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Location:UP.3.211 University of Manchester
Building: University Place, Third Floor
Work-Family-School Conflict For Non-Traditional Students In Cyprus
Eleni Damianidou, Maria Iacovou
University of Cyprus, Cyprus
The continuous efforts to balance conflicting responsibilities, obligations and pressures from work, home and school, most likely result in work-family-school conflict and, consequently, in dropout behaviour. Hence, non-traditional students tend to neglect their studies rather than their other obligations, even though a high-school degree is linked to better jobs and career advancement. Thus the aim of this study was to explore the effects of work-family-school conflict regarding non-traditional students in Cyprus. In order to understand the issues related to work-family-school conflict, we conducted mixed-method research. Our main research tools were structured interviews with registered and ex-students from a second-chance school in Cyprus, and a questionnaire that was delivered to registered students at the same school. The interviews were analysed with the constant comparative method. Ex-students reported that they dropped out from school because of conflicting time-schedules that prohibited working students from coming to school. In addition, ex-students indicated that fatigue stemming from too many hours being alert was a negative factor that rendered them less eager to come to school instead of resting at home after work. Registered students revealed their solution to work-family-school conflict, which included increased absenteeism and less attention to classes. Importantly, participants expressed limited desire to continue their studies in tertiary education, because they believed that they would not be able to make it and that studying demanded too much effort. Even though data from the questionnaires have not been analysed yet, it seems that work-family-school conflict may raise barriers not only to finishing secondary education but also to demanding and trying to have a better future through education.
Time Series Correlation of Indigenous and Total Young Child Populations in Taiwan: Intermarriage, Legal Status, and Educational Rights
Chien-Lung Wang, Ju-Hui Chang
National Taitung University, Taiwan
Indigenous peoples account for 2.4% of Taiwan’s total population, and among them 1–4-year-olds account for 3.7%. Taiwan’s government attributes these percentages to indigenous population’s higher fertility rate, overlooking approximately two fifth of them are second or third generation offspring of indigenous and Han Chinese intermarriages. The status registrations of current indigenous students under 17 are according to the “surname-based inheritance rule” of Indigenous Status Act promulgated in 2001. This study analyzed the time series population data for indigenous and total young children. To fit with ARIMA models, the series with trends affected by fertility rate and Chinese zodiac were transformed with differencing into stationary ones.
First-order differencing revealed birth effects of the tiger and dragon years in 2009 and 2011 in both series reflecting the prevailing intermarriages, and seasonal increases before and after Chinese New Year when more birth registrations are completed. Second-order differencing revealed the seasonal increases of indigenous status registration at the start of school year when the priority for public kindergarten enrolling and subsidies are decided. The indigenous series Y(t) and total series X(t) can be forecast with the seasonal ARIMA (0,2,1)(2,1,0)12 models:
Y(t) =.624Y(t-12)+.362Y(t-24)+a(t) –.772a(t-1);
X(t) =.677X(t-12)+.452X(t-24)+a(t) –.542a(t-1).
Cross-correlation functions indicate that the indigenous series can be forecast using the total series with the transfer function model:
This study indicates that indigenous students should not be viewed as disadvantaged tribal population with fixed boundary, which becomes a barrier to know comprehensively about who they are. In accordance with international laws, they should be viewed and educated as future autonomous citizens with legal status to fulfill indigenous rights including cultural revitalization and political self-determination in democratic society.
The Agency Of Deaf Indian Learners Of English In A Peer-To-Peer Multiliteracies Project
Eilidh Rose McEwan
Institute of International Sign Languages and Deaf Studies, School of Languages and Global Studies, University of Central Lancashire, United Kingdom
The impact of sign language use upon the agency of deaf learners is still poorly understood. Researchers note that deaf learners in the global South often struggle to access education and basic literacy, but it is less widely known that this is principally because of a lack of provision of sign language in the early-years, the most crucial window for language acquisition (Strong 1988). Another secondary cause is the lack of sign language provision in later educational contexts (Schirmer 1994).
This study examines participants’ involvement in the Deaf Peer-to-Peer Multiliteracies project (2017 - 2020) which teaches English to deaf learners utilising local deaf peer tutors and the local sign language. This study will focus particularly on how involvement in the projects impacts on participants’ experiences of agency and empowerment. These are framed by identifying common assets and capabilities which are indicative of agency, here defined as the ability of individuals to pursue goals one values. (Sen 1999; Ibrahim and Alkire 2007).
To investigate this, I use qualitative data from 35 deaf Indian learners in two literacy workshops, which took place in Orissa and Indore, using a mixture of mapping activities, focus groups and interviews.
Preliminary findings point to the use of sign language in teaching English to the deaf, deaf-friendly visual methods for tutoring, and the hiring of local deaf project staff all as cumulative factors which had positive implications on participant agency. Other novel methodological approaches to data collection such as employing local facilitators for interviews, and allowing participants to contribute to research design by suggesting keywords for the mapping activities, had further radical implications for the agency of participants as learners and tutors.
Alternative Spaces Of Failure: Disabled ‘Bad Boys’ in Alternative Further Educational Provision
University of Winchester, United Kingdom
This article draws from an ethnographic study of a group of school-aged disabled white working-class and self-proclaimed ‘bad boys’ in one Alternative Provision (AP) in an English Further Education College. These young disabled students’ disabilities contribute to the formation of their revalorised – yet stigmatised - identities. Stigma also facilitates the governance of their educational careers. The article considers how this group understands its precarious existence in and beyond AP and how these young men resist the conditions of their devaluation. Despite multiple, stigmatising experiences the article shows how they appropriate space and (social) capital, often in tension with other students and College staff. The article suggests that there are questions about AP as an appropriate means to confer value upon young disabled students.