Fostering Early Entrepreneurial Competencies

This chapter contributes to the debate around whether acquiring entrepreneurial competencies is the main driver of the promotion and development of an entrepreneurial spirit and a sense of initiative. To do this, this chapter investigates the effects of early entrepreneurship education in non-cognitive entrepreneurial skills, such as creativity, innovation, risk taking, and other relevant soft skills. Specifically, this chapter examines the preliminary results of action research carried out on primary school students. The findings of this research reveal interesting insights and shed light on new teaching methods and perspectives that create a funny learning environment enriched by a cooperative climate and proactive behaviors in children.

Social Perspective on Child Education

In order to shape societies' future and bring societies to contemporary levels, it is important to have well-educated children. Children affect the future and development level of the society. Moreover, many political events in society affect the child's future because educational programs are affected due to social events. Country managers/politicians include the characteristics that they want to bring to the child within their educational goals. Therefore, society, children, and politics are in a close relationship. Today, it's aimed to have politically literate citizens sensitive to the expectations of the society in the context of national and international dimensions. Developed societies expect children to be educated in this direction. In this chapter, society, children, and politics are mentioned in the context of child education. It also discusses how society, politics, and children affect each other and what political literacy means for children, society, and politics in citizenship education.

Privatization of Education in Contemporary Society

Shadow education school, as an institution in Greece, was established at the beginning of the last century. The chapter explores the impact of shadow education on the Greek educational system, learning, and on transforming public education in consumer products. A qualitative research was conducted, attempting to document Greek young adults' opinions on shadow education and the reasons they are led to it. Forty-four structured interviews were received from 11 men and 33 women. The results showed that the liberalization of education during recent decades has been accurately implemented in the institution of shadow education. Restrictive and maladapted educational policies and decisions on needs have exacerbated the purposes of shadow education development and have highlighted the exchange value of the individuals' objectified cultural capital.

Educational Attainment of Children and Socio-Economical Differences in Contemporary Society

Access to education for all has been restricted due to the rigid socio-economic structures prevalent in different parts of the world. Almost every nation promotes equality in education for all in the age group of 6 to 14 years. Many international agencies and non-governmental organizations are working to improve the access to education in the developing and under-developed nations. Some of the nations have improved the child enrollment ratio, and some of the nations are lagging in spite of well-framed policies, legislative measures, and the involvement of non-governmental organizations. In this context, the chapter examines the influence of social structure on child educational attainment and its interaction from a social capital perspective. Finally, the study will provide suggestions and recommendations to the existing policies to overcome the socio-economic differences in child education from a global perspective.

Intergenerational Differences and Education Needs

This study aims to reveal the intergenerational differences and the educational needs of generations. According to the light of the specific indicators and data obtained from field studies in different generations (Baby Boom, X, and Y) in Turkey, the source of intergenerational differences was questioned; the educational needs and opportunities of the generations and their educational backgrounds were evaluated. Interview technique was used as a data collection tool in the research to be conducted depending on the qualitative research model. In the field dimension of the study, 16 participants that consist of eight male and eight females within a given family were included. The responses were subjected to descriptive analysis. Bowles and Gintis' views on education will be included. The results are summarized in accordance with the response of participants to questions in the fieldwork.

Culturally Restorative Instruction

Although the findings from a 2018 Rand Corporation study reported that restorative practices positively influenced classroom and school-wide socio-emotional attainments, it, however, had little impact upon advancing the academic outcomes of learners of color. The source of this regression emerges through the feedback reported from teachers interviewed. Their feedback revealed that a “lack of time” constrained the development of restorative practices in the classroom. This occurs as the time needed to develop the community through restorative practices was made to compete against the time needed to deliver core academic instruction. As such, the conditions that influence the student's learning are isolated from the conditions that influence the teacher's teaching. This dichotomy routes the routine of planning, preparing, organizing, and executing restorative practices as happing either “TO” or “FOR” rather than “WITH” the delivery of core academic instruction and “THROUGH” epistemological inclinations of culturally-responsive teaching practices.

Encountering New Risks in Educating Children in the Contemporary Society

This chapter assesses the phenomenon of cyberbullying as a risk involved in educating children in the contemporary world. While online technologies become a vital part of teenagers' worlds, cyberbullying is becoming a significant problem. In this chapter, cyberbullying is regarded as a social issue that builds on the existing social structures and hierarchies inherent in societies. A sociological perspective is used in analyzing bullying and cyberbullying in relation to power, various forms of capital, and the gender order. The discussion also takes a critical stance and focus on technology as a social construct. Cyberbullying studies conducted in Turkey, which is defined as a ‘lower use, some risk' country for children and prevention strategies against cyberbullying will also be subject to analysis in this chapter. This discussion proposes that a sociological analysis of the underlying mechanisms will be useful in establishing a deeper understanding of the phenomenon of cyberbullying as a social issue.

Mommy Knows?

Globalization and its imminent effect on education have received attention in recent years. Less widely acknowledged is the discussion of the role of middle-class mothers who are stuck amidst the changes in their children's education and future. With the aid of in-depth face-to-face interviews and extensive participant observation in Kolkata, this chapter examines how middle-class mothers resort to commercial solutions to help manage their crisis in a neoliberal India. The crisis managers in the form of “mom-schooling” agencies support and coach mothers to negotiate with the changing education system and parenting methods that have become highly Americanized. In this chapter, the author uses Bourdieu's theory of conversion of capital to argue that mothers in Kolkata are acting as “converters” of capital with the help of commercial mom-schools by converting economic capital to a distinct form of cultural capital that they transfer to their children for the latter's success in a global economy.

Designing Multicultural Teaching and Learning Environments in Science Education

This chapter starts by focusing on the multicultural education needs in Turkey and tries to define and discuss these needs. Then the features of multicultural science education are described using examples from practices given in the literature. In this context, multicultural science education is discussed under the headings of learning strategies, learning opportunities, and cooperative learning, followed by presenting examples of multicultural science education. As a result, the framework of multicultural science education presented in this chapter aims to shed light on multicultural education practices in Turkey and other countries around the world.

Raising Authentic Children in the Modern World

Authenticity can be defined as the basic element of a meaningful, unique, and special life. Authentic individuals are the people who are interested in life, open to new experiences, curious and creative in their lives, and enjoy the moment. The basis of the authentic and creative selves in children go back to the early childhood period. The authenticity, creativity, and flexibility of the children are formed not only with the efforts of families but also those of teachers, educators, administrators, and politicians. Adults should stay away from uniform and standard products and activities not to waste their children's valuable time and not to let their children spend time with non-functional and non-artistic activities. It is suggested that adults had better enrich their children's creative visions by giving them various opportunities for authentic experiences. The main purpose of this chapter is to create and increase awareness in people by discussing the importance of the roles of people who are involved in raising children who will contribute to the improvement of the future world.