ethanporcaro/eric-fulltext-meta huggingface dataset:
The Conception and Role of Interdisciplinarity in the Spanish Education System
Author: Segovia, Isidoro
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Concept Formation,Role Perception,Curriculum Evaluation,Compulsory Education,Educational Research,Educational Practices,Educational Policy,Educational Legislation,Photography,Mathematics Curriculum,Multilingualism,Teaching Models,Learning,Educational Development,Educational History

This article provides an overview of the role that interdisciplinarity plays in the Spanish education system. With this aim, we first describe the main conception of the term &quot;interdisciplinarity&quot; in texts written in Spanish, including other terms that have similar meaning. Then we review the role of interdisciplinarity in the Spanish curriculum at different levels of education, focusing fundamentally on compulsory education. This serves as the basis from which later to analyze Spanish research on interdisciplinarity. Finally, through results of this research and some examples of interdisciplinary school practices, we extract conclusions about the role of interdisciplinarity in teaching practices in the classroom.
Interdisciplinarity in Quebec Schools: 40 Years of Problematic Implementation
Author: Lenoir, Yves
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Program Implementation,Barriers,Educational Change,Educational Development,Concept Formation,Educational History,Vocabulary,Course Descriptions,Behavioral Objectives,Competency Based Education,Educational Practices,Elementary School Curriculum,Teacher Attitudes,Classification,Intellectual Disciplines,Teacher Collaboration

This article presents a portrait of interdisciplinarity in the Quebec school system. Following a contextual overview of this system, including its sociohistorical evolution and current organization in order to define the problem of interdisciplinarity, a second section, beginning with a clarification of terms related to interdisciplinarity, explores the evolution of the concept over the course of the six curricula that have succeeded one another since the beginning of the 20th century, before describing the place of interdisciplinarity in this system. The third section presents the results of research conducted since 1985 on the discourse of primary school teachers concerning interdisciplinarity and its implementation in the classroom. Teacher conceptions and practices related to interdisciplinarity, as well as the place and function they ascribe to it, are dealt with in the next section. Finally, section four presents the results of a recent study on interdisciplinarity at the secondary school level. In the conclusion, we highlight, among other things, the central place given by teachers to socialization, as well as their limited consideration for teaching disciplinary knowledge. [This chapter was translated by Joachim Lépine.]
The Choice of Interdisciplinarity in French Agricultural Education
Author: Bouillier-Oudot, Marie-Hélène
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Interdisciplinary Approach,Educational Experiments,Educational Practices,Hypothesis Testing,Barriers,Educational Change,Curriculum Development,Educational History,Educational Policy,Educational Trends

Agricultural education very early on tested a generalized mandate of modular interdisciplinary education. In this regard, it constitutes an interesting medium for observing the conditions required for developing interdisciplinarity in an academic context. Based on a historical approach, this text shows how a series of experiments led to a generalized mandate of interdisciplinary education in the whole of training concerned, as well as the questions raised by this generalization. Analyzing the discrepancy between the prescription and declared or observed interdisciplinary teaching practices leads, in the conclusion, to a series of hypotheses on the obstacles encountered. [Article translated by Joachim Lépine.]
Defining the Key Competences and Skills for Young Low Achievers' in Lifelong Learning by the Voices of Students, Trainers and Teachers
Author: Pinto, Marta
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Low Achievement,Competence,Young Adults,Inquiry,Active Learning,Educational Innovation,Electronic Learning,Management Systems,Integrated Learning Systems,Literacy,Numeracy,Information Technology,Skills,Skill Development,Content Analysis,Focus Groups,Skill Analysis,Student Educational Objectives,Interpersonal Competence,Technological Literacy,Self Efficacy,Qualitative Research,Learning Motivation,Student Needs

Europe has stressed the importance of lifelong learning as a way for its citizens to enrol and to engage fully in day-today demands of work and citizenship life events. Support is more urgent for those who are at risk of social and educational exclusion. This paper presents an overview on the goals of the European project LIBE &quot;Supporting Lifelong learning with Inquiry-Based Education&quot;, that aims at designing, developing and trying out an innovative e-learning management system devoted to develop key information processing skills for ICT with an inquiry-based approach to learning, focused on the young adult population (16-24) that have low levels of competences regarding literacy, numeracy and ICT skills. Additionally, it presents the results of a content analysis of focus groups sessions, carried out with Portuguese teachers, trainers and students, aiming to identify the key competences and skills most needed by young low achievers. The Portuguese results integrate the alignment of the proposal of the LIBE framework for the learning outcomes, instructional objectives and ICT key information processing competencies. Results highlight literacy skills and social competence as the most relevant for the target audience, adding ICT competences as very important in developing literacy skills and self-efficacy. Pedagogical support is considered a significant part of the students' successful learning, both in face-to-face or e-learning environments.
Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation
Author: Hildebrandt, Katia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Treaties,History Instruction,Canada Natives,Elementary School Teachers,Researchers,Personal Narratives,Research Projects,Foreign Policy,Technology Uses in Education,Qualitative Research,Participatory Research,Action Research

This paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade. The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism.
&quot;A Jack-­Of-­All- Trades and a Master of Some of Them&quot;: Successful Students in Interdisciplinary PhD Programs
Author: Gardner, Susan K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Doctoral Programs,Success,Student Experience,Teacher Attitudes,Course Organization,School Support,Socialization,Educational Practices,Institutional Characteristics,Qualitative Research,Interviews,Administrator Attitudes,Student Attitudes,Student Characteristics,Performance Factors

Interdisciplinarity has become a growing emphasis in the U.S. higher education and the prevalence of interdisciplinary doctoral programs is one indicator of such growth. Despite this growth, the experiences of individuals within interdisciplinary doctoral programs have been largely unexamined in the literature. This paper examines a self-designed interdisciplinary doctoral program for the two fold purpose of better understanding students' experiences and faculty members' conceptualizations of what constitutes student &quot;success&quot;. Using the lens of socialization, findings uncovered issues related to a lack of program structure and support for those involved. Findings from the study demonstrate a need for a higher level of self-direction for these students given the increased ambiguity of the program's structure as well as the need for external support given the lack of community.
Co-­Teaching Social Research Methods in a Joint Sociology/Anthropology Department
Author: Manthei, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Team Teaching,Research Methodology,Social Science Research,Sociology,Anthropology,Interdisciplinary Approach,Partnerships in Education,Integrated Curriculum,Experiential Learning,Student Research,Undergraduate Students,Attitude Measures,Racial Attitudes,College Environment,Campuses,Race

In the course of developing and co-­teaching Social Research Methods (SRM), an interdisciplinary, upper-­division undergraduate course at the University of Illinois at Springfield (UIS), the authors discovered that this type of partnership is ripe ground for exploring integration of anthropology and sociology on epistemological and methodological levels. Their attempt to make disciplinarity and the process of interdisciplinary integration transparent to students has transformed the course, student experience in the joint major, departmental goals, and the authors' own scholarship. This paper describes challenges in the development of the course and provides disciplinary &quot;toolkits&quot; from sociology and anthropology, which are illustrated through a semester-­long, hands-­on project involving a campus racial climate survey.
What to Change--How to Have Influence? Children's Ideas about Exercising Power and Participating
Author: Virta, Arja
Date: 2015-00-00
Type: Journal Articles
Subjects: Preadolescents,Power Structure,Student Role,Questionnaires,Qualitative Research,Change Strategies,Educational Environment,Environmental Influences,Social Change,Citizenship Education,Foreign Countries

Interest in children's voice in society has been increasing gradually. This implies both the creation of new channels for participation, and also in the intensification of the research on children's citizenship. This article asks what ideas twelve-year-old children have about using power and about their own opportunities of having influence in their schools. The study is based on qualitative questionnaires, in which the respondents were asked questions about how they would use power to make improvements in different spheres, starting from their classroom and ending up to the world. The questionnaire also asked about their experience of agency in schools. According to the responses, the children's suggestions for changes were focused on the physical environment. As to their class and school, it was the informal level of the school that was important. In the global level, the children wished that the world would be safe. As to their agency in school, they mainly depended on adults who organize students' participation.
&quot;A Good Citizen Is What You'll Be&quot;: Educating Khmer Youth for Citizenship in a United States Migrant Education Program
Author: McGinnis, Theresa Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Citizenship Education,Migrant Education,Asian Americans,Cambodians,Migrant Workers,Migrant Children,Ethnography,Middle School Students,Discourse Analysis

Citizenship education is a complex and multidimensional construct. This article adds to the discussion of citizenship education by examining, ethnographically the ways the &quot;vision&quot; of a US Migrant Education Program is circulated through the program's discourse practices to Khmer American children of migrant agricultural workers. The article does not discuss the formal legal status of citizenship, but the program coordinators' beliefs about the skills and dispositions needed for the Khmer youth to become &quot;good citizens.&quot; Within the coordinators' visions, the fixing of the youth's perceived deficiencies drive the curriculum, and as such the full participation of the youth as active citizens is not achieved.
Women's Experiences: Memories of Portuguese Revolution
Author: Dantas-Ferreira, Sónia
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Social History,Spouses,Military Personnel,War,Memory,Social Influences,World History,Foreign Countries,Semi Structured Interviews,Qualitative Research,Political Issues,Family Relationship,Social Change

In this article I attempt to analyze the social memories of wives of soldiers in service on April 25th 1974, through the methodology of analysis recommended by Adele Clarke (2005), using data collected in 11 interviews conducted between 2005 and 2008 under a PhD project. As a conceptual framework I adopt the perspective of social memory in the tradition of Halbwachs (1992) and following Marc Augé (2001) and Paul Ricoeur (2004), which emphasizes the social and collective memory and points out the dynamic role it plays in building a meaning to the world. This analysis takes into account the dimensions of work, family, education, politics and social life, social and economic conditions and the expectations and dreams on which the interviewees draw comparisons between 1974 and the present and also produce judgments.
Psychosocial Trauma Transmission and Appropriation in Grandchildren of Former Political Prisoners of the Civic--Military Dictatorship in Chile (1973-1990)
Author: Faúndez, Ximena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Victims,Trauma,Political Issues,Violence,Institutionalized Persons,Personal Narratives,Psychological Patterns,Grandchildren,Military Personnel,Homicide,World History,Experience,Family (Sociological Unit),Oral History,Gender Differences,Qualitative Research

This article introduces and discusses a research which sought to comprehend, through the analysis of the narratives of the grandchildren of victims of the Civic-Military Dictatorship in Chile, the phenomena of transgenerational psychosocial trauma. The research involved 14 grandchildren of former political prisoners (FPP), between 18 and 25 years old, both from the Metropolitan Region of Chile and from the Araucanía Region. It considered life story as the productive technique, and applied a narrative analysis to the sample collected. The results of this study allow us to state that the life story of the grandchildren of FPP is included in a logic of transgenerational transmission and appropriation of the psychosocial trauma. Which implies that inside the families of FPP still persists the avoidance and silence dynamic around the torture's experience, determining the relationship of the grandchildren with the traumatic experience. Also, the results show that there are important gendered features to take into consideration while listening to the narratives of transgenerational transmission.
Discourses of Inclusion and Exclusion in the Commemoration of the 40th Anniversary of the Portuguese Revolution
Author: de Oliveira, Sandi Michele
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict,World History,Activism,Presidents,Political Issues,Public Speaking,Questionnaires,Memory,Social Influences,Discourse Analysis

This article takes a discourse analytical approach to elements of the 40th commemoration of the Portuguese Revolution, focusing specifically on the absence of themes and participants by groups who were most directly involved in the Revolution, either as actors (the &quot;Captains of Abril&quot;), the &quot;retornados&quot; (Portuguese nationals &quot;returning&quot; to Portugal in the aftermath of the 1974 coup) and &quot;retornados-emigrantes&quot; (those who left Africa during this period but went on to live outside Portugal). The analyses center primarily on the speech by Portuguese President Cavaco Silva, given as the official opening of the 40th anniversary of the military coup of 25 April 1974, which brought the authoritarian regime of 48 years to an end. This examination, combined with other speeches of Cavaco Silva, newspaper reports, analyses of the integration of &quot;retornados,&quot; and a commemorative TV miniseries on the Revolution, provide the evidence for the argument that important voices of the Revolution were muted or silenced in the official commemoration of 2014. Finally, the relevance of actor-centered perspectives on commemoration is laid out for educators.
Interdisciplinarity in United States Schools: Past, Present, and Future
Author: Boix Mansilla, Veronica
Date: 2010-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Concept Formation,Educational Development,Educational History,Integrated Curriculum,Elementary Secondary Education,Social Change,Access to Education,Academic Achievement,Trend Analysis,Educational Practices,Educational Change

This article examines the historical evolution of the concepts of interdisciplinarity and integration in American education. We first focus on United States education in the 20th century to review the rationales for integrated and interdisciplinary primary and secondary education. We place such rationales in the context of the larger purposes attributed to education given societal changes and intellectual developments that characterized the times. Then we turn our attention to today's educational landscape and new contemporary demands on education imposed by fundamental global, digital, and environmental transformations. Here, too, we place interdisciplinary education in the broader context of emerging trends in American life--recognizing that such trends are present and may take distinct forms in other countries.
The Portuguese Literacy Campaigns after the Carnation Revolution (1974-1977)
Author: Gomes, Isabel Pereira
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Literacy,Illiteracy,Political Issues,Conflict,Educational History,Social Theories,Interviews,Females,Experience,Gender Bias,Poverty,Activism,Social Change

This article presents a description of the major campaigns of adult literacy in the revolutionary period in Portugal, between the years 1974 and 1977. The campaigns aimed to address the problem of extremely low levels of formal education and high levels of adult illiteracy, and were organized by different movements, from the military to political youth organizations. In all cases, Paulo Freire's theory and methods were an important reference to these initiatives of popular education even if, in some cases, these were clearly top-down approaches, while others advocated a bottomup perspective. We will start by an analysis of the rationale of these movements based on documents produced at the period and a literature review. Then, retrospective interviews with two women participating in these campaigns are used to illustrate these experiences and their perceived impact on themselves and the adults involved. Not surprisingly, the impact of these literacy campaigns is perceived as significant both for the population, particularly older women, but mainly for the young literacy mediators who seem to have experienced this as a life-changing event. Even though this is a preliminary stage of the research, results suggest the significance of gender inequality and poverty as markers in the lived experience of these campaigns, and the high levels of hope and political mobilization of the young people involved, even with various degrees of ideological commitment.
Brokering Identity and Learning Citizenship: Immigration Settlement Organizations and New Chinese Immigrants in Canada
Author: Zhu, Yidan
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Concept,Immigrants,Asians,Citizenship Education,Land Settlement,Social Services,Guidelines,Federal Aid,Annual Reports,Interviews,Organizations (Groups),Foreign Countries,Case Studies

This paper examines citizenship learning and identity construction of new Chinese immigrants in a Canadian immigration settlement organization (ISO). I address the gap between the concept of &quot;settlement&quot; and &quot;citizenship&quot; generated by government-funded ISOs and new immigrants' actual practices in these programs. I adopt Dorothy Smith's approach of examining the social organization of people's everyday lives (Smith 2005) in order to unpack the ruling relations behind the immigrant settlement services and to take the standpoint of Chinese new immigrants. Under this framework, I analyze a Canadian federal government's funding criteria for ISOs and a settlement program's annual report to unpack the ruling relations behind the texts. I further conduct in-depth interviews with two Chinese new immigrants in a Canadian ISO to understand the ruling relations behind citizenship learning and brokering activities in Canadian ISOs from the immigrants' standpoint.
A Grounded Approach to Citizenship Education: Local Interplays between Government Institutions, Adult Schools, and Community Events in Sacramento, California
Author: Loring, Ariel
Date: 2015-00-00
Type: Journal Articles
Subjects: Citizenship Education,Educational Policy,Adult Education,Community Education,Community Centers,Demography,Interviews,Ethnography,Observation,Content Analysis,Educational Practices,Educational Resources,Government School Relationship,Discourse Analysis,Resource Allocation,Citizenship

Following a grounded, bottom-up approach to language policy (Blommaert 2009; Canagarajah 2005; McCarty, 2011; Ramanathan, 2005), this paper investigates available resources and discourses of citizenship in Sacramento, California to those situated within the citizenship infrastructure. It analyzes how the discursive framing of local and national educational policies affects prospective citizens and the ways that resources and discourses differ across educational sites. These sites include a government field office, citizenship classes at adult schools and community centers, and a law school-sponsored citizenship fair. This article argues that adult schools and community events introduce their own &quot;de facto&quot; and &quot;de jure policies,&quot; in conjunction with top-down governmental policies that tend to reduce the complexity of naturalization at the expense of full participation. Both top-down and bottom-up educational policies consequently affect prospective citizens' understanding and enactment of citizenship.
Raising Citizens: Parenting Education Classes and Somali Mothers' Experiences of Childrearing in Canada
Author: Fellin, Melissa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Child Rearing,Parent Education,Intervention,Citizenship Education,Neoliberalism,Refugees,Victims,Stereotypes,Social Attitudes,Interviews,Participant Observation,Gender Issues,Muslims,Ethnography,Grounded Theory,Violence,Family Relationship,Poverty,Coping

Mothers are viewed as the people who are raising future citizens of Canada; therefore, their parenting practices are being targeted for intervention by civic organizations funded by the state. In this article, I argue that modernity narratives and neoliberalism approaches to mothering inform parenting education classes for Somali refugee women to Canada. Thus, Somali women are often seen as victims. Stereotyped identities conceal their social and historical agency. This research draws on 15 individual interviews with Somali mothers and participant- observation in two parenting education classes in Canada.