotoient tradition et modernité. Les facteurs conduisant à l'exode, les différents circuits de prise en charge des migrants, la nécessité d'affronter la nouvelle vie dans un milieu complexe et souvent impitoyable, créent une situation et un processus d'apprentissage de la vie et du métier féconds d'initiatives et d'innovations. Cet entrainement à la vie est assuré par un réseau informel tissé par des nouvelles interactions sociales et par l'action des masses média.

---

Third-World cities constitute quasi-laboratories for the study of change and learning. The present article takes the African situation of merging traditional and modern elements as its starting point and analyzes young people's socialization processes in this context. As a consequence of the activities of migrant organizations, the more general circumstances leading to migration and the fact that people are faced with a new lifestyle in a complex and often merciless environment, an atmosphere is created where learning for life and vocational training abound with initiative and innovation. This learning for life is borne by the informal fabric of new social interactions and the influence of the mass media.

---

Zusammenfassung Städte der Dritten Welt stellen in gewisser Weise Forschungslaboratorien dar, in denen Veränderungen und Bildungsprozesse beobachtet werden können. Vor dem Hintergrund der gegenwärtigen Situation Afrikas werden im nachfolgenden Artikel Sozialisierungsprozesse von Jugendlichen in einem Umfeld untersucht, in dem Tradition und Moderne miteinander verschmelzen. Aus der Arbeit der diversen Hilfsorganisationen für Migranten, den allgemeinen Faktoren, die zu Migrationsbewegungen führen, und der Notwendigkeit für den Einzelnen, sich einem neuen Leben in einem komplexen und oft schonungslosen Milieu zu stellen, ergeben sich initiativ- und innovationsreiche Lernprozesse für Leben und Beruf des Einzelnen. Diese Bildung für das Leben wird durch die informelle Struktur neuer sozialer Interaktionen und durch die Einwirkung der Massenmedien gewährleistet.

  相似文献   

CHILDREN'S FEARS ABOUT PERSONAL AGING     

Kristine K. McGuinn  Pearl M. Mosher-Ashley 《Educational gerontology》2013,39(7):561-575

The present study was designed to investigate the effect age has on children's attitudes toward personalaging and if anxiety over aging was a contributing factor in the development of these attitudes. A total of 206 students (108 males and 98 females), ranging in age from 9-17 participated in this study.The participants were drawn from a religious education program for public school students and a parochial elementary school in a central Massachusetts town. The participants showed little real concern over the prospect of aging. Some differences were seen on the four subsets of the scale used. The participant's age was the most salient predictor in the assessment of attitudes toward personal aging. A close relationship with a grandparent contributed to positive attitudes and lessened fear of older adults.  相似文献   

Special Educational Needs: The Key Concepts – By Philip Garner     

Pearl Barnes 《Support for Learning》2011,26(1):44-44

  相似文献   

COLLEGE STUDENTS' ATTITUDES TOWARD RESIDENTIAL CARE FACILITIES     

Erin M. Frenchs  Pearl M. Mosher-Ashley 《Educational gerontology》2013,39(6):583-603

This study was designed to explore college students attitudes toward residential care settings for older adults. Subjects were 109 female students aged 18 to 71 years (M = 24.8, SD = 9.49) and 22 male students aged 19 to 43 years (M = 23.3, SD = 5.24) enrolled in a Psychology of Aging course at a local state college. Students interviewed older residents of 96 different long-term care facilities and completed a questionnaire that assessed their impressions of the facility and its residents. Students openness to living in long-term care settings and positive and negative statements about the facility visited were the main measures of student attitudes toward such settings. Nursing homes were perceived more negatively than any other type of long-term care setting. Students who had been affected by meeting the needs of an elderly relative were more open to living in residential care settings, as were students who interviewed residents who were satisfied with their lives. Nursing homes elicited the least openness to living in residential care facilities, whereas assisted care and continuing care facilities elicited the most openness. Students who perceived residents as mentally alert made fewer negative statements about the facilities visited.  相似文献   

Parent involvement in school and Chinese American children's academic skills     

Catherine Anicama  Jennifer Ly 《The Journal of educational research》2018,111(5):574-583

The authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5–9 years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and parents' perceptions of PI in developing culturally sensitive interventions to encourage immigrant parents' school involvement.  相似文献   

Team Teaching     

James D. Young  Pearl L. Ward 《College Teaching》2013,61(3):109-110

Several core competencies related to information literacy have been identified by the Association of College and Research Libraries. Students must learn to gather relevant information and communicate their findings effectively. The collaborative activity described here, which could easily be adapted for other disciplines, introduces first-semester freshmen to the standards of professional scientific writing, the different forms of publication, search strategies to effectively find information using a relevant database, and plagiarism. Analysis of our pre- and post-activity assessment demonstrates that students gain both confidence and knowledge on several important skills as a result of this activity. Providing content-relevant information literacy experience lays the foundation for students to be successful consumers of information.  相似文献   

International students in transnational mobility: intercultural connectedness with domestic and international peers,institutions and the wider community     

Ly Thi Tran  Lien Pham 《Compare》2016,46(4):560-581

International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning.  相似文献