Temat: Third Culture - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Cross-cultural transition care in lithuanian schools: school psychologists perspectives
Autorzy:: Chu, Lingyi
Ziaunienė, Ruta
Powiązania:: https://bibliotekanauki.pl/articles/1878508.pdf
Data publikacji:: 2021-09-25
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Third Culture Kids (TCK)
Cross-Culture Kids (CCK)
Cross-Cultural Transition Care Programme (CCTCP)
School Psychologists
Pupil Mobility
Opis:: Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross-Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support—yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context.
Źródło:: Journal of Education Culture and Society; 2021, 12, 2; 550-566
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Between resistance and collaboration: A teachers professional activity in the Third Space
Autorzy:: Litvinaitė, Jūratė
Powiązania:: https://bibliotekanauki.pl/articles/18104616.pdf
Data publikacji:: 2022-06-30
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: teacher’s habitus
pedagogic work
pedagogic authority
reproduction of culture
encounter
Third Space
mimicry
hybrid culture
Opis:: Aim. Based on Pierre Bourdieu’s sociology of education and theory of postcolonialism, to explain how the teacher’s position changes in the processes of cultural transmission to their pupils. Concepts. Bourdieu states that the purpose of a school is to reproduce power relations. Teachers, using their authority, implement a culture that supports the position of the dominant class. However, various new studies show a decline in teacher’s authority. The rupture of hierarchical connections in the process of culture imposition is being studied in postcolonialism. By applying the ideas of Homi K. Bhabha, the modern teacher activity can be explained not as a cultural reproduction but as a teacher’s constant encounters with the culture of the Other. A space where cultural encounters take place, Bhabha names the Third Space. Here, a new hybrid culture emerges, and a school becomes open to otherness and diversity. Results. In contemporary society, teachers do not have enough authority to impose a cultural reproduction. Teachers are forced to choose resistance to their culture by encountering pupils and collaborating with their pupils’ culture. As a result, a hybrid culture emerges, and the Third Space forms in schools. Conclusion. Contemporary education is heavily influenced by societal changes, which are shaping new conditions at schools and different perceptions of teachers’ work. Previous theories of the sociology of education provide only a limited explanation of these processes. By expanding these theories with theories from the field of culture, we broaden our understanding and ability to explain the processes in today’s classrooms. However, such a theoretical approach should be validated by empirical studies in the future. Originality. By applying the postcolonialism theory to explain the process of cultural formation in schools between the teachers and their pupils.
Źródło:: Journal of Education Culture and Society; 2022, 13, 1; 157-171
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Social responsibility of science
Autorzy:: Kobylarek, Aleksander
Powiązania:: https://bibliotekanauki.pl/articles/628736.pdf
Data publikacji:: 2019
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: postmodernism
anti-science culture
pro-social activity
third mission of the university
Opis:: This article tackles the problem of social involvement by academics and researchers. The author defines social responsibility widely as the involvement of knowledge, academics and educational institutions in solving the problems of the local community. The concept predicts that this can come about not only by disseminating research results, but also by involvement in pro-social activity without loss of autonomy. The author shows that this can be a way of building trust in science, as well as being a tool in opposing the anti-science culture. It can also be a means of rebuilding the status of science in a world of information bubbles and fake news.
Źródło:: Journal of Education Culture and Society; 2019, 10, 2; 5-11
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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