Search results

This paper aims to study the possibility of delivering experiential training techniques through distance learning, targeted to lone parents and to present the early implementation findings. It also aims to present the potential benefits of participative techniques when combined with new technologies used in distance training programs targeting single families.

Techniques such as direct discourse combined with questions and answers may be implemented in a virtual environment of consultative support. Trainees, from their job or home, log on to a site of consultative virtual structure, using their personal computer and the internet. Technology allows them to chat with one or more participants, through text, sound and even video.

Research findings showed that trainees responded positively to the proposed training tool. They creatively exploit participative techniques during their distance training.

Lone parents are often limited in their availability to participate in face‐to‐face training programs and have fewer chances of lifelong learning in a classroom form. They are often confronted with transport difficulties and time restraints. Thus, distance learning with the use of new technologies may provide development solutions for this group of citizens.

The paper provides useful information on participative techniques during distance training for lone parents.

The purpose of this paper is to provide a situated, theoretically informed account of national identity construction by exploring children's engagement with nationalism in the context of the classroom in divided Cyprus. The paper aims to illustrate how children enter and participate in the cultural world of nationalism in the classroom by accepting, resisting, and negotiating the ideological meanings they encounter there.

The research on which the paper draws used an ethnographic approach. The paper draws primarily on teacher‐student exchanges during class lessons and, to a lesser extent, on interviews with children.

The paper suggests that the process of engagement between children, teachers, and nationalism often produces powerful senses of belonging which are, however, always limited and unstable both because of ideological contradictions and ambiguities and because of children's access to alternative knowledge.

Though the ethnographic evidence suggests that nationalism in educational contexts produces powerful senses of belonging among children, more research is necessary to document the processes by which children consume nationalistic ideologies.

The paper is original because it offers a dynamic explanation of national identity construction through the application of practice theory to ethnographic data which takes into account both the powerful institutional constraints imposed on children at school as well as their agency and ability to impact their worlds.