FIRE: Forum for International Research in Education

Conceptualizing School Education Wellbeing for Migrant Girlhood in Germany

Pinar Burcu Güner — Tue, 28 Feb 2023 00:00:00 +0000

The primary purpose of this paper is to analyze strengths and vulnerabilities of migrant origin girls in the context of girlhood; and how school education as a primary sphere for children and youth could become a realm for supporting girlhood development. This research also aims to analyze in-depth, if girls from immigrant origin have specific needs to feel well in school education. Accordingly, the core research concept of this research is school education wellbeing. Education plays a critical role during child and youthhood. For example, youth, who feel that they belong to a school community have more meaning in life (Juvonen et al. 2006); are likely to be healthy (Lippman et al., 2011), to perform higher academically and to be more motivated in school (Cohen et al., 2009); and less likely to engage in risky behaviours (Currie et al., 2012).

BOOK REVIEW: Morgan, W. J., & Wu, B. (Eds.). (2013), Higher Education Reform in China: Beyond the Expansion. Routledge. 190 pp., ISBN: 9780415726160.

Somphors Khan, Sereyrath Em — Tue, 28 Feb 2023 00:00:00 +0000

Improving Access and Equity in East African Higher Education through Internationalization

Tibelius Amutuhaire — Tue, 28 Feb 2023 00:00:00 +0000

The 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20^th century understanding of internationalization being just, fair, and an equitable process that promotes peace and mutual understanding. However, under the influence of the General Agreement on Trade in Services and competition, internationalization changed focus and became less inclusive. This paper explores inclusive international education in East Africa using narrative review methodology. Findings suggest that rather than promoting access and equity in higher education, internationalization, for example, excludes economically disadvantaged, disabled, and adult learners. Thus, in addition to internationalization at home, inclusive internationalization abroad strategies should be devised. Internationalization of higher education is more valuable if it translates into fair, just, and peaceful social systems.

Evaluating Inclusivity in the Preschool Curriculum in Turkey: A Qualitative Analysis

Yeliz Bolat — Fri, 08 Mar 2024 00:00:00 +0000

The Turkish population has a structure that encompasses different origins, races, and religious beliefs. This structure has expanded to a broader spectrum with immigrants and refugees coming to the country for various reasons. This diversity that constitutes society is also observed in early childhood education, which is the first level of education. In this context, starting from preschool education and developing an inclusive curriculum that caters to the diversity of students is highly important in terms of reducing discrimination, increasing inclusivity, and providing suitable learning environments for students’ educational needs. The purpose of this study is to determine the nature of the preschool curriculum from an inclusive education perspective. Through the document analysis method, the present qualitative study addressed the preschool curriculum updated and published in 2013 by the Turkish Ministry of National Education. While the objectives and descriptions in the curriculum were examined through content analysis, the learning outcomes were examined using a rubric. It was determined that only one of the objectives in the preschool curriculum was related to inclusive education. Of the 63 learning outcomes examined, 29 were completely unrelated to inclusive education, 21 had very little relevance, 7 had moderate relevance, and 6 had high relevance. As a result, it was determined that while the inclusive education approach was considered and adopted in the general objectives and descriptions of the preschool curriculum, there was no emphasis on children with refugee, asylum seeker, immigrant, or similar status, and there were shortcomings in the evaluation dimension of the instruction process.