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href="https://www.academia.edu/114624620/Professionalism_in_the_era_of_accountability_Role_discrepancy_and_responses_among_teachers_in_the_Netherlands"><img alt="Research paper thumbnail of Professionalism in the era of accountability: Role discrepancy and responses among teachers in the Netherlands" class="work-thumbnail" src="https://attachments.academia-assets.com/111273492/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114624620/Professionalism_in_the_era_of_accountability_Role_discrepancy_and_responses_among_teachers_in_the_Netherlands">Professionalism in the era of accountability: Role discrepancy and responses among teachers in the Netherlands</a></div><div class="wp-workCard_item"><span>British Journal of Sociology</span><span>, Jan 3, 2022</span></div><div 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In the field of education, standardisation and outcome-based quality measures have become the norm. Teachers are held accountable through their students' results, with their work subject to ongoing surveillance (performance-based accountability). This has changed the nature of teachers' tasks, and what it means to be a \"good teacher\". Based on 20 teacher interviews across six primary schools in the Netherlands, this study examines teachers' practices and beliefs, asking: do they experience role discrepancy? What responses do we see as a result? And, what does this reveal about teachers' sense of professionalism today? Findings show that all teachers experience the pressure of high workloads and the need to prioritise tasks. Whereas a small minority of respondents understand performative tasks as having a crucial function of supporting student learning and achievement, others experienced a discrepancy between these performative tasks and the tasks they believed to be at the heart of good teaching. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114624618]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114624618,"title":"Coping with educational challenges: a student perspective","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2013,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/114624618/Coping_with_educational_challenges_a_student_perspective","translated_internal_url":"","created_at":"2024-02-07T23:40:08.474-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":205146,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Coping_with_educational_challenges_a_student_perspective","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":205146,"first_name":"HULYA","middle_initials":null,"last_name":"KOSAR ALTINYELKEN","page_name":"HULYAKOSARALTINYELKEN","domain_name":"uva","created_at":"2010-06-20T19:48:39.842-07:00","display_name":"HULYA KOSAR ALTINYELKEN","url":"https://uva.academia.edu/HULYAKOSARALTINYELKEN"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[{"id":39282396,"url":"https://dare.uva.nl/personal/search?identifier=c5913130-4c67-4adb-adef-7894e2ba7ebb"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114624617"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114624617/Curriculum_Change_in_Turkey_Some_Critical_Reflections"><img alt="Research paper thumbnail of Curriculum Change in Turkey: Some Critical Reflections" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114624617/Curriculum_Change_in_Turkey_Some_Critical_Reflections">Curriculum Change in Turkey: Some Critical Reflections</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The revision of the primary school curriculum is one of the most significant changes the Justice ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The revision of the primary school curriculum is one of the most significant changes the Justice and Development Party (AKP), has introduced in recent years within the Turkish education system. The need for change within the curriculum that is in line with contemporary national and international developments was highlighted in the party program before the AKP came to power in 2002 (AKP 2002, AKP 2001). The curriculum review process was initiated as early as 2004, during which the educational programs for five subjects were revised and new curricular documents were developed. The 2004 curriculum introduced substantial changes in the curriculum content, pedagogical approach, and assessment system (MoNE 2005). The content load was reduced, and a thematic approach was considered in the organization of content. It adopted a “competence-based” approach as opposed to the traditional knowledge-based (or subject-based) curriculum approach, and emphasized the development of select competencies and skills. In terms of pedagogical approach, it adopted student-centered pedagogy and encouraged student participation, classroom activities, the use of learning aids, hands-on learning, and cooperative learning. Student assessment was also revised in an attempt to move beyond testing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114624617"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114624617"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114624617; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114624617]").text(description); $(".js-view-count[data-work-id=114624617]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114624617; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114624617']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 114624617, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114624617]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114624617,"title":"Curriculum Change in Turkey: Some Critical Reflections","translated_title":"","metadata":{"abstract":"The revision of the primary school curriculum is one of the most significant changes the Justice and Development Party (AKP), has introduced in recent years within the Turkish education system. 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The findings indicate that establishing friendships with non-Chinese students is challenging due to several reasons: language comprehension/production, cultural distance, interests in different social activities, lack of initiatives from Dutch students, (perceived) prejudice and discrimination, and dependence on the Chinese community. 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The research on which the book is based has been developed between the years 2009 and 2011 in the context of the IS Academie \"Education and International Development\", a research programme located at the University of Amsterdam (UvA) and funded by both the UvA and the Dutch Ministry of Foreign Affairs (Minbuza). Thus, our first thanks go to the UvA and to the Minbuza for having pledged the necessary resources and their firm commitment to make the IS Academie programme possible. One of the main research lines of the IS Academie programme explores the relationship between global education policies and international development processes. While developing this broad line of inquiry, our research team realized the necessity to study more in-depth the role that teachers play in global policy processes, and the effects of these policies on teachers' labour and professionalism. This idea was presented to the Education International Research Institute Board who expressed a strong interest in supporting a comparative study with such a focus. Therefore, we would like to extend our gratitude to Education International (EI) for contributing the necessary resources to successfully develop this project on global education reforms and teachers. 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At the same time, this paper highlights how mosque pedagogy is not only an educational matter but increasingly immersed within competing societal and political agendas of two states.","publication_date":{"day":7,"month":11,"year":2018,"errors":{}},"publication_name":"Comparative 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href="https://www.academia.edu/109577409/Global_Education_Policy_and_International_Development_An_Introductory_Framework"><img alt="Research paper thumbnail of Global Education Policy and International Development : An Introductory Framework" class="work-thumbnail" src="https://attachments.academia-assets.com/107660408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577409/Global_Education_Policy_and_International_Development_An_Introductory_Framework">Global Education Policy and International Development : An Introductory Framework</a></div><div class="wp-workCard_item"><span>Bloomsbury Academic eBooks</span><span>, Sep 12, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a 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Academic","grobid_abstract":"Today, as we speak, similar education reforms and a common set of education policy jargon are being applied in many parts of the world, in locations that are incredibly diverse both culturally and in terms of economic development. Education policies and programmes such as child-centred pedagogies, school-based management, teachers' accountability, public-private partnerships or conditional-cash transfer schemes are being discussed and implemented everywhere, to the point that they have acquired the status of 'global education polices' (GEP). More and more researchers, coming from different disciplines and sub-disciplines such as comparative education, political sociology, anthropology and political sciences, are paying attention to the GEP phenomenon. Traditionally, scholars have used very diverse terms to refer to this phenomenon, among others policy diffusion, policy borrowing, policy transfer, policy travelling, isomorphism or convergence, among others. However, paradoxically, existing research on GEP does not always incorporate processes of globalization into its analytical framework, at least in a comprehensive way. Quite often, research on the topic does not provide an account of how and why policies are globally constructed and settled in global agendas. They are focused on the international dimension of the policy process, i.e. they look at the transfer of policies 'within countries and across countries' (Stone 2004, p. 545) or as a 'boundary-crossing practice' (Peck et al. 2010, p. 169), but do not grasp the global dimension that education policy-making is now acquiring. Another habitual problem in the policy transfer literature is that it often implies a dichotomy between the local and the global 'levels' and represents them as separate layers of educational governance (Mukhopadhyay et al. 2011). When doing so, research fails to capture the complexity of global politics and the fact that different political scales are mutually constituted (Robertson et al. 2002). Furthermore, much research on GEP does not provide sufficiently rich empirical evidence on the interplay between processes of globalization and the re-contextualization of education policy in local places. Doing so is methodologically challenging, but if we attempt to understand education policies globally, the study of the complex relationships between global ideas, its dissemination and recontextualization becomes a key task (Ball 1998). This book contributes to addressing these and other challenges that globalization poses in education policy analysis. Its main objective is to analyze the reasons, agents and factors b ehind the glob alization of educational policy and, b y doing so, reflect on the structures, processes and events through which a glob al education policy landscape is b eing constituted. Contributions to the book provide an in-depth theoretical and empirical understanding of educational change and education reform in an increasingly globalizing world. The authors are a mix of established and up-and-coming Southern and Northern scholars with great expertise in the analysis of specific global programmatic ideas. The book also draws on the special contribution of Roger Dale and Gita Steiner-Khamsi. In their concluding remarks, these two distinguished scholars look at the GEP phenomenon and, in particular, the cases collected in the book, with the different theoretical lenses through which they look at the globalization-education relationship, and as a way to develop some crucial and original insights. About this book The case studies collected in the volume reflect, on the one hand, on the capacity of international organisations and other political actors to shape education agendas and disseminate education policies globally. On the other hand, they analyze the complex process of the re-contextualization of global policies at the country level, and their effects on educational governance. India, Brazil, South Africa, Turkey, Kenya, Uganda and Central America are some of the locations in which the case studies have been developed. In the different studies, authors look at the globalization-education relationship from multiple theoretical perspectives, including neo-institutionalism, constructivism, international political economy and social movements theory, and by applying different methodological approaches, mainly qualitative, such as comparative analysis, the vertical case study or discourse analysis. Despite their diversity, all chapters in this volume converge on the idea that processes of glob alization have drastically altered the education policy landscape across the world and, more particularly, in the context of developing countries.","publication_date":{"day":12,"month":9,"year":2014,"errors":{}},"publication_name":"Bloomsbury Academic eBooks","grobid_abstract_attachment_id":107660408},"translated_abstract":null,"internal_url":"https://www.academia.edu/109577409/Global_Education_Policy_and_International_Development_An_Introductory_Framework","translated_internal_url":"","created_at":"2023-11-22T00:48:04.704-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":205146,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":107660408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660408/thumbnails/1.jpg","file_name":"133115_verger_intro.pdf","download_url":"https://www.academia.edu/attachments/107660408/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Global_Education_Policy_and_Internationa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660408/133115_verger_intro-libre.pdf?1700644581=\u0026response-content-disposition=attachment%3B+filename%3DGlobal_Education_Policy_and_Internationa.pdf\u0026Expires=1732954587\u0026Signature=RUXD3H3XkI3OYzcfaw9RPZUGWH9QL7TtEahFBg1e5JHelu6XrBvWkG5zedNbK4bIap-lUwh7aO38ZsJfk37fYTJFGCTSaFmFm6HsZOB~JE2w3GFl8U7g2inKhKXUIBTbOp1NfEfF2EVw1oFYTe4TTbq-4K4e~kLoU6Do45IE~782ebyNOrp4cyoaSm112q-ajC4M7NIWbZS8yzPbOfzP34GNUDZDZIboF3el8MPamVtbjyaYeXmIRctBW4VTA494eQao34TajW1q9jYr9YQm~DQtzJzJqaJm-1w-OLVyJFQXMHq-pMBECA5dz4syzniKCSsyMmK1Gk15cJ23YfKbTg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Global_Education_Policy_and_International_Development_An_Introductory_Framework","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":205146,"first_name":"HULYA","middle_initials":null,"last_name":"KOSAR ALTINYELKEN","page_name":"HULYAKOSARALTINYELKEN","domain_name":"uva","created_at":"2010-06-20T19:48:39.842-07:00","display_name":"HULYA KOSAR ALTINYELKEN","url":"https://uva.academia.edu/HULYAKOSARALTINYELKEN"},"attachments":[{"id":107660408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660408/thumbnails/1.jpg","file_name":"133115_verger_intro.pdf","download_url":"https://www.academia.edu/attachments/107660408/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Global_Education_Policy_and_Internationa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660408/133115_verger_intro-libre.pdf?1700644581=\u0026response-content-disposition=attachment%3B+filename%3DGlobal_Education_Policy_and_Internationa.pdf\u0026Expires=1732954587\u0026Signature=RUXD3H3XkI3OYzcfaw9RPZUGWH9QL7TtEahFBg1e5JHelu6XrBvWkG5zedNbK4bIap-lUwh7aO38ZsJfk37fYTJFGCTSaFmFm6HsZOB~JE2w3GFl8U7g2inKhKXUIBTbOp1NfEfF2EVw1oFYTe4TTbq-4K4e~kLoU6Do45IE~782ebyNOrp4cyoaSm112q-ajC4M7NIWbZS8yzPbOfzP34GNUDZDZIboF3el8MPamVtbjyaYeXmIRctBW4VTA494eQao34TajW1q9jYr9YQm~DQtzJzJqaJm-1w-OLVyJFQXMHq-pMBECA5dz4syzniKCSsyMmK1Gk15cJ23YfKbTg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":4811,"name":"Jargon","url":"https://www.academia.edu/Documents/in/Jargon"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":38141,"name":"Global education","url":"https://www.academia.edu/Documents/in/Global_education"},{"id":57195,"name":"Policy Transfer","url":"https://www.academia.edu/Documents/in/Policy_Transfer"},{"id":884577,"name":"Phenomenon","url":"https://www.academia.edu/Documents/in/Phenomenon"}],"urls":[{"id":35684994,"url":"https://pure.uva.nl/ws/files/1540913/133115_verger_intro.pdf"}]}, dispatcherData: dispatcherData }); 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This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re) formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.","publication_date":{"day":21,"month":5,"year":2019,"errors":{}},"publication_name":"Journal of Education Policy","grobid_abstract_attachment_id":107660479},"translated_abstract":null,"internal_url":"https://www.academia.edu/109577403/Mechanisms_of_adopting_and_reformulating_comprehensive_sexuality_education_policy_in_Ethiopia","translated_internal_url":"","created_at":"2023-11-22T00:48:03.775-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":205146,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":107660479,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660479/thumbnails/1.jpg","file_name":"02680939.2019.pdf","download_url":"https://www.academia.edu/attachments/107660479/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mechanisms_of_adopting_and_reformulating.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660479/02680939.2019-libre.pdf?1700644310=\u0026response-content-disposition=attachment%3B+filename%3DMechanisms_of_adopting_and_reformulating.pdf\u0026Expires=1733022088\u0026Signature=S~iu86nZVzlRdeyoV0Rnmw0EyspnysRctfy-IOamBhTIvNurEXFYl6Z4QU9pUz2YCQAh7l1BYEQDd-2H0jp0PAuAG7BjvrqDJtT1a-EYHLFDNth5~4Y-y-V1klZmuq-zFxWMZklO~k4CrSzIawhTPlHSr~4H~6w6Tw9v8-gNu3IsG6zYKqUXYMLvzyswHrJfT8jYKHa3e84t-R7yy8T9ffeEkgukzcr8oAjfp2mC6xCzjAsLqfepMKnNDSkZ9PWfssXa-08dtvpn3straJumeWL8S~RPi0d~KIMyheKQBEx3Q6qN7XdaISTvHho6-peBaKiMJRG9lJVQqzJc7lW94A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mechanisms_of_adopting_and_reformulating_comprehensive_sexuality_education_policy_in_Ethiopia","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":205146,"first_name":"HULYA","middle_initials":null,"last_name":"KOSAR ALTINYELKEN","page_name":"HULYAKOSARALTINYELKEN","domain_name":"uva","created_at":"2010-06-20T19:48:39.842-07:00","display_name":"HULYA KOSAR ALTINYELKEN","url":"https://uva.academia.edu/HULYAKOSARALTINYELKEN"},"attachments":[{"id":107660479,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660479/thumbnails/1.jpg","file_name":"02680939.2019.pdf","download_url":"https://www.academia.edu/attachments/107660479/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mechanisms_of_adopting_and_reformulating.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660479/02680939.2019-libre.pdf?1700644310=\u0026response-content-disposition=attachment%3B+filename%3DMechanisms_of_adopting_and_reformulating.pdf\u0026Expires=1733022088\u0026Signature=S~iu86nZVzlRdeyoV0Rnmw0EyspnysRctfy-IOamBhTIvNurEXFYl6Z4QU9pUz2YCQAh7l1BYEQDd-2H0jp0PAuAG7BjvrqDJtT1a-EYHLFDNth5~4Y-y-V1klZmuq-zFxWMZklO~k4CrSzIawhTPlHSr~4H~6w6Tw9v8-gNu3IsG6zYKqUXYMLvzyswHrJfT8jYKHa3e84t-R7yy8T9ffeEkgukzcr8oAjfp2mC6xCzjAsLqfepMKnNDSkZ9PWfssXa-08dtvpn3straJumeWL8S~RPi0d~KIMyheKQBEx3Q6qN7XdaISTvHho6-peBaKiMJRG9lJVQqzJc7lW94A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":53732,"name":"Human Sexuality","url":"https://www.academia.edu/Documents/in/Human_Sexuality"},{"id":131762,"name":"Sexuality education","url":"https://www.academia.edu/Documents/in/Sexuality_education"},{"id":380315,"name":"Public Administration and Policy","url":"https://www.academia.edu/Documents/in/Public_Administration_and_Policy"}],"urls":[{"id":35684989,"url":"https://doi.org/10.1080/02680939.2019.1618918"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577390"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109577390/Muslim_Youth_Negotiating_Boundary_Maintenance_Between_the_Sexes_A_Qualitative_Exploration"><img alt="Research paper thumbnail of Muslim Youth Negotiating Boundary Maintenance Between the Sexes: A Qualitative Exploration" class="work-thumbnail" src="https://attachments.academia-assets.com/107660478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577390/Muslim_Youth_Negotiating_Boundary_Maintenance_Between_the_Sexes_A_Qualitative_Exploration">Muslim Youth Negotiating Boundary Maintenance Between the Sexes: A Qualitative Exploration</a></div><div class="wp-workCard_item"><span>Journal of Muslim Mental Health</span><span>, Sep 20, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f49e469b75bb9c6d7b01300a8b8e701" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107660478,"asset_id":109577390,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107660478/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577390"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577390"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577390; 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This study focuses on boundary maintenance between the sexes, which entails physical or social distance and avoidance of touching and gaze. These aspects of everyday social life are imbued with much symbolic significance and value. The study examined the values and norms on this subject that Muslim youth were taught and socialized into at nonformal Islamic education settings, and then compared these with values and norms conveyed at secondary schools in the Netherlands. Due to its exploratory nature, the study adopted a qualitative approach. Semi-structured interviews were conducted with 34 young adults and 28 students enrolled at secondary schools from four Muslim communities. The findings revealed that Muslim youth were taught and socialized into contradictory values and norms in these two learning contexts. While sex segregation was observed in non-formal Islamic education settings, participants' mainstream schools were coeducational. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/109577381/Global_Education_Policy_and_International_Development"><img alt="Research paper thumbnail of Global Education Policy and International Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/109577381/Global_Education_Policy_and_International_Development">Global Education Policy and International Development</a></div><div class="wp-workCard_item"><span>Bloomsbury Publishing Plc eBooks</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577381; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109577378/Improving_the_psychosocial_wellbeing_of_international_students_the_relevance_of_mindfulness"><img alt="Research paper thumbnail of Improving the psychosocial wellbeing of international students: the relevance of mindfulness" class="work-thumbnail" src="https://attachments.academia-assets.com/107660476/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577378/Improving_the_psychosocial_wellbeing_of_international_students_the_relevance_of_mindfulness">Improving the psychosocial wellbeing of international students: the relevance of mindfulness</a></div><div class="wp-workCard_item"><span>British Journal of Guidance & Counselling</span><span>, Mar 28, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="690f0de7529f01e515b5d26aab7b9b88" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107660476,"asset_id":109577378,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107660476/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577378; 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Whereas a small minority of respondents understand performative tasks as having a crucial function of supporting student learning and achievement, others experienced a discrepancy between these performative tasks and the tasks they believed to be at the heart of good teaching. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114624619"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114624619/Coping_and_support_in_educational_transitions"><img alt="Research paper thumbnail of Coping and support in educational transitions" class="work-thumbnail" src="https://attachments.academia-assets.com/111273530/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114624619/Coping_and_support_in_educational_transitions">Coping and support in educational transitions</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2930c80e0f6ef387af12aa3d3e1cc087" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111273530,"asset_id":114624619,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111273530/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114624619"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114624619"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114624619; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114624617"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114624617/Curriculum_Change_in_Turkey_Some_Critical_Reflections"><img alt="Research paper thumbnail of Curriculum Change in Turkey: Some Critical Reflections" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114624617/Curriculum_Change_in_Turkey_Some_Critical_Reflections">Curriculum Change in Turkey: Some Critical Reflections</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The revision of the primary school curriculum is one of the most significant changes the Justice ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The revision of the primary school curriculum is one of the most significant changes the Justice and Development Party (AKP), has introduced in recent years within the Turkish education system. 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Furthermore, this article examines how a range of contextual factors have reshaped the imported pedagogy in mosque classes. The factors identified in the analysis include language policies, the influence of pedagogical practices in mainstream Dutch schools, concerns about student motivation, and in the backdrop of fears of cultural alienation and assimilation in a Western context, the imperative of nurturing an Islamic and Turkish identity among ethnic minority children. This paper is based on a case study in a Turkish mosque in the Netherlands. The findings demonstrate how a myriad of individual, societal, cultural and institutional factors reshaped imported pedagogy. At the same time, this paper highlights how mosque pedagogy is not only an educational matter but increasingly immersed within competing societal and political agendas of two states.","publication_date":{"day":7,"month":11,"year":2018,"errors":{}},"publication_name":"Comparative 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href="https://www.academia.edu/109577409/Global_Education_Policy_and_International_Development_An_Introductory_Framework"><img alt="Research paper thumbnail of Global Education Policy and International Development : An Introductory Framework" class="work-thumbnail" src="https://attachments.academia-assets.com/107660408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577409/Global_Education_Policy_and_International_Development_An_Introductory_Framework">Global Education Policy and International Development : An Introductory Framework</a></div><div class="wp-workCard_item"><span>Bloomsbury Academic eBooks</span><span>, Sep 12, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a 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Academic","grobid_abstract":"Today, as we speak, similar education reforms and a common set of education policy jargon are being applied in many parts of the world, in locations that are incredibly diverse both culturally and in terms of economic development. Education policies and programmes such as child-centred pedagogies, school-based management, teachers' accountability, public-private partnerships or conditional-cash transfer schemes are being discussed and implemented everywhere, to the point that they have acquired the status of 'global education polices' (GEP). More and more researchers, coming from different disciplines and sub-disciplines such as comparative education, political sociology, anthropology and political sciences, are paying attention to the GEP phenomenon. Traditionally, scholars have used very diverse terms to refer to this phenomenon, among others policy diffusion, policy borrowing, policy transfer, policy travelling, isomorphism or convergence, among others. However, paradoxically, existing research on GEP does not always incorporate processes of globalization into its analytical framework, at least in a comprehensive way. Quite often, research on the topic does not provide an account of how and why policies are globally constructed and settled in global agendas. They are focused on the international dimension of the policy process, i.e. they look at the transfer of policies 'within countries and across countries' (Stone 2004, p. 545) or as a 'boundary-crossing practice' (Peck et al. 2010, p. 169), but do not grasp the global dimension that education policy-making is now acquiring. Another habitual problem in the policy transfer literature is that it often implies a dichotomy between the local and the global 'levels' and represents them as separate layers of educational governance (Mukhopadhyay et al. 2011). When doing so, research fails to capture the complexity of global politics and the fact that different political scales are mutually constituted (Robertson et al. 2002). Furthermore, much research on GEP does not provide sufficiently rich empirical evidence on the interplay between processes of globalization and the re-contextualization of education policy in local places. Doing so is methodologically challenging, but if we attempt to understand education policies globally, the study of the complex relationships between global ideas, its dissemination and recontextualization becomes a key task (Ball 1998). This book contributes to addressing these and other challenges that globalization poses in education policy analysis. Its main objective is to analyze the reasons, agents and factors b ehind the glob alization of educational policy and, b y doing so, reflect on the structures, processes and events through which a glob al education policy landscape is b eing constituted. Contributions to the book provide an in-depth theoretical and empirical understanding of educational change and education reform in an increasingly globalizing world. The authors are a mix of established and up-and-coming Southern and Northern scholars with great expertise in the analysis of specific global programmatic ideas. The book also draws on the special contribution of Roger Dale and Gita Steiner-Khamsi. In their concluding remarks, these two distinguished scholars look at the GEP phenomenon and, in particular, the cases collected in the book, with the different theoretical lenses through which they look at the globalization-education relationship, and as a way to develop some crucial and original insights. About this book The case studies collected in the volume reflect, on the one hand, on the capacity of international organisations and other political actors to shape education agendas and disseminate education policies globally. On the other hand, they analyze the complex process of the re-contextualization of global policies at the country level, and their effects on educational governance. India, Brazil, South Africa, Turkey, Kenya, Uganda and Central America are some of the locations in which the case studies have been developed. In the different studies, authors look at the globalization-education relationship from multiple theoretical perspectives, including neo-institutionalism, constructivism, international political economy and social movements theory, and by applying different methodological approaches, mainly qualitative, such as comparative analysis, the vertical case study or discourse analysis. Despite their diversity, all chapters in this volume converge on the idea that processes of glob alization have drastically altered the education policy landscape across the world and, more particularly, in the context of developing countries.","publication_date":{"day":12,"month":9,"year":2014,"errors":{}},"publication_name":"Bloomsbury Academic eBooks","grobid_abstract_attachment_id":107660408},"translated_abstract":null,"internal_url":"https://www.academia.edu/109577409/Global_Education_Policy_and_International_Development_An_Introductory_Framework","translated_internal_url":"","created_at":"2023-11-22T00:48:04.704-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":205146,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":107660408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660408/thumbnails/1.jpg","file_name":"133115_verger_intro.pdf","download_url":"https://www.academia.edu/attachments/107660408/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Global_Education_Policy_and_Internationa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660408/133115_verger_intro-libre.pdf?1700644581=\u0026response-content-disposition=attachment%3B+filename%3DGlobal_Education_Policy_and_Internationa.pdf\u0026Expires=1732954587\u0026Signature=RUXD3H3XkI3OYzcfaw9RPZUGWH9QL7TtEahFBg1e5JHelu6XrBvWkG5zedNbK4bIap-lUwh7aO38ZsJfk37fYTJFGCTSaFmFm6HsZOB~JE2w3GFl8U7g2inKhKXUIBTbOp1NfEfF2EVw1oFYTe4TTbq-4K4e~kLoU6Do45IE~782ebyNOrp4cyoaSm112q-ajC4M7NIWbZS8yzPbOfzP34GNUDZDZIboF3el8MPamVtbjyaYeXmIRctBW4VTA494eQao34TajW1q9jYr9YQm~DQtzJzJqaJm-1w-OLVyJFQXMHq-pMBECA5dz4syzniKCSsyMmK1Gk15cJ23YfKbTg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Global_Education_Policy_and_International_Development_An_Introductory_Framework","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":205146,"first_name":"HULYA","middle_initials":null,"last_name":"KOSAR ALTINYELKEN","page_name":"HULYAKOSARALTINYELKEN","domain_name":"uva","created_at":"2010-06-20T19:48:39.842-07:00","display_name":"HULYA KOSAR ALTINYELKEN","url":"https://uva.academia.edu/HULYAKOSARALTINYELKEN"},"attachments":[{"id":107660408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660408/thumbnails/1.jpg","file_name":"133115_verger_intro.pdf","download_url":"https://www.academia.edu/attachments/107660408/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Global_Education_Policy_and_Internationa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660408/133115_verger_intro-libre.pdf?1700644581=\u0026response-content-disposition=attachment%3B+filename%3DGlobal_Education_Policy_and_Internationa.pdf\u0026Expires=1732954587\u0026Signature=RUXD3H3XkI3OYzcfaw9RPZUGWH9QL7TtEahFBg1e5JHelu6XrBvWkG5zedNbK4bIap-lUwh7aO38ZsJfk37fYTJFGCTSaFmFm6HsZOB~JE2w3GFl8U7g2inKhKXUIBTbOp1NfEfF2EVw1oFYTe4TTbq-4K4e~kLoU6Do45IE~782ebyNOrp4cyoaSm112q-ajC4M7NIWbZS8yzPbOfzP34GNUDZDZIboF3el8MPamVtbjyaYeXmIRctBW4VTA494eQao34TajW1q9jYr9YQm~DQtzJzJqaJm-1w-OLVyJFQXMHq-pMBECA5dz4syzniKCSsyMmK1Gk15cJ23YfKbTg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":4811,"name":"Jargon","url":"https://www.academia.edu/Documents/in/Jargon"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":38141,"name":"Global education","url":"https://www.academia.edu/Documents/in/Global_education"},{"id":57195,"name":"Policy Transfer","url":"https://www.academia.edu/Documents/in/Policy_Transfer"},{"id":884577,"name":"Phenomenon","url":"https://www.academia.edu/Documents/in/Phenomenon"}],"urls":[{"id":35684994,"url":"https://pure.uva.nl/ws/files/1540913/133115_verger_intro.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577403"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109577403/Mechanisms_of_adopting_and_reformulating_comprehensive_sexuality_education_policy_in_Ethiopia"><img alt="Research paper thumbnail of Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia" class="work-thumbnail" src="https://attachments.academia-assets.com/107660479/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577403/Mechanisms_of_adopting_and_reformulating_comprehensive_sexuality_education_policy_in_Ethiopia">Mechanisms of adopting and reformulating comprehensive sexuality education policy in Ethiopia</a></div><div class="wp-workCard_item"><span>Journal of Education Policy</span><span>, May 21, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d4d7edcbc053a104a08217453b357fa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107660479,"asset_id":109577403,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107660479/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577403"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577403"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577403; 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This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re) formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes.","publication_date":{"day":21,"month":5,"year":2019,"errors":{}},"publication_name":"Journal of Education Policy","grobid_abstract_attachment_id":107660479},"translated_abstract":null,"internal_url":"https://www.academia.edu/109577403/Mechanisms_of_adopting_and_reformulating_comprehensive_sexuality_education_policy_in_Ethiopia","translated_internal_url":"","created_at":"2023-11-22T00:48:03.775-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":205146,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":107660479,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660479/thumbnails/1.jpg","file_name":"02680939.2019.pdf","download_url":"https://www.academia.edu/attachments/107660479/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mechanisms_of_adopting_and_reformulating.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660479/02680939.2019-libre.pdf?1700644310=\u0026response-content-disposition=attachment%3B+filename%3DMechanisms_of_adopting_and_reformulating.pdf\u0026Expires=1733022088\u0026Signature=S~iu86nZVzlRdeyoV0Rnmw0EyspnysRctfy-IOamBhTIvNurEXFYl6Z4QU9pUz2YCQAh7l1BYEQDd-2H0jp0PAuAG7BjvrqDJtT1a-EYHLFDNth5~4Y-y-V1klZmuq-zFxWMZklO~k4CrSzIawhTPlHSr~4H~6w6Tw9v8-gNu3IsG6zYKqUXYMLvzyswHrJfT8jYKHa3e84t-R7yy8T9ffeEkgukzcr8oAjfp2mC6xCzjAsLqfepMKnNDSkZ9PWfssXa-08dtvpn3straJumeWL8S~RPi0d~KIMyheKQBEx3Q6qN7XdaISTvHho6-peBaKiMJRG9lJVQqzJc7lW94A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mechanisms_of_adopting_and_reformulating_comprehensive_sexuality_education_policy_in_Ethiopia","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":205146,"first_name":"HULYA","middle_initials":null,"last_name":"KOSAR ALTINYELKEN","page_name":"HULYAKOSARALTINYELKEN","domain_name":"uva","created_at":"2010-06-20T19:48:39.842-07:00","display_name":"HULYA KOSAR ALTINYELKEN","url":"https://uva.academia.edu/HULYAKOSARALTINYELKEN"},"attachments":[{"id":107660479,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/107660479/thumbnails/1.jpg","file_name":"02680939.2019.pdf","download_url":"https://www.academia.edu/attachments/107660479/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mechanisms_of_adopting_and_reformulating.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107660479/02680939.2019-libre.pdf?1700644310=\u0026response-content-disposition=attachment%3B+filename%3DMechanisms_of_adopting_and_reformulating.pdf\u0026Expires=1733022088\u0026Signature=S~iu86nZVzlRdeyoV0Rnmw0EyspnysRctfy-IOamBhTIvNurEXFYl6Z4QU9pUz2YCQAh7l1BYEQDd-2H0jp0PAuAG7BjvrqDJtT1a-EYHLFDNth5~4Y-y-V1klZmuq-zFxWMZklO~k4CrSzIawhTPlHSr~4H~6w6Tw9v8-gNu3IsG6zYKqUXYMLvzyswHrJfT8jYKHa3e84t-R7yy8T9ffeEkgukzcr8oAjfp2mC6xCzjAsLqfepMKnNDSkZ9PWfssXa-08dtvpn3straJumeWL8S~RPi0d~KIMyheKQBEx3Q6qN7XdaISTvHho6-peBaKiMJRG9lJVQqzJc7lW94A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy"},{"id":53732,"name":"Human Sexuality","url":"https://www.academia.edu/Documents/in/Human_Sexuality"},{"id":131762,"name":"Sexuality education","url":"https://www.academia.edu/Documents/in/Sexuality_education"},{"id":380315,"name":"Public Administration and Policy","url":"https://www.academia.edu/Documents/in/Public_Administration_and_Policy"}],"urls":[{"id":35684989,"url":"https://doi.org/10.1080/02680939.2019.1618918"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577390"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109577390/Muslim_Youth_Negotiating_Boundary_Maintenance_Between_the_Sexes_A_Qualitative_Exploration"><img alt="Research paper thumbnail of Muslim Youth Negotiating Boundary Maintenance Between the Sexes: A Qualitative Exploration" class="work-thumbnail" src="https://attachments.academia-assets.com/107660478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577390/Muslim_Youth_Negotiating_Boundary_Maintenance_Between_the_Sexes_A_Qualitative_Exploration">Muslim Youth Negotiating Boundary Maintenance Between the Sexes: A Qualitative Exploration</a></div><div class="wp-workCard_item"><span>Journal of Muslim Mental Health</span><span>, Sep 20, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f49e469b75bb9c6d7b01300a8b8e701" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107660478,"asset_id":109577390,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107660478/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577390"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577390"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577390; 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This study focuses on boundary maintenance between the sexes, which entails physical or social distance and avoidance of touching and gaze. These aspects of everyday social life are imbued with much symbolic significance and value. The study examined the values and norms on this subject that Muslim youth were taught and socialized into at nonformal Islamic education settings, and then compared these with values and norms conveyed at secondary schools in the Netherlands. Due to its exploratory nature, the study adopted a qualitative approach. Semi-structured interviews were conducted with 34 young adults and 28 students enrolled at secondary schools from four Muslim communities. The findings revealed that Muslim youth were taught and socialized into contradictory values and norms in these two learning contexts. While sex segregation was observed in non-formal Islamic education settings, participants' mainstream schools were coeducational. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/109577381/Global_Education_Policy_and_International_Development"><img alt="Research paper thumbnail of Global Education Policy and International Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/109577381/Global_Education_Policy_and_International_Development">Global Education Policy and International Development</a></div><div class="wp-workCard_item"><span>Bloomsbury Publishing Plc eBooks</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577381; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109577378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109577378/Improving_the_psychosocial_wellbeing_of_international_students_the_relevance_of_mindfulness"><img alt="Research paper thumbnail of Improving the psychosocial wellbeing of international students: the relevance of mindfulness" class="work-thumbnail" src="https://attachments.academia-assets.com/107660476/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109577378/Improving_the_psychosocial_wellbeing_of_international_students_the_relevance_of_mindfulness">Improving the psychosocial wellbeing of international students: the relevance of mindfulness</a></div><div class="wp-workCard_item"><span>British Journal of Guidance & Counselling</span><span>, Mar 28, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="690f0de7529f01e515b5d26aab7b9b88" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107660476,"asset_id":109577378,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107660476/download_file?st=MTczMzAxODQ4OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109577378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109577378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109577378; 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