Search Results (5)

In the first decades of the 20th century, the Sámi movement developed a vision for how education could play a central role in the future of the Sámi people. Faced with expanding colonial school systems, teachers and intellectuals imagined what education could look like if it was to contribute to the flourishing of Sámi livelihoods. One key contributor to this project was Per Pavelsen Fokstad (1890–1973). This article outlines key elements in Fokstad’s philosophy of education and discusses his contribution to education theory in both his contemporary cultural interface and the one that we work in over 100 years later. The analyses are based on a hermeneutical reading of Fokstad’s published texts. The analyses show how Fokstad outlined a philosophy of education based in the mother tongue as a catalyst for the child’s development of a sense of self, a feeling of community, and a connection to land. This philosophy was revolutionary in his own time due to its redefinition of what was worth learning and knowing, and has grown in significance since. Full article

Modern Karen education began in the early 1800s when introduced by British and American missionaries at roughly the time the British colonial powers arrived from India. After independence from Great Britain in 1948, Burma faced revolt from ethnic groups including the Karen, in large part, over issues of language and cultural self-rule. This led to the forcible closing of Karen-language schools by the military junta beginning in the 1960s and the re-establishment of Karen schooling by the Karen National Union (KNU) in independent self-rule territories, often near the Thai border. In this context, beginning in the 1980s, Karen-medium language spread into the highlands of Burma and into Thai refugee camps where Karen had been living for nearly four decades. Karen medium education is an important element establishing what Benedict Anderson called the “imagined community”. With mass Karen literacy, a national consciousness emerged, particularly in areas where schools were sustained. This separate consciousness is at the heart of the Karen of Kawthoolei. The Karen Education and Culture Department (KECD) was established in 1947 by the KNU. Karen schools provide mother-tongue-based education. Much of the development of the Karen medium curricula was undertaken by the KECD, and it is significantly different from that of the Burmese government’s curriculum, particularly in terms of language medium, literature, and history. Karen schooling reflects the Karen political consciousness, which will be at the heart of any peace agreements negotiated in the still-ongoing Burmese Civil War. Full article

Vaccination is a proven equitable intervention if people take advantage of the opportunity to get vaccinated. Niger is a low-income country in West Africa, with a 76% measles 1 vaccination coverage rate in 2016. This study was conducted to identify individual- and neighborhood-level factors that could improve measles 1 vaccination coverage in Niamey, the capital. In October 2016, 460 mothers with children aged 12–23 months were surveyed. The outcome was to determine whether the mother’s child had been vaccinated against measles 1 or not. For individual-level variables of measles 1 vaccination status, the following were included: mother’s age group, mother tongue, maternal education level, husband’s job, where the mother gave birth (at home or at a health center) and whether the mother discussed vaccination with friends. Neighborhood-level factors were access time to the health center, household access to electricity, and a grand-mean-centered wealth score. Multilevel logistic regression analysis was performed. At the individual-level, primary and secondary-educated mothers were more likely to vaccinate their children against measles 1 (aOR 1.97, 95% CI 1.11–3.51). At the neighborhood-level, no factors were identified. Therefore, a strengthened focus on equity-based, individual factors is recommended, including individual motivation, prompts and ability to access vaccination services. Full article

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks. Full article

Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural) in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history); those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics) and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language). Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education. Full article