Networks Archives - Page 6 of 13

Networking for Global and Sustainability Education – UNESCO ASPnet in Estonia

by Johanna Helin | Emerging Researchers' Group, FERA, NW 7 Social Justice and Intercultural Education

UNESCO is tasked to ensure that education serves the values of peace, human rights, freedom, justice and democracy, respect for diversity, and international solidarity as defined in the UN Charter and the Constitution of UNESCO. Since 1953, the organisation has offered schools in its member states the opportunity to apply to be part of the UNESCO Associated Schools Network (ASPnet), which supports the promotion of the UNESCO ideals. Today, the ASPnet connects more than 11,500 schools in 182 countries, and the current strategy aim for the network is to support Education for Sustainable Development (ESD) and Global Citizenship Education (GCED). These are seen as the key instruments for achieving the Sustainable Development Goals (SDG) Target 4.7 with the aim of giving all learners the knowledge and skills to promote sustainable development (UNESCO, 2014).

The ASPnet has, throughout its existence, aimed to strengthen the horizontal links between schools through twinning and flagship projects which support the diffusion of participatory and critical enquiry pedagogies (Schweisfurth, 2005). The Baltic Sea Project (BSP) is one of the oldest flagship projects. Since 1989, it has united schools in the countries bordering the Baltic Sea to tackle regional environmental problems through education. Currently, in the nine participating countries, over 165 schools (mainly upper-secondary level) are involved in the BSP activities (BSP, 2022).

My research deals with the history and current state of these school networks in the context of Estonia and analyses how the process of tighter integration of the BSP network into the UNESCO ASPnet contributes to achieving a more holistic understanding of a sustainable future through enhanced cooperation between different subject teachers and civil society organisations (CSOs).

Revitalising the school network

The process of revitalising the school networks started in 2014, when the Estonian UNESCO National Commission gave the task of coordinating the networks to two separate CSOs that both work as resource centres for schools and teachers: the Tartu Environment Education Centre (TEEC) started coordinating the BSP network while NGO Mondo’s Global Education Centre restarted the UNESCO ASPnet. Both centres are highly valued actors in their respective fields in Estonia.

The integration process of the networks started in 2018 with first the CSOs coming together – the coordinator from TEEC took part in Mondo’s Global Education training with some key teachers from the BSP network and the integration proceeded with joint planning, events and new guidelines for schools. According to the renewed guidelines, all ASPnet schools are encouraged to include global and sustainability education into school development plans, school regulations, management style, and community participation. They are required to do a minimum of one international UNESCO project/campaign/program and two UN thematic days yearly.

ASPnet schools are also expected to mainstream ESD and GCED to curriculum, working plans and lessons and support cooperation between teachers. As a follow-up activity to strategy renewal, all BSP schools were awarded ASPnet membership.

Analysis of the ASP Network in Estonia

The main aim of my study was to analyse the institutional and ideational context of ESD, GCED and ASPnet in Estonia, questioning whether networking can support a more holistic, critical, and transformative GCED and ESD – dimensions which are seen as crucial in the academic literature (Bamber, 2019). I used mixed methods to gather data from the ASPnet teachers and Estonian education policymakers and experts.

A survey questionnaire was completed by 24 teachers in the network, and 20 teachers took part in a participatory workshop during the ASPnet Annual Conference. In addition, ten teachers, five policymakers and five experts and coordinators were interviewed online. A review of annual reports from schools, previous studies, and policy documents was also conducted.

Identifying silos

The survey data, interviews and workshop conducted with the ASPnet teachers showed some silos between different subject teachers. While teachers of natural sciences (chemistry, physics, biology) linked global competence to environmental awareness, teachers of social sciences (civics, history, geography) and languages linked it to intercultural competence. While all teachers saw the need to encourage students’ critical thinking, social science teachers saw more value in introducing controversial topics to discussions as well as critical examination of topics such as capitalism, colonialism, and nationalism.

Silos also exist in an institutional context where different ministries support various aspects of Target 4.7: the Ministry of Environment supports environmental education and ESD while the Ministry of Foreign Affairs gives funding for GCED activities. At the same time, the joining of the networks and increased collaboration between different subject teachers has been useful in breaking down the silos and increasing cooperation. However, there is room for improvement in ASPnet at all levels, from the school to national and international levels. Activities often end up being one-off events without a profound impact on the school as a whole. Communication problems and lack of resources also hinder UNESCO ASPnet from reaching full capacity.

Opportunities and challenges

Since the restart of the network, several new educational institutions have applied to join the Estonian ASPnet (including pre-schools, primary schools, and secondary schools), which could be seen as a positive result of the new, more inclusive approach. At the beginning of 2022, the Estonian ASPnet included 60 educational institutions (7-8% of all schools in Estonia). Many schools have joined after their teachers participated in Mondo’s in-service training in GCED.

Being a member of ASPnet is seen to give prestige and legitimacy to the schools (especially in situations where schools need to compete for students), as well as more resources to work on global and sustainability education. The network coordinators motivate teachers to be active by offering recognition, awards and opportunities for student participation and their resources are appreciated by the participating teachers.

Looking at the overall context of GCED and ESD in Estonia, we can see both opportunities and challenges for the promotion of UNESCO values. The main challenges are related to the overall policy discourse, which emphasises neoliberal, nationalistic and security discourses with limited reference to global solidarity. Emphasis is on subjects tested in high-stakes exams and PISA. At the same time, the autonomy of schools and teachers gives opportunities to place more emphasis on ESD and GCED in schools where teachers are trained, resourced, and motivated. The curriculum encourages including these themes in a transversal manner, which supports the activities of ASPnet. Openness and expertise in digital learning are also assets (GENE, 2019).

The study concludes that the ideas around holistic, critical, and transformative dimensions of GCED present in academic literature need contextualising. The decolonisation discourse is becoming more prevalent in academic GCED literature, where it refers predominantly to Global North vs Global South relations, while ignoring the post-Soviet experience.

When asked about criticality, one of the Estonian teachers noted that:

“in school, we should talk more about colonialism as we were ourselves colonized only recently, but we should not be too critical of nationalism as we need to protect our minority language and culture”.

This shows how concepts like ‘colonialism’ and ‘nationalism’ can have different meanings and connotations in different contexts. The ‘west’ in this context is not a symbol of past and current injustices, but a symbol of democracy and human rights as opposed to Soviet and Russian authoritarianism and chauvinism.

One of the biggest current challenges for the Estonian education sector is the war in Ukraine, the integration of Ukrainian refugees into Estonian schools*, continuing integration of the Russian-speaking minority into Estonian society, as well as fighting propaganda and hate speech. In this situation, GCED can have a key role to play in supporting peace, global solidarity, and human rights, but special emphasis needs to be put on critical media literacy.

* By the end of May 2022, Estonia received more than 40 000 refugees from Estonia (3% of the Estonian population), and thousands of refugee children need access to education in Estonia.

Key Messages

UNESCO school network in Estonia motivates a growing number of schools to work on global and sustainability issues

There are silos between natural and social science teachers as well as different ministries in their understanding and promotion of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD)

Networking between different subject teachers can lead to more holistic approach to teaching global challenges

Critical theory needs to be contextualised in the local history and experience

References and Further Reading

Baltic Sea Project website (accessed June 10, 2022): https://unesco-bsp.blogspot.com/

Bamber, P. (Ed.). (2019). Teacher Education for Sustainable Development and Global https://www.taylorfrancis.com/books/oa-edit/10.4324/9780429427053/teacher-education-sustainable-development-global-citizenship-philip-bamber

Citizenship: Critical Perspectives on Values, Curriculum and Assessment (1st ed.). Routledge. https://doi-org.myaccess.library.utoronto.ca/10.4324/9780429427053

GENE – Global Education Network Europe (2019). The European Global Education Peer Review Process – National Report on Global Education in Estonia. Available at: https://www.gene.eu/peer-reviews

Schweisfurth, M. (2005). Learning to Live Together: A Review of UNESCO’s Associated Schools Project Network. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft, Vol. 51 Issue 2/3, p. 219-234. DOI: 10.1007/s11159-005-3579-9 https://research.birmingham.ac.uk/en/publications/learning-to-live-together-a-review-of-unescos-associated-schools-

UNESCO (2003). UNESCO Associated School Project Network (ASPnet): historical review 1953-2003. https://unesdoc.unesco.org/ark:/48223/pf0000130509?6=null&queryId=4f483e5c-0778-470e-9a63-5aaac01f9c13

UNESCO (2014b). ASPnet strategy for 2014-2021, Global network of schools addressing global challenges: building global citizenship and promoting sustainable development.Available at: https://unesdoc.unesco.org/ark:/48223/pf0000231049?14=null&queryId=d968d1b3-3718-42c0-a1ea-8835499d4ccc

UNESCO (2018b). UNESCO Associated Schools Network: guide for national coordinators. UNESCO: https://unesdoc.unesco.org/ark:/48223/pf0000261994

UNESCO (2019a) UNESCO Associated Schools Network: guide for members. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000379707?4=null&queryId=3021db41-accf-4546-bf3f-12e6441595a9

Socioeconomic School Segregation: Differences Between Countries

by Michael Sciffer | NW 28 Sociologies of Education

The segregation of students into different schools according to socioeconomic status, ethnicity and migration status is a substantial social problem in many countries. This can often lead to the provision of differing learning opportunities to students according to family background. School segregation can lead to national schooling systems strengthening intergenerational social inequalities. Such schooling systems present challenges to social cohesion and the individual development of students.

An outcome of socioeconomic school segregation is disparities between the socioeconomic composition of schools, or average school socioeconomic status, within national schooling systems. Researchers have found that socioeconomic school composition predicts achievement growth, university enrolment and social cohesion. International large-scale assessments such as the Programme for International Student Assessment have found that the relationship between school composition and academic achievement differs between countries. This suggests that policy differences between national schooling systems may predict international differences in the influence of school segregation on student learning.

Policy Settings Associated with Socioeconomic Compositional Effects

Research has associated tracking, academic selection, school competition and the private provision of schooling as potential causes of segregation, which in turn may predict international differences in compositional effects. Tracked schooling systems allocate students to curriculum streams that differ by emphasis on academic or vocational curriculum. Such systems tend to segregate students as academic schools are likely to enrol students from advantaged backgrounds, whereas vocational schools are likely to enrol students from disadvantaged families. This is unlike comprehensive schooling systems that offer a common academic and vocational curriculum across the majority of schools.

Academic selection also exists in some comprehensive schooling systems. In such systems, a minority of schools enrol the highest achievers in academic selection tests. Academic selection is associated with segregation as entry tests tend to favour students from advantaged family backgrounds, and advantaged families are more likely to pursue access to selective programs.

School competition or choice policies tend to segregate students as parents may seek to enrol their children in schools with peers of a similar social background, and higher-income families tend to have a greater capacity to exploit the benefits of school choice. Government subsidies to private schools may increase school choice to middle-class families, resulting in the socioeconomic residualisation of public schools.

Current research

International differences in school composition effects: PISA 2018 (Reading).

Our research examined these policy settings and found that tracking age, and the proportion of students attending public schools, partially explained differences in the socioeconomic compositional effect between developed countries (as defined by the United Nations). We found that countries that delayed the age at which tracking decisions are made, and those with a high proportion of students in public schools, tended to have lower school compositional effects.

The compositional effect tended to be smallest among Nordic and Baltic countries, which also tend to delay tracking to post-compulsory school-age and have minimal private provision of schooling. Among English-speaking countries, all of which have comprehensive secondary schooling systems, those with higher proportions of private school enrolments had stronger compositional effects. For example, Australia has a high proportion of secondary school students enrolled in private schools. Australian private schools receive substantial public funding whilst still charging fees. Our research has associated this policy setting with higher levels of compositional effects compared to Canada and the US which have much lower rates of private school enrolment.

Tracked European schooling systems tended to have sizeable compositional effects, being up to five times the size of Nordic countries. The Netherlands exhibited the largest compositional effect, which was associated with a substantial proportion of students in private schools and a tracking age of 12. In general, among European countries, those with earlier ages at which students are tracked tend to have higher compositional effects.

Policy responses

A number of policy reforms are suggested by this research to minimise systemic segregational effects. Schooling systems that have increased the age at which tracking takes place have improved the equity of academic outcomes. Further progress could be made in European schooling systems to minimise the socioeconomic segregation of students into differing curriculum streams, such as delaying the age of track selection or ensuring each track enables access to university study. In regards to comprehensive education systems, a reversal of school-choice policies, particularly among English-speaking countries, may lower school segregation effects towards levels in Nordic countries.

Key Messages

The segregation of students into differing school types can lead to the provision of different learning opportunities.
Socioeconomic compositional effects vary between countries and are associated with a range of student outcomes.
Tracking, academic selection, school competition, and the private provision of schooling may explain international differences in the size of socioeconomic school compositional effects.
Our research found that tracking age, and the proportion of students in private schools, predicted international differences in compositional effects.
Compositional effects were lowest in Nordic and Baltic countries with no academic tracking and very small private school enrolment proportions.
European countries with early tracking ages tended to have the largest compositional effects

References and Further Reading

Alegre, M.À., & Ferrer, G. (2010), School regimes and education equity: Some insights based on PISA 2006. British Educational Research Journal, 36(3), 433-461. https://doi.org/10.1080/01411920902989193

Ball, S. J., Bowe, R., & Gewirtz, S. (1996) School choice, social class and distinction: the realization of social advantage in education, Journal of Education Policy, 11(1), 89-112, doi: 10.1080/0268093960110105 https://www.tandfonline.com/doi/abs/10.1080/0268093960110105

Bonal, X., Zancajo, A., & Scandurra, R. (2019). Residential segregation and school segregation of foreign students in Barcelona. Urban Studies, 56(15), 3251–3273. https://journals.sagepub.com/doi/abs/10.1177/0042098019863662

Brunello, G., & Checchi, D. (2007) Does school tracking affect equality of opportunity? New international evidence. Economic Policy, (22)52, 782–861. https://doi.org/10.1111/j.1468-0327.2007.00189.x

Chesters, J. (2019) Alleviating or exacerbating disadvantage: does school attended mediate the association between family background and educational attainment?, Journal of Education Policy, 34(3), 331-350, doi: 10.1080/02680939.2018.1488001 https://www.tandfonline.com/doi/abs/10.1080/02680939.2018.1488001?journalCode=tedp20

Dustmann, C. (2004). Parental background, secondary school track choice, and wages, Oxford Economic Papers, 56(2), 209–230. https://econpapers.repec.org/article/oupoxecpp/v_3a56_3ay_3a2004_3ai_3a2_3ap_3a209-230.htm

Jenkins, S. P., Micklewright, J. & Schnepf, S. V. (2008) Social segregation in secondary schools: how does England compare with other countries?, Oxford Review of Education, 34(1), 21-37, doi: 10.1080/03054980701542039 https://www.tandfonline.com/doi/abs/10.1080/03054980701542039

Kristen, C. (2008). Primary school choice and ethnic school segregation in German elementary schools. European Sociological Review, (24)4, 495–510, https://doi.org/10.1093/esr/jcn015

Martinez-Garrido, C., Siddiqui, N., & Gorard, S. (2020). Longitudinal Study of School Segregation by Socioeconomic Level in the United Kingdom. REICE. Iberoamerican Journal on Quality, Effectiveness and Change in Education, 18(4), 123–141. https://dro.dur.ac.uk/31783/

Meghir, C., & Palme, M. (2005). “Educational Reform, Ability, and Family Background.” American Economic Review, 95(1), 414-424. doi: 10.1257/0002828053828671 https://www.aeaweb.org/articles?id=10.1257/0002828053828671

Molina. A. & Lamb, S. (2022) School segregation, inequality and trust in institutions: evidence from Santiago, Comparative Education, 58(1), 72-90, doi: 10.1080/03050068.2021.1997025 https://www.tandfonline.com/doi/abs/10.1080/03050068.2021.1997025

OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris, doi.org/10.1787/9789264266490-en. https://www.oecd.org/publications/pisa-2015-results-volume-i-9789264266490-en.htm

Rumberger, R.W., & Palardy. G.J. (2005). “Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School.” Teachers College Record 107(9), 1999-2045. https://eric.ed.gov/?id=EJ718513

Saporito, S. (2003). Private Choices, Public Consequences: Magnet School Choice and Segregation by Race and Poverty. Social Problems, 50(2), 181–203. https://doi.org/10.1525/sp.2003.50.2.181

Sciffer, M.G., Perry L.B., & McConney A. (2022). Does school socioeconomic composition matter more in some countries than others, and if so, why?, Comparative Education, 58(1), 37-51, doi: 10.1080/03050068.2021.2013045 https://www.tandfonline.com/doi/abs/10.1080/03050068.2021.2013045

Walking together apart – how mobile material methods can help us think towards better educational futures

by Bastos, Hogarth, Taylor, Barr, Barratt-Hacking, Cranham, Hewlett, | NW 13 Philosophy of Education

Whilst working from home during the COVID-19 pandemic, many of us have been bound to our chairs and desks, suffering screen fatigue, isolation, and anxiety. In this context, an invitation to ‘get up and move’ enticed seven of us, all at different stages in our careers, to take part in a refreshing research opportunity. This blog offers some insights which emerged as we walked, talked, wrote, crafted, and immersed ourselves in walking as a methodological practice.

An invitation: ‘Get Up and Move’

Framed by the feminist approach of Collective Biography (Gannon and Davies, 2006), we shaped a practice of walking together-apart which involved us in walking in different geographical locations at more or less the same time in relation to an agreed aim. This helped us shape walking together-apart as a mode of knowledge-making that is relational, embodied, and collaborative, and that (we think) offers the means to think and work towards better, more hopeful educational futures.

Walking as method

Walking is an embodied, mobile, materialist research methodology which challenges the positioning of language and human interaction as the central feature in research (Taylor, 2020). It creates opportunities for research that is embodied, multi-sensory, emergent, relational, situated and bound to time, context, and location. Further, walking methodology reveals how geographies and histories are shaped by colonialist practices (Springgay and Truman, 2018).

In our Get Up and Move project, we experimented with paying attention to the places and spaces where we were walking. We adopted a materially engaged and situationally immersed research positionality, allied to Karen Barad’s feminist posthumanist orientation where ‘knowing does not come from standing at a distance and representing but rather from a direct material engagement with the world’ (Barad, 2007, p.49). This methodology involves a research orientation to the not-yet-known and to knowledge as a space of possibility.

Walking together-apart

The COVID-19 pandemic continues to take its toll as we process and experience the traumas of living with the virus and the uncertainty regarding potential new viral mutations, fluctuating infection rates, and accompanying new bodily practices of mask-wearing, and varying governmental and personal restrictions on social freedoms. Within these new and harsh conditions, the lockdowns imposed to slow down the spread of COVID-19 offered educational opportunities to connect online in new ways.

Using a feminist posthumanist walking as methodology and Collective Biography approach, we engaged in a series of walkings, writings and reflections, creating and co-creating knowledge together-apart. Collective biography focuses on the collaborative production of written memories and a collective re-thinking and re-writing of meanings. It is a feminist method for moving beyond the individual towards a practice of co-authorship (Fairchild, 2021) in which research productions are collaboratively produced and ‘owned’.

Collaborative Biography challenges traditional individualistic social science approaches and privileges the moments as they happen. It encourages us to pay attention to the mundane, the micro, and that which is often taken for granted.

The walks

We enacted the methodology of walking together-apart in three walks: the first was in a familiar place which focused on noticing; the second was in an unfamiliar place and sought to attend to bodies and bodily sensings, and the third was at dawn focusing on the elements and atmosphere.

After each walk, we recorded individual stories in which we attended to embodied moments, collecting these in our ‘treasure chest’ (our shared online site). Later, together-apart in online group discussions, shared themes, and experiences emerged in a process of collective re-creation of memory and meaning. Through this iterative telling, listening, and writing process, particular things came to matter.

Data experimentations

Our ongoing encounters in researching our walking insights together-apart encouraged us to engage creatively with the data. Our treasure chest encompassed multiple forms of data – photographs, videos, written text, poems, sounds, and recordings of online conversations.

In a ‘first pass through the data’ we sifted through the folder, responding to what was there. Sharing these responses led to conversations that sprawled in unanticipated ways ranging from how our bodies meet the world – cold teeth, runny nose, wet socks – to big discussions about colonialism, misogyny, violence, and poverty.

As we continued thinking, writing, talking, and crafting, certain moments resonated, providing us with themed scents to pursue and paths to wander. Our knowledge-making was rhizomic, a botanic metaphor of a plant stem which creeps underground sending out roots and shoots, and which we use, following Deleuze and Guattari (1987), to describe the complex, nonlinear, erratic and nomadic nature of knowledge production.

Our experimentations in collaborative writing (Cranham et al., 2023, f.c.), string figuring and collage, and painting with data in hybrid classrooms were swept by the affective, exhilarating processes of becoming-we, leaving us joyfully animated in nurturing collaboration.

Insights for education

Walking as a methodological practice unveiled insights to knowledge-making in the following ways:

First, such approaches are slow. They require time and space to linger in the moment and to experience and learn with the world as it is encountered.

Second, the methodological practice of attentive noticing enables us to apprehend the significant role of the more-than-human (for example, objects, animals, nature). This displacement of human exceptionalism can be life-affirming and produce more generous and inclusive research and education practices.

Third, through an ethical process of care, trust, honesty, and open collaboration, ‘I’ became ‘we’, and ‘mine’ became ‘ours’, enabling knowledge creation beyond the individual. The knowledge that emerged was transversal, becoming an affective flow across the group, materialising in shared moments of laughter, insight, and silent musing.

Fourth, embracing the unknown involved trusting something exciting would emerge and a willingness to take a risk.

Fifth, creative open-ended methods disrupt current thinking and help recast what matters in education. They reject disciplinary boundaries and goal-oriented approaches, resisting current neoliberal practices that tend to promote individualised competitive practices over collaboration.

Walking and Collective Biography helped us envisage and enact more relational, embodied, collaborative, inclusive and joyful research practices – these, we think, can help inform better educational futures for students and staff.

Key Messages

The COVID-19 pandemic enabled using online spaces to connect and do research in new ways.

Walking as a methodology offers possibilities for research that is embodied and attends to both the human and nonhuman world.

Collaborative approaches have potential to disrupt neoliberal practices that promote individualised competitive practices that dominate the academy.

Such approaches are slow and require developing care-full relationships founded on trust and ethical engagement

References and Further Reading

Barad, K., 2007. Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham and London: Duke university press. Barad, K., 2007. Meeting the universe halfway

Cranham et al., 2023 (f.c.). Not mine, not yours, but ours: Collaborative writing simultaneously together-apart. In Hughes, C, Taylor, C. A., Salazar Pérez & Ulmer, J. (Eds.) The Routledge International Handbook of Research and Methods in Transdisciplinary Feminism. London: Routledge.

Deleuze, G. and Guattari, F., 1987. A thousand plateaus: capitalism and schizophrenia. Minneapolis: University of Minnesota Press. https://www.upress.umn.edu/book-division/books/a-thousand-plateaus

Fairchild, N., 2021. Pedagogies of place-spaces: walking-with the post-professional, PRACTICE, DOI: 10.1080/25783858.2021.1968279 https://www.tandfonline.com/doi/full/10.1080/25783858.2021.1968279

Gannon, S. and Davies, B., 2006. Doing collective biography: investigating the production of subjectivity. Maidenhead, England: Open university press. https://link.springer.com/chapter/10.1007/978-94-6091-615-1_10

Springgay, S. and Truman, S.E., 2018. Walking methodologies in a more-than-human world. Abingdon: Routledge. https://www.routledge.com/Walking-Methodologies-in-a-More-than-human-World-WalkingLab/Springgay-Truman/p/book/9780367264956

Taylor, C. A., 2020. Walking as trans(disciplinary)mattering: A speculative musing on acts of feminist indiscipline. https://www.researchgate.net/publication/341470739_Walking_as_transdisciplinarymattering. In Taylor, C. A., Ulmer, J., and Hughes, C. (Eds.) (2020) Transdisciplinary Feminist Research: Innovations in Theory, Method and Practice. London: Routledge. pp. 4–15. https://www.routledge.com/Transdisciplinary-Feminist-Research-Innovations-in-Theory-Method-and-Practice/Taylor-Ulmer-Hughes/p/book/9780367500511

Ukrainian Higher Education and the International Education Community in the Context of Russian Assault on Ukraine

by Dr Iryna Kushnir | NW 22 Research in Higher Education, NW 28 Sociologies of Education, UERA

On the 24th of February 2022, the world witnessed the most unexpected and unbelievable turn of events – a full-scale war in a country located in geographical Europe. Russian government and military, in cooperation with their partners in Belarus, launched a military assault on Ukraine’s infrastructure, civilians’ lives, freedoms, and sovereignty. Higher education (HE), along with other areas of life, has taken a backstage while people have been sheltering and/or fleeing to seek safety. Nevertheless, the backstage for Ukrainian wounded HE in these circumstances does not mean a full submergence by the war.

The number of damaged or destroyed educational establishments, including higher education institutions (HEIs), has been growing. Ukrainian academics and students are among those feeling the country seeking safety. Some students still hope there will be a chance to come back to their studies in Ukraine. Other members of the HE student community in Ukraine are staying, putting on a soldier’s uniform, and fighting for Ukraine. Some still manage to continue with their studies in various formats in the regions less affected by the war after the initial impact, as the Ukrainian government supports HEIs in ensuing uninterrupted payment of academics’ salaries.

The Ukrainian government and other HE stakeholders in Ukraine have been developing ways to support Ukrainian HE. For instance, on the 12th of March 2022, the Ukrainian Rectors’ Union supported the initiative of the Ukrainian Ministry of Education and Science: to cancel the requirement for final year upper-secondary school students to pass the final exams (State Final Attestation) as well as the External Education Assessment previously used to determine university entrance; to simplify the rules for applying for master’s degrees in 2022 and cancelling the final exam ‘Krok’ at medical universities; to give the right to HEIs to set the amount of tuition fees; to request that the government of Ukraine increases the number of students by 30% whose fees would be waived for 2022 start, particularly for prospective students from the most affected regions of Ukraine; to appeal to all universities to donate one day’s pro-rata salary of academics to supporting Ukrainian soldiers, etc.

Such measures are being actively discussed and further solutions are being negotiated at multiple meetings with various Ukrainian stakeholders and international guests. An example is the online Open Consultation on the 16th of May 2022 with presenters such as the rector from a Ukrainian university, the leader of the non-governmental organisation ‘Emotional Intelligence Institute’, the director of the Ukrainian Start-up Fund, and an Association Professor from Lithuania.

Ukrainian HEIs have received a lot of support from the international community that has been watching the impact of the war on Ukraine, including its HE sector. For example, following the bombing of Karazin University in Kharkiv in Ukraine on the 2nd of March 2022, universities from other countries (e.g., Austria, Italy, Spain, Cyprus, Slovakia, Latvia, Poland, Romania, Senegal, and Turkey) sent their letters of support to Karazin University, condemning Russia’s aggression.

In another example, the Estonian University of Tartu has generously offered mental health support to Ukrainian academics as well as support with applications for studies and academic jobs for Ukrainians. Similarly, Polish National Agency for Academic Exchanges (NAWA) has launched a program of support for Ukrainian undergraduate and postgraduate students to continue their studies in Poland free of charge between March and September 2022. Comparable conditions have been guaranteed to 51 Ukrainian researchers who are going to continue their work in Poland, supported by the Polish National Research Centre. These are a handful of examples to illustrate the measures that have been so generously developed by other countries to support the Ukrainian higher education community.

Such developments have been an expected chain reaction to other important milestones in the changing geopolitics of the international HE space. Early examples include: the announcement of the European Commission on the 3rd of March 2022 about ceasing its cooperation with Russian entities in the area of education and research; on the 7th of March, Quacquarelli Symonds announced the plan to exclude Russian and Belarus HEIs from international university rankings; subsequently, the European Association for Quality Assurance in HE (ENQA) Board issued a statement on the 8^th of March 2022 in response to the war about suspending the rights of their member and affiliate agencies in Russia. Organisations of different executive power in Ukraine and HEIs have also been actively pursuing justice in the face of the brute force of the invaders, holding consultations with multiple international organisations regarding breaking the ties with the aggressors in the area of HE. A couple of examples include appealing to the international-level coordinators of the European Education Research Association and the European Higher Education Area.

An appeal was made by the Ukrainian Education Research Association – the biggest and most influential national-level research organisation in Ukraine. It issued an open letter with a request for action to its sister organisations in the European Education Research Association (EERA) on the 4th of March 2022, following EERA’s timely statement about condemning the war. In response, on the 13th of April 2022, EERA unanimously and unequivocally denounced the invasion of Ukraine, and announced a few generous ways of supporting educational research in Ukraine, such as cancelling the need for Ukraine to pay EERA membership fees, granting free entry to all Ukrainian researchers to the conferences organised by EERA, committing to continue working to develop funding opportunities for Ukrainian researchers, and more.

In another example, the Minister of Education and Science of Ukraine addressed the international Bologna Follow-up Group which coordinates the work of the European Higher Education Area on the 1st of March 2022 with a request for them to lobby for justice and break ties with Russia. A similar letter followed from the Ukrainian Education Research Association on the 28^th of March 2022. European countries were divided in whether to break the ties with Russia in the area of research and education, including HE. This was because academic cooperation was still seen by some as a potential tool to save the lost diplomacy with Russia and override the disinformation campaign within the Russian borders. However, these optimistic voices were set aback by the statement made by Russia’s Rectors’ Union in early March, which openly supported Russia’s propaganda which masks the war under the disguise of ‘a special military operation’. In this statement, Russia’s Rectors’ Union maintains: ‘This is Russia’s decision to finally end the eight-year confrontation between Ukraine and Donbas, achieve the demilitarisation and denazification of Ukraine, and thereby protect itself from growing military threats’. This disgrace on behalf of Russian rectors is disheartening.

This could not have gone unnoticed by the international Bologna Follow-up Group which met on the 11-12th of April 2022 and issued a statement about suspending the memberships of Russia and Belarus in the European Higher Education Area. This membership suspension did not mean, however, burning all the bridges with Russia and Belarus since Bologna Follow-up Group has asked in the statement everyone affiliated with the EHEA to offer support and protection to those actively condemning the war at their own risk.

This description of the examples above of the apparent shift in the international geopolitics of HE and the national-level adjustments to the war in the Ukrainian HE sector suggests the onset of long-term changes and subsequent consequences for the structure of the Ukrainian HE, the HE of the countries that are hosting representatives of the Ukrainian HE community and helping them in other ways, and consequences for international cooperation in HE more broadly. These changes are emerging as an area which calls for academics to advocate for democracy and be at the forefront of the (re)production of knowledge and truth about HE in the dynamic context of the war.

Research into this area is needed for evidence-based policy-making to support the Herculean task of the Ukrainian HE community to handle the situation and preserve its identity. It is also essential for developing further the so-called ‘protective factors’ currently in place, illustrated above, such as the generous support of other countries and external organisations, policy adjustments both in Ukraine and abroad, and technological opportunities connecting people and enabling communication and joint decisions. Pathways should also be explored for mitigating possible risks resulting from the developments, such as a potential brain drain in Ukraine, the marginalisation of those from Ukraine who do not receive support or those abroad who cannot benefit from the opportunities that have now been channelled to tackle the consequences of the war, and the difficulty of promoting democracy through HE in the world which the war has changed.

Key Messages

There has been an apparent shift in the international geopolitics of HE and the national-level adjustments to the war in the Ukrainian HE sector.

These developments suggest the onset of long-term changes and subsequent consequences for the structure of the Ukrainian HE, the HE of the countries that are hosting representatives of the Ukrainian HE community and helping them in other ways, and consequences for international cooperation in HE more broadly.

These changes are emerging as an area which calls for academics to advocate for democracy and be at the forefront of the (re)production of knowledge and truth about HE in the dynamic context of the war.

Dr Iryna Kushnir

Dr Iryna Kushnir is currently a Senior Lecturer in Education Studies at Nottingham Trent University. She previously worked at the University of Sheffield and the University of Edinburgh.

Dr Kushnir’s interdisciplinary research interests combine the following main areas: higher education, education policy, European integration, post-Soviet transition and migration. Her interdisciplinary approach has led to empirical and theoretical contributions, which reveal how education policy on the one hand and Europeanisation processes and post-Soviet transition on the other hand are interrelated and mutually shape one another.

Twitter: @IrynaKushnir7

Orcid: 0000-0003-0727-7208

University webpage: https://www.ntu.ac.uk/staff-profiles/education/iryna-kushnir

Gender and attainment in Northern Ireland: How can we understand the division?

by Erin Early | NW 33 Gender and Education

Post-primary attainment is commonly measured through GCSE (General Certificate of Secondary Education) examinations which are completed in the final year of compulsory schooling in the UK at age 16. The GCSE attainment outcomes of pupils are annually reported in Northern Ireland by the Department of Education. They are presented according to school type (grammar schools which select pupils based on their academic ability on an entrance test (also known as the transfer test) or non-grammar schools which are not academically selective in their intake of pupils), socio-economic status (Free School Meal Eligibility) and gender. The gendered division in educational attainment in Northern Ireland continually receives policy attention, most recently from the Expert Panel on Educational Underachievement in Northern Ireland. This leaves the questions: what is the gender attainment divide, and how can we understand it?

What is the gender attainment divide?

Gender is an important determinant of attainment differences across the compulsory education system in the UK. Studies report the consistently higher performance of female pupils compared to males (Adcock et al., 2016; Department for Education, 2020; Cavaglia et al., 2020; Francis and Skelton, 2005; Gorard et al., 2001; Melhuish et al., 2013; Tinklin et al., 2001).

Northern Ireland reflects a similar trend to the rest of the UK, with females achieving higher GCSE attainment than males (Borooah and Knox, 2017; Department of Education, 2019; Gallagher and Smith, 2000; Shuttleworth, 1995). Most recently, in a newly published study we used a dataset in Northern Ireland that linked the 2011 Census with the School Leavers Survey and School Census for the first time.

The study explored how a pupil’s gender, religious affiliation, socio-economic status (measured by mothers’ and fathers’ education qualifications and occupational status, Free School Meal Eligibility, home ownership, property value, and the 2010 Northern Ireland Multiple Deprivation Measure for income) and attended school (grammar or non-grammar) influenced their GCSE attainment.

We found that females had higher educational attainment as they achieved higher GCSE scores than males. The gendered effect on GCSE attainment was the joint second greatest effect (with mothers’ education) in our study. Although the gendered division of attainment outcomes is likely to emerge at an earlier stage of the compulsory education system in Northern Ireland, this is not possible to explore as there are no available individual-level attainment data prior to GCSE. Despite this limitation in the Northern Ireland context, an attainment difference according to gender is clear, which leaves the question: how can we understand this gendered divide?

How can we understand the gendered attainment divide?

An interdisciplinary framework consisting of Bourdieu’s theory of practice and Tajfel and Turner’s social identity theorycan help our understanding of the gendered attainment divide.

Bourdieu’s (1986, 1984) writings predominantly focus on social status and how position affects an individual’s ability within the education system. His work on habitus, which can also be described as an individual’s dispositions or character, is relevant to understanding the gendered attainment division. Social identity theory developed by Tajfel and Turner (1979) can also aid our understanding of the gendered division in attainment as it outlines the process an individual is exposed to when forming an identity based on characteristics such as gender.

Habitus refers to an individual’s dispositions or character which organise and affect how they perceive the social world. Habitus reflects a degree of fluidity as it can change according to context, time and the social identity of an individual based on characteristics such as their gender. Habitus is therefore connected to social identity theory in a cyclical process where an individual’s identity influences their habitus, and vice versa.

Tajfel (1972) suggested that social identity was a result of the socialisation process, which provides an individual with the ability to identify with social groups they have a common characteristic with (for example, gender). The social identity process can result in individuals internalising behaviours associated with their gender, which can alter their habitus. This process, coupled with potential gendered socialisation experiences, could heighten habitus differences between males and females in settings such as schools. For example, an individual’s gendered identity and habitus may influence academic attitudes and expectations based on the norms and values of the affiliated social group, all of which can influence educational attainment and lead to a gendered division.

We must acknowledge that the cyclical process between habitus and social identity is not straightforward as more than one male and female social identity exists. For example, studies have reported multiple male social identities (also termed as masculinity) in educational settings (Connolly, 2006, 2004; Lyng, 2009; Travers, 2017). Lyng (2009)identified various masculinity types in schools, such as macho, geek, golden boy, and nerd. It could be argued that each of these identities has a varying influence on an individual’s habitus, which ultimately affects their educational attainment. For example, the identity of macho may have a greater negative influence on educational attainment compared to the identity of geek, which reflects a greater attachment to school. Femininity identities are also important to consider but are under-researched (Lyng, 2009).

Key Messages

A gendered attainment divide remains in Northern Ireland (and the wider UK).
Gender remains a key factor driving educational attainment differences between pupils (Early et al., 2022).
A dual framework of Bourdieu’s theory of practice, more specifically the concept of habitus, and Tajfel and Turner’s social identity theory can help our understanding of why a gendered attainment divide persists.
The social identity process can lead to individuals internalising behaviours associated with their gender, which can alter their habitus and affect their educational attainment outcomes.

References and Further Reading

Adcock, A., Bolton, P. and Abreu, L. (2016). Educational performance of boys. London: House of Commons. Available at: https://dera.ioe.ac.uk/27199/1/CDP-2016-0151.pdf

Borooah, V.K. and Knox, C. (2017). Inequality, segregation and poor performance: the education system in Northern Ireland. Educational Review, 69(3), pp.318-336. doi: https://doi.org/10.1080/00131911.2016.1213225

Bourdieu, P. (1986). ‘The forms of capital’, in Richardson, J. (ed.) Handbook of Theory and Research for the Sociology of Education. Westport: Greenwood, pp. 241-258.

Bourdieu, P. (1984). Distinction: a social critique of the judgement of taste (translated by Richard Nice). Cambridge, Massachusetts: Harvard University Press.

Calvaglia, C., Machin, S., McNally, S. and Ruiz-Valenzuela, J. (2020). Gender, achievement, and subject choice in English education. Oxford Review of Economic Policy, 36(4), pp.816-835. doi: https://doi.org/10.1093/oxrep/graa050

Connolly, P. (2004). Boys and Schooling in the Early Years. London: Routledge Falmer.

Connolly, P. (2006). The effects of social class and ethnicity on gender differences in GCSE attainment: a secondary analysis of the Youth Cohort Study of England and Wales 1997-2001. British Educational Research Journal, 32(1), pp.3-21. doi: https://doi.org/10.1080/01411920500401963

Department for Education (2020). Key stage 4 performance, 2019 (revised). Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863815/2019_KS4_revised_text.pdf

Department of Education (2019). Year 12 and Year 14 Examination Performance at Post-Primary Schools in Northern Ireland 2018-19. Available at: https://www.education-ni.gov.uk/sites/default/files/publications/education/Revised%20-%20Year%2012%20and%20Year%2014%20Examination%20Performance%20at%20Post%20Primary%20schools%20in%20Northern%20Ireland%202018_19%20_%20Revised.pdf

Early, E., Miller, S., Dunne, L. and Moriarty, J. (2022). The Influence of Socio-Demographics and School Factors on GCSE Attainment: Results from the First Record Linkage Data in Northern Ireland. Oxford Review of Education (forthcoming). doi: https://doi.org/10.1080/03054985.2022.2035340

Francis, B. and Skelton, C. (2005). Reassessing Gender and Achievement: Questioning contemporary key debates. London: Routledge.

Gallagher, T. and Smith, A. (2000). The effects of the selective system of secondary education in Northern Ireland. Bangor: Department of Education. Available at: https://www.ulster.ac.uk/__data/assets/pdf_file/0020/223409/2000_The_Effects_Of_The_Selective_System_Of_Secondary_Education_In_Northern_Ireland_Main_Report.pdf

Gorard, S., Rees, G., and Salisbury, J. (2001). Investigating patterns of differential attainment of boys and girls at school. British Educational Research Journal, 27(2), pp.125-139. doi: https://doi.org/10.1080/01411920120037090

Islam, G. (2014). Social Identity Theory, in Encyclopedia of Critical Psychology, (ed. Teo, T.), pp. 1781-1783. New York: Springer. doi: https://www.researchgate.net/profile/Gazi-Islam-2/publication/281208338_Social_Identity_Theory/links/55db57ec08ae9d6594935f59/Social-Identity-Theory.pdf

Lyng, S.T. (2009). Is there more to “antischoolishness” than masculinity? On multiple student styles, gender and educational self-exclusion in secondary school. Men and Masculinities. 11(4), pp.462-487. doi: https://doi.org/10.1177/1097184X06298780

Melhuish, E., Quinn. L., Sylva, K., Sammons, P., Siraj-Blatchford, I. and Taggart, B.(2013). Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement, 24(2), pp.234-250. doi: https://doi.org/10.1080/09243453.2012.749796

Power, E.M. (1999). An introduction to Pierre Bourdieu’s Key Theoretical Concepts. Journal for the Study of Food and Society. 3(1), pp.48-52. doi: https://doi.org/10.2752/152897999786690753

Shuttleworth, I. (1995) The Relationship between Social Deprivation, as Measured by Individual Free School Meal Eligibility, and Educational Attainment at GCSE in Northern Ireland: a preliminary investigation. British Educational Research Journal, 21(4), pp.487–504. Available at: http://www.jstor.org/stable/1501372

Tajfel, H. (1972). ‘Social categorization (English manuscript of ‘La categorisation Sociale’)’, in Moscovici, S. (ed). Introduction à la psychologie sociale (vol. 1). Paris: Larousse, pp. 272-302.

Tajfel, H. and Turner, J.C. (1979). ‘An integrative theory of inter-group conflict’, in Austin, W.G. and Worchel, S. (eds.) The social psychology of inter-group relations. Belmont: Wadsworth, pp.33-47.

Tinklin, T., Croxford, L., Ducklin, A. and Frame, B. (2001). Gender and Pupil Performance in Scotland’s Schools. Edinburgh: University of Edinburgh. Available at: https://www.ces.ed.ac.uk/old_site/PDF%20Files/Gender_Report.pdf

Travers, M.C. (2017). White working-class boys: teachers matter. London: UCL Institute of Education Press.

Harnessing Digital Technology as a Pedagogical Tool in Early Childhood Education

by Paula Walshe | Emerging Researchers' Group, NW 16 ICT in Education and Training, NW 3 Curriculum Innovation

Children today are born into a world where digital technology is omnipresent and permeates all areas of their lives (O’Neill, 2018). Yet one area which appears hesitant to embrace technology and harness the possibilities it can provide is the early childhood education sector (ECEC).

Here in Ireland, the Department of Education and Skills (DES) has developed a digital strategy for primary and post-primary schools. This is fortified by a national support service which provides training and resources to support teachers in successfully incorporating technology in their educational practice. However, the DES has stopped short of recommendations for technology to enhance learning for children in ECEC and has instead recommended further research in this area (DES, 2020).

Internationally, the European Commission has stated that 26 out of 38 countries included in their 2019 report are incorporating technology within their ECEC educational guidelines. Ireland is not included in that list of 26 (European Commission, 2019).

From passive to active use of technology

jelleke-vanooteghem-chuzevDl4qM-unsplash

Photo by Jelleke Vanooteghem on Unsplash

Current research has found that young children are already proficient in digital technology use by the age of 3 years old (Marsh et al, 2015). In addition, further research findings from the Growing up in Ireland longitudinal study report that technology is the most favoured form of play for 9-year-old children, more popular than reading a book or even playing with their friends (ESRI, 2021).

When considering technology, devices such as smartphones and tablets initially come to mind, but what if the foundations were laid at the ECEC stage for thinking about technology as much more than streaming animations, social media, and games? An opportunity exists here for the introduction of technology as a developmentally appropriate pedagogical tool for ECEC children, many of whom are already technologically proficient, to open up the possibilities of technology for more than the aforementioned passive activities. This knowledge could inform and expand children’s engagement with technology right through their educational lives.

Examples of active uses of technology

Photo by Eduardo Barrios on Unsplash

From an accessibility perspective, it is important to acknowledge that ECEC settings may have varying degrees of access to technology. For example, access may be limited by resources, practitioner training, or funding, however, there are ways to incorporate technology which are both affordable and accessible and do not require a large investment.

Some simple methods for active uses of technology with ECEC children might include:

Examining bugs under a digital microscope.
Simple robotic sets.
Reflecting with children using photographs, video, and audio clips of them and their play.
Engaging with another setting as online “pen pals” via email or even video conferencing.
Invite parents who have an interesting job or story to tell into the setting via video conference.
Microphones for children to interview each other and listen back together.
Use an online tool such as Google Drawings to collaborate on artwork with family or with another setting.
Silent videos for children to narrate and act out.
Email and pictures from home – favourite food, my room, my favourite toy.
Search for recipes and order ingredients online, then cook together.

The future of technology in ECEC

Photo by Giu Vicente on Unsplash

But why stop there! Imagine the possibilities of the future and how they could have been so useful for children during the COVID-19 pandemic. For example, so many children missed out on their final year in ECEC and the associated social and emotional preparation for their transition to primary education that would have been provided.

What if augmented or virtual reality technology had been mainstream and accessible during that time. Children could have engaged in a virtual walkthrough of their new primary school environment and had a meet and greet with their primary school teacher and even classmates. This may sound like a somewhat futuristic idea for ECEC, but who would have imagined 30 years ago the technologies which exist today? Such technologies may be expensive now, but like all new technology, surely they will become more affordable over time.

Moving forward, a 2021 report on the uses of technology in ECEC, both pre- and post-pandemic, has highlighted the need for policies and procedures to be developed to provide appropriate guidance for increased utilisation of technology within ECEC pedagogical practice (Organisation for Economic Co-operation and Development (OECD), 2021). This is reflective of the current lack of direction on technology within the ECEC curriculum in Ireland’s Aistear curriculum and Síolta quality frameworks. Although notably, the National Council for Curriculum and Assessment (NCCA) are currently engaged in a project to update the Aistear curriculum framework which will hopefully address this gap in an Irish context. The OECD (2021) has also recommended the provision of practitioner training and the development of age-appropriate tools to further support the effective incorporation of technology in ECEC pedagogical practice. Of course, there are practical concerns that must be considered, such as ensuring that a balance is struck between engaging with technology for pedagogical use and avoiding an excess of screen time, as suggested by Finnish pedagogues (OECD, 2021). Additionally, we must ensure that the ECEC curriculum does not become dependent on technology so that those who do not have equitable access to technological tools are not disadvantaged. However, such issues further underpin the importance of developing and providing relevant training for ECEC professionals, appropriately embedding technology within the curriculum and quality frameworks, and considering the possibilities of technology in broader terms beyond merely smartphones, tablets, search engines, and streaming apps.

References and Further Reading

Department of Education and Skills. (2019). Digital Learning Framework for Primary Schools. Dublin: Stationery Office. https://www.dlplanning.ie

DES. (2017). Síolta the National Quality Framework for Early Childhood Education. Dublin: Early Years Education and Policy Unit. https://siolta.ie/manuals.php

DES. (2020). Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts. Dublin: Stationery Office. https://www.gov.ie/en/publication/c0053-digital-learning-2020-reporting-on-practice-in-early-learning-and-care-primary-and-post-primary-contexts/

ESRI. (2021). Growing Up in Ireland, National Longitudinal Study of Children: The lives of 9 year olds of cohort ‘08. Dublin: ESRI. https://www.esri.ie/publications/growing-up-in-ireland-the-lives-of-9-year-olds-of-cohort-08

European Commission. (2019). Key Data on Early Childhood Education and Care in Europe – Eurydice Report 2019. Luxembourg: Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/content/key-data-early-childhood-education-and-care-europe-–-2019-edition_en

Marsh, J. 2014. The Relationship Between Online and Offline Play: Friendship and Exclusion. In Children’s Games in the New Media Age, edited by A. Burn and C. Richards, 109–134. London: Ashgate. https://www.researchgate.net/publication/303572020_The_relationship_between_online_and_offline_play_friendship_and_exclusion

National Council for Curriculum Assessment. (2009). Aistear: the Early Childhood Curriculum Framework. Dublin: NCCA. https://ncca.ie/media/4151/aistear_theearlychildhoodcurriculumframework.pdf

O’Neill, S. (2018). Technology Use in Early Learning and Care: A Practice Dilemma. ChildLinks: Children and the Digital World, Barnardo’s, Issue 3, 2018. https://shop.barnardos.ie/products/ebook-childlinks-children-and-the-digital-world-issue-3-2018

OECD. (2021). Using Digital Technologies for Early Education during COVID-19: OECD report for the G20 2020 Education Working Group. Paris: OECD Publishing. https://www.oecd-ilibrary.org/education/using-digital-technologies-for-early-education-during-covid-19_fe8d68ad-en

Equity in Education during COVID-19 and the Danger of “Microwave Equity”

by Seun Adebayo | NW 4 Inclusive Education, NW 7 Social Justice and Intercultural Education

The last two years have been quite challenging for the world and for educators. First, the COVID-19 pandemic shut down the world for a while, and many learning institutions were closed as a result of the pandemic.[1] At the same time, the increasing strength of the anti-racism movement from the United States and across the world has highlighted the importance of equity, inclusion, and equality in education in such a time as this. The COVID-19 pandemic and subsequent school closure globally led to 1.6 billion children [2]missing out on education, which has further amplified the inequalities inherent in many education systems. In many regions around the world, for example, in Europe, groups affected by the COVID-19 pandemic on education may include students of minority migrant background, new language learners, disabled students, and Lesbian, Gay, Bisexual, Transgender, Queer, and others (LGBTQ+) students. My PhD research study on developing culturally inclusive teaching and learning environments in Ireland, funded by the Irish Research Council postgraduate scholarship and Galway Doctoral Research scholarship programmes, has caused me to reflect deeply on the concepts of equity, inclusion, and equality in education. Furthermore, my research and work with student-teachers, teachers, parents of minority migrant backgrounds, in Ireland and beyond, has further revealed the importance of an understanding that is all the more urgent in the context of the inequalities that will exasperate equitable and quality education for all learners in the era of COVID-19.

What is the difference between equality and equity?

The image to the left is a graphical representation of equality, while the image to the right represents equity
Image credit: Maryam Abdul-Kareem

It is quite challenging to unpack the concepts of equality and equity in education, particularly the differences between these two concepts. It is critical for teachers to know the differences between these two concepts to ensure equitable learning for all students, especially in a time of crisis.

In the left image, everyone is provided with equal support to watch the football game. In the right image, everyone is equipped with differential supports that allow equitable access to the game.

It should be noted that understanding the differences between equity and equality is not straightforward. It is layered with many complexities. Therefore, the above image provides a basic representation of the differences between equity and equality.

In summary, equity is based on needs, that is, responding to students’ individual or specific needs in our classrooms to ensure quality teaching and learning. In contrast, equality is based on fairness, which means being fair to all, without acknowledging the additional challenges faced by some.

UN Sustainability Goals and

the importance of equity and inclusion in education

Many education systems around the world are concerned with the issues of equity and inclusion in policy and practice. However, more work needs to be done in developing and implementing equity and inclusion policies and practices in education, particularly in the current COVID-19 crisis. Equity can be explained as providing students with personalised support that overcomes potential hurdles such as poverty and minoritised cultural backgrounds.[3]While inclusion in education implies that all students, irrespective of their socio-economic backgrounds or disabilities, are accepted and fully catered to in mainstream school environments. In other words, ‘inclusion is about all students belonging’ in a classroom.[4] The concepts of equity and inclusion in education are not new. Global educational goals have long sought to advance the principles of equity and inclusion in education systems internationally. For example, the United Nations Sustainable Development Goal (SDG) 4 requires countries worldwide to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. The SDGs were passed in 2015 by United Nations member states as a holistic approach to ensure that countries around the world achieve equitable and sustainable development in different sectors of society by 2030. [5] However, recent reports by the United Nations Educational, Scientific and Cultural Organization (UNESCO) tasked with tracking the world’s progress in achieving SDG 4 presented that it is unlikely for the world to meet the targets of SDG 4 by 2030.[6]Unfortunately, the current humanitarian emergency of COVID-19 has further validated the reality of the findings of this new report on the impact of the pandemic in achieving the SDGs[7]

The role of teachers in addressing equity and inclusion in their classrooms

Moving forward, teachers can begin to address equity and inclusion in education with support from other educational stakeholders to ensure equitable learning for all students and developing peer accountability systems. Secondly, teachers can build better working relationships with students and their guardians/parents. Third, they can commit to continuous professional development programmes. Finally, teachers can promote equity and inclusion in their classrooms during this COVID-19 pandemic and beyond by constantly checking ‘whether what they are doing enables or empowers the students to help improve them.’[8]

Avoiding the quick fix of ‘Microwave Equity’

Image credit: Twitter user Valentina Gonzales Cornelius Minor Twitter

Cornelius Minor, a US-based educator, coined the term ‘Microwave Equity,’ which means teachers and educators attempting to achieve equity quickly or overnight. Instead, he warns, the work on equity in education takes time and patience. In his book, We Got This, Minor argued that to be equitable and inclusive, teachers need to intentionally listen to kids in achieving equity in the classroom, decentralise power by empowering students’ voices, and do the self-work without blaming students.

The push to introduce more equity in education is badly needed, but it comes at a time when teachers are already facing significant challenges and additional responsibilities due to the COVID-19 pandemic.

Equity and the challenges of the COVID-19 pandemic

Teachers are crucial to achieving equity and inclusion in education, and the current crisis has further affected teaching and learning. The pandemic has denied millions of learners access to equitable and quality education.[9] Teachers, to a large extent, are critical stakeholders in helping to manage the crisis. However, the COVID-19 pandemic has further changed the nature of teachers’ work, e.g., many teachers were expected to switch to online teaching quickly. The burden of additional responsibilities placed on teachers in a crisis is not new. Research has shown that all humanitarian emergencies have affected teachers’ work. For example, in post-conflict Liberia, teachers’ responsibilities included serving as second parents, humanitarians, role models, parents, counsellors, guardians, unifiers, and psychologists to help students affected with Post-traumatic Stress Disorder (PTSD). [10] From the case of Liberia and in similar contexts, teachers can be adequately supported and performance improved when education stakeholders possess a deep understanding of the factors that limit their capacity to function effectively.[11] Therefore, placing the responsibility for achieving equity and inclusion solely on teachers is problematic. Educational stakeholders and the entire education system must be involved to make equitable and quality learning for all students a reality, even in the current era of the COVID-19 pandemic. For example, school leaders in the United Kingdom took proactive steps and initiatives to provide support for teachers and promote sustainable good practices during the global pandemic. The research study finds that school leaders developed effective and pragmatic approaches to engage other stakeholders such as parents, pupils and policymakers, allowing learning to continue during the pandemic.[12] It is hoped that more attention will be given to having discussions on what equity and inclusion in education really mean in different contexts and levels of education. For example, regional educational research associations such as European Educational Research Association (EERA) can engage existing platforms such as the European Conference on Educational Research (ECER) conferences, within their network for educational researchers to continue to engage in discussion and research on issues of equity and inclusion in European education systems and globally. This knowledge and understanding will undoubtedly help concerned educational stakeholders working on equity and inclusion in education to address the challenges of ensuring an even playing field for all learners.

References and Further Reading

[1] UNESCO (2021). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse

[2] Global Education Evidence Advisory Panel (2022). Prioritizing learning during COVID-19. https://documents1.worldbank.org/curated/en/114361643124941686/pdf/Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf

[3] Waterford (2020). Why Understanding Equity vs Equality in Schools Can Help You Create an Inclusive Classroom. https://www.waterford.org/education/equity-vs-equality-in-education

[4] Giardina (2019). What does an inclusive classroom look like? https://inclusiveschools.org/what-does-an-inclusive-classroom-look-like/

[5] https://sdg4education2030.org/the-goal

[6] UNESCO (2020). Inclusion and education: ALL MEANS ALL. Global Education Monitoring Report. https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000373718&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_d3682741-8fe5-4012-98c6-66d2bb13b7f0%3F_%3D373718eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000373718/PDF/373718eng.pdf#p29

[7] Shulla, K. (2021). The COVID-19 pandemic and the achievement of the SDGs. https://link.springer.com/article/10.1007/s43621-021-00026-x

[8] Adebayo and Chinhanu (2020). Ubuntu in Education: Towards equitable teaching and learning for all in the era of SDG 4. NORRAG. https://www.norrag.org/ubuntu-in-education-towards-equitable-teaching-and-learning-for-all-in-the-era-of-sdg-4-by-chiedza-a-chinhanu-and-seun-b-adebayo/

[9] Moss and Bradley (2021). Education in a Post-COVID World: Creating more Resilient Education Systems. https://blog.eera-ecer.de/resilient-education/

[10] Adebayo S.B. (2019). Emerging perspectives of teacher agency in a post-conflict setting: The case of Liberia. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X18300143?via%3Dihub

[11]Tao, S. (2013). Why are teachers absent? Utilising the Capability Approach and Critical Realism to explain teacher performance in Tanzania. International Journal of Educational Development, 33 (1): 2-14 https://www.researchgate.net/publication/257243592_Why_are_teachers_absent_Utilising_the_Capability_Approach_and_Critical_Realism_to_explain_teacher_performance_in_Tanzania

[12]Beauchamp, G., Hulme, M., Clarke, L., Hamilton, L., & Harvey, J. A. (2021). ‘People miss people’: A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic. Educational Management Administration & Leadership, 49(3), 375-392. https://journals.sagepub.com/doi/full/10.1177/1741143220987841

The Hero’s Journey – What PhD Students can learn from storytellers

by Dr Amanda Franco | Emerging Researchers' Group, NW 22 Research in Higher Education

Are you an early educational researcher struggling with the three monumental philosophical questions – where am I, where do I come from, and where am I headed – regarding your project? Nice to meet you. I wrote this post for you.

Having experience as an educational researcher, I was recently asked to share it with my peers, who are also pursuing a master’s degree in pedagogical supervision – the majority of whom are teachers, and for whom this is a first-time experience undertaking educational research.

I revisited my PhD Hero’s Journey to share with them the joys and hardships of an educational research project. The hero’s journey refers to the mythological narrative archetype that has inspired storytellers throughout time and tale, and which can be summarized in three quintessential moments (Campbell, 1949):

Departure

Initiation

Return.

I hoped to acquaint my colleagues with some of the hero’s trials and troubles that are sure to come their way. I gathered ten lessons, which I also share with you, early educational researchers out there.

1. Be prepared for multitasking. Think of Camões, the 16^th-century Portuguese poet, swimming for survival after a shipwreck while holding the manuscript of his epic poem, Os Lusíadas, above the waves, arm stretched out (legend says). While you’re trying to swim (for) your (personal, family, and professional) life, you will have an arm stretched out holding your opus.

2. Take care to conduct your research project and dissertation/thesis seriously, but without taking yourself too seriously. Despite all the swimming, your opus will not be perfect and will not change the (scientific and academic) world. Alas, the day after the public defense of your dissertation/thesis and after all your labors, the (scientific and academic) world will remain unaltered.

3. Learn to master the logistics. Get your tools together so you may: organize yourself; work daily on your research; write unabashedly (fear not the mystical blank page); avoid procrastination; and also, find your motto and put it to good use (remember that Rome wasn’t built in a day, so keep calm and breathe,because the journey is the reward).

4. Drop the baby analogy. Your research project and your dissertation/thesis are not a human being whose life is in your hands and with whom you are emotionally attached. It is an opus, which should and shall be open to questioning, discussion, and rebuttal.

5. Know when it is time to turn off your computer. If you struggle with this, ask a few good friends to be kind enough to ask you out for ice cream or a hike, and a good dose of ranting. Any excuse to make you get out of your sweatpants, comb your hair, and leave the house is more than welcome.

6. Create a support group. I am not referring to your “out-for-ice-cream-crew”, but to those who are making the same journey as you, and who understand what you are going through and what you are up against. Your mom, husband, kids, spiritual leader, and pets (the list goes on) are empathetic, and yet they cannot fully understand your hero’s journey. Reach out for your travel companions; this is a collaborative (not competitive) process.

7. Trust yourself. Your supervisor is in that rowboat alongside you, yet you are the one sculling in the first seat, the one responsible for steering the vessel; your supervisor’s job back in the stroke seat is to keep pace for the rowboat. If nobody rocks the boat, you both are rowing in the same direction, but you have better visibility and the duty-right to participate in the decision-making processes.

8. Cultivate positive attitudes – like curiosity, rigor, ethics, persistence, bravery, pride. You are making Science, so your point of arrival shall become the starting point of another researcher. Deliver a fine map. Instead of leaving the room as you found it, leave something beautiful behind. Contribute with something relevant.

9. Enjoy yourself. If you are too afraid to make mistakes or take steps back, you are missing out on the thrill of the adventure. Very often, in educational research, you will find the unpredicted. If your data differs from your hopes and dreams, it does not mean that you did something wrong; it means that you are doing it right.

10. Be ready to untangle the ball of thread and pass it on. You untangle as far as you can, and then you pass your ball of yarn on to another researcher, for them to unravel some more, and so on, in this craft that is to make Science. At the end of your research, you will have found some answers, and you will have found plenty of questions, and that is how it goes.

Each hero’s journey is unique, and while some of these lessons emerged for me, they may not save another hero’s life (metaphorically speaking). Perhaps conducting an educational research project is one of those things that you have to experience in order to fully understand the depths of its impact on you. Many factors influence an early researcher’s well-being and satisfaction during the research process (Levecque et al., 2017;Schmidt & Hansson, 2018; Sverdlik et al., 2018).

Regardless, early researchers out there on the heroic journey, with you, I share the one thing I know for sure regarding one’s trip down the educational research lane: at the end of the journey, the hero returns home. Wiser, tougher, smarter. More resilient, analytical, and courageous. Ready for another round. So, gather your tools, hold on tight, and just keep swimming.

References and Further Reading

Campbell, J. (1949). The hero with a thousand faces. Bollingen Foundation.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879. https://www.sciencedirect.com/science/article/abs/pii/S0048733317300422

Schmidt, M., & Hansson, E. (2018). Doctoral students’ well-being: A literature review. International Journal of Qualitative Studies on Health and Well-being, 13(1), 1508171. https://www.tandfonline.com/doi/full/10.1080/17482631.2018.1508171

Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). Journeys of a PhD student and unaccompanied minors. International Journal of Doctoral Studies, 13, 361-388. http://ijds.org/Volume13/IJDSv13p361-388Sverdlik4134.pdf

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