2010

• Autorzy: Ginta Gedžūne , Inga Gedžūne
• Języki publikacji: EN

Abstrakty

EN

This study explores pre-service teachers' views on the features and causes of social exclusion in the context of educational unsustainability. The data from expert questionnaires, assessment of research participants' personal experience with social exclusion in educational setting, their current understanding of the problem and individual suggestions for solving it were analysed qualitatively. The results indicate that, in teachers' opinion, social exclusion in education can be caused by subjective and objective factors – pupils' personal characteristics, school climate, parental influence and social causes. The research participants particularly emphasise teacher's role in reducing pupils' social exclusion by adhering to values, such as fairness, equality, empathy, cooperation and respect. The research results highlight the need for addressing the issue of social exclusion in teacher education programmes by raising future teachers' awareness of the problem and their responsibility to overcome it.

Słowa kluczowe

EN

social exclusion; educational unsustainability; pre-service teachers; teacher education

• Wydawca: Sciendo
• Czasopismo: Journal of Teacher Education for Sustainability
• Rocznik: 2010
• Tom: 12
• Numer: 1
• Strony: 85-99

Daty

wydano

2010-01-01

online

2010-06-07

Twórcy

autor

Ginta Gedžūne

• Daugavpils University, Latvia

autor

Inga Gedžūne

• Daugavpils University, Latvia

Bibliografia

• Arthurson, K., & Jacobs, K. (2004). A critique of the concept of social exclusion and its utility for Australian social housing policy. Australian Journal of Social Issues, 39(1), 25-40.
• Béland, D. (2007). The social exclusion discourse: Ideas and policy change. Policy & Politics, 35(1), 123-39.
• Bricker, D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20(1), 14-19. DOI: 10.1177/027112140002000103.[Crossref]
• Burchardt, T. (2003). Social exclusion. In I. McLean, & A. McMillan (Eds.), The concise Oxford dictionary of politics. HighBeam Research. Retrieved November 27, 2009, from http://www.highbeam.com/doc/1O86-socialexclusion.html
• Chakravarty, S. R., & D'Ambrosio, C. (2006). The measurement of social exclusion. Review of Income and Wealth, 52(3), 377-398.
• Conner, L. N., & Greene, W. L. (2006). General scope and purpose. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 319-323). Daugavpils: Daugavpils University Publishing House "Saule".
• Daly, M. (2006). Social exclusion as concept and policy template in the European Union. Cambridge, Ma.: Working Paper No 135, Minda de Gunzburg Center for European Studies, Harvard University. Retrieved January 19, 2010, from
• Estivill, J. (2003). Concepts and strategies for combating social exclusion: An overview. International Labour Organisation. Geneva: International Labour Office.
• Greene, W. L., Thorpe, S. D., Kim, Y. M., & Hilligoss, L. A. (2006). Teacher education for the future: The United States case in the State of Oregon. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 352-367). Daugavpils: Daugavpils University Publishing House "Saule".
• de Haan, A. (1999). Social exclusion: Towards an holistic understanding of deprivation. Social Development Department, Dissemination Note Number Two, Department for International Development, London, United Kingdom. Retrieved January 19, 2010, from http://www.dfid.gov.uk/Documents/publications/sdd9socex.pdf
• de Haan, A. (2000). Social Exclusion: Enriching the understanding of deprivation. Studies in Social and Political Thought, 2, 22-40.
• Hobcraft, J. (2007). Child development, the life course, and social exclusion: Are the frameworks used in the UK relevant for developing countries? CPRC working paper 72, University of Manchester, 1-12. Chronic Poverty Research Centre. Retrieved January 19, 2010, from
• Jämsä, T. (2006). The concept of sustainable education. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 5-30). Daugavpils: Daugavpils University Publishing House "Saule".
• Kamerman, S. B. (2001). Social exclusion and children: Background and context. 1-20. Retrieved January 19, 2010, from
• Kravale, M. (2006). Understanding of the aim of education in Latvia. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 381-389). Daugavpils: Daugavpils University Publishing House "Saule".
• Le Grand, J. (2003). Individual choice and social exclusion. Centre for analysis of social exclusion. CASEpaper 75. Retrieved January 19, 2010, from
• Lelkes, O. (2006). Social exclusion in Central-Eastern Europe. Concept, measurement and policy interventions. Geneva: International Labour Office.
• Levitas, R., Pantazis, C., Fahmy, E., Gordon, D., Lloyd, E., & Patsios, D. (2007). The multi-dimensional analysis of social exclusion. Townsend Centre for International Study of Poverty. Department and School of Social Policy and University of Bristol, Bristol Institute for Public Affairs, Bristol.
• Mandolini, C. (2007). Building a theory on education and sustainable development. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 2, pp. 5-19). Daugavpils: Daugavpils University Academic Press "Saule".
• Micklewright, J. (2002). Social exclusion and children: A European view for a US debate. In A. J. Kahn, & S. B. Kamerman (Eds.), Beyond child poverty: The social exclusion of children (pp. 89-130). The Institute for Child and Family Policy, Columbia University.
• Pijl, S. J., & Frissen, P. H. A. (2009). What policymakers can do to make education inclusive. Educational Management Administration & Leadership, 37(3), 366-377. DOI: 10.1177/1741143209102789[Crossref]
• Salīte, I. (2006). Aim of education in the context of present and future educational issues: Perspective of teachers. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 390-407). Daugavpils: Daugavpils University Publishing House "Saule".
• Salīte, I. (2008). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10, 5-16. DOI: 10.2478/v10099-009-0021-6[Crossref]
• Saraceno, C. (2001). Social exclusion: Cultural roots and diversities of a popular concept. Conference on social exclusion of children, May 3-4 2001 (pp. 1-26). Institute on Child and Family Policy, Columbia University. Retrieved January 22, 2010, from http://www.childpolicyintl.org/publications/Saraceno.pdf
• Silverman, J. C. (2007). Epistemological beliefs and attitudes towards inclusion in preservice teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 30(1), 42-51. DOI: 10.1177/088840640703000105.[Crossref]
• Stakle, A. (2006). Attitude towards teaching and learning in the context of students' educational philosophy. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 368-380). Daugavpils: Daugavpils University Publishing House "Saule".
• Szeles, M. R., & Tache, I. (2008). The forms and determinants of social exclusion in the European Union: The case of Luxemburg. International Advances in Economic Research. Retrieved November 27, 2009, from HighBeam Research
• Todman, L. C. (2004). Reflections on social exclusion: What is it? How is it different from U. S. conceptualizations of disadvantage? And, why Americans might consider integrating it into U. S. social policy discourse. Retrieved January 19, 2010, from
• Tuinamuana, K., Burnett, G., Dorovolomo, J., & Koya-Vaka'uta, F. (2006). Teacher education for the future: A case study of Fiji at the University of the South Pacific. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 324-337). Daugavpils: Daugavpils University Publishing House "Saule".
• UNESCO. (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Education for sustainable development in action. Technical paper No. 2. UNESCO Education Sector.
• Williams, K. D., Wesselmann, E. D., & Chen, Z. (2007). Social exclusion. In R. F. Baumeister, & K. D. Vohs (Eds.), Encyclopedia of social psychology. SAGE publications. Retrieved September 19, 2009, from http://sage-ereference.com/socialpsychology/Article_n531.html
• Yoon, K. (2006). Education for the future as perceived by professors, cooperating teachers, and student teachers in Korea. In A. Pipere (Ed.), Education & Sustainable Development: First Steps toward Changes (Vol. 1, pp. 338-351). Daugavpils: Daugavpils University Publishing House "Saule".

Identyfikatory

DOI

10.2478/v10099-009-0049-7