RESUMEN Introducción: La dimensión ambiental constituye un proceso esencial en la formación de profesionales, de modo que en el desempeño de su profesión puedan educar hacia el desarrollo sostenible a las futuras generaciones. Objetivo: Representar en un modelo pedagógico la lógica de la dimensión ambiental en la formación laboral investigativa de los profesionales en la universidad. Materiales y métodos: Se utilizaron métodos teóricos, empíricos y matemáticos-estadísticos. Resultados: Elaboración del modelo pedagógico de dimensión ambiental en la formación laboral investigativa de los (...) profesionales en formación. El modelo está estructurado en tres subsistemas: uno teórico, se centra en la integración de saberes pedagógico ambientales a partir de las relaciones que se establecen entre sus componentes, otro metodológico, el cual resume la proyección ambiental de la formación laboral investigativa y un subsistema procedimental, que manifiesta la instrumentación transformadora ambiental que debe ocurrir en los estudiantes. El modelo aporta una cualidad sinérgica que le imprime identidad, totalidad y contribuye a su autodesarrollo. Conclusiones: Con la elaboración del modelo se revelan nuevas interpretaciones que se manifiestan como relaciones teóricas funcionales surgidas entre los componentes de los subsistemas que lo integran y a la vez, entre los subsistemas como macro componentes. La validación del modelo resultó estadísticamente significativa, mediante la instrumentación de una estrategia pedagógica para la dimensión ambiental en la formación laboral investigativa. ABSTRACT Introduction: The environmental component is an essential process in the training of professionals, that enables them to educate future generations towards sustainable development. Objective: To represent in a pedagogical model the logic of the environmental dimension in the research training of professionals. Materials and methods: Theoretical, empirical and mathematical-statistical methods were used. Findings: The development of the pedagogical model of environmental dimension in research and labor training of professionals. The model is structured in three subsystems: the first focuses on the integration of environmental pedagogical knowledge from the relationships established between its components; the second is of a methodological character and summarizes the environmental projection of research training; whereas the third one is procedural, expressing the environmental transformative instrumentation that must occur in students. The model provides a synergistic quality that consolidates identity, totality and contributes to its self-development. Conclusions: With the elaboration of the model new interpretations are revealed that are manifested as functional theoretical relations arising between the components of the subsystems that integrate it and at the same time, between the subsystems as macro components. The evaluation of the model was statistically significant, through the instrumentation of a pedagogical strategy for the environmental dimension in the research and labor training. (shrink)

This paper is a complete student-led, student-edited collective writing project (CWP) conducted virtually in Spring 2022 throughout the course Knowledge Socialism taught by professor Michael Peters for the Faculty of Education, Beijing Normal university. The CWP involves 4 international, 5 domestic Ph.D. students, and 2 senior Western scholars as reviewers, revealing their thoughts, arguments, understanding, and criticisms towards the creative economy status in East Asian countries (Japan and China mostly) higher education as reflected in the knowledge socialism narratives. (...) Xiyuan as the lead author, co-editing with Woraport and Stefan, assigned each section to other authors and successfully devoted themself to organizing, proofreading, and revising the paper. Through a month of collective work, the final version of the paper elaborates on the contribution of East Asian creative universities and the economy as a whole to the knowledge socialism through co(labor)ation, with implications to the creative labors cultivation and shifted roles of students. (shrink)

__Improving Education Together _offers a step-by-step guide to Labor-Management-Community (LMC) collaboration, an intervention that has successfully improved student outcomes in a wide variety of school districts across the country._ The authors illustrate how a culture of collaboration between labor, management, and community stakeholders can be built using readily available tools for needs assessment, root-cause analysis, team norms, brainstorming, consensus-building, and long-term planning. _Improving Education Together _offers detailed examples of how districts across the country—including Massachusetts, Maryland, and (...) Illinois—have successfully implemented the LMC approach, along with resources and strategies employed and lessons learned from obstacles and setbacks encountered along the way. Timely, useful, and accessible, this guide will appeal to a broad audience of school leaders, board members, and community leaders eager to learn more about how to collectively lead and manage school district change that is sustainable and results in improved teaching and learning. (shrink)

The objective of this research work was to determine what are the factors that condition the labor insertion of graduates of the 14 Study Programs of the Faculty of Technology, in the Technical Variant Educational Institutions, the Productive Technical Centers and in the Higher Institutions. Technological, in the year 2023, with its two dimensions of employability and occupancy; The methodology applied was quantitative, type of applied research, non-experimental research method, simple descriptive design, 13 questions were prepared for the employability (...) dimension and 12 questions for the employability dimension, this questionnaire was developed through Google form and It was applied through virtual social networks to graduates who obtained their degrees in the years 2019, 2020 and 2021. The sample consisted of 160 graduates. The statistical process of reliability and validity of the instruments was carried out using the SPSS V-27 statistical package, the following result was reached, of the 160 respondents, 16.88 % indicate that insertion is low, another 28.75 % respond which is medium and 54.37 %, which is equivalent to 87 graduates surveyed, specify that it is high. (shrink)

This speculative paper enquires into the discourse of the ‘end of labour’ or ‘disappearance of labour’ as a result of the development of ‘intelligent capitalism’ clearly seen in ‘intelligent manufacturing’ systems that are now pursued and developed as Industry 4.0 strategy in East Asia, Germany and others parts of the world. When ‘intelligent capitalism’ becomes the norm rather the exception what happens to labour as a factor of production and what happens to economy and society based on capital and labour? (...) The paper briefly reviews the sociology of labour from a Marxist view to examine conceptions of Fordist and post-Fordist capitalism, and explore the advert of ‘intelligent capitalism’ to pose the question concerning education. (shrink)

Publication date: 27 August 2018 Source: Author: Dejana Pavlović, Ivana S. Domazet, Milena Lazić The high rate of youth unemployment is an issue that is largely present in developing countries, such as Serbia. The results of the research will provide a major contribution whether education has an impact on the labour market among young people in Serbia. Decision tree was performed to identify impact constructs. In order to define public policies, an insight is provided into the characteristics of young (...) people that largely contribute to the probability of being employed. The results showed that education has an impact on youth unemployment. Results of the research will be useful for decision makers in the implementation of a strategic model of the labour market. Theoretical and practical implications are discussed in the paper. (shrink)

The evolution of teaching is examined in three stages: apprenticeship, classical schooling, and mass schooling. All three stages use different social technologies to operate. The mass schooling is analyzed from the point of view of economic anthropology developed by Karl Polanyi, as a non-market economic system. Mass schooling uses the forms of motivation found in archaic, tribal economies: students do their homework and attend school out of considerations of reciprocity. Schools must be treated differently with respect to their improvement. School (...) improvement should be based on perfecting existing non-market economic mechanisms, not on plunging schools into market economy. (shrink)

This paper presents selected findings from a historical analysis of change in the discursive construction of social identity in UK education policy discourse from 1972–2005. My chief argument is that through its linguistic forms of self-identification the government construes educational roles, relations and responsibilities not only for itself, but also for other educational actors and wider society. More specifically, I argue that New Labour's distinctive mode of self-representation is an important element in its hegemonic project, textually manufacturing consent over (...) its policy decisions, and helping to articulate its self-styled ‘enabling’ model of governance. As evidence for these claims I discuss two prominent trends in New Labour's education policy rhetoric, which I characterise as ‘personalisation’ and ‘managerialisation’. Respectively, these relate to the discursive representation of social identity and social action. (shrink)

This article compares the school-level education policies of the Labour-led coalition government elected in New Zealand in late 1999 with those of New Labour in England. It illustrates that the policies being introduced by the Labour coalition have been generally less managerial and market-oriented than New Labour's even though neoliberal pressures are likely to constrain what appears to be a shift to the left in New Zealand. The difference between the two settings is explained through reference to party political (...) and contextual factors and policy and research implications are also discussed. (shrink)

In this essay Bryan Warnick examines two recent analyses of the practice of paying students for grades, with a focus on educational justice. Philosopher Derrick Darby argues against cash-for-grades programs on the grounds that such programs leave educational inequality intact. Warnick contends that Darby's arguments are incomplete. Increasing levels of educational “adequacy” is morally desirable, Warnick argues, even if inequality remains unchanged. There is also an obligation to engage in “localized practice reforms” that benefit small groups of disadvantaged students, even (...) if such reforms do not change the structural problems that lead to inequality. At the same time, engaging in a close analysis of “cash” as an incentive does reveal specific reasons why the inequality that persists under cash-for-grades might be particularly troublesome. In contrast to Darby, Alexander Sidorkin argues that paying students for learning is not only allowed, but ethically obligatory. Schooling, for Sidorkin, is a form of labor and labor demands fair compensation. Warnick challenges the idea that schooling is a form of exploited labor by looking across a range of issues, including the nonpecuniary benefits of schooling. At the same time, it seems that schooling could become a form of exploited labor, given current trends. Overall, the justice of cash incentive programs remains an open question. The essay concludes with a discussion about how we can move forward with a philosophical analysis of cash-for-grades programs. (shrink)

This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...) self‐evident. But the reference to the ‘bedrock’, to what was originally learnt, is the only kind of situation for which it makes sense to ask whether the meaning of a concept is correctly stated. Dialogue, conversation, and exchange of ideas are the right ways to characterize all the other situations. The challenge of Wittgensteinian philosophy is therefore that of a balance of the individual and the community, of language and the world. His insistence on the third person is countered by the importance he gives to each individual's personal stance: persons must speak for themselves and do what they can do. Given the growing interest for the kind of educational research where the ‘personal’ is focused on, I will try to take up the challenge to see how here as elsewhere ‘language’ works. By making clear what it does for us, it will gradually become clear how this kind of research may itself have to be reinterpreted. (shrink)

In this article, I argue that the material and rhetorical connection between “parental involvement” and motherhood has the effect of making two important features of parental involvement disappear. Both of these features need to be taken into account to think through the positive and negative effects of parental involvement in public schooling. First, parental involvement is labor. In the following section of this paper, I discuss the work of feminist scholars who have brought this to light. Second, parental involvement (...) remains one of the most significant ways in which citizens participate in the public sphere. While education reform projects centered on parental involvement do show some recognition that what parents/mothers do is in fact work, even as they ignore the gendered dimensions of this work and sunnily demand that parents do ever more of it, these projects resist the recognition that parents’/mothers’ involvement is also political. (shrink)

In the rapidly evolving global economy, aligning labor market demands withskills needs development among adults is critical for sustainable economic growth andindividual career success. This alignment ensures that the workforce remains competitive,adaptable and capable of meeting industry requirements. A significant mismatchbetween labor market demands and available skills can lead to increased unemployment,underemployment, and diminished economic productivity. Addressing this gap necessitatesa comprehensive understanding of current and future labor market trends, coupledwith targeted educational and training programs.Adult education and (...) continuous professional development play pivotal rolesin this context, enabling workers to acquire new skills and upgrade existing ones inresponse to technological advancements and changing job roles. Collaboration amongpolicymakers, educational institutions and industry stakeholders is essential to createresponsive training programs that reflect the dynamic nature of the labor market. Moreover,effective skills development strategies can enhance job satisfaction, increase earningpotential and reduce socio-economic inequalities. By fostering a culture of lifelonglearning and adaptability, societies can better prepare their workforces for the challengesof the future, ensuring economic resilience and improved quality of life for individuals.This strategic approach ultimately benefits for both employers and employees, promotinga more inclusive and robust labor market. (shrink)

Julie Childers and Bob Arnold’s (2019) article, “The Inner Lives of Doctors: Physician Emotion in the Care of the Seriously Ill,” uses Kübler-Ross’s influential work on death and dying to remind us...

ABSTRACT: We draw on empirical data and theorising that focuses on the relationship between the state, public policy and knowledge in the construction and configuration of school leadership under New Labour from 1997. Specifically we show how a school leadership policy network comprises people in different locations who operate as policy entrepreneurs in shaping policy.

Nurses are the closest healthcare providers to patients and emotional labor is the most invisible part of nursing work. However, the management of emotions to promote organizational goals and to ensure patient satisfaction may have both positive and negative impacts on nurses' working life. The purpose of this cross‐sectional, descriptive study was to examine the emotional labor behaviors of nurses and their opinions on emotional labor. Two hundred nineteen nurses working at public hospitals in Ankara between September (...) and December 2018 participated to this study. Data were collected using the sociodemographic characteristics form and “The Scale of Emotional Labor Behavior for Nurses.” Nurses had higher scores on the deep and sincere emotional acting subdimensions of the emotional labor scale than the surface acting subdimension. Findings suggest that nurses act deeply and intimately, instead of surface acting. Most of the nurses expressed that nurses were emotionally affected when caring for patients; however, nurses had to control their feelings toward patients and behave professionally to meet the expectations of their managers, which may lead to an implicit emotional dissonance. Based on the results of this study, we suggest to support nurses emotionally and to incorporate the topic of emotional labor into educational programs. (shrink)

There is a growing commitment by different parts of the alternative food movement (AFM) to improve labor conditions for conventional food chain workers, and to develop economically fair alternatives, albeit under a range of conditions that structure mobilization. This has direct implications for the process of intra-movement building and therefore the degree to which the movement ameliorates economic inequality at the point of food labor. This article asks what accounts for the variation in AFM labor commitments across (...) different contexts. It then appraises a range of activist perspectives, practices, and organizational approaches. The answer emerges through a comparative analysis of three California social movement organizations enmeshed in the particularities of local contentious food politics. The cases include a labor union representing grocery store and meatpacking/food processing workers, a food justice organization working to create green jobs and independent funding models, and an organic urban farming and educational organization. Commitment to fair labor standards varies due to differences in organizational capacity, the degree of dedication to ending economic inequality in local activist culture, and the openness of local political and economic institutions to working class struggles. The article concludes with a discussion of how these findings inform our understanding of the process of cooperation and division in the AFM, particularly regarding the complexities and contradictions of using food labor to combat economic inequality. Movement building in the midst of varying institutional, organizational, and cultural contexts reinforces the value of a reflexive approach to this imperfect politics of process. (shrink)

Studies have recently begun to attend to the ways paid labor is embodied. However, the literature on embodied labor has not adequately addressed occupations for which the site of labor is the worker’s own body. One such occupation is that of gynecological educators—female-bodied instructors who teach breast and pelvic examinations to medical students using their own bodies as models. Drawing on interviews with current and former gynecological educators and professional directors, I ask how workers use their bodies (...) to produce legitimated forms of knowledge and how workers navigate gendered meanings attached to bodies. Gynecological educators use a distancing technique I call strategic dualism, which draws on using constructions of the body as an object while simultaneously relying on subjective experiences. This technique allows them to maintain their knowledge and authority, and suggests that workers are able to selectively draw on gendered meanings about the female body to pursue their goals. (shrink)

The main aim of this article is to use the case study of comprehensivisation to examine the role of party activists as policy entrepreneurs and public intellectuals during the period 1950–1965. The intention is to widen the traditional notion of the public intellectual in order to better evaluate policy-making processes within the Labour Party. It will be argued here that these figures were also policy entrepreneurs, who actively created and advocated new policy solutions, not just unconnected idea merchants hawking impractical (...) or ignorable ideas without a clear strategy. Previously, Labour policy on comprehensivisation was viewed as a ‘missed opportunity’, a case study of ambivalent policymakers lacking vision. However, this article demonstrates that, over a long period of time, a methodical policymaking process considered and adopted a position that advocated a more comprehensive schooling system. In this process, the sustained activities of Fabian Society and NALT members, acting as policy entrepreneurs within the Labour Party’s policymaking organs to transform often non-committal and vague conference resolutions into a usable policy solution. (shrink)

This book provides a novel framework for understanding and revising labor markets and education policies in an era of machine learning. It posits that while learning and knowing both require thinking, learning is fundamentally different than knowing because it results in cognitive processes that change over time. Learning, in contrast to knowing, requires time and agency. Therefore, “learning algorithms”—that enable machines to modify their actions based on real-world experiences—are a fundamentally new form of artificial intelligence that have potential (...) to be even more disruptive to labor markets than prior introductions of digital technology. To explore the difference between knowing and learning, Turing’s “Imitation Game,”—that he proposed as a test for machine thinking—is expanded to include time dependence. The arguments presented in the book introduce three novel concepts: (1) Comparative learning advantage: This is a concept analogous to comparative labor advantage but arises from the disparate times required to learn new knowledge bases/skillsets. It is argued that in the future, comparative learning advantages between humans and machines will determine their division of labor. (2) Two dimensions of job performance—expertise and interpersonal: Job tasks can be sorted into two broad categories. Tasks that require expertise have stable endpoints, which makes these tasks inherently repetitive and subject to automation. Tasks that are interpersonal are highly context-dependent and lack stable endpoints, which makes these tasks inherently non-routine. Humans compared to machines have a comparative learning advantage along the interpersonal dimension, which is increasing in value economically. (3) The Learning Game is a time-dependent version of Turing’s “Imitation Game.” It is more than a thought experiment. The “Learning Game” provides a mathematical framework with quantitative criteria for training and assessing comparative learning advantages. The book is highly interdisciplinary—presenting philosophical arguments in economics, artificial intelligence, and education. It also provides data, mathematical analysis, and testable criteria that researchers in these fields will find of practical use. The book calls for a rethinking of how labor markets operate and how the education system should prepare students for future jobs. It concludes with a list of counterintuitive recommendations for future education and labor policies that all stakeholders—employers, employees, educators, students, and political leaders—should heed. (shrink)

In this article I defend an account of beauty labor as a form of resistance that can enable individuals and communities to combat body oppression. Focusing on the “Fuck Flattering!” movement, a social-media-driven movement in which fat people purposefully wear unflattering clothing to resist antifat fashion and oppressive body standards, I first set three criteria necessary for an act of beauty labor to count as one of resistance. I argue that (1) the agent in question must be situated (...) as a less ideal candidate for attributions of beauty, (2) the agent must have some level of knowledge or awareness of the norms (defined in light of dominant groups) and their harms, and (3) that knowledge or awareness of the harms of said norms must inform the agent's act of beauty labor. Based on this account of beauty labor as resistance, I argue that beauty labor can combat larger systems of oppression and incite meaningful change insofar as it enables individuals to claim and reclaim space (both digital and physical) from which fat people have been historically excluded, while affording an opportunity for education and unpacking of oppression and bias, and expanding the fashion industry. (shrink)

K Williams; The Labour We Delight In, Journal of Philosophy of Education, Volume 32, Issue 2, 28 June 2008, Pages 293–303, https://doi.org/10.1111/1467-9752.000.

La participation accrue des personnes handicapées au marché du travail reste une priorité politique pour les gouvernements européens. Cette étude visait donc à examiner les facteurs favorisant l’intégration sur le marché du travail des demandeurs de prestations d’assurance-invalidité (PAI) et des personnes ayant droit à des mesures d’intégration et d’occupation en Suisse. Un ensemble de données inédit a été créé via la mise en relation de l’Enquête suisse sur la population active 2018 avec les données des registres administratifs (2000-2017). La (...) régression logistique multiple a été utilisée pour analyser les associations entre l’activité économique et les caractéristiques démographiques, socioéconomiques, de santé et régionales chez les demandeurs de PAI en âge de travailler (N=9,309) et les personnes ayant droit à des mesures d’intégration et d’occupation (N=5,753). Il en ressort que le fait d’être un homme, jeune, de vivre avec un partenaire ayant un emploi, d’avoir fait des études secondaires supérieures ou tertiaires, d’avoir réalisé l’entretien dans la langue de la région linguistique, de ne pas déclarer de limitations d’activité liées à la santé à long terme ou de morbidité chronique, est associé à une probabilité plus élevée d’activité économique. Les demandeurs résidant dans la région lémanique et au Tessin étaient moins susceptibles d’être économiquement actifs que leurs homologues vivant dans l’Espace Mittelland. Plus important encore, les résultats impliquent que l’éducation au-delà du niveau secondaire inférieur ainsi que la maîtrise de la langue sont essentielles pour l’activité économique des demandeurs de RAI et de ceux qui ont droit à des mesures d’intégration et d’occupation. (shrink)

This study uses the longitudinal data from the Building a New Life in Australia survey to examine the relationships between human capital and labour market participation and employment status among recently arrived/approved humanitarian migrants. We find that the likelihood of participating in the labour force is higher for those who had pre-immigration paid job experience, completed study/job training and have better job searching knowledge/skills in Australia and possess higher proficiency in spoken English. We find that the chance of getting a (...) paid job is negatively related to having better pre-immigration education, but it is positively related to having unpaid work experience and job searching skills in Australia, and better health. We also explore the ethical implications of the findings. (shrink)

L'Éducation populaire apparaît en France à la fin du XIXe siècle, quand l'École devient un enjeu politique important, qui voit s'affronter catholiques et laïques. C'est pour se situer par rapport à la montée du mouvement ouvrier que le monde catholique va «aller au peuple», via des structures de formation liées à des associations de jeunesse chrétienne. Les laïques répondront à travers la création de La Ligue de l'Enseignement, et plus tard des Universités populaires, liées à des partis de gauche. Dans (...) les années 1960, ces modèles seront balayés par la notion d'animation socioculturelle, qui va être prise en charge par des professionnels payés par l'État.Popular education appears in France at the end of the 19th century, when the School becomes an important political stake, which sees to clash catholic and laic. It is to be located compared to the rise of the labour movement that the catholic world "will go to the people", via organizations of formation related to associations of Christian youth. The hymen will answer through the creation of the Ligue de l'Enseignement, and later popular Universities, dependent on parties of left. In the Sixties, these models will be swept by the concept of sociocultural animation, which will be dealt with by professionals paid by the State. (shrink)

As Bhaskar (1989:1) argues, we need to take philosophy seriously because it underwrites both what constitutes science and knowledge and which political practices are deemed legitimate. At present, the field of educational research internationally is witnessing a pragmatist trend, whereby practical education research is carried out without reference to ontological and epistemological concerns. For David Reynolds, a leading UK school effectiveness academic, '[p]recisely because we did not waste time on philosophical discussion or on values debates, we made rapid progress' (...) (1998:20). Equally, for Teddlie, '[t]he orientation of many in the US is to do rather than to reflect […] In reality many practitioners are currently interested in what could work at their school […rather…] than in ruminations about social inequalities associated with different socioeconomic classes' (Teddlie and Reynolds 2000:27). The purpose of this chapter is not only to reclaim critical realist social philosophy for educational research, but also to reclaim reality from the positivist and statistical methodology that underpins School Effectiveness Research (SER) and to make clear the difference that realism makes by virtue of its critical explanatory power in unmasking the ideological nature of SER and its adoption by New Labour. (shrink)

In a contemporary developed economy, the production of labor-power is not left to the "laborer's instincts for selfpreservation and of propagation," as in Capital, but is made subject to large-scale institutional investment and control within, primarily, the educational system. Some therefore of the laborer's consumption of goods and services has no longer a "final" character but directly enters into the production of the most important producer commodity, labor-power itself. This constitutes a partial closure of the circuit of producers' (...) capital and, as corollary to the latter, a significant absorption of the once distinct sphere of circulation, or exchange, into that of production, and with it a historical change in the relationships holding between the overall sphere of production and society itself. (shrink)