The status quo of online and offline moral education classroom barriers and connecting paths

New challenges in the development of teaching methods lead to a large number of new tools, methods, and approaches to teaching. The structure and functions of a class as a basic social group in education is being radically transformed, becoming more and more virtual especially in COVID-19/post-COVID period. In this regard, this study proposes a model that generalizes the existing trends in changing forms of education towards its digitalization, virtualization and mobility to increase the effectiveness of pedagogical practice. The model is based on Pierre Bourdieu's model of a social field, which has proven its effectiveness in pedagogy. The study considers the communicative space of the class as an integral structure aimed at the optimal academic, social and moral development of the participants. Considering a physical and communicational expanse of class as a social field that describes the field of cognitive, social, and psychological interaction between participants in the educational process, the study tries to establish its structure, stages of formation and suggests considering examples of partial successful application of similar models in other studies. The proposed model acts as a generalization, combining models and approaches previously used on the basis of the social field theory. The practical application of this model will make possible the classroom learning process more effective in both online and off-line implication and social interaction less conflict and stable.

TeleNGAGE: Enhancing Collaboration between Families and Schools

Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about "what it means to be engaged," enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.

Effects of Spatial Characteristics on Non-Standard Employment for Canada's Immigrant Population

Using microdata from Statistics Canada's Labour Force Survey (LFS) and Population Census, this paper explores how spatial characteristics are correlated with temporary employment outcomes for Canada's immigrant population. Results from ordinary least square regression models suggest that census metropolitan areas and census agglomerations (CMAs/CAs) characterized by a high share of racialized immigrants, immigrants in low-income, young, aged immigrants, unemployed immigrants, and immigrants employed in health and service occupations were positively associated with an increase in temporary employment for immigrants. Furthermore, findings from principal component regression models revealed that a combination of spatial characteristics, namely CMAs/CAs characterized by both a high share of unemployed immigrants and immigrants in poverty, had a greater likelihood of immigrants being employed temporarily. The significance of this study lies in the spatial conceptualization of temporary employment for immigrants that could better inform spatially targeted employment policies, especially in the wake of the structural shift in the nature of work brought about by the COVID-19 pandemic.

Community Enterprise in Processed Agricultural Products after the COVID-19: Problems and Adaptation for the Development of Grassroots Economy

-Community entrepreneurs in a processed agricultural product are the foundation of the economy which links the agricultural sector of the nation. They play an important role in driving the grassroots economy of Thailand after the COVID-19 pandemic. This study reflected the usage of major ingredients grown locally in the processing of agricultural products, which provide the advantage of unique local ingredients while also preventing the waste of oversupply. Meanwhile, entrepreneurs have conventional wisdom in processing raw materials into products. Additionally, the challenging issues for small community enterprises are administration and fundraising to expand their production. The lack of labours in rural areas also poses a challenge to the administration of community enterprises. The findings also reveal that there should be a sustainable extension of other activities, such as integrating agritourism activities and the development of a sustainable ecosystem. There should also be the utilization of online channel in the sales and communication of products and communities' identities. It was also found that the supporting mechanism for community enterprises is still limited in some ways due to the requirement to follow central policies in development. Finally, the new generation should be motivated to join community enterprises in processed agricultural products as they could help in the long-term development of the community. © 2023, World Scientific and Engineering Academy and Society. All rights reserved.

Digital learning divide

This article reviews a wide range of national and international reports, empirical research, and theoretical articles to present a renewed look at the evolving digital divide in educational settings. Digital inequality impacts students' learning, and it has become a crucial problem across the globe. Using an international comparative approach, the article focuses on explanations for the digital divide. It also seeks to address how the patterns of this new form of inequality vary systematically across countries, and highlights the potential importance of examining the digital divide in educational research. © 2023 Elsevier Ltd. All rights reserved.

Online Education and Subjective Well-Being in China: Multiple Mediating Roles of Social Class Mobility and Social Tolerance

(1) Background: Online education has developed into a new form of education. However, the relationship between online education and subjective well-being has seldom been extensively studied in the literature. Thus, this study provides quantitative evidence regarding the effect of online education on subjective well-being. (2) Objective: The objective of this study was to reveal the net effect of online education on subjective well-being and explore the mediating roles of social class mobility and social tolerance between online education and subjective well-being. (3) Methods: Based on the 2019 China Comprehensive Social Survey data, the "counterfactual framework” was constructed using the propensity score matching method, and 1029 matched samples were analyzed. (4) Results: Online education is significantly positively correlated with subjective well-being (average treatment effect on the treated, ATT = 0.189, p < 0.01). Social class mobility and social tolerance serially mediate the relationship of online education and subjective well-being (the intermediary role of social class mobility is 0.0163;the mediating role of social tolerance is 0.0064). (5) Conclusion: This study confirms the positive predictive effect of online education on subjective well-being and affirms the multiple mediating roles of social class mobility and social tolerance between online education and subjective well-being.

Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic

Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport â leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue â la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants ágés de 3 â 5 ans parlant une langue autre que l'anglais â la maison. Ces entrevues ont été enregistrées, transcrites et analysées â l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les themes. Nous avons organisé ces themes selon le modele bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes étaient liés aux attitudes et aux connaissances, â la maîtrise de l'anglais, â l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le mlcrosystéme et l'exosysteme. Nous discutons de la maniére dont ces obstacles et ces facilitateurs sont liés â la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer â aborder la façon dont les systémes ont marginalisé les familles au sein de nos communautés et â promouvoir les connaissances et le capital culturel qu'offrent ces familles.Alternate :Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer.

HOTEL INDUSTRY POST COVID-19: CRITICAL PRACTICE ON HOTEL RESILIENCE

Numerous studies have investigated how multi-capital establishes hotel resilience, but only some have evaluated the essential element that becomes a hotel management priority. This article aims to examine the direct effect of multi-capital on hotel resilience and explore critical factors that need to be improved in building hotel resilience post-COVID-19. 91 managers of three- and four-star hotels participated in this study. A questionnaire was used to collect the data, which was then analyzed using Structural Equation Modeling (SEM-PLS) to examine the effect between variables and further processed with ImportancePerformance Map Analysis (IPMA). Tnterviews were done to refine the findings. The study demontrates that human capital is crucial in a hotel's resilience to rebound from the COVID-19 pandemic. The findings indicate that hotel management should prioritize developing their adaptive capacity, particularly concerning the commitment of employees to fight. Moreover, hotels need an improved income source, marketing strategy and emphasis on life safety. This research contributes to the hotel industry's strategy by applying a multi-capital approach to support the hospitality industry during the global health crisis.

Cultural capital, curriculum policy and teaching Latin

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a case‐by‐case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. [ FROM AUTHOR]

Preservice Teachers Engage Parents in At-Home Learning: "We Are in This Together!"

During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children's learning. This article uses data from a multiple case study of preservice teachers' planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise from funds of knowledge and parent knowledge theories, we highlight how preservice teachers included parents in reciprocal and democratic ways that honoured diverse family's contexts and their knowledge of their children. Results illustrate the importance of asset-oriented, flexible pedagogies that include meaningful parent partnerships both during and beyond the pandemic.

Geography-mediated institutionalised cultural capital: regional inequalities in graduate employment

This article investigates how regional inequalities shape the employment seeking experiences and behaviour of graduates by drawing on the case of Chinese Master's graduates under COVID19. Based on interviews with graduates who chose to work as the 'targeted selected graduates' (TSG) of University A, located in the underdeveloped regions of North-western China, we show how their employment seeking was jointly impacted by three different but inter-related fields, the national economic, higher education, and graduate employment fields. These students were situated in a unique juncture across these fields;while their elite credentials from University A qualified them for these elite TSG programmes, they were disadvantaged by being excluded from TSG recruitments at economically developed regions. Importantly, we highlight that institutionalised cultural capital in the form of academic credentials from elite HEIs does not work in a 'straightforward' manner, but it has to be considered in conjunction with the geo-economic locations of their HEIs. We, therefore, propose the notion of 'geography-mediated institutionalised cultural capital' to capture this significant but under-theorised aspect of the graduate employment scene. This conceptual innovation enlightens the analysis of regional differences in different countries by considering how official or unofficial regional authorities' interventions shape graduate employment.

National cultural capital as out of reach for transnationally mobile Israeli professional families - making a 'return home' fraught

The potentiality of converting capitals in new national fields following migration has been the focus of a number of studies. Another, much smaller, literature examines experiences of return migration. In this paper, we follow 15 Israeli families (where both mothers and children have been interviewed) who have been globally mobile for professional reasons. We examine cultural capital accumulation strategies for the children and how these facilitate the occupation of advantageous social positions while abroad. Having returned to Israel, partly due to the COVID pandemic, the national cultural capital the families have so actively cultivated in their children is evaluated as not authentic enough. Meanwhile, the cosmopolitan cultural capital that has been so valorised abroad, is not recognised as something the children can draw on to position themselves either. The paper contributes to the study of return migration, with a unique focus on globally mobile families returning 'home'. We also examine how national cultural capital is conceived and differentially assessed as families move from a more transnational space to that of their home country.

The Mediation of Exam-oriented Cultural Capital: Economic Capital and Educational Inequality of Chinese High School Students During the COVID-19 Pandemic and School Closures.

While children and adolescents' education has been significantly affected during the COVID-19 pandemic and school closures, how they are impacted remains unknown. Based on Bourdieu's theory, this paper aims to examine whether cultural capital mediates the association between economic capital and academic achievement during the crisis. Using a longitudinal dataset from the Chinese high school and the moderated mediation model, the result showed that economic capital had a total effect on academic achievement, especially on the students' academic ranks. Meanwhile, economic-related inequality in education seemed to be mediated by cultural capital. Interestingly, the finding further indicated that the indirect effect was mainly attributable to exam-oriented cultural capital, compared with quality-based cultural capital. we discussed the theoretical contributions and policy implications in the end.

The Impact of Cultural Capital on Vaccine Attitudes among the Slovenian Public.

Education and highbrow cultural participation-two dimensions of cultural capital-have previously been identified as determinants of vaccine attitudes, though the links have been mainly inconsistent across studies. The present quantitative study aimed to examine the effects of two dimensions of cultural capital (institutionalized and embodied cultural capital) on the pro-vaccine attitudes of the Slovenian public. A cross-sectional quantitative study was performed in November 2019, a few months prior to the COVID-19 pandemic. The non-probability sample survey was collected by inviting respondents over the age of 18 to participate using the snowball technique via e-mail, digital social networks (Facebook, Twitter and Instagram) and University of Maribor social network profiles. The sample was obtained through an online survey tool 1ka.si (N = 661; Mage = 34.9 years). The impact of education and highbrow cultural participation on vaccine attitudes was examined, controlling for sociodemographic variables (gender, age and size of residential settlement) and economic variables (income and family economic status) in multivariate analyses. Bivariate analyses indicated that pro-vaccine attitudes were significantly more likely to be expressed by men, younger respondents, those with lower incomes, higher perceived family economic status, living in urban areas and by those who are more frequently engaged in highbrow cultural activities, while education had no impact on vaccine attitudes. The results did not substantially change when multiple regression models were employed. Our study indicated that cultural capital has an inconsistent impact on vaccine attitudes; while education has no impact, highbrow cultural participation increases pro-vaccine attitudes. The results suggest a multi-type approach is needed to address vaccine scepticism among the Slovenian public.

Internationalization in Higher Education: Equity, Affordability, Epistemic Democracy? or Social Reproduction and World-Systems Stratification?

This autoethnographic paper exposes the multiple barriers encountered by an international doctoral female student in the United States: health issues especially Covid-19, institutional, political, geopolitical, knowledge production and economic factors. Reproduction theory, the world-system analysis and intellectual imperialism are used to examine these factors exposing the illusion of equity in international higher education and its role in perpetuating the imbalances and exclusion of large groups of people and entire countries. Contrary to the narrative, international students are often part of these large excluded groups of people but are not regularly included in the discussion.

Access to health care among racialised immigrants to Canada in later life: a theoretical and empirical synthesis

Evidence that immigrants tend to be underserved by the health-care system in the hosting country is well documented. While the impacts of im/migration on health-care utilisation patterns have been addressed to some extent in the existing literature, the conventional approach tends to homogenise the experience of racialised and White immigrants, and the intersecting power axes of racialisation, immigration and old age have been largely overlooked. This paper aims to consolidate three macro theories of health/behaviours, including Bronfenbrenner's ecological theory, the World Health Organization's paradigm of social determinants of health and Andersen's Behavioral Model of Health Service Use, to develop and validate an integrated multilevel framework of health-care access tailored for racialised older immigrants. Guided by this framework, a narrative review of 35 Canadian studies was conducted. Findings reveal that racial minority immigrants’ vulnerability in accessing health services are intrinsically linked to a complex interplay between racial-nativity status with numerous markers of power differences. These multilevel parameters range from socio-economic challenges, cross-cultural differences, labour and capital adequacy in the health sector, organisational accessibility and sensitivity, inter-sectoral policies, to societal values and ideology as forms of oppression. This review suggests that, counteracting a prevailing discourse of personal and cultural barriers to care, the multilevel framework is useful to inform upstream structural solutions to address power imbalances and to empower racialised immigrants in later life.

COVID-19 AND THE REPRODUCTION OF SCHOOL INEQUALITIES: A STUDY ON DIGITAL ACCESS IN BASIC EDUCATION

This article investigates the unequal conditions of digital access among students in the current pandemic context. The objective is to understand digital access as a cultural capital that generates privileges in a context whose 'teaching modality' is remote. The hypothesis assessed assumes that the stratification of access to digitally based technologies works as a mechanism through which school inequalities would widen. Empirically, the article focuses on the socioeconomic conditions of internet access, use of smartphones, tablets and / or computers among high school students at the Escola de Aplicacao/UFPA. The data used in the elaboration of the analyzes that support this research come from a questionnaire, the result of which reveals the precariousness of access to digital resources by a significant portion of these students. The article concludes that the developments of Covid-19, above all, for the empirical field analyzed, suppose the gap in the link between social origin and school inequalities.

SCRIPTING THE MOVES: CULTURE AND CONTROL IN A "NO-EXCUSES" CHARTER CHOOL

Orrick reviews Scripting the Moves: Culture and Control in a "No-Excuses" Charter School by Joanne W. Golann.

Barriers to e-Learning during Crisis: A Capital Theory Perspective on Academic Adversity

The unprecedented coronavirus pandemic (COVID-19) presented new, daunting academic adversities to college students, especially those from underserved communities. This study provides a nuanced understanding of underserved students' adversities in online distance education, based on an in-depth analysis of narratives of 220 students from a minority-serving institution in the United States. Informed by the capital theory, the study revealed six major barriers to e-learning: technical, cultural, environmental, balance, social, and financial barriers, and identified new underlying dimensions. Moreover, the study found that technical barriers are often coupled with other types of barriers and underserved students are more likely to experience multiple learning barriers. A variance model of influencing factors was proposed for e-learning outcomes. The paper highlights new digital divide in e-learning and provides practical implications for educational institutions to support underserved students in overcoming academic adversities and building educational resilience.

An examination of comparative perspectives on international internships

PurposeWork integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.Design/methodology/approachThis study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.FindingsThe data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.Research limitations/implicationsThis study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.Practical implicationsAlthough international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.Originality/valueThis study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.