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Descriptors:
Jews; Day Schools; Foreign Countries; Religious Education; Social History; Educational Policy; Multicultural Education; Personality Development; Politics of Education; Political Attitudes; Cultural Isolation; Subcultures; Beliefs; Social Values

Abstract:
The subject of this article is Dutch Jewish education since 1945, attended by some 20% of the Jewish children in the region of Amsterdam. I consider the motives of the advocates of Jewish day schools, for whom the Holocaust was an important argument from a psychological, educational, social and cultural perspective in rejecting multi-religious education. For them the children damaged by war, and their offspring, needed a safe and familiar environment in which they would meet comprehension. Moreover, the Holocaust had become part of Jewish identity and had stimulated the study of roots and traditions for which Jewish schools would provide the foundation. However, these schools were confronted with social and political pressure to realise multi-religious education as a necessary preparation for living together in a pluralist society. Jewish leaders disagreed with this point of view citing the aims of Jewish schools and their contribution to the civic education of Jewish pupils. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Undergraduate Students; Student Attitudes; Student Experience; Filipino Americans; Asian American Students; College Environment; Disproportionate Representation; Student Personnel Services; Alienation; Student Participation; Cultural Isolation

Abstract:
The purpose of this article is to discuss findings that investigate the experiences of Filipina/o American college students at a large, research I institution in southern California. Qualitative data were collected through one-on-one interviews to elicit responses related to the campus environment, sense of campus community/sense of belonging, and feelings associated with being a Filipina/o student in a predominantly White institution. The findings indicate a challenging campus environment on both academic and social levels for these students. Results also suggest the importance of institutions playing an active role in facilitating a conducive learning environment while being intentional in addressing issues of equity and diversity for Filipina/o American college students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Cultural Isolation; Adult Education; Adult Learning; Cultural Pluralism; Social Isolation; Migration Patterns; Social Networks; Social Capital; Social Integration; Foreign Countries

Abstract:
This article presents the outcomes of recent research into adult education programs and experiences in the Shire of Campaspe, a region in northern Victoria. Research data of people from diverse cultural backgrounds reveal how individuals can utilize adult education as a space to explore their own social and cultural isolation in a regional context. The research reveals patterns of migration, internal population mobility, social isolation and cultural identity within the context of this one regional shire. The article discerns the roles that adult education providers play in creating specific kinds of space for people to discover new social networks while interacting with informal and formal structures and processes of adult learning. Adult education programs and practices can play an important role in providing space for the exploration of social, cultural and economic experiences. However, individual adult education organizations manage their spaces and programs in such a way that excludes some people from social and economic activity crucial to the development of individual and community social capital. Adult learning policies, programs and practices in regional communities need to address the holistic nature of adult learning for people from culturally diverse backgrounds in order to contribute to the development of sustaining social capital for individuals, families and communities in Australian society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Private Sector; Classical Music; Music Activities; Cultural Isolation; Audiences; Musicians; Educational Practices; Social Justice; Educational Opportunities; Outreach Programs

Abstract:
Two practical problems faced by national youth organisations devoted to the transmission of European classical music-making across the generations are: (1) how to assist individual pre-professional young musicians to enter their desired career path; and (2) how, in the interests of social justice, to provide access to music-educational opportunities for young people in areas of relative geographical remoteness and cultural isolation. This article analyses the effectiveness of the urban-regional interface and educational practice of one unique partial solution to the two problems: the chamber music development and regional outreach programme called Young Australian Concert Artists (YACA), presented since 1999 by the Australian Youth Orchestra (AYO). The article analyses the programme's philosophical framework and its ethical and educational aims, as well as examining its logistics. The research indicates that its provider, AYO which fulfils government and private sector demands for full accountability, needs additional funding to enable it to fulfil its role in responding to the two problems. An assessment model is proposed, based on the expectations of YACA's six groups of stakeholders: AYO, the regional music centre, a pre-professional chamber group, professional tutors, the regional ensemble, and regional communities and audiences. (Contains 1 figure and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Students; Coping; Foreign Countries; Psychological Patterns; Student Attitudes; Interviews; College Environment; Social Networks; Social Support Groups; Cultural Isolation; Social Isolation

Abstract:
In a study of international student security, consisting of 200 intensive interviews with students, resident onshore in Australia, it was found that two thirds of the group had experienced problems of loneliness and/or isolation, especially in the early months. According to Weiss, students experience both "personal loneliness" because of the loss of contact with families and "social loneliness" because of the loss of networks. Both forms of loneliness are at times exacerbated by their experiences in institutional sites. The article discusses the coping mechanisms that students use. It identifies a third kind of loneliness experienced by international students, "cultural loneliness," triggered by the absence of the preferred cultural and/or linguistic environment. This can affect even students with adequate personal and social support. Thus, same-culture networks are often crucial for international students. Yet same-culture networks are not a universal panacea: They cannot substitute for adequate pastoral care by universities or ensure satisfactory engagement with local cultures, so some causes of cultural loneliness often remain. The article concludes that the creation of stronger bonds between international and local students in the educational setting, helping international students to remake their own cultural maps on their own terms, is key to a forward move on loneliness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Education; Educational Trends; Global Approach; Postmodernism; Sex Stereotypes; Parent Influence; Career Choice; Cultural Isolation; Cultural Context; Learning Modalities; Visual Learning

Abstract:
This article seeks to articulate developing trends in art education and practice, locating such movements within the broader cultural contexts of globalization, neoliberal capitalism, and postmodernity. Against this more general synopsis, the autobiographical position of the author as a student and teacher of art will be elucidated as inextricably entwined with such cultural movements. This entwinement will be understood both in terms of its capacity to "position" the subject, and yet concomitantly as a site of disavowal, refusal, and subjective agency. In this manner, the personal commitment of the author to art education will be developed in a way to implicate early school and familial experiences with art. Such early autobiographical experiences arguably form the coordinates of our identities as art educators, and similarly, constitute the key issues with which we must necessarily grapple in pedagogical practice. It is in negotiation with such issues and early enculturation that this article argues our relationship to art curriculum and practice is located. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Graduates; Expectation; Cultural Context; Foreign Students; Alienation; Supervisor Supervisee Relationship; Professional Isolation; Social Isolation; Cultural Isolation; Coping; Self Determination; Collegiality; Student Adjustment; Qualitative Research; Critical Incidents Method; Negative Attitudes

Abstract:
The purpose of the study was to examine the experiences of international graduates to find out how they perceived their new learning environment in Singapore, and to explore the strategies they employed to adjust to, manage and construct meaning out of their learning situation. A qualitative, critical incidents methodology was used in the research. It was found that adjustment for students was most difficult in the first 6 to 12 months from entry into the new cultural context, largely due to the influence of previous educational and cultural experiences on expectations. Four major themes were identified in the student experiences those of marginalisation: student/supervisory relationship, academic/organisational marginalisation, social marginalisation and advantaging. The coping strategies identified were those of self-determination, collegial support and examination strategies. The importance of collegial support as a key coping strategy for international student adjustment was confirmed in the study. Implications arising from the study may inform intervention programmes that are directed to the points of tension identified in students' experiences. (Contains 6 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Universities; Student Leadership; Social Status; Student Attitudes; Interviews; Data Analysis; Public Colleges; Student College Relationship; College Environment; Cultural Isolation; Alienation; Christianity; Protestants; College Students; Identification; Religious Factors; Personality Theories; Values; Beliefs; Student Behavior; Phenomenology

Abstract:
This phenomenological investigation highlights the experiences of evangelical Christian student leaders at two Midwestern public universities. These students perceived their public university environments not only as incongruent with, but also as antagonistic and oppressive toward, their values, beliefs, and behaviors. Besides detailing how these students navigated their culturally incongruent environments, the authors introduce the concept of "social status ambiguity" to describe how differing perceptions of the religious identity of these students may result in the concurrent existence of the privileged and oppressed social statuses in that identity domain. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; High Schools; School Restructuring; Income; Cultural Isolation; Drug Abuse; Minority Group Children; Rural Areas; Rural Education; Poverty; Low Income Groups; Geographic Isolation; Economic Climate; Access to Education; Faculty Mobility; College School Cooperation

Abstract:
While many efforts to reform high schools target large cities, a similar minority located at the fringes of American culture has been relatively overlooked. Low-income, rural students suffer many of the same social maladies--such as severe poverty and widespread drug abuse--as urban minority children, and they are comparably disadvantaged when it comes to college access. These students endure geographic and cultural isolation as well as the fallout from stagnant local economies. Most of the high schools are located in low-income, rural areas that face dwindling enrollments, budgetary cutbacks, high faculty-turnover rates and other significant challenges. Since 2003, the Great Maine Schools Project, a statewide high school reform initiative funded by the Bill & Melinda Gates Foundation, has been working to strengthen Maine high schools and send more Maine students on to higher education. In this article, the author discusses the significance of "Early College" programs which specifically target underperforming and low-income youth who may not intend to enroll in higher education or who may be the first in their family to attend college. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ideology; Working Class; Social Class; Socioeconomic Status; Educational Environment; Social Stratification; Cultural Isolation; Social Attitudes; Alienation; Self Concept; Teacher Student Relationship; Consciousness Raising; Higher Education

Abstract:
Ever since George Washington opted for the title of president rather than king, Americans have been uncomfortable with the idea of class distinctions. This article presents an interview with Dr. Janet Galligani Casey regarding the idea of class distinctions. Galligani Casey, who grew up in a working-class neighborhood in Somerville, Massachusetts, specializes in modern American literature and culture, in particular ideologies of class and gender and late 19th- and 20th-century leftist literature and working-class literature, especially of the depression. Here, Dr. Casey says it is time for liberal arts colleges to examine how current diversity rhetoric ignores class distinctions while the culture of the academy actively promotes movement from one socioeconomic class to another. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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