The article discusses the theoretical background of inclusive research and presents a specific meta-analysis on its methodological implications. Furthermore, the scope of the current paper is to gain a better understanding of the present methodology and its future directions in the research on disadvantaged individuals. By using the Delphi-method, a qualitative prediction was formulated in collaboration with professionals who have relevant knowledge in the field, and individuals directly affected by the questions involved. The feedback questionnaire technique allowed participants to actively engage in the deveopment of the research instrument. Building on the prelimanary results a Likert scale questionnarie was developed and used in the second stage of the Delphiinquiry. The scientific implication of the research is that it serves as a basis for further investigation using inclusive methodology in research involving disadvantaged groups.
Keywords: inclusive research, particpatory research, Delphi-method, disadvantaged groups, disability,
This paper focuses on the conditions of participatory and emancipatory research with people with disability. In the first part of the article, similarities and differences among various inclusive research approaches are described. Methods of action research, participatory research, and emancipatory research are compared and contrasted, with a special focus on participation and empowerment. The second part of the paper includes a discussion of the benefits and challenges of participatory research with typically developing children and with children with special needs. Children and young people, regardless of their disability, like to be involved in decisions about questions and issues of their own life. If research is well-planned and strategies are individualized, then participatory research can be successfully used with children with and without special needs. Results from previous research show that children are able to contribute new ideas and creative thoughts to research projects on healthcare, education, technology, and childhood.
Keywords: emancipatory and participatory research, participation, children with special needs
This paper focuses on the conditions of participatory and emancipatory research with people with disability. In the first part of the article, similarities and differences among various inclusive research approaches are described. Methods of action research, participatory research, and emancipatory research are compared and contrasted, with a special focus on participation and empowerment. The second part of the paper includes a discussion of the benefits and challenges of participatory research with typically developing children and with children with special needs. Children and young people, regardless of their disability, like to be involved in decisions about questions and issues of their own life. If research is well planned and strategies are individualized, then participatory research can be successfully used with children with and without special needs. Results from previous research show that children are able to contribute new ideas and creative thoughts to research projects on healthcare, education, technology, and childhood.
Keywords: emancipatory and participatory research, participation, children with special needs
The article presents the emergence of „evidence based research” in the context of the US education policy under the Bush Administration as well as the criteria and the program developed in that period. Furthermore, the international and German reception of this new paradigm of educational sciences is also discussed. Reception refers to the wide range of intended functions associated with evidence based research, its claimed advantages in the field of education policy, and the education research methodology proposals and limitations suggested in connection with the new paradigm. Attributed as „empirische Bildungsforschung” and propagated as the new and only acceptable model of education research in Germany, evidence based research has been object to strong controversies in the country and around the world. The paper critically examines the ambition of this model for research, political planning and education reform. Finally, the paradigm is refuted due to its implications for research, and to the problematic consequences it may produce in education and in the status and theory of educational sciences.
Keywords: research methodology in educational sciences; evidence based research, status of educational sciences, Empirische Bildungsforschung, Germany.
To consider giftedness to be homogenous and not to distinguish between the methods suitable for different talent development can be the barrier of the provision. Besides the subtle elements of the socio-cultural background, the age factor and the form of the giftedness should also be taken into account, as these require very different environments. A number of additional factors and their delicate coincidence have to be detected as a further step. The provision of the gifted can only be truly effective if it relies on a credible scientific background. Even just slightly false theories lead to the wrong directions. This study based on Hungarian and international literature is to show the diversity of talent, the significance and role of its components, and to prove why talent is not dormant and hidden, but an active path-seeker.
Keywords: gifted, conception, coincidence, differentiation
Qualifications framework is a policy tool recommended by the European Union to ensure the transparency and permeability of qualifications. By building on learning outcomes and the inclusion of social stakeholders, the framework endeavours to make the qualifications of different Member State comparable for all educational subsectors. Showing the content of qualifications and thereby supporting mobility aim at better communication between the qualifications systems of the MSs, but there is another aspect of communication: namely, how EU institutions make MSs act (not obligatory) according to the Recommendation of the European Parliament and of the Council regarding the development of a qualifications framework. The author of this paper analyses and evaluates those EU measures and procedures, which result in MSs following the direction set by the Recommendation, finally implementing a qualifications framework.
Keywords: qualifications system, qualifications framework, EU education policy, mobility, lifelong learning
Teachers are the key figures of a fair and effective education of the more and more diverse student population. However, teachers’ classroom behaviour is to a great extent influenced by their own educational beliefs. Before the present research there has been no study to reveal Hungarian teachers’ beliefs about intercultural education and the impact these have on their classroom behaviour. Therefore, we carried out a multiple-method-research (triangulation) on this topic among teachers from Budapest. First, we ran focus group sessions, then we carried out a questionnaire study, and finally we took and analysed video records of the lessons of culturally sensitive teachers. In the present article we introduce how teachers’ intercultural beliefs were related to their cooperation patterns with parents of immigrant and Roma background. According to the teachers’ interpretations, the core elements of multicultural education are the acceptance of the immigrant or minority students’ otherness, the striving for an effective high level education for the sake of the integration, because that – apart from the students’ own efforts – requires a sensitive support. However, teachers feel that they face a number of problems during these processes. In case of the immigrant parents, the main problem is the gap in the communication between parents and teachers; whereas, in case of Roma families, teachers feel that the parents are not approachable. However, teachers not only reported about their personal problems and strategies, but also about the controversial institutional strategies of their school in relation to student diversity.
Keywords: teachers’ beliefs, teacher-parent cooperation, student diversity, intercultural education, educational institutional strategies
The paper presents some definitions of multicultural education and claims that deficit pedagogy as a part of multicultural education is not just out-of date, but because it reconstructs social-ethnic and gender etc. inequalities, it contributes to the reinforcement of social hierarchies. The study also discusses cultural concepts, some theories and practices that try to synchronize school and family cultures (e.g. culturally responsive teaching, funds of knowledge for teaching and narrative approaches). It suggests that the notion of family should be redefined and the use of family history method could help Hungarian teachers, too, to discover their students’ multigenerational histories and the symbolic world they live in.
Keywords: multicultural education, culture, culturally responsive teaching, family histories and narratives
Our study with participation of more than 300 teachers from Budapest aimed to explore the meanings of multicultural education as seen by these teachers. We also measured their attitudes toward multicultural education and pointed out different correlates of these attitudes. Our findings show that besides the fact that the majority of the various elements of intercultural/multicultural education as represented in the literature can also be found to some degree in the interpretations of teachers in our sample, a significant part of the answers remains rather descriptive: they refer to the cultural differences and the co-teaching of the different cultures as well as to giving information and building knowledge about other cultures. A non-neglectable amount of answers, however, goes beyond the descriptive level mentioned above: they refer to the acceptance of the culturally different. This level is considered ethnorelative, or the starting point of multicultural attitudes in the literature. Three factors proved to be predictors of attitudes toward multicultural education: 1) basic dimensions such as values and authoritarianism, 2) relations to the Other and the out-group members as well as affects and anxiety experienced during interaction with them, and 3) diversity experiences during childhood and in the family (whether they spoke foreign languages) as well as during the teaching career (ratio of students from other countries, experiences with students with different backgrounds).
Keywords: teachers in Budapest, attitudes toward multicultural education, values, diversity