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Swartz, David L.

doi:10.1023/a:1022663030618

Cited by 11 publications

(8 citation statements)

References 44 publications

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“…Institutions of education serve a primary function of preparing students for an obedient life of service to the hegemonic status quo (Bowles and Gintis 1977, 2002; Swartz 2003) with barriers to entry that serve no functional purpose beyond maintaining social distance between the elite and the masses (Collins 1971; Khoo 2019; Tholen 2017). Despite this pessimistic view, through its liberatory capacity, higher education is fertile ground for change at both the individual and the systemic levels.…”

Section: Discussionmentioning

confidence: 99%

Playing Spent!: FGWC Experiences of Poverty Simulation Games

Layth

2023

Teach Sociol

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First-generation and working-class (FGWC) students bring a different set of life experiences to the classroom than students of privilege. As an instructor from an FGWC background, I use the poverty simulation game Spent! to make economic stratification understandable to students who have led lives of economic privilege and bring FGWC representation to the classroom in a way that honors their unique cultural capital. Despite a tendency toward consciousness raising for students of privilege, poverty simulation can still be a liberatory learning exercise for FGWC students when the cultural capital they bring to the classroom from their lived experience is valued and honored during the activity rather than objectified and subordinated. During the activity, as privileged students express shock at the realities of living paycheck to paycheck, FGWC students confidently share their situated knowledge of poverty. Building on prior assessments of the value of simulation games in the classroom, this article expands this knowledge by specifically looking at the experiences of FGWC students in addition to their more privileged peers in the context of Spent!

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Section: Discussionmentioning

confidence: 99%

Playing Spent!: FGWC Experiences of Poverty Simulation Games

Layth

2023

Teach Sociol

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“…IJSSES Therefore, the continued rise in the hunger of university education in the country must be given the attention it deserves. We need to ponder on the fact that, before the millennium, an undergraduate degree was enough for an individual to secure employment; thus, the increased desire to get them by all mean, be it legally through attending classes or not (Sawahel, 2018). Employers' requirements to a certain level also directly influence the raising numbers of university students, and soon they might settle on a minimum of a master's degree, and if not controlled, that will be the sweet death of the quality of universities post graduate programmes.…”

Section: Students Enrollment Vis-à-vis Available Infrastructure and Human Labourmentioning

confidence: 99%

“…The consequences of having a shortage of professors in our universities has been triggered by one, 'brain drain' as most of the professors feel they are underpaid and not appreciated well hence leave for greener pastures abroad (Winkler, 1997;VOA, 2009). Secondly, most of the lecturers who possess master's degrees are fascinated by the foreign scholarships to pursue their Doctor of Philosophy degrees abroad (Sawahel, 2018). This lessens the challenge of going through the program in the country that takes a long period of time to pursue due to unavailability of student's supervisors, who are the limited professors (Winkler, 1997).…”

Section: Students Enrollment Vis-à-vis Available Infrastructure and Human Labourmentioning

confidence: 99%

“…In the past two decades, universities have been signing collaboration pacts with other universities abroad. The same efforts should be driven to enhancing increasing ties and collaborations with other stakeholders such as industries, public service, and nongovernmental institutions, as they are the biggest employers in the country, and can further offer placement of students for their attachment and internship programs (Sawahel, 2018). Through this initiative, universities should strive to ensure that their graduates do not leave the institutions before placing them for attachments and assessing their performances.…”

Section: E Enhancing University Close Ties With Relevant Stakeholdersmentioning

confidence: 99%

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Theory versus Pragmatism: Quest of Achieving Academic Objectives in Kenyan Universities

2021

IJSSES

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University is the highest epitome of attaining knowledge and education to an individual. In Kenya, the universities have been viewed as being pivotal in helping accomplish the vision 2030 and drive its development agendas. Unfortunately, the country's goals are dwindled by a myriad of challenges, particularly from the incompetent university graduates. It is on this premise that this research review helps in articulating several thematic issues that include: one, the number of enrolled students vis-à-vis the available infrastructure and lecturers; two, the type of teaching methodology that is employed; three, the quality of university lecturers' competencies; four, correlation between the university curriculum and employment demands; and five, influence of university infrastructure towards the quality of lectures delivered. This paper opines that: students' enrollment to universities should be regulated to match the existing infrastructures. Secondly, lecturers ought to change with time in their teaching methods, allow students to do more library research, and write their notes. Thirdly, it is imperative for a review of university curriculum, to reduce theory lectures and enhance pragmatism of different ideas. Fourth, universities should improve their infrastructures to have a conducive learning environment for research and quality scholarship. The paper thus concludes that, if the above control mechanisms are incorporated to the universities, the issue of the deteriorating quality of university graduates will be a thing of the past.

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“…Some scholars hence suggest shifting the question to the (lack of) explanatory power of statistical models (Scott 2007;Willmott 2003) and sociological theories (Demain 2003;Swartz 2003;Wuisman 2005) informing educational research. Such shift implies migrating to meta-theoretical (i.e.…”

Section: Theories Of Social Reproduction (Non-mainstream Research)mentioning

confidence: 99%

Critical realism and school effectiveness research in Colombia: the difference it should make

Parra

2017

British Journal of Sociology of Education

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This article draws on the case of academic work produced by Colombian scholars, to address the debate on the persistent failure of policy efforts to improve school effectiveness. Realist meta-theory plays a significant role in this research, because it provides a general framework to identify ontological problems and inconsistencies in empirical and theoretical positions informing policy debates in the country. The analysis focuses on the contributions and weaknesses of empiricism, structuralism and post-structuralism in the work of Colombian scholars, and concludes by arguing for the need to deploy research methodologies that study stratified emergent social processes behind observable educational outcomes.

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Untitled

Cited by 11 publications

References 44 publications

Playing Spent!: FGWC Experiences of Poverty Simulation Games

Playing Spent!: FGWC Experiences of Poverty Simulation Games

Theory versus Pragmatism: Quest of Achieving Academic Objectives in Kenyan Universities

Critical realism and school effectiveness research in Colombia: the difference it should make

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