Patricia Kubow - Academia.edu (original) (raw)

Papers by Patricia Kubow

Journal of education in Muslim societies, 2020

This study explores displacement, socialization, resistance, and citizenship by examining citizen... more This study explores displacement, socialization, resistance, and citizenship by examining citizen identity formation of female schoolchildren and youths at three government (public), double-shift schools in Amman, whereby Jordanian girls attend school in the morning and Syrian refugee girls attend in the afternoon. Because Jordan (along with Lebanon) has the greatest influx of Syrian refugees in the world, school serves as a critical site for interrogating how systems of identity are upheld or altered for children and youths as a result of migration. Qualitative data from 12 focus groups with 90 students (36 Jordanians and 54 refugees) reveal a strong Arab Islamic identity. While Jordanian girls express support for king and country that exhibits pride in their Jordanian national identity, the majority of Syrian refugee girls feel a strong sense of alienation and displacement in Jordan. While proud of Jordan's role as a refugee host state to Arabs fleeing political persecution and societal destruction, some of the female participants acknowledge that Jordan may have reached its maximum capacity to assist despite its commitment to Arab unity.

Prospects, Nov 20, 2019

Jordan, along with Lebanon, has the greatest influx of Syrian refugees in the world. To address t... more Jordan, along with Lebanon, has the greatest influx of Syrian refugees in the world. To address the issue of overcrowding in schools, a double-shift system operates in Jordan, whereby Jordanian students receive schooling in the morning; and Syrian and other refugee students, in the afternoon. The purpose of this article is to examine the social ontological perspectives of 92 Arab female youth (Jordanian and Arab refugee) through analysis of their views on citizen identity and the citizenship discourse promoted in 3 allgirl double-shift secondary schools in Amman. The youths' ontologies are informed by a complex set of identity markers; namely, nationality, religion, culture, ethnicity (Arabness), gender, and developmental stage (youth). The study reveals that youth ontological security is rooted in Arab heritage, Islamic identity, and the state's emphasis on preservation of peace over student reactions to contemporary political crises in the Middle East. This empirically grounded, qualitative scholarship serves as a call for more youth studies on citizen identity in the Arab world. Keywords Citizenship • Identity • Arab refugees • Public schools • Middle East I am especially grateful to the youth who shared their perspectives on citizenship, identity, and schooling in Jordan. I appreciate the approval of my research study from the Hashemite Kingdom of Jordan's Ministry of Education, which enabled my access to public (government) double-shift schools in Amman. Thank you to the school administrators, teachers, and staff who helped organize students at specified grade levels for participation in my study. I am indebted to my three interpreters, who accompanied me at the schools, and to my translator, who transcribed all digital recordings from Arabic to English. Finally, this study would not have been possible without the Core US Fulbright Scholar Program funded by the US Department of State.

Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan

Analysing the findings presented in the previous chapter, the researchers in this study sought to... more Analysing the findings presented in the previous chapter, the researchers in this study sought to identify themes, concepts or constructs that would translate the data into policy recommendations, the intended outcome of this research. What struck the research team ...

(NOTE: Each chapter begins with Focusing Questions and an Introduction and concludes with a Susta... more (NOTE: Each chapter begins with Focusing Questions and an Introduction and concludes with a Sustaining Reflection.) I. COMPARATIVE EDUCATION AND UNDERLYING ASSUMPTIONS ABOUT EDUCATION: THE COMPARATIVE APPROACH. 1. Comparative Education. Identifying the Field: A historical look at comparative education. Taking Stock: A critical appraisal of comparative education. New directions: A practical approach to comparative education. 2. Theory in Comparative Education. Structural-functionalist Perspectives in Comparative Education. Marxist Perspectives in Comparative Education. Post-modernism and Post-structuralism: Theoretical Challenges to the Modern. References. II. EDUCATION IN INTERNATIONAL CONTEST: A COMPARATIVE APPROACH APPLIED TO CONTEMPORARY EDUCATIONAL ISSUES. 3. Purposes of Schooling. Roles and Images of Formal Schooling. Schooling and Ideology. Aims of Schooling. Curriculum: A Mechanism of Social and Cultural Reproduction. The Historical and Cultural Context of Education in Hong Kong. The Historical and Cultural Context of Education in Israel. References. 4. Educational Access and Opportunity. Educational Access and Opportunity as a Fundamental Societal Issue. Brazil, South Africa, and Factors of Educational Access and Opportunity in Perspective. What is Quality Education?: Considering the Means and Ends of Education. Lessons from Brazilian and South African Experience. References. 5. Education Accountability and Authority. Problematizing Accountability. Accountability as Instrumentalized Education Reform: England's Education Reform Act. Education and New Challenges in Post-Reunification Germany. References. 6. Teacher Professionalism. Exploration into the Nature of Teacher Professionalism. Signals of Legitimacy: Factors that Reinforce Teacher Professionalism. The Authority-Responsibility Relationship. Basic Education and Holistic Development. Teach Professional Development in Japan. Teacher Autonomy in Japan. Teacher Professionalism in the United States. References. III. INTERPRETING EDUCATIONAL ISSUES: COMPARISON AND THE USE OF ANALYTIC FRAMEWORKS. 7. Applying Frameworks to Analyze Educational Issues. Four Analytic Frameworks. Bridging the Frameworks to Other Dilemmas in Education. References. 8. The Value of Comparative Education. Tensions Explored, Lessons Gained. Final Words. References. Glossary.

This dissertation has benefitted from many people. First and foremost, my dissertation chair, Pat... more This dissertation has benefitted from many people. First and foremost, my dissertation chair, Patricia Kubow, offered me careful and constructive feedback on countless drafts, thoughtful guidance through difficult times, and incredible support throughout my program. In particular, her comparative viewpoints and kind offer to collaborate with her for the study titled "The Cultural Contours of Democracy: Indigenous Epistemologies Informing Xhosa Teachers' Understandings of Citizenship and Identity in a South African Township" sparked me to inquiry surrounding curriculum and teacher agency from a sociocultural perspective. Additionally, her pointed questions at important moments pushed me to complete this dissertation, and her diligence and thoroughness have been admirable and truly inspirational. It has been such an honor to work with her. I would also like to thank my committee, Mary McMullen, David Flinders, and Duvravka Svetina, for their positive and rigorous feedback and deep insights. Mary McMullen is the one who strongly supported me to make a smooth transition from my master's program in Instructional Systems Technology to my doctoral program in Curriculum Studies. She was very warm and encouraging in helping me to start my doctoral study successfully and to grow as a junior scholar along the way. No words would ever convey my gratitude for her support over the years. David Flinders, furthermore, helped me to learn about the philosophy of Dewey (which strongly influenced my own philosophy for teacher educators), to transform my scratches into publishable articles, and to successfully complete the doctoral program requirements. I am so grateful for your immeasurable kindness, graciousness, and warm and strong guidance during my years as a student. Dubravka Svetina, finally, was a great teacher who inspired me to be interested in learning quantitative research methods and to consider psychometric soundness when I work with vi measurement. I learned basic statistics for the first time in my life through her course in 2012, which allowed me to gain confidence in using statistics in my own research. This first experience with statistics also motivated me to pursue my minor in Inquiry Methodology with a special emphasis on quantitative research methods. I also appreciate the valuable time that she spent reviewing each step that I took in this dissertation and giving suggestions to yield better outcomes. My sincere thanks also go to my lifelong mentor, Professor Kangsoon Lee at Gyeongin National University of Education and to my father-in-law, Professor Si-Kyung Lee at Keimyung University. As my academic advisor and role model, Kang-Soon Lee inspired me to pursue my dream in academia and strongly supported me in making that dream come true. She helped me to grow as a competent teacher in South Korea and to find ways to get into the graduate schools in the U.S., and she continues to set an example of mentoring and nurturing students, inspiring me to persevere with warm encouragement. On top of that, I appreciate her willingness to help me collect data for this dissertation at Gyeongin National University of Education. I am also grateful to Si-Kyung Lee, my father-in law, for supporting my dreams and encouraging me to finish this long journey successfully. As a scholar outside of the field of education, he gave me a fresh set of eyes and helped me to see the study in new ways. He also made an incredible effort to support my data

Education and Society, 2019

Annual Review of Comparative and International Education 2017, 2018

Abstract Post-apartheid South Africa has some of the highest educational and economic disparities... more Abstract Post-apartheid South Africa has some of the highest educational and economic disparities in the world. Taylor Salisbury’s (2016) analysis of the National Income Dynamics Study reveals that South Africa’s unequal distributions of income and wealth by race are likely to worsen over time, with Africans the most disenfranchised by low-quality education and low monthly earnings. What is missing from Salisbury’s discussion is that definitions of quality education are analogous to Western democracy, epistemologies, and curriculum. Township schools where most African children and youth attend do not draw upon African epistemologies, values, and languages to support the development of Africans’ productive capacities. Increasingly, capacities are only considered “productive” if they align with modernity and values of the labor market. In this chapter, I argue that South Africa is schooling inequality through the exclusion of African epistemological traditions and the inclusion of mainly Western liberal principles. The notion of divided (epistemological) space – separate, distinct, and apportioned – is examined from the research data I collected with African (in this case Xhosa) primary and secondary students, teachers, and principals in South Africa’s longest-standing township. The intent is to orient the field of comparative and international education to critically problematize discourse that identifies equality as central to social change but that ignores indigenous constructions of democracy informed by different epistemological traditions. This work builds on the growing argument about the need for comparative educators to learn from indigenous perspectives (Freeman, 2004), indigenous knowledge systems (Kubow, 2007), and different educational traditions for comparative study (Assie-Lumumba, 2017).

Compare: A Journal of Comparative and International Education, 2017

Abstract My decade-long research on democracy and schooling in a Xhosa township has led to an exa... more Abstract My decade-long research on democracy and schooling in a Xhosa township has led to an examination of epistemological influences on democratic citizenship from Western and non-Western (i.e. African) perspectives. While Max Weber advanced the notion of an autonomous citizen within Western democratic states, different philosophical and cultural assumptions operate in South Africa, where the individual is viewed as not separate from, but rather embedded in, the community into which one is born. This theoretical position – a person is a person through other people (isiXhosa proverb) – serves as a thoughtful starting point for theorising a critical democratic citizenship education. This article explores Western and non-Western influences through scholarly literature and practitioner perspectives. The goal is to consider the convergences and divergences between Western and indigenous knowledge with ubuntu (humanness), an African moral ethic, as its key construct.

Comparative Education Review, 2016

This is an extended bibliography of "The Citizenship Education Policy Study," a nine country stud... more This is an extended bibliography of "The Citizenship Education Policy Study," a nine country study conducted over four years. The citations listed in this bibliography include all references listed in the five categorical bibliographies of this project, including: (1) citizenship Bjerstedt, Ake. (1990). Education for global perspectives and non-violent relations: A selective bibliography. Educational Document No. 100 = Undervisning for icke-valdsrelationer: Exemplifierande bibliografi. Pedagogisk dokwnentation Nr. 100. Sweden: Lund University, Malmo School of Education. (ERIC Document Reproduction Service No. 360 196).

This bibliography lists books, papers, conference presentations, periodicals, and special publica... more This bibliography lists books, papers, conference presentations, periodicals, and special publications that address the topic of the future of society and futures planning. Items listed in the ERIC database have accompanying ED numbers in the bibliographic record. The Citizenship Education Policy Study was in effect from 1993-1998 and included 24 researchers and contributors from 9 nations. (EH) Reproductions supplied by EDRS are the best that can be made from the original document.

Batho, G. (1990). The history of the teaching of civics and citizenship in English schools.

This study elicited the views of students in secondary social studies teacher education programs ... more This study elicited the views of students in secondary social studies teacher education programs to compare students' views with the views of policy experts to identify the intersection of agreement or consensus on the changing nature of citizenship. The study also makes recommendations for teacher training curricula and pedagogy to prepare these students better for their citizenship educator roles. A questionnaire and interview data were gathered for this descriptive study. Fifth-year students in secondary social studies teacher preparation programs in Canada, England, and the United States completed a 106-item questionnaire on societal trends impacting life in the next 25 years, citizenship characteristics deemed necessary to people to cope with and manage these trends, and strategies, approaches and innovations recommended for consideration and action by educational policy makers during the next 25 years. Of the 147 research participants, 43 interviews were conducted via Internet, telephone, and in-person. Significant challenges facing society in the future are identified with recommendations presented to address those challenges in teacher

This bibliography presents a list of resources relating to the Delphi approach and its applicatio... more This bibliography presents a list of resources relating to the Delphi approach and its application in many different arenas. Books, papers, and journal articles in periodicals are included in the listing, which covers the years 1963-1996. (EH)

Inquiry: Critical Thinking Across the Disciplines, 2004

World Studies in Education, 2010