Resilience, self-discipline and good deeds – examining enactments of character education in English secondary schools

Spohrer, Konstanze

doi:10.1080/14681366.2021.2007986

Cited by 6 publications

(3 citation statements)

References 43 publications

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“…Salah satunya yaitu dengan menggunakan pendekatan secara personal. Penerapan strategi pendidikan karakter yang berjenjang dan sesuai dengan karakteristik perkembangan siswa, merupakan langkah yang tepat (Spohrer, 2021). Dalam Pancasila sudah terdapat sejumlah butir-butir pengetahuan yang menjadi pedoman dan tuntunan (Masruroh, 2022).…”

Section: Pembahasanunclassified

Pendidikan Karakter Sebagai Upaya Wujudkan Profil Pelajar Pancasila

Yulia

Suttrisno

Sa’diyah

et al. 2023

JIPCB

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Pendidikan yang sangat dibutuhkan saat ini adalah pendidikan yang dapat mengintegrasikan pendidikan karakter dengan pendidikan yang dapat mengoptimalkan perkembangan seluruh dimensi peserta didik (kognitif, fisik, emosi-sosial, kreativitas, dan spiritual). Dunia pendidikan dasar yang mampu menyemai tunas Pancasila melalui pendidikan karakter sebagai upaya wujudkan Profil Pelajar Pancasila merupakan hakikat pendidikan Indonesia untuk mempersiapkan karakter dan watak peserta didik menjadi pribadi yang mumpuni pada abad 21. Penelitian ini bertujuan untuk mengetahui: (1) Proses pendidikan karakter sebagai upaya wujudkan profil pelajar pancasila di MI Nurul Ulum Karakter Bojonegoro, (2) Faktor pendukung dan penghambat pendidikan karakter sebagai upaya wujudkan profil pelajar pancasila di MI Nurul Ulum Karakter Bojonegoro. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Berdasarkan penelitian yang dilakukan, didapatkan hasil: (1) Proses pendidikan karakter sebagai upaya wujudkan profil pelajar pancasila di MI Nurul Ulum Karakter Bojonegoromelalui semua kegiatan, yaitu kegiatan intrakurikuler, kokurikuler, esktrakurikuler, dan yang lebih diutamakan pada pembiasaan madrasah. (2) Faktor pendukung yaitu pengurus yayasan yang selalu mendukung semua kegiatan Madrasah, dan wali murid yang mampu bekerja sama terkait penerapanprogram madrasah ketika dirumah. Penghambat dari program ini dikarenakan belum maksimalnya sarana dan prasarana sebagai penunjang kegiatan pembelajaran, dan kurangnya perhatian wali murid terhadap penerapan program madrasah ketika peserta didik di rumah.

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Section: Pembahasanunclassified

Pendidikan Karakter Sebagai Upaya Wujudkan Profil Pelajar Pancasila

Yulia

Suttrisno

Sa’diyah

et al. 2023

JIPCB

View full text Add to dashboard Cite

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“…Overall research has shown that increased resilience could improve overall well-being (Cohn et al, 2009), but character education has been criticized for possibly encouraging an individualistic and neo-liberalist mindset, placing the responsibility on the individual rather than society (Fenton, 2020;Jerome and Kisby, 2022). In fact, this has been found through teacher's discourse as well (Spohrer, 2024). Therefore, the following study aims to follow a similar approach by exploring how the two films present the concept of resilience through their stories.…”

Section: Introductionmentioning

confidence: 99%

Disney characters as moral role models: a discourse analysis of Coco and Encanto

Vaidya,

Osman

2024

Front. Commun.

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Popular culture characters and narratives can influence people’s understanding of moral actions, and thus guide their behaviors accordingly. Films have proven to be strong anchors in people’s understanding of morality. We examine the perception of resilience as a moral characteristic in examining not just how people become resilient (thereby focusing on impact and action) but also to study “resilience” as a discourse and discussion in society as a moral message. We argue that popular culture narratives, particularly Disney films, help reinforce moral meanings of resilience. By conducting a discourse analysis of two films-Encanto and Coco and particularly focusing on resilience, we aim to contribute to a deepened understanding of Disney’s role in producing morality through diverse narratives and characters who serve as role models.

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“…In this regard, to study SEL policies, "it is important to bear in mind that what teachers or other educators actually do in the classroom may be different, and that program implementations can and do differ considerably across contexts" (Hoffman, 2009, p. 534-535). Even though more than a decade has passed since Hoffman advanced these views (2009), to date few researchers have analyzed SEL policies taking into account how educational actors and schools (re)interpret and translate them in order to enact them (for some exceptions, see Vincent et al, 2016;Barnes and McCallops, 2019;Spohrer, 2021).…”

Section: Introductionmentioning

confidence: 99%

Commitment and training: professionalization narratives in the implementation of social and emotional learning policies in Chilean schools

Bonhomme,

Rojas

2024

Front. Educ.

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Since the beginning of the pandemic, the discourse on mental health has strongly permeated educational spaces. This is evidenced by the proliferation of policies and initiatives related to Social and Emotional Learning (SEL), which urgently emphasize socio-emotional development and the psychological and subjective well-being of students. This phenomenon makes it necessary to study how professionals should take responsibility and implement a series of practices to respond to these initiatives and policies, many of which are improvised and poorly understood by the community. The aim of this article is to analyze the narratives of professionalization produced by educational agents responsible for implementing SEL policies in Chilean schools. For this purpose, in-depth narrative interviews were conducted with 12 primary education actors, including principals, educational psychologists, school climate coordinators, and homeroom teachers. The participants were selected from different types of educational institutions, including public schools, subsidized private schools, and private schools. Through an inductive Reflexive Thematic Analysis (RTA), two main themes were identified that articulate the professional experience of implementing SEL policies among the interviewees: (1) commitment to SEL and the (dis)continuities between institutions and personal efforts, and (2) initial and ongoing training for the implementation of SEL. Moreover, from these two proposed themes, various sub-themes emerged, classified according to the types of professionals interviewed and the complexities associated with the types of schools where they work. These sub-themes demonstrate how discourses on the emotional dimension and SEL in schools translate into concrete implications, both subjective and material, regarding the daily work of the interviewees. Finally, the article discusses the complexity arising from the narrative differences among professionals, particularly in terms of their initial and ongoing training, as well as the importance of shared commitments among communities in recognizing the work carried out by these professionals.

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Resilience, self-discipline and good deeds – examining enactments of character education in English secondary schools

Cited by 6 publications

References 43 publications

Pendidikan Karakter Sebagai Upaya Wujudkan Profil Pelajar Pancasila

Pendidikan Karakter Sebagai Upaya Wujudkan Profil Pelajar Pancasila

Disney characters as moral role models: a discourse analysis of Coco and Encanto

Commitment and training: professionalization narratives in the implementation of social and emotional learning policies in Chilean schools

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