“Effective Schooling” in the Age of Capital: Critical Insights from Advocacy Anthropology, Anthropology of Education, and Critical Disability Studies

This paper argues that the ideological and material reproduction of “effective schooling” in the Age of Capital functions to normalize and perpetuate the unequal social relations and oppressive dynamics that characterize free market economies and their accompanying political and cultural practices in the historical and educational context of the United States of America. I argue that the intersection of three perspectives furthers the work of scholars grounded in the various disciplines—advocacy anthropology, the anthropology of education, and the mutual engagement of anthropology and critical disability studies—and demonstrates that a multi-inter- transdisciplinary lens is essential for deepening an understanding of the discourses as well as the concrete practices that push ‘disorderly’ student subjects into precarious circumstances that threaten their physical, emotional, and psychological integrity.

Day Dreaming of Highly Effective Dean: An Important Role towards the Success of Higher Educational Institutes (HEI)

A highly effective Dean plays a marvelous role in the success of creating Quality oriented culture as a Professional Leader, Strategic Thinker, Effective Manager of the Faculty, staff and Students and raises the standards of academic quality. After a detailed review of the prevailing literature about an Effective Dean, this article proposes a conceptual framework that will help out in promoting a healthy culture of effectiveness in the community of Deans. Issues like strategic planning, curriculum, facilities and research are also part of the responsibilities of Effective Deans. Daydreaming 'offers a positive,simultaneous effect on task performance. Through a wide-ranging attributes of Effective Dean, the probable model as mentioned in Figure No. 6.1, uncovers the Planning, Professional, Leadership, and Managerial,scholarly and effective teaching capabilities of Deans. Adopting continuous Improvement strategy, getting accreditation of the relevant Programs at national as well as international level are also the key attributes. The model, if implemented successfully can develop Effective Deans who can run their Schools effectively and the culture of Effective Schooling will ultimately lead towards the creation of a successful Higher Education Institute (HEI).

Exploring the Funds of Knowledge with 108 Guatemalan Teachers

Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge. Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala Resumen Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos. Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala

VALUE EDUCATION CONTENTS IN UKRAINE COMPREHENSIVE SCHOOLS: THEORY AND PRACTICE

With the regard to reform undergoing in Ukraine ("Nova Ukrainska shkola" (New Ukrainian school), the author highlights urgency of value education contents review. Due to, to its clear understanding and effective implementation in real school settings. The issue is relevant for many reasons, among which are: teachers' blurred understanding of the whole value education mechanism and its integral parts; learning outcomes at Ukraine comprehensive schools remain as priority; minor attention is paid to well-round education; extra curriculum activities in comparison to other democratic societies are artificial, as well as insufficient. Many of the debates also set around particular value education framework for all comprehensive schools to follow, due to "National value education curriculum for children and young adolescents" as statutory guidance is not used widely. As far as recent Ukrainian education system is on its molding stage and value education contents is its focal point, national schooling, based on holistic, effective basis as well as elapsed experience of schooling in developed countries, where educational ‘know-hows' occurred progressively, make a particular interest. The case of Japan, for instance, worldwide known for meritocratic nature of its society, could provide an opportunity to look at effective schooling, as well as at successful collaboration of "parents – school – caring community" triad.

O Conselho Municipal dos Direitos da Pessoa com Deficiência de Florianópolis: a invisibilidade do tema educação

Este artigo tem como objetivo discutir as ações dos Conselhos Municiais dos Direitos da Pessoa com Deficiência em relação a Educação. Consideramos que a consolidação deste Conselho se deu com reivindicações, lutas e disputas de diferentes segmentos da sociedade, e que, portanto, pode ser um espaço importante para as lutas das pessoas com deficiência, mesmo que como espaço de direitos formais. Para esta pesquisa, buscamos elucidar as demandas, disputas e reivindicações relacionadas direta ou indiretamente, com a educação dos sujeitos deficientes, objetivando refletir sobre os limites e possibilidades da ação do CMDPD referentes aos assuntos relacionados a educação. Para tanto, utilizamos como procedimento metodológico a análise de documentos, dos quais se destacam decretos e normativas e 17 atas de reuniões com CMDPD de Florianópolis. Obtivemos com essa análise a compreensão de como surgiu este conselho no Brasil e no município em tela; os sujeitos que os compõem; as temáticas mais debatidas e, foco de nossa análise, como, com quem e qual a discussão efetivada sobre o tema educação. Compreendemos que alguns litígios relacionados a educação especial permanecem nesse Conselho como a relação Público x Privado. A temática da educação é efetivamente invisível nesse conselho e que nos faz a identificar outra seara: a pouca importância dada a efetiva escolarização dos sujeitos com deficiência nessa sociedade.Palavras-chave: Conselho Municipal. Deficiência. Educação. The Municipal Council for the Rights of Persons with Disabilities of Florianópolis: the invisibility of the education themeABSTRACTThis article aims to discuss the actions of the Municipal Councils of the Rights of Persons with Disabilities in relation to Education. We believe that the consolidation of this Council has resulted in, struggles and disputes of different segments of society, and that, therefore, can be an important space for the struggles of people with disabilities, even as an area of formal rights. For this research, we seek to elucidate the demands, disputes and claims related directly or indirectly, with the education of disabled subjects, aiming at reflecting on the limits and possibilities of the CMDPD relating to matters related to education. For this, we used as a methodological procedure the analysis of documents of which stand out decrees and regulations and 17 minutes of meetings with CMDPD of Florianópolis. We obtained with this analysis the understanding of how this council appeared in Brazil and in the municipality in screen; the subjects that compose them; the most debated topics and, the focus of our analysis, how, with whom and what the actual discussion about the subject of education. We understand that some litigation related to special education remains in this Council such as the Public x Private relationship. The issue of education is effectively invisible in this council and which makes us identify another crop: the little importance given to the effective schooling of the subjects with disability in this society.Keywords: City Council. Deficiency. Education. El Consejo Municipal de los Derechos de las personas con discapacidad de Florianópolis: la invisibilidad del tema de la educaciónRESUMENEste artículo tiene como objetivo discutir las acciones de los Consejos Municipales de los Derechos de la Persona con Deficiencia en relación con la Educación. Consideramos que la consolidación de este Consejo se dio con reivindicaciones, luchas y disputas de diferentes segmentos de la sociedad, y que, por lo tanto, puede ser un espacio importante para las luchas de las personas con discapacidad, pero como espacio de derechos formales. Para esta investigación, buscamos elucidar las demandas, disputas y reivindicaciones relacionadas directa o indirectamente, con la educación de los sujetos discapacitados, con el objetivo de reflexionar sobre los límites y posibilidades de la acción do CMDPD sobre los asuntos relacionados con la educación. Para ello, utilizamos como procedimiento metodológico el análisis de documentos, de los cuales se destacan decretos y normativas y 17 actas de reuniones con CMDPD de Florianópolis. Obtuvimos con ese análisis la comprensión de cómo surgió este consejo en Brasil y en el municipio en pantalla; los sujetos que los componen; las temáticas más debatidas y, foco de nuestro análisis, cómo, con quién y cuál la discusión efectuada sobre el tema educación. Comprendemos que algunos litigios relacionados con la educación especial permanecen en este Consejo como la relación público x privada. La temática de la educación es efectivamente invisible en ese consejo y que nos hace identificar otra mierda: la poca importancia dada a la efectiva escolarización de los sujetos con discapacidad en esa sociedad.Palabras clave: Consejo Municipal. Discapacidad. Educación.

Economic development as differentiated citizenship: Australia

Indigenous Australian economic practices and aspirations emphasise economic activity’s cultural context and purpose; practices and aspirations that routinely differ from Australian public policy’s instinctive assimilationist presumption. For example, indigenous actors’ repeated attention to trans-generational well-being shows that economic development is understood as part of a complex policy domain closely intertwined with social stability, employment, health and educational opportunities. Culture can explain economic activity’s purpose. It is also preliminary to effective schooling which is, in turn, a determinant of indigenous access to labour markets, utilisation of land rights for material purposes and access to the middle class which can be an important constituent of equal citizenship and participatory parity.

A Study on Mental Health and Quality of Work Life among teachers Working in Corporate Schools

Mental Health is considered to be an important factor influencing individual’s behaviour, activities, happiness and performance. According to Laddell, “Mental Health is the ability to make adequate adjustments to the environment”. Bhatia (1982) considers it as the ability to balance feelings, desires, ambitions and ideals in one’s daily living. The factor which can contribute to Mental Health is the Quality of work life which is defined as set of favourable conditions and environments of a workplace that supports and promotes employee satisfaction by providing them with rewards, job security and growth opportunities. Therefore, a teacher’s mental health is considered to be an important aspect for an effective schooling system in India and hence, the present study aims to study how quality of work life relates to mental health and its impact on the teachers working in Corporate Schools. The sample for the study consists of 80 teachers who are currently working in different corporate schools. The tools used for this study are Mental Health Inventory (MHI) developed by Dr Jagdish and Dr. AK Srivastava and Quality of Work Life Scale by Dr. Santosh Dhar, Dr. Upinder Dhar and Dr. Rishu Roy.