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Abraham, Getahun YacobORCID iD iconorcid.org/0000-0002-4817-0135
Publications (10 of 23) Show all publications
Abraham, G. Y. (2018). Book review: Education, Social Progress, and Marginalized Children in Sub-Saharan Africa: Historical Antecedents and Contemporary Challenges.
Open this publication in new window or tab >>Book review: Education, Social Progress, and Marginalized Children in Sub-Saharan Africa: Historical Antecedents and Contemporary Challenges
2018 (English)Other (Other academic)
National Category
Social Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-67578 (URN)
Available from: 2018-06-12 Created: 2018-06-12 Last updated: 2018-06-12
Abraham, G. Y. (2018). Immigrant Students Reflections on Their Failed Results from Compulsory School: Reconsidering Multi-dimensional Solutions. Journal of Education and Cultural Studies, 2(3), 213-226
Open this publication in new window or tab >>Immigrant Students Reflections on Their Failed Results from Compulsory School: Reconsidering Multi-dimensional Solutions
2018 (English)In: Journal of Education and Cultural Studies, ISSN 2573-0401, Vol. 2, no 3, p. 213-226Article in journal (Refereed) Published
Abstract [en]

The purpose of the study is to investigate reasons students with an immigrant background in one Swedish high school gives for their failure in some subjects at the end of their compulsory education. An interview with 18 students with an immigrant background is used as a method. According to the students, schools’ employment of substitute teachers without subject knowledge, reducing and firing competent teachers and less time for Swedish language lessons are reasons for failure in relation to schools. Other reasons given that affect results relate to family issues; leaving their country of origin, having many siblings and not getting enough attention from parents, parents inability to help them with school work, limited family financial resources and social obligations to support family members in their country of origin. In their residential area; not meeting persons with Swedish origin, lack of recreational facilities and meeting place, higher unemployment and crime rate are emphasized as affecting their lives and influencing their results. Based on the research findings and reviewed literature, students’ failure is mainly related to school, family and residential areas. The problems vary to a great extent, hence, the solutions should also bemulti-dimensional.

Place, publisher, year, edition, pages
Los Angeles, CA: Scholink, 2018
Keywords
compulsory school, failed results, family, immigrant students, residential areas
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-68958 (URN)10.22158/jecs.v2n3p213 (DOI)
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2019-01-17Bibliographically approved
Abraham, G. Y. (2018). Innan doktorshatten: Granskning av utbildningsvetenskapliga avhandlingar. In: Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg (Ed.), Samhälle, genus och pedagogik-utbildningsvetenskapliga perspektiv: Vänbok till Inga Wernersson (pp. 219-238). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Innan doktorshatten: Granskning av utbildningsvetenskapliga avhandlingar
2018 (Swedish)In: Samhälle, genus och pedagogik-utbildningsvetenskapliga perspektiv: Vänbok till Inga Wernersson / [ed] Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg, Trollhättan: Högskolan Väst , 2018, p. 219-238Chapter in book (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-70520 (URN)978-91-88847-17-1 (ISBN)978-91-88847-16-4 (ISBN)
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2019-03-07Bibliographically approved
Abraham, G. Y. (2018). International practicum for what and on whose  terms?. In: : . Paper presented at Teacher Education and Diversity.
Open this publication in new window or tab >>International practicum for what and on whose  terms?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

International practicum for what and on whose  terms?

 

                                                                 Getahun Yacob Abraham

                                                                                       Senior Lecturer

                                                                                       Karlstad University

 

The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009;  Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995).

 

Keywords: Internationalization, International practicum, teacher students, North, South. 

 

References

 

Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry.  

https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035

 

Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368.

 

Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428.

 

Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37.

 

Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104. 

 

Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95.

 

Keywords
Internationalization, International practicum, teacher students, North, South.
National Category
Social Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-70519 (URN)
Conference
Teacher Education and Diversity
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2019-01-11
Abraham, G. Y. & von Brömssen, K. (2018). Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa. Education Inquiry, 9(4), 347-362
Open this publication in new window or tab >>Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa
2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, no 4, p. 347-362Article in journal (Refereed) Published
Abstract [en]

Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
student teachers, field study, internationalisation, qualitative research, intercultural competence, professional development, South Africa, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-66440 (URN)10.1080/20004508.2018.1428035 (DOI)
Available from: 2018-02-19 Created: 2018-02-19 Last updated: 2019-03-13Bibliographically approved
Abraham, G. Y. & Barksdale, M. A. (2018). Literacy and Democracy in South African Primary Schools (1ed.). Lexington Books
Open this publication in new window or tab >>Literacy and Democracy in South African Primary Schools
2018 (English)Book (Refereed)
Place, publisher, year, edition, pages
Lexington Books, 2018. p. 187 Edition: 1
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65591 (URN)9781498561457 (ISBN)
Available from: 2018-01-13 Created: 2018-01-13 Last updated: 2018-03-12Bibliographically approved
Abraham, G. Y. (2017). Failed grades, schools, families and neighborhoods: Swedish Immigrant pupils’ reflections on their reality. In: : . Paper presented at EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION (ECER); Copenhagen, Danmark, 2017-08-22. ECER
Open this publication in new window or tab >>Failed grades, schools, families and neighborhoods: Swedish Immigrant pupils’ reflections on their reality
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
ECER, 2017
National Category
Social Sciences Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-63620 (URN)
Conference
EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION (ECER); Copenhagen, Danmark, 2017-08-22
Available from: 2017-09-13 Created: 2017-09-13 Last updated: 2018-03-12Bibliographically approved
Abraham, G. Y. & Wikan, G. (2017). Postcolonial perspective, indigenous knowledge and critical theories for transforming universities and societies in Southern/Africa. In: : . Paper presented at SANORD Conference 2017, Elephant Hills, Victoria Falls, Zimbabwe, 28 November - 1 December 2017.
Open this publication in new window or tab >>Postcolonial perspective, indigenous knowledge and critical theories for transforming universities and societies in Southern/Africa
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This conference paper will address some problems facing Southern/African universities. Instead of detailed discussion of general problems facing universities in Southern/Africa, it will focus on universities relation to their funding partners such as the state and external donors, as well as their role as higher education institution in terms of teaching, research and the outreach/community services program. We believe postcolonial investigation into higher education helps universities to look into their past and its impact on their present. Through researching indigenous knowledge systems, they can find out about locally developed knowledge that they can integrate into their educational curricula. Concepts from critical theories could be used to analyse universities relations to their funders, their teaching-learning process, their research and their outreach to their communities. Specifically, through using critical pedagogic approach, they can prepare their students to critically view the reality of their societies, to find out their needs and to participate in the process of their transformation. On the base of these perspectives, hopefully universities could address the problems of inequalities caused by class, gender, ethnicity and race.

 

 

KEYWORDS: Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa.

Keywords
Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa
National Category
Social Sciences Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65456 (URN)
Conference
SANORD Conference 2017, Elephant Hills, Victoria Falls, Zimbabwe, 28 November - 1 December 2017
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2018-03-12Bibliographically approved
Abraham, G. Y. (2017). The Neoliberal New Public Management influence on the Swedish Higher Education. Kapet (elektronisk), 13(1), 45-58
Open this publication in new window or tab >>The Neoliberal New Public Management influence on the Swedish Higher Education
2017 (English)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 45-58Article in journal (Other academic) Published
Abstract [en]

This study is about neoliberal New Public Management (NPM) entry into the Swedish higher education institutions, its effects and the possible alternatives to it. Academic articles, policy documents and government reports are used for the study. The results of the study show in the Swedish higher education institutions, NPM market characters such as efficiency, competition, quality control, customer satisfaction and manpower training for the labour market are emphasised. Easily measurable knowledge is prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, and staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasise on the importance of all partners in higher education to review the present condition to facilitate the possibility of keeping higher education as public autonomous institutions, academic freedom intact, assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long-term and short-term research.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017
Keywords
Higher education, Neoliberalism, New Public Management, Sweden
National Category
Social Sciences Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65457 (URN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2018-03-12Bibliographically approved
Abraham, G. Y. (2015). What are the aims of the lessons on role models?: Teachers and pupils’ understanding of the theme in South African comprehensive school classes.. Online Educational Research Journal, 5(5)
Open this publication in new window or tab >>What are the aims of the lessons on role models?: Teachers and pupils’ understanding of the theme in South African comprehensive school classes.
2015 (English)In: Online Educational Research Journal, ISSN 2044-0294, E-ISSN 2044-0294, Online Educational Research Journal, ISSN 2044-0294, Vol. 5, no 5Article in journal (Refereed) Published
Abstract [en]

Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault’s concepts of normalisation and normalising judgment and Connell’s concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.

 

 

Place, publisher, year, edition, pages
Durham: , 2015
Keywords
lessons, masculinity, normalising, role models, South Africa
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-38268 (URN)
Available from: 2015-10-28 Created: 2015-10-28 Last updated: 2017-12-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4817-0135

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