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Abraham, Getahun YacobORCID iD iconorcid.org/0000-0002-4817-0135
Publications (10 of 30) Show all publications
Abraham, G. Y. (2019). Freire’s concepts and theories as a strategy to reduce poverty. In: : . Paper presented at Southern African Nordic Center (SANORD) 2019.
Open this publication in new window or tab >>Freire’s concepts and theories as a strategy to reduce poverty
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract: Freire’s concepts and theories as a strategy to reduce poverty

 

Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden 

 

Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences

 

The UN Sustainable Development Goals puts as its first goal, “End Extreme Poverty In All Forms By 2030” (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts “generative themes”, dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire’s concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.

Keywords
Poverty eradication/reduction, Universities, “generative themes”, dialogue, transformation.
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-74868 (URN)
Conference
Southern African Nordic Center (SANORD) 2019
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-10-09
Abraham, G. Y. (2019). Teacher Education as Preparation for Diversity. In: : . Paper presented at Interculturality in Teacher Education and Training: Methodologies, Criticality, and Sustainablity. June, 17-19, KAU.
Open this publication in new window or tab >>Teacher Education as Preparation for Diversity
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of “generative themes”, dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents’ perspectives; helping children to understand and respect diversity; engaging with disadvantaged children’s diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments. 

Keywords
Intercultural communication, intercultural education, intercultural perspective, preschool, preschool teacher education.
National Category
Social Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-74866 (URN)
Conference
Interculturality in Teacher Education and Training: Methodologies, Criticality, and Sustainablity. June, 17-19, KAU
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-26
Abraham, G. Y. (2019). The Quest for Intercultural Perspective in the Swedish Education System. In: European Conference for Education Research (ECER 2019): . Paper presented at European Conference for Education Research (ECER 2019).
Open this publication in new window or tab >>The Quest for Intercultural Perspective in the Swedish Education System
2019 (English)In: European Conference for Education Research (ECER 2019), 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this study is to explore the status of intercultural perspective in education in Sweden. The study is guided by three questions of what are the official views of intercultural perspective in education, why intercultural perspective is relevant for education and what are the possible ways of implementing it. Bennett´s definition of intercultural learning is considered as theoretical starting point for the study, ‘Acquiring increased awareness of subjective cultural context (world view), including one’s own, and developing greater ability to interact sensitively and competently across cultural contexts...’ (Bennett, 2009, S.3). A general literature on intercultural perspective and a literature on the subject with specific focus on Sweden are referred for this study. The result of the reviews show the concept of intercultural education was introduced as a policy documents in Sweden as early as the 1980s; a serious definition of what intercultural was not considered; there is a general recognition of diversity based on language, religion, ethnicity, gender, etc; while recognizing diversity, the focus is on understanding differences; on helping the “immigrant” to integrate to the society; on stating laws and policies for protection against discrimination of different groups. There is a common understanding among the authors of the reviewed texts, that more should be done to develop intercultural perspective in the different levels in the education system. 

Keywords
diversity, education, intercultural education, intercultural perspective, multiculturalism, Sweden.
National Category
Social Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-74867 (URN)
Conference
European Conference for Education Research (ECER 2019)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-26
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
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-67578 (URN)
Available from: 2018-06-12 Created: 2018-06-12 Last updated: 2019-07-03Bibliographically approved
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, Inland Norway University of Applied Sciences, 3-4 December 2018..
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
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-70519 (URN)
Conference
Teacher Education and Diversity, Inland Norway University of Applied Sciences, 3-4 December 2018.
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2019-05-23Bibliographically approved
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. & von Brömssen, K. (2018). Swedish student teachers´ perspectives on their short field study in South Africa. In: : . Paper presented at 11th Annual International Southern African - Nordic Centre (SANORD) 2018 Conference. 15 - 17 August 2018, University of Jyväskylä, Finland.
Open this publication in new window or tab >>Swedish student teachers´ perspectives on their short field study in South Africa
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”. 

 

 

Keywords
Field study, intercultural competence, internationalization, student teachers
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-68957 (URN)
Conference
11th Annual International Southern African - Nordic Centre (SANORD) 2018 Conference. 15 - 17 August 2018, University of Jyväskylä, Finland
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2019-06-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4817-0135

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