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Abraham, Getahun YacobORCID iD iconorcid.org/0000-0002-4817-0135
Publications (10 of 27) 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
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
Abraham, G. Y. (2018). Teachers as pedagogues, intellectuals and activists for promoting social justice through education. In: : . Paper presented at ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 4-7 september, 2018. Bolzano..
Open this publication in new window or tab >>Teachers as pedagogues, intellectuals and activists for promoting social justice through education
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract

The purpose of this study is to investigate how teachers prepare themselves to play their role of developing their students critical thinking to understand the injustice and power relations in their society. The emphasis is on teachers as subjects and their role on preparing “critical citizens” (Moyo, 2013) that will promote democracy and social justice. 

Teachers are expected to work with different functions of education such as qualifications, socialization and subjectification (Biesta, 2015). Kincheloe (2008) describe teachers in a critical context as follows:

Teachers working in a critical context rebel against the view of practitioners as information deliverers, as deskilled messengers who uncritically pass along a canned curriculum. Highly skilled scholarly teachers research their students and their communities and analyse the curricular topics they are expected to cover. In light of such inquiry, these teachers develop a course of study that understands subject matter and academic skills in relation to where their students come from and the needs they bring to school…  (Kincheloe 2008, 118).  

My attempt to understand the role of teachers is inspired by critical pedagogy. According to this perspective, teachers who are willing to give room for their students and encourage them to be critical citizens are considered “problem posing educators” (Freire, 1970), “radical teachers” (Giroux, 1983), “public intellectuals” (Giroux, 2011), etc. According to Freire (1970) these teachers recognize the role of “teacher-student” and “student-teacher”; they teach their students and they are also ready to learn through their students´ reflections and from their life experiences. 

These teachers in addition to their good theoretical understanding are also activists in their society. Through participation in organizations such as teachers´ unions, local cultural and social associations they are well informed about the current issues and demands of their society.

In their classrooms, together with their students through “generative themes” (Freire, 1970) raises issues that are not only about school subjects but also relevant to the society at large. By using “dialogic metod” (Ibid., Shor & Freire,1987) they gradually approach the issues from different angels; this enable them to see inequalities and injustice some sectors of the society are experiencing. Beyond understanding, in practice they work on promoting democracy and social justice.  

I would like to give two examples from the literature I reviewed. The first one is about an American high school teacher, who brought a leather soccer ball and put it in front of his students of Global Studies. He asked them to write anything about the ball and he told them they are allowed go to the front touch it and investigate it as they want. They wrote about it from different perspectives but all of them missed the text in small letters on the ball, that says Made in Pakistan. When the teacher showed them that, they started wondering why it was made in Pakistan, who produced it, how was the working condition for those who produced it, etc. This lead them to critically reflect and discuss even other issues related to materials produced abroad and the exploitative relations involved (Smyth, 2011). 

The second example is about students from poor farmer families in Tuscany region in Italy. They were helped by their teacher, Don Lorenzo Milani to be aware of their underclass non-privileged position in their society and their school. Eight pupils from the school, Barbiana school wrote a book titled, Letter to A Teacher (Lettera). In their book, they criticized the school system for failing them and the privilege middle class children received in their expense (Mayo, 2013). 

 

Keywords
Teachers, pedagogues, intellectuals, activists, critical citizen, critical pedagogy
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-68959 (URN)
Conference
ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 4-7 september, 2018. Bolzano.
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2019-06-03Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4817-0135

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