Education and Social Cohesion

Green, Andrew; Janmaat, Jan Germen

doi:10.1002/9781118468005.ch9

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…Upon reflecting on the discourse used here on the set priorities (‘to strengthen citizens’ sense of national belonging’, ‘shape patriotic responsibilities towards the country’), it seems that this vision is quite inward-looking, with a national focus where ‘social cohesion’ is understood through a lens of responsibility towards one’s own country while ‘respect’ is not linked to a sense of diversity but rather uniformity – the patriotic focus on a specific Polish national identity. Education priorities linked to societal improvements in the name of this view of ‘social cohesion’ do not represent a common global understanding of such initiatives which typically include peace education, sex and relationships education or environmental education but, in contrast, represent a narrow, normative and nationalistic stance (Green and Janmaat, 2016; Ramirez et al, 2016).…”

Section: Instrumental and Selective Use Of The Eu’s Education Policiesmentioning

confidence: 99%

Resisting Europeanisation: Poland’s education policy and its impact on the European Education Area

Klatt

2023

European Educational Research Journal

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Since the 2004 accession to the European Union (EU), Poland, like many other post-communist countries, have gone through a significant process of convergence to the EU institutions, laws and processes. In this process, the European values, policies and institutions have become an important reference point for the legitimacy of major national system reforms. In education, there have been a significant number of reforms aligned with ‘European standards’ as integration with the EU was seen as a priority for Poland’s national interest. This paper is interested in the changing policy discourses that have been defining and legitimising Poland’s education policy objectives, with a particular attention given to the idea of ‘quality education’ and the role of education. In this way, it is also interested in the processes of Europeanisation and de-Europeanisation – turning away from ‘EU-isation’ of policies. The emerging picture from the analysis illustrates the tensions between the neoliberal and populist policy discourses pursued by a variety of Polish governments, including significant policy shifts under the government of the Prawo i Sprawiedliwość (PiS) (Law and Justice) coalition.

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Section: Instrumental and Selective Use Of The Eu’s Education Policiesmentioning

confidence: 99%

Resisting Europeanisation: Poland’s education policy and its impact on the European Education Area

Klatt

2023

European Educational Research Journal

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“…Some of the most recent evidence suggests that the intakes of independent state‐funded schools have the potential to increase between‐school SES segregation in England (Gorard, ). Comparisons of formal test scores internationally show that those with stratified school systems and higher levels of socioeconomic inequality are more likely to have lower average attainment (Condron, ) as well as less social cohesion and civic engagement (Green & Janmaat, ). A policy that may possibly enhance such stratification, therefore, warrants careful monitoring and scrutiny.…”

Section: Introductionmentioning

confidence: 99%

Free Schools and disadvantaged intakes

Morris

2015

British Educational Res J

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Free Schools and disadvantaged intakes AbstractThe Free Schools policy in England has led to the opening of a number of new autonomous state-funded schools. This article uses data from the Annual Schools Census to present the proportions of socioeconomically disadvantaged children attending the first three waves of these schools. It updates and builds on previous work that focused on the student composition of the first wave of Free Schools which opened in 2011 (Gooch, 2011). The analysis compares the Free School intakes with other local schools and Local Authority (LA) data and seeks to establish whether the schools are taking an equal share of disadvantaged children in relation to their nearby competitors. Differences emerge between the different waves of schools with those that opened in 2011 generally underrepresenting disadvantaged children. In the second and third waves the picture is more mixed. It is also the case that Free Schools with a faith designation or an alternative or specialist curriculum appear particularly likely to have proportionally fewer disadvantaged children than might be expected based on their location. The potential impacts of having an increasing number of new schools with unbalanced intakes are discussed.

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Education that Makes Life Manageable, Comprehensible, and Meaningful: Experiences of the Monash Access Program, a University Alternative Entry Pathway

Reimer

2024

Living Well in a World Worth Living in for All

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Although formal education is arguably a powerful force for good, the experience of schooling can feel disempowering and disheartening to some young people. This chapter listens to students who have had negative experiences of schooling and entered university through an alternative pathway. Seven students who graduated from the Monash Access Program (MAP) in four different years share their insights into formal education. MAP is an intentionally relational program, grounded in critical praxis, for mature-aged students who have experienced educational disruptions. By drawing on Antonovsky’s concept of sense of coherence to understand the students’ insights, this study shows how MAP helped students to make sense of education as manageable, comprehensible, and meaningful. These students, who have had both educational disadvantage (prior to university) and educational advantage (through MAP), offer their perspectives into education’s role in helping us to live well and to create a world worth living in for all. With this study, after listening to the students, I argue that formal education can provide us with experiences of manageability, comprehensibility, and meaningfulness in order to create a world where we are able to thrive individually and collectively.

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Education and Social Cohesion

Cited by 4 publications

References 29 publications

Resisting Europeanisation: Poland’s education policy and its impact on the European Education Area

Resisting Europeanisation: Poland’s education policy and its impact on the European Education Area

Free Schools and disadvantaged intakes

Education that Makes Life Manageable, Comprehensible, and Meaningful: Experiences of the Monash Access Program, a University Alternative Entry Pathway

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