Canadian Journal of Educational and Social Studies

The Uberfication of the Doctorate: Higher Degrees in End Times

Tara Brabazon — 2024-05-16

Ideological expectations from the right and the left saturate higher education. With public controversies detailing historic sexual abuse, research misconduct and plagiarism, how is the PhD positioned in a university sector losing its purpose, meaning and momentum? The doctorate is not only indicative, illustrative or representative of wider societal concerns, but also requires nuanced recognition of its distinctiveness from undergraduate degrees. This article activates a thought experiment to consider what is happening in international higher education, and how this history has been shaped and creased through the (post) pandemic environment. Uberfication is a provocative trope that enables the development of a generational modelling of our universities, spanning the baby boomers, Generation X, and millennials. With three generations circulating in higher education, can the assumptions and expectations be managed and aligned?

Representations of Numerical Sequences in Mexican Secondary School Textbooks

Yasmin Cruz Hernandez — 2024-05-16

The study of numerical sequences usually focuses on the use of symbols or finding generalizations, that is, a more formal notation. However, there is several research on the different representations, but little research in representations that we consider as drawings and illustrations and that, in general, are commonly used in textbooks when both a numerical sequence and a figurative sequence are shown. The present research with a qualitative approach sought to identify the representations of sequences contained in Middle school textbooks. Nine textbooks were analyzed using the theoretical-methodological proposal known as Mathematical Content Analysis, where 28 different figures were found to represent a numerical sequence. The findings showed that there are three types of representations in the textbooks analyzed: abstract figures, real figures, and pictorial figures. The results show that the representations that appear most frequently in textbooks are pictorial figures.

Investigating the Status of the Consumer Science Curriculum in Accommodating Learners with Special Educational Needs

Dumisa Mabuza — 2024-05-16

The implementation of inclusive education in Eswatini schools has encountered challenges, particularly the low academic performance of learners with special educational needs (LSEN) integrated into mainstream classrooms. Given the curriculum's role as the cornerstone of education, this study aimed to determine whether the curriculum, in its entirety, considering each of the ten curriculum concepts outlined in Van den Akker's curricular spider web, accommodates these learners. The study employed a descriptive design and utilized a mixed methods approach. Two data collection methods were employed: semi-structured interviews and survey questionnaires. The findings revealed that the curriculum exhibits certain limitations in accommodating LSEN. These limitations can be categorized into teacher-related, pupil-related, school-related, and content-related factors. Based on the findings, it is recommended that the curriculum undergo a comprehensive review, taking into account all ten curriculum concepts. Additionally, the concept of inclusive education should be incorporated into the school syllabus to raise awareness among students. Schools should be provided with inclusion specialists to offer teacher and learner support for LSEN, and Consumer Science teachers should receive inclusion training at the undergraduate level.

Beyond Boundaries: Exploring the Reality of Territory And Social Diversity And Intercultural Binders

Holly Many — 2024-05-16

Mulhouse's Foundry district, a politically designated area of the city, is known for its socio-economic challenges as a low-income neighborhood. Despite hosting a faculty, the district remains marked by social compartmentalization among its diverse population. However, recent socio-educational initiatives, including programs like "French as Language of Integration," implemented within the faculty, have sparked changes in perceptions among residents, students, and university staff. This heuristic study delves into the intricate mechanisms and complexities associated with territoriality, boundaries, and social diversity, with a specific focus on examining the impact of socio-educational interventions in the vibrant and poor Foundry district of Mulhouse.