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Article
Publication date: 1 September 1998

Edward Finch

185

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Facilities, vol. 16 no. 9/10
Type: Research Article
ISSN: 0263-2772

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Book part
Publication date: 19 November 2018

Free Access. Free Access

Abstract

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Microcelebrity Around the Globe
Type: Book
ISBN: 978-1-78756-749-8

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Book part
Publication date: 27 June 2019

Racheal Harris

Abstract

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Skin, Meaning, and Symbolism in Pet Memorials
Type: Book
ISBN: 978-1-78756-422-0

Available. Open Access. Open Access
Article
Publication date: 15 July 2020

Jim Lee, Hannah Sunerman and Lindsay Hastings

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and…

656

Abstract

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: generativity and Psychological Capital. Six themes emerged: (a) curricular training, (b) exposure to leadership outcomes, (c) being mentored by peers, (d) experiences with mentee, (e) reflection, and (f ) observing a ripple effect. These themes offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.

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Journal of Leadership Education, vol. 19 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 26 November 2024

Rudolph Damas

Scholars such as Hebblethwaite (2012) argue that societal elements like the pressure for students to learn French in Haiti are deeply rooted in colonial traditions which were…

148

Abstract

Purpose

Scholars such as Hebblethwaite (2012) argue that societal elements like the pressure for students to learn French in Haiti are deeply rooted in colonial traditions which were originally intended to hinder long-term development and continue to do so within the country. The purpose of this paper is to widen the scope of Hebblethwaite’s discussion on language and question other social norms within educational institutions, which are having a negative impact on educational attainment. This purpose is accomplished by way of an empirical study of primary school education reform efforts in Haiti through a lens of de-coloniality as defined by Walter Mignolo (2005).

Design/methodology/approach

Given that this is an empirical study on education reform in Haiti, I have conducted this study solely through the analysis of literature and evidence from past work on education reform in Haiti and other countries with similar challenges. The body of the research is separated into two parts, and the first is a critical historical analysis of the context. The second is a comparative analysis of two different case studies on education reform projects that have occurred in Haiti. This will also be followed by a conclusive analysis of similar efforts in communities around the world.

Findings

This study demonstrates that primary school students, teachers and their communities in Haiti respond better to education development projects that place mother-tongue learning, grassroots community participation and culturally relevant pedagogy at the forefront of daily operational planning. These factors would play a key role in setting the foundation for students to be both productive Haitian citizens first and global citizens second. The literature reviewed also demonstrates that historically, education has focused far too heavily on models that work for or originate from the global north and not enough on building an education system tailored to Haiti.

Research limitations/implications

Since barriers such as societal norms need to be addressed through organic grassroots movements, which take time to be effective, reform from this perspective is better suited for the longer term than the shorter term. In the conclusion, this is considered to be a limitation when it comes to identifying short-term solutions to education, especially given that grassroots projects such as Buiga-Sunrise take time to establish winning practices that support self-sufficiency.

Originality/value

Literacy rates in Haiti for the year 2012 were around 48% for adults and 72% for youth (UNESCO Institute for Statistics, 2012). Not to mention that only 50% of children attend primary schools and 20% attend secondary schools (UNICEF Haiti, 2011, as cited in Jean-Marie and Sider, 2014). Such low educational attainment shows a need for greater access to education, and as much as the privatisation of schools is a significant barrier, as argued by Sider and Jean Marie, there are other impactful factors that remain to be addressed.

Details

Quality Education for All, vol. 1 no. 1
Type: Research Article
ISSN: 2976-9310

Keywords

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Book part
Publication date: 19 December 2017

Karin Klenke

Free Access. Free Access

Abstract

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Women in Leadership 2nd Edition
Type: Book
ISBN: 978-1-78743-064-8

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Book part
Publication date: 30 August 2019

Ellis Cashmore

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Kardashian Kulture
Type: Book
ISBN: 978-1-78743-706-7

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Book part
Publication date: 31 July 2023

Michael Nizich

Free Access. Free Access

Abstract

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The Cybersecurity Workforce of Tomorrow
Type: Book
ISBN: 978-1-80382-918-0

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Book part
Publication date: 26 August 2019

Abstract

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Methods of Criminology and Criminal Justice Research
Type: Book
ISBN: 978-1-78769-865-9

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Book part
Publication date: 16 December 2016

Abstract

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How Institutions Matter!
Type: Book
ISBN: 978-1-78635-431-0

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