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Universities raise alarm over no-deal Brexit and EU student enrolment

By: Sally Weale. 

University leaders have said that a no-deal Brexit would constitute “one of the biggest threats” ever faced by the sector, as figures revealed a further decline in EU student enrolment, particularly in postgraduate research.

According to the Russell Group of universities, there was a 9% decrease in the number of EU postgraduate research students enrolling at its institutions this academic year. The fall follows a 9% decline the previous year, and has potential consequences for Britain’s research capacity.

Dr Hollie Chandler, a senior policy analyst at the 24-strong group of leading universities, described the decline as “troubling” and said that were the UK to leave the EU without a deal, it would only increase uncertainty among prospective students from the rest of Europe.

Overall, the number of EU students who enrolled for the 2018-19 academic year at Russell Group universities fell by 3%. Last year, there was a 1% increase in overall EU student numbers, after years of healthy growth in recruitment.

Although enrolment of EU27 citizens at undergraduate level grew by 1% this year, at taught postgraduate level it fell by 5%.

The figures come as an open letter from leaders of 150 universities to MPs said the impact of a no-deal Brexit could lead to “an academic, cultural and scientific setback from which it would take decades to recover”.

“University leaders are united in the view that the UK leaving the EU without a deal is one of the biggest threats our universities have ever faced,” the letter says. “As a sector which contributes over £21bn to UK GDP every year and supports 944,000 jobs, it is critical to the national interest, to the economy, communities and wider society, that the UK’s universities thrive post-Brexit.

“To do so, our government must demonstrate the required ambition, put the right measures and guarantees in place, and, crucially, avoid the UK crashing out of the EU without a deal on 29 March.”

University leaders are particularly anxious to secure a guarantee from ministers that research funding for which the UK may become ineligible after Brexit will be replaced. Funding from the European Research Council (ERC) and Marie Skłodowska-Curie Actions programme (MSCA) will be worth an estimated €1.3bn (£1.2bn) to the UK over the next two years, investing in projects to fight cancer and combat climate change.

Dame Janet Beer, the president of Universities UK, which represents vice-chancellors, said time was running out.

“While we welcome the assurances that the government has already provided about the continuation of Horizon 2020 funding in a no deal scenario, it is critical that similar guarantees are extended, without delay, to cover ERC and MSCA funding,” said Beer, who is vice-chancellor of the University of Liverpool.

“Without cast-iron assurances, world-leading academics and researchers may leave for countries where access to ERC funding is not at risk, and those currently considering relocating to the UK may think again.”

Dame Nancy Rothwell, the vice-chancellor of the University of Manchester, said vital research projects at her university risked being disrupted, including work on proton-beam therapy for cancer patients and Nobel-prize winning work on graphene.

“Researchers who have already spent months or even years preparing funding bids would be left high and dry, including those whose application would be stuck in the middle of the evaluation process,” she said.

Commenting on the EU student enrolment figures, Chandler said that although the Russell Group universities remained popular study destinations with strong global appeal, the figures cannot be ignored.

“It’s fair to assume that uncertainty over Brexit and the UK’s future relationship with Europe could be a significant factor. The drop in postgraduate research courses is especially troubling – these students contribute directly to the UK’s research capacity,” she said.

“If we leave the EU without a deal, the uncertainty felt by prospective European students will only get worse.”

A UK Government spokesperson said: “Science recognises no borders and the UK has a proud record of welcoming the world’s leading scientists and researchers to work and study here. This will not change when we leave the EU.

“Through our modern Industrial Strategy we are investing the highest ever level in research and development in UK history and we are committed to seeking an ambitious future relationship on science and innovation with our EU partners. We are also guaranteeing, in the event of a no deal, money for EU programme-funded research and innovation projects agreed before the end of 2020.”

Shadow Higher and Further Education Minister Gordon Marsden added: “Despite consistent warnings from Labour and the University sector, the Government has continued to ignore the impending damage, especially the drift to no deal, Brexit could cause to our world class Universities and FE Colleges.

“Today’s letter from the sector reiterated everything we have been saying over the past two years about the threats facing students, staff and research but DfE and the Education Secretary has been abysmally negligent in ensuring those concerns and a deal on them should be put at the top of the negotiations table.”

Source of the article: https://www.theguardian.com/education/2019/jan/04/universities-raise-alarm-over-no-deal-brexit-and-eu-student-enrolment

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Neoliberalism in the age of pedagogical terrorism

U. S / January 4, 2019 / Author: Henry A. Giroux / Source: Arts & Opinion

Marx was certainly right in arguing that the point is not to understand the world but to change it, but what he underemphasized was that the world cannot be transformed if one does not understand what is to be changed. As Terry Eagleton rightly notes “Nobody can change a world they didn’t understand.” Moreover, the lack of mass resistance to oppression signals more than apathy or indifference, it also suggests that we don’t have an informed and energizing vision of the world for which we want to struggle. Political struggle is dependent on the political will to change, which is central to any notion of informed agency willing to address the radical and pragmatic issues of our time. In addition to understanding the world, an informed public must connect what they know and learn to the central task of bringing their ideas to bear on society as a whole. This means that a critical consciousness must be matched by a fervent willingness to take risks, and challenge the destructive narratives that are seeping into the public realm and becoming normalized.

Any dissatisfaction with injustice necessitates combining the demands of moral witnessing with the pedagogical power of persuasion and the call to address the tasks of emancipation. We need individuals and social movements willing to disturb the normalization of a fascist politics, oppose racist, sexist, and neoliberal orthodoxy.

As Robin D. G. Kelley observes we cannot confuse catharsis and momentary outrage for revolution. In a time of increasing tyranny, resistance in many quarters appears to have lost its usefulness as a call to action. At the same time, the pedagogical force of civic ignorance and illiteracy has morphed into a national ideal. Tyranny and ignorance feed each other in a theater of corporate controlled media ecosystems and function more as a tool of domination than as a pedagogical outlet in pursuit of justice and the practice of freedom. Under such circumstances, when education is not viewed as central to politics itself, resistance withers in the faux language of privatized struggles and fashionable slogans.

For instance the novelist Teju Cole has argued that “‘resistance’ is back in vogue, and it describes something rather different now. The holy word has become unexceptional. Faced with a vulgar, manic and cruel regime, birds of many different feathers are eager to proclaim themselves members of the Resistance. It is the most popular game in town.” Cole’s critique appears to be born out by the fact that the most unscrupulous of liberal and conservative politicians such as Madeline Albright, Hilary Clinton, and even James Clapper, the former director of national intelligence, are now claiming that they have joined the resistance against Trump’s fascist politics. Even Michael Hayden, the former NSA chief and CIA director under George W. Bush, has joined the ranks of Albright and Clinton in condemning Trump as a proto-fascist. Writing in the New York Times, Hayden, ironically, chastised Trump as a serial liar and in doing so quoted the renowned historian Timothy Snyder, who stated in reference to the Trump regime that “Post-Truth is pre-fascism.” The irony here is hard to miss. Not only did Hayden head Bush’s illegal National Security Agency warrantless wiretapping program while the head of the NSA, he also lied repeatedly about his role in Bush’s sanction and implementation of state torture in Afghanistan and Iraq.

This tsunami of banal resistance and its pedagogical architecture was on full display when an anonymous member of the Trump’s inner circle published an op-ed in the New York Times claiming that he/she and other senior officials were part of “the resistance within the Trump administration.” The author was quick to qualify the statement by insisting such resistance had nothing to do with “the popular ‘resistance’ of the left.” To prove the point, it was noted by the author that the members of this insider resistance liked some of Trump’s policies such as “effective deregulation, historic tax reform, a more robust military and more.” Combining resistance with the endorsements of such reactionary policies reads like fodder for late-night comics.

The Democratic Party now defines itself as the most powerful political force opposing Trump’s fascist politics. What it has forgotten is the role it has played under the Clinton and Obama presidencies in creating the economic, political, and social conditions for Trump’s election in 2016. Such historical and political amnesia allows them to make the specious claim that they are now the party of resistance. Resistance in these instances has little to do with civic courage, a defense of human dignity, and the willingness to not just bear witness to the current injustices but to struggle to overcome them. Of course, the issue is not to disavow resistance as much as to redefine it as inseparable from fundamental change that calls for the overthrow of capitalism itself. Neoliberalism has now adopted unapologetically the language of racial cleansing, white supremacy, white nationalism, and fascist politics. Unapologetic for the widespread horrors, gaping inequality, destruction of public goods, and re-energizing of the discourse of hate and culture of cruelty, neoliberalism has joined hands with a toxic fascist politics painted in the hyper-patriotic colors of red, white, and blue. As I have noted elsewhere:

Neoliberalism’s hatred of democracy, the common good, and the social contract has unleashed generic elements of a fascist past in which white supremacy, ultra-nationalism, rabid misogyny and immigrant fervor come together in a toxic mix of militarism, state violence, and a politics of disposability. Modes of fascist expression adapt variously to different political historical contexts assuring racial apartheid-like forms in the post-bellum U.S. and overt encampments and extermination in Nazi Germany. Fascism with its unquestioning belief in obedience to a powerful strongman, violence as a form of political purification, hatred as an act of patriotism, racial and ethnic cleansing, and the superiority of a select ethnic or national group has resurfaced in the United States. In this mix of economic barbarism, political nihilism, racial purity, economic orthodoxy, and ethical somnambulance a distinctive economic-political formation has been produced that I term neoliberal fascism.

While the call to resist neoliberal fascism is to be welcomed, it has to be interrogated rather than aligned with individuals and ideological forces that helped put in place the racist, economic, religious, and educational forces that helped produce it. What many liberals and conservative calls to resistance have in common is an opposition to Trump rather than to the conditions that created him. In some cases, liberal critics such as Christopher R. Browning, Yascha Mounk, and Cass R. Sunstein document insightfully America’s descent into fascism but are too cautious in refusing to conclude that we are living under a fascist political regime. This is more than a retreat from political courage, it is a refusal to name how liberalism itself with its addiction to the financial elite has helped create the conditions that make a fascist politics possible.

Trump’s election and the Kavanaugh affair make clear that what is needed is not only a resistance to the established order of neoliberal capitalism but a radical restructuring of society itself. That is not about resisting oppression in its diverse forms but overcoming it — in short, changing it. The Kavanaugh hearings and the liberal response was a telling example of what might be called a politics of disconnection.

While it is crucial to condemn the Kavanaugh hearings for its blatant disregard for the Constitution, expressed hatred of women, and its symbolic expression and embrace of white privilege and power, it is necessary to enlarge our criticism to include the system that made the Kavanaugh appointment possible. Kavanaugh represents not only the deep seated rot of misogyny but also as Grace Lee Boggs, has stated “a government of, by, and for corporate power.” We need to see beyond the white nationalists and neo-Nazis demonstrating in the streets in order to recognize the terror of the unforeseen, the terror that is state sanctioned, and hides in the shadows of power. Such a struggle means more than engaging material relations of power or the economic architecture of neoliberal fascism, it also means taking on the challenge producing the tools and tactics necessary to rethink and create the conditions for a new kind of subjectivity as the basis for a new kind of democratic socialist politics. We need a comprehensive politics that brings together various single interest movements so that the threads that connect them become equally as important as the particular forms of oppression that define their singularity. In addition, we need intellectuals willing to combine intellectual complexity with clarity and accessibility, embrace the high stakes investment in persuasion, and cross disciplinary borders in order to theorize and speak with what Rob Nixon calls the “cunning of lightness” and a “methodological promiscuity” that keeps language attuned to the pressing the claims for justice.

Outside of those intellectuals who write for CounterPunch, Truthout, Truthdig, Rise Up Times, Salon, and a number of other critical media outlets, there are too few intellectuals, artists, journalists willing to challenge the rise of an American version of neoliberal fascism. It is not enough to report in an alleged “balanced fashion” on Trump’s endorsement of violence against journalists, the massive levels of inequality produced under neoliberalism, the enactment by the Trump administration of savage policies of racial cleansing aimed at undocumented immigrants, and the emergence of a police state armed terrifying new technologies aimed at predictive policing. The real challenge is to tie these elements of oppression together and to recognize the threads of state violence, white supremacy, and fascist politics that suggest the emergence of a distinctive new political order.

Shock and outrage in the midst of a fascist politics is now undermined by the mainstream press which is always on the hunt for higher ratings and increasing their bottom line. Rather than talk about fascism, they focus on the threat to liberal institutions. Rather than talk about the mounting state violence and the increased violence of neo-fascist thugs such as the Proud Boys, they talk about violence coming from the left and right. Rather than raise questions about the conditions and a society in which more and more people seem to prefer authoritarian rule over democracy, they talk about Trump’s eccentric behavior or keep tabs on his endless lying. This is not unhelpful, but it misses the nature of the true threat, its genesis, and the power of a corporate elite who are now comfortable with the fascist politics that Trump embodies.

An iPsos poll found that “a surprising 26 percent of all Americans, and 43 percent of Republicans, agree with the statement that the president “should have the authority to close news outlets engaged in bad behavior.” In addition, a majority of Americans across the ideological spectrum — 72 percent — think “it should be easier to sue reporters who knowingly publish false information.” Couple this with the fact that Trump has recently stated privately to his aids that he regrets reversing his policy of separating children from their parents at the border and you have a mix of fascist principles coupled with a dangerous demagogue who cannot bring the country fast enough to the fascist abyss. While it is true that the United States under Trump is not Hitler’s Germany, Trump has tapped into America’s worst impulses and as Jason Stanley and others remind us his ultra-nationalism, white supremacist views, and racist diatribes coupled with his attack on immigrants, the media, African-Americans, and Muslims are indicative of a politics right out the fascist playbook. If the public and media keep denying this reality, the endpoint is too horrible to imagine. If we are to understand the current resurgence of right-wing populist movements across the globe, economic factors alone do not account for the current mobilizations of fascist passions.

As Pierre Bourdieu once put it, it is crucial to recognize that “the most important forms of domination are not only economic but also intellectual and pedagogical, and lie on the side of belief and persuasion.” He goes on to state that left intellectuals have underestimated the symbolic and pedagogical dimensions of struggle and have not always forged appropriate weapons to fight on this front.” In part, this means that the left and others must make matters of culture and pedagogy central to politics in order to address people’s needs and struggles. And they should do so in a language that is both rigorous and accessible. Matters of culture and consciousness in the Gramscian sense are central to politics and only when the left can address that issue will there be any hope for massive collective resistance in the form of a broad-based movement.

Trump has emboldened and legitimated the dire anti-democratic threats that have been expanding under an economic system stripped of any political, social, and ethical responsibility. This is a form of neoliberal fascism that has redrawn and expanded the parameters of the genocidal practices and hate filled politics of the 1930s and 40s in Europe in which it was once thought impossible to happen again. The threat has returned and is now on our doorsteps, and it needs to be named, exposed, and overcome by those who believe that the stakes are much too high to look away and not engage in organized political and pedagogical struggles against a fascist state and an omniscient fascist politics. We live in an age when the horrors of the past are providing the language and politics of illiberal democracies all over the globe. This is a world where dystopian versions of a catastrophic, misery producing neoliberalism merge with unapologetic death dealing visions of a fascist politics. We live in an era that testifies to the horrors of a past struggling to reinvent itself in the present, and which should place more than a sense of ethical and political responsibility on those of us bearing witness to it. As my friend, Brad Evans, notes under such circumstances, we live in a time “that asks us all to continually question our own shameful compromises with power,” and to act with others to overcome our differences in order to dismantle this assault on human rights, human dignity, economic justice, equality, and democracy itself.

Article Source:

http://www.artsandopinion.com/2018_v17_n6/giroux-26pedagogicalterrorism.htm

Source of the image:

When Schools Become Dead Zones of the Imagination

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Programación del Portal Otras Voces en Educación del viernes 4, sábado 5 y domingo 6 de enero de 2019

4, 5 y 6 de enero de 2019 / Autor: Editores OVE

Recomendamos la lectura del portal Otras Voces en Educación en su edición de los días viernes 4, sábado 5 y domingo 6 de enero de 2019. Esta selección y programación la realizan investigador@s del GT CLACSO «Reformas y Contrarreformas Educativas», la Red Global/Glocal por la Calidad Educativa, organización miembro de la CLADE y el Observatorio Internacional de Reformas Educativas y Políticas Docentes (OIREPOD) registrado en el IESALC UNESCO.

 

Viernes 4 de enero de 2019:

 

01:00:00 – Libro: El lugar del pensamiento en la educación (PDF)

http://otrasvoceseneducacion.org/archivos/297468

02:00:00 – Los especialistas dicen: Historia de la educación en México – Dra. Pilar Gonzalbo Aizpuru (Video)

http://otrasvoceseneducacion.org/archivos/297481

03:00:00 – Cómo trabaja la docente argentina que promueve el uso del celular y compite por el “Nobel de la enseñanza”

http://otrasvoceseneducacion.org/archivos/297503

04:00:00 – Neoliberalism in the age of pedagogical terrorism (Article of Henry A. Giroux)

http://otrasvoceseneducacion.org/archivos/297490

05:00:00 – Educación Cubana: ¡Hoy, ahora y siempre!

http://otrasvoceseneducacion.org/archivos/297515

06:00:00 – Revista: Neurodidáctica en el aula: transformando la educación (PDF)

http://otrasvoceseneducacion.org/archivos/297518

07:00:00 – 6 metodologías de enseñanza que todo profesor/a debería conocer

http://otrasvoceseneducacion.org/archivos/297524

08:00:00 – Las 20 mejores cuentas educativas de Instagram en 2018 (Artículo de Miguel Ángel Ruiz Domínguez)

http://otrasvoceseneducacion.org/archivos/297493

 

Sábado 5 de enero de 2019:

 

01:00:00 – Libro: Las Tecnologías de la información y la comunicación en la formación docente: guía de planificación (PDF)

http://otrasvoceseneducacion.org/archivos/297472

02:00:00 – «El Péndulo» sobre la Educación en Paraguay – 26-12-2018 (Video)

http://otrasvoceseneducacion.org/archivos/297484

03:00:00 – 20 recursos para prevenir el abandono escolar

http://otrasvoceseneducacion.org/archivos/297496

04:00:00 – La profesora que adoptó al estudiante más “difícil” de su clase (Artículo de Camila Londoño)

http://otrasvoceseneducacion.org/archivos/297500

05:00:00 – Retos para la educación en México (Video)

http://otrasvoceseneducacion.org/archivos/297509

06:00:00 – Entrevista: El profesor youtuber que fue finalista del «Nobel de la docencia» y enseña porcentajes con jugadas de Messi

http://otrasvoceseneducacion.org/archivos/297521

07:00:00 – Colombia: Egresatón: en defensa de la educación superior pública (Audio)

http://otrasvoceseneducacion.org/archivos/297527

08:00:00 – 2019: Carta Educativa para este 6 de Enero ( Artículo de Juan Carlos Miranda Arroyo)

http://otrasvoceseneducacion.org/archivos/297512

 

Domingo 6 de enero de 2019:

 

01:00:00 – Libro: La escuela que llega. Tendencias y nuevos enfoques metodológicos (PDF)

http://otrasvoceseneducacion.org/archivos/297476

02:00:00 – México: Universidades, entre los gastos suntuarios y la corrupción

http://otrasvoceseneducacion.org/archivos/297487

03:00:00 – Suecia: Huelga de estudiantes contra el cambio climático: conozca a la activista Greta Thunberg de quince años que inspiró un movimiento global

http://otrasvoceseneducacion.org/archivos/297531

04:00:00 – Los 20 mejores blogs educativos de este 2018 (Artículo de Miguel Ángel Ruiz Domínguez)

http://otrasvoceseneducacion.org/archivos/297506

05:00:00 – Estudiantes vietnamitas obtienen altos resultados en Olimpiada Internacional de Ciencia Juvenil

http://otrasvoceseneducacion.org/archivos/297534

06:00:00 – La poetisa chilena pionera en educación y diplomacia

http://otrasvoceseneducacion.org/archivos/297538

07:00:00 – Paraguay padece un “ausentismo crónico” de alumnos y profesores

http://otrasvoceseneducacion.org/archivos/297541

08:00:00 – Estados Unidos: Hispanos son segundo lugar en deserción escolar

http://otrasvoceseneducacion.org/archivos/297544

En nuestro portal Otras Voces en Educación (OVE) encontrará noticias, artículos, libros, videos, entrevistas y más sobre el acontecer educativo mundial cada hora.

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Migrants don’t leave their right to education behind

By: Audrey Azoulay.

The number of migrant and refugee children in the world today could fill more than half a million classrooms. Their parents are perhaps seeking new opportunities in the city, or even in another country. Others are forced to flee conflict or natural disaster.
In all, there has been a 26% increase in children on the move since 2000.

These children have the right to education, no matter where they are from and what they have been through. This is the focus of the United Nations Educational, Scientific and Cultural Organisation’s (Unesco’s) Global Education Monitoring (GEM) Report.

Migrants, refugees and internally displaced people are some of the most vulnerable in the world. Sometimes simply being in school means being safe. Eight-year-old Jana, a Syrian refugee at the Unesco-run school in the Zaatari refugee camp, Jordan, says she felt happy just to escape the sound of gunfire. School has also given her hope; she wants to be a teacher when she grows up.

When possible, these children should be placed in the same schools as host populations to help them to thrive. Teachers are on the front line supporting children who face discrimination or who suffer from trauma. They also need support to manage multilingual, multicultural classes and the psychological consequences of what they have endured.

A well-designed curriculum that challenges prejudices is also vital and can have a positive ripple effect beyond the classroom walls, enhancing social cohesion. Unfortunately, some textbooks include outdated depictions of migration and undermine efforts towards inclusion.

Adults also need educational support. Many have qualifications, but in Europe and North America only about one in 10 of those who have gained a higher education degree work in a job that matches their skills. The Unesco Global Convention on the Recognition of Higher Education Qualifications, due to be adopted next year, aims to resolve this problem.

The cost of educating immigrants is often exaggerated. Financing for refugee education, however, is woefully inadequate — only a third of the funding gap for refugee education has been filled. It is a collective responsibility to ensure that development aid plugs the holes, providing predictable and long-term funding so the burden does not fall on those countries least able to cope.

The world is poised to adopt the Global Compact for Safe, Orderly and Regular Migration and the Global Compact on Refugees, both of which highlight the crucial role of education and reaffirm the importance of “leaving no one behind”. This year’s GEM Report offers a blueprint for countries to deliver on their promises. We hope all governments will use it to turn despair into hope for a brighter future for all.

Source of the article: https://mg.co.za/article/2018-11-22-00-migrants-dont-leave-their-right-to-education-behind

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Shrinking Japan: Lack of Japanese language education hobbling integration of foreign kids

Asia/ Japan/ Source: mainichi.jp.

A female instructor holds up cards each bearing a Japanese phonetic katakana character, and the nine children with foreign nationalities in the class read them out in unison, «A, i, u …» The instructor changes the order of the cards, and the students follow right along: «I, o, u …»

This basic Japanese lesson is part of the four-level language course offered by the Tabunka Free School, run by nonprofit organization Multicultural Center Tokyo in the capital’s Arakawa Ward. Most of the 30 or so students at the school are aged 15 or above and have finished compulsory education in their home countries. Many of them are aspiring to enter Japanese high schools, for which they also study math and English at the school.

«I would like to pass the entrance exam for a high school,» said Nguyen Quang Duc, a 16-year-old Vietnamese student in an advanced Japanese language class at Tabunka.

Seven Tokyo metropolitan high schools offer alternatives to regular entrance exams for foreign students who came to Japan within the past three years, screening applications through interviews and compositions. However, only one in two applicants gets through the highly competitive selection process. As for regular exams, foreign students are allowed certain exception to the usual rules, such as bringing a dictionary, but the need to take science and social studies segments makes it hard for them to get in.

According to government statistics, in 2016 there were roughly 150,000 foreign children aged 6 to 17 living in Japan. Of them, more than 80,000 attended public schools here. It remained unclear, though, where most of the remaining students were studying, even if those enrolled at private schools were factored in. There are known cases of foreign students being shunned by elementary and junior high schools due to their poor Japanese language ability. The Multicultural Center Tokyo received 243 consultations about places of learning for foreign children in fiscal 2017, almost double the figure of five years ago.

Multicultural Center Tokyo representative Noriko Hazeki, 66, told the Mainichi Shimbun, «Japanese (as a second) language education at schools in this country is insufficient. The government should look into the realities of the situation and improve things swiftly.»

Ruhina Maherpour, a 21-year-old Iranian citizen studying at Nihon University, was born and raised in Japan due to her father’s job. However, her Japanese was not sufficient to move on in her education here despite understanding the language. And so she went through the language courses at Tabunka Free School, finishing them in academic 2012.

Maherpour then started evening classes at a Tokyo metropolitan high school while studying at a school at the Iranian Embassy in Japan. She quit the metro school after a year after she found going to both too burdensome, but this made her preparations for university entrance exams even harder.

Although she sought to take admission exams for Japanese universities with special quotas for foreign students, an education ministry official told her that the quota was only for students based overseas. Among the 30 or so schools she contacted, only five allowed her to sit for their exam. One of them was for Nihon University, where Maherpour now studies sociology while engaging in activities to introduce Iranian culture here in Japan.

«I get the sense that Japanese people welcome foreign tourists but not residents. I want to do whatever I can to make it easier for people from abroad to live here,» she said.

There are now growing calls for creating places and opportunities for foreign residents here to improve their Japanese skills to a sufficient level. Education minister Masahiko Shibayama told a press conference on Nov. 13, «We will support efforts across the country and introduce new skills certifications for Japanese language teachers.»

According to a 2017 Agency for Cultural Affairs study, about 60 percent of the roughly 40,000 Japanese language teachers in the country are volunteers. While at least 415 local governments and education boards provide Japanese language education to non-native speakers, even lessons given by public institutions depend heavily on volunteer instructors.

Tokyo’s Shinjuku Ward, where foreign residents account for about 12 percent of the 346,000 inhabitants, provides Japanese language classes for foreigners at 10 locations. The classes are taught by roughly 70 volunteers registered with the ward after going through 70 hours of training. As the fees for the Japanese lessons are just 2,000 yen for a weekly, four-month course, some of the classes have long waiting lists.

«There are limits to what municipal governments can do. In order to improve Japanese language education, support from the central and prefectural governments is imperative,» said a ward official in charge.

A government-sponsored bill to revise immigration law to accept more foreign workers into Japan is being debated in the current extraordinary Diet session. If it passes, the government envisages allowing up to 340,000 foreigners to work in the country over a five-year period beginning next spring. However, questions are being raised over whether the government has plans to integrate these newcomers as full-fledged members of local communities, instead of just treating them as a boost to the country’s workforce.

To answer that question, the government needs to consider not only Japanese language education but also social security programs for foreign workers. For example, a foreign worker who paid pension premiums for more than three years cannot get the money refunded. Policy holders are also required to stay on the program for at least 10 years to be eligible for future pension benefits.

If their home countries have a social security agreement with Japan, foreign workers do not have to make duplicate payments here and back home. However, there were only accords with 18 countries as of August this year, including just three Asian countries: South Korea, India, and the Philippines.

There are also concerns that medical costs could increase if more foreigners start working in Japan. Public health insurance policies held by company employees cover the medical bills of dependents within three degrees of kinship — even, under certain conditions, if they live abroad. However, the health ministry is planning to submit a bill to revise the Health Insurance Act to next year’s regular Diet session to limit coverage to those living in Japan.

Source of the notice: https://mainichi.jp/english/articles/20181124/p2a/00m/0na/012000c

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Queering sex education in schools would benefit all pupils

By: Kennedy Walker. 

All power to the pupil activists drawing attention to the lack of information about LGBT issues in sex education in England

All I remember from my relationship and sex education in school is phallic objects, condoms and everyone being terrified of pregnancy. Looking back it’s clear how disjointed and inadequate this was at a time when I was struggling with the complexity of being a black, queer, working-class boy navigating life inside and outside school.

If I had been given information about the kind of relationships I would later come to be in and given the space to think critically about my gender it would have made my road to self-acceptance a less bumpy one. It was also a missed opportunity to address toxic elements of masculinity such as suppressing emotion or objectifying women. Modernising the sex and education curriculum wouldn’t just make LGBT+ people safer, but would benefit the wellbeing of all students.

So when I found out that young south Londoners had put this particular new year’s resolution to the Department for Education, I was elated. Students put banners on every secondary school in Lambeth, demanding that relationship and sex education (RSE) in schools be inclusive of LGBT+ relationships and for it to examine gender and stereotypes. When you consider that inclusive RSE isn’t mandatory in schools in England, hasn’t been updated for well over a decade and almost half of young people no longer identify as exclusively heterosexual, it’s clear it’s time for a much-needed overhaul.

The demand is there. According to a report published by the Terrence Higgins Trust looking at responses from 900 young people aged between 16 and 25, 97% of them thought RSE should be LGBT+ inclusive, but the vast majority (95%) had not been taught about LGBT+ sex and relationships.

This isn’t the only front the current RSE is failing on: 75% of young people were not taught about consent and 50% of them rated their RSE as “poor” or “terrible” with only 10% rating it as “good”. In this context, the shocking 22% rise in cases of gonorrhea between 2016 and 2017 is sadly unsurprising.

I spoke to one of the students responsible for this action; they are 17 years old and asked to remain anonymous. When asked why they felt this action was necessary they said: “Being LGBT+ in school can be an isolating experience … I have experienced ignorant remarks from students and teachers alike. We wanted to do this visual action to draw attention to what feels like a hidden issue, but the impact of which I and many like myself feel on a day to day basis.”

Only 13% of LGBT+ young people have learned about healthy same-sex relationships. Those who do receive inclusive education are less likely to experience bullying and more likely to report feeling safe, welcome and happy according to Ruth Hunt, chief executive of the LGBT+ equality charity Stonewall.

The feeling that this is a “hidden issue” comes as no surprise given the long history of active exclusion of LGBT+ people and their experiences from public life. In 1988, the Thatcher government introduced section 28 which stopped local authorities from “promoting” homosexuality in schools. It took 15 years for this piece of legislation to be overturned, but many teachers still don’t know if they are legally able to openly discuss LGBT+ topics, and many feel that they lack the expertise to do so.

The reason inclusive RSE isn’t mandatory is because sex education as we know it today was introduced by a Labour government in 2000, but section 28 (the law that banned “promoting” homosexuality) wasn’t overturned until 2003. It is humiliatingly out of date. An inclusive RSE curriculum could mean LGBT+ identities could be celebrated in a place they were once erased and demonised.

Thanks to campaigning organisations such as the Terrance Higgins Trust, the government has committed to making RSE lessons compulsory in all secondary schools in England and relationship education compulsory in primary schools. This was meant to be rolled out in 2019, but has now been pushed back to 2020. Whether this will cover LGBT+ relationships and gender adequately remains to be seen, as the finalised guidance that will be used by schools to deliver the RSE has yet to be published.

The rollout can’t come soon enough. LGBT+ people are more likely to experience poor mental health in the form of depression, suicidal thoughts, self-harm and substance misuse due to the pervasive discrimination, isolation and homophobia they experience. This shake-up of RSE could be an important step towards changing this.

Source of the article: https://www.theguardian.com/commentisfree/2018/dec/24/queering-sex-education-lgbt-pupil-england

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We would like all practitioners who are involved in delivering career guidance to feel that social justice is a key value that underpins their work

By Tristam Hooley.

 

Tristam Hooley es catedrático de la University of Derby (Reino Unido) especializado en orientación. También es director de investigación de The Careers & Enterprise Company y cuenta con una larga trayectoria como investigador y autor de diversos libros sobre orientación profesional. Es coautor y editor del libro «Career Guidance for Social Justice», en el que también han colaborado los investigadores Rie Thomsen y Ronald G. Sultana, expertos en el tema. En los últimos años, Hooley, Thomsen y Sultana han trabajado conjuntamente para proponer políticas sobre orientación profesional que puedan convertir en una fuerza positiva para cambiar la sociedad.

Esta entrevista se ha realizado en inglés y se ha respetado su idioma original. Si quieres traducirla puede utilizar herramientas web como ésta.

How can career guidance help citizens to conceive their own life and professional project as part of a whole, including the benefit of the whole society?

Career guidance is about helping people to think about their futures. Of course, working life is an important part of this, but it isn’t everything. When we make choices about our careers, we are making choices that will have implications for our work, our learning, our families and our communities. Career guidance should be about helping people to think about these different opportunities and making choices about what to do about them.

In the past, career guidance has often been accused of being very individualistic and encouraging people to think about themselves. But there is no reason why this must be the case. People live and thrive in communities, careers are pursued alongside others in organisations and all our happiness is dependent on us living in well-functioning societies. It isn’t possible to extract the individual from society, so when we are talking about career, we are really talking about how we can all live together in society whilst we try and get what we individually aspire to. Career guidance must help people to try and navigate these issues.

What specific changes should be applied in academic and career guidance to develop interventions that contribute to social justice?

We would like all practitioners who are involved in delivering career guidance to feel that social justice is a key value that underpins their work. To help people to think about what this means in practice we have proposed five signposts that can help to take people towards socially just forms of practice.

Firstly, we argue that career guidance needs to build individuals’ critical consciousness and encourage them to think deeply about the world that they live in and how it works.
Secondly, we argue that we should be helping our students and clients to name oppression where they see it. Next, we would like to help people to problematise the norms, assumptions and power relations that they experience while they are building their careers. This is about helping people to see that the way that things are today, is not the way that they always need to be.

Fourthly, we want to help people by building solidarity and collective action. Linking people to other who have similar issues and problems to them will employer them and open opportunities that will help them to develop their career. Finally, we must work at a range of levels from the individual to the global. This means that we need to simultaneously be helping people to find a job when they have been made redundant, but also helping them to organize politically to challenge the causes of unemployment.

«When we make choices about our careers, we are making choices that will have implications for our work, our learning, our families and our communities».

Which factors generate social disparities in the educational and professional trajectory of people?

There is a lot of research that investigates how various aspects of your identity, position in society and background will impact on your chance of career success. Exactly what these are will vary from society to society, but factors like wealth, educational level, gender, race and religion are often used to structure power and access to opportunities. In most cases these issues are magnified where people have more than one characteristic (inter-sectionality). How your career develops is not just an outcome of your personality, but of how other people treat you and how the society in which you live is structure. This point makes the moral case for a lot of the social justice work that we are doing.

What good practices related to career guidance do you know that contribute to social justice?

I’ve already talked about our ‘five signposts to emancipatory career guidance’. We hope that this can act as a framework for the development of more socially just practices. But we’ve built these signposts up through talking to people about practices that they’ve been undertaking in various countries across the world. Sometimes this could be as simple as asking different questions in a careers interview, e.g. ‘who can help you?’ and ‘is there anyone you could work with on this?’ In other cases, it might be about designing career education in different ways that encourage critical reflection on the world, e.g. changing a module about the labour market to include material about inequality, precarity and the role of trade unions. What is likely to make sense will vary in different contexts, but it is always likely to involve a mixture of education, advice, empowerment and advocacy.

What changes in educational policies should be made to facilitate equal opportunities and achieve greater social justice?

Again, this is likely to vary depending on your context. We would like to see more policies that support equality of access to education, but also which mitigate income disparities and provide opportunities for everyone to access decent work and the good life. Education policy has an important role to play in this, but it can’t do it alone. So, you need good joined up policy making between education, employment, social support, immigration and so on. This is challenging for governments, but it is also important as public policy provides a critically important infrastructure for individual’s careers.

Please, suggest three practical tips you would give to guidance professionals to direct their interventions towards social justice

  1. When you are listening to the stories that people tell you, help them to think about their context and to understand that their story is part of a bigger story about organisations, politics and the economy.
  2. Encourage people to be optimistic and to feel that there is always something that they can do to change the situation that they are in. But, be careful not to make them feel that if things don’t work out it is their fault.
  3. Help people to find a way to link up with others. Networks and communities are a huge resource for people’s career development.

Source of the review: https://www.educaweb.com/noticia/2018/12/04/social-justice-is-key-value-that-underpins-their-work-18625/

 

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