Transforming education in challenging inclusive environments

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Н.S. Skovoroda National Academy of Pedagogical Sciences of Ukraine

Human health, rehabilitology and special psychology department

Transforming education in challenging inclusive environments

Kazachiner O.S., Dr Educ., Full Professor

Boychuk Yu.D., Dr Educ., Full Professor

Kharkiv



Abstract

In our paper we have discussed the different ways the learning environment can impact children and young people's capacity to learn. We have also discussed the different categories of teacher approaches, and applied them to particular contexts and situations. Most importantly, we looked at what it means to become a transformative teacher, to promote change through positive actions.

We had a discussion about whether digital resources were important or whether we need only a good teacher.

We have focused on understanding the child within the wider context of their lives. We have presented a theory for understanding these different factors called the Ecological Systems Theory. This theory helps us to think about how the lives of children and young people and their families, and the lives of teachers and others within the learning space, are all affected by multi-level factors. It also helps us to understand the different levels at which we may be able to change things. And it also helps us realize where perhaps it is not possible to make changes. We then went on to discuss what learners bring to the learning space and how we can find effective ways to hear their voices and understand, their hopes, aspirations and needs with respect to learning.

Change comes from within, no matter how difficult the social, political and economic conditions are. We also observed that teachers can draw on a broad range of networks and organizations to transform learning. Children in contexts of mass displacement have an uncertain future in terms of their social and spatial mobility. Transformative education can offer new avenues by instilling hope and creativity in children's lives. We showed how to practice understanding of different teaching approaches - hegemonic, accommodating, critical and transformative by evaluating methods used in different scenarios, including cases where children were late to school because of security checks or transportation challenges.

Here we are all learning in an online environment, taking advantage of technology to enable us to build knowledge about transformative education together.

We introduced the concept of learning through the use of digital tools and its ability to contribute to transformative education.

Keywords: inclusive education, transformative education, learning environment, teaching approaches, online environment, digital resources



Анотація

Трансформація освіти у складному інклюзивному середовищі

Казачінер О.С., д.п.н., професор; Бойчук Ю.Д., д.п.н., член-кореспондент НАПН України кафедри здоров'я людини, реабілітології і спеціальної психології, Харківський національний педагогічний університет імені Г.С. Сковороди, м. Харків

У нашій статті ми обговорили різні способи, як навчальне середовище може впливати на здатність дітей і молоді до навчання. Ми також обговорили різні категорії підходів учителів і застосували їх до конкретних контекстів і ситуацій. Найважливіше те, що ми розглянули, що означає стати вчителем-трансформатором, сприяти змінам через позитивні дії.

Нами було обговорено те, чи важливі цифрові ресурси, чи нам потрібен лише хороший викладач.

Ми зосередилися на розумінні дитини в ширшому контексті її життя. Ми представили теорію для розуміння цих різних факторів, яка називається теорією екологічних систем. Ця теорія допомагає нам подумати про те, як багаторівневі фактори впливають на життя дітей і молодих людей та їхніх сімей, а також на життя вчителів та інших у навчальному просторі. Це також допомагає нам зрозуміти різні рівні, на яких ми можемо щось змінити. І це також допомагає нам зрозуміти, де, можливо, неможливо внести зміни. Потім ми обговорили, що учні привносять у навчальний простір і як ми можемо знайти ефективні способи почути їхні голоси та зрозуміти їхні надії, прагнення та потреби щодо навчання.

Зміни відбуваються зсередини, незалежно від того, наскільки складними є соціальні, політичні та економічні умови. Ми також помітили, що вчителі можуть використовувати широкий спектр мереж і організацій для трансформації навчання. Діти в умовах масового переміщення мають невизначене майбутнє з точки зору їх соціальної та просторової мобільності. Трансформаційна освіта може запропонувати нові шляхи, вселяючи надію та креативність у життя дітей. Ми показали, як на практиці розуміти різні підходи до викладання - гегемоністський, поступливий, критичний і трансформаційний, оцінюючи методи, що використовуються в різних сценаріях, включно з випадками, коли діти запізнювалися до школи через перевірку безпеки або проблеми з транспортом.

Тут ми всі навчаємося в онлайн-середовищі, використовуючи переваги технологій, які дозволяють нам разом накопичувати знання про трансформаційну освіту.

Ми представили концепцію навчання за допомогою цифрових інструментів і їх здатність сприяти трансформаціям в освіті.

Ключові слова: інклюзивна освіта, трансформаційна освіта, навчальне середовище, підходи до навчання, онлайн-середовище, цифрові ресурси



Statement of the problem

Globally, over 68 million people are now forcibly displaced from their homes, of which, 31 million are school-aged children.

Nearly one-third of children living outside their country of birth are refugees, and the majority of them come from countries affected by violent conflicts. For example, in 2016, the UNHCR stated that the length of displacement is approximately 20 years. Hence, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic services like education, so many refugee and displaced children are unable to attend school - and for those who do, the quality is very low for reasons such as the lack of resources, space and issues of languages, unsuitable curriculum, overcrowded classrooms etc.

Studies show that the teacher is the most important factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students.

In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. With the lack of resources, teachers can end up teaching in less-than-ideal environments. The school building may not be well designed. Their classes can be too small, too hot, too cold to accommodate the learners. They may be working without appropriate equipment.

It can be easy to think that teachers are stuck in environments that are not conducive to learning. But as teachers, we can still imagine how we would like our teaching and learning environment to be. And if we can imagine it, maybe we can find ways of bringing it into being.

Analysis of the latest research and publications shows that different aspects of transforming education were described and presented in the works of A. Benavente, C. Panchaud [2], K. Biraimah [3], A. Cook-Sather [4], M. Dumas, G. Anderson [5], A. Harris, M. Jones [6], R. Hipkins, A. Reid, A.Bull [7], A. Holmes [8], K. Koutsopoulos, P. Papoutsis [9], K. O'Brien, J. Reams, A. Caspari, A. Dugmore, M. Faghihimani, H. Fazey, V. Winiwarter [10], M. Scherer, K. Cator [11], B. Schneider, V. Keesler [12], E. O'Sullivan [13], D. West [14], N. Yadav, K. Gupta, V. Khetrapal [15], H.Yang [16], І. Young, P. Birtolo, R. McElman [17] and others.

The purpose of the article is to show the different ways of transforming education in challenging inclusive environment.



Presentation of the main research material

The idea of transformative education is based on Paulo Freire's philosophy of education, that education should be emancipatory rather than reproductive of the societal conditions.

Transformative education is a process of experiencing a deep, structural shift in the basic premises of thought, feelings, and actions” [13, P. 327]. O'Sullivan argues that transformative learning involves “a shift of consciousness that dramatically and irreversibly alters our way of being in the world”.

The goal of maximizing the human potential and relationships is at the heart of transformative education. The teacher must be a facilitator of the learning process, so that learners are in charge of shaping their knowledge - not the teacher.

In transformative education, the teacher has a very different role from that of a traditional teacher who is considered the keeper of legitimate knowledge and experience. A transformative teacher does not tell learners what to think, but is more likely to adapt learners' experiences from outside the classroom to enhance their potential to understand the world in their own ways. Such a shift involves our understanding of: ourselves and our locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body-awarenesses, our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy.

Transformative education demands a high degree of creativity in its pedagogical approaches. The teacher should act independently, going beyond the prescribed curriculum to make their own pedagogical choices, and liberate learners from the sole control of educational structures and ideologies.

Aronowitz and Giroux [1] summarise how teachers can be classified in terms different categories of intellectuals: “hegemonic”, “accommodating”, “critical”, and “transformative”.

Teachers as practitioners who conceptualise, plan and design their teaching will probably find that their practices vary across these categories according to the situation, or as they mature as teachers. So rather than categorise teachers as individuals it is more useful to categorise teaching approaches, which an individual may adopt, whether habitually, or mindfully.

Let's situate these different categories of teacher approach in a real case scenario.

This will help to clarify how teachers play their roles within the continuum of these categories as described above:

In a social studies class within a refugee camp school, the teacher asks grade 5 students to draw a picture of their house. After giving ten minutes for the task, the teacher notices one of the children drawing a picture of dead people lying on the ground. She also draws armed soldiers firing guns and concrete blocks and rubbles scattered around. There was no picture of a house at all.

The hegemonic approach is to notice that the child's drawing is not related to the assigned task and does not help the child achieve the learning outcomes of the curriculum. The teacher reminds the child that she needed to draw a house because everyone else was doing the same and the learning activity was about family home and the living style.

The accommodating approach recognizes that the child has experienced violence in the past and possibly lost their family members and home during the war. But the teacher feels that this is a matter beyond their professional remit and as teachers, they are not supposed to engage with complicated societal issues which are not part of the prescribed curriculum.

The critical approach uses the child's drawing to show the impact of war on civilian homes. The teacher asks the child to describe why she drew such a picture and encourages other children to share their own stories about their house.

The transformative approach goes beyond what the critical teacher does. She recognises that it is a very sensitive issue and finds a way to adapt the child's experience to promote wider discussion in the class without identifying the child. She is aware that disclosing the child's personal experience to the class can further traumatise the child. She adapts to the child's experience anonymously to design a learning activity which can facilitate children's learning. In a new learning activity, she asks questions, using the child's drawing (anonymously) as the object of reflection. “Why is the conflict taking place?”, “Why are people's homes attacked in the war?” “What is the impact of war on children and parents?” “How do children feel about having lost homes and forced to live in exile?” “In what ways, their new home and livelihood differ from their previous ones before displacement?” She even speaks to the child's guardians confidentially to find out more about the child's past experiences. She works with the school counselor to identify ways to support children who have experienced incidents of extreme violence. She collaborates with other teachers in the school to develop a school policy on how to provide a conflict- sensitive education.

Asking students about their opinion when it comes to designing their learning space is challenging, particularly in contexts of mass displacement where the resources are scarce, access to education is limited and the teachers and students are struggling with difficult living conditions.

Still, talking to the learners does not only improve the quality of education for the students, but also helps the educators to create a positive, relevant and sustainable change.

Having analysed the types of inclusive educational environments, we should say that the physical environment includes: the location, physical infrastructure and resources such as desks, books, stationary etc.;

The social and emotional environment include: parents, learners and educators representing different gender, ethnic, linguistic and religious backgrounds, and the relationship between school and community;

The digital environment includes: teachers' use of digital tools for teaching or supporting learners both inside or outside class time.

This is particularly important when children and young people have experienced mass displacement or conflict or other traumatic situations. The Ecological systems theory helps us make sense of how things going on at many different levels affect children and young people's lives and impact on teaching and learning.

We then apply this system to help us think about how we might respond to some examples of what children and young people have experienced in the context of mass displacement. And we hear from teachers who talk about how these experiences influence what happens in classrooms and schools. Understanding the factors at these different levels can also influence what we do inside and outside of the learning environment to work effectively with children, young people and their families.

Learners bring with them many experiences from outside the learning environment. In contexts of mass displacement, conflict or other challenging situations these include experiences of violence, forced displacement, loss of family, relatives and home; poor social and economic circumstances as well as, often, the unwelcoming environment in the host country.

All these experiences can have a major impact on children's wellbeing and their ability to learn. Although it might be difficult to do so, we need to find ways to work with others to help children process these experiences and provide the best possible support.

You might learn about the things that children may have experienced in these contexts in different ways, such as through one-to-one conversations with the child; or through trying to work out why they are behaving in a particular way; or why they are not taking part in class activities; or perhaps not playing with others during break times or because they appear sad or withdrawn.

Some teachers may be very familiar with the sorts of things that children report having seen or experienced in situations of displacement or other challenging situations. Others will not have much experience.

There may be other things we can do to support children outside of the immediate classroom too such as:

- understanding better what is going on in the child's home through talking to parents (the mesosystem);

- finding out which other services might be available locally to help teachers support children with trauma (exosystem);

- developing policies and guidelines in schools so that all teachers are working with learners in similar ways to make the school a safe space (exosystem);

- developing new or finding other relevant curriculum materials and resources to work with learners on issues of emotional wellbeing.

There are different types of challenges you might encounter when engaging with technology: technical, personal knowledge and skills, leadership and organisational issues.

The technical problems are ever present: technology does not always work. In fact, you can almost guarantee it to fail at the most inconvenient time! For teachers working in low resourced schools, access to equipment, broadband internet and even power can be a problem.

Some of the educators we have encountered already have had technical solutions, however. Some think ahead with alternative plans in case things do not work. Some are using technology that does not require an internet connection. For example, they demonstrated they do not need an internet connection, because all the resources are loaded onto the box, and to access them the students connect to the box, rather than an online website.

Problems with personal knowledge and skills are also widespread. Many people are anxious about using technology because they feel they do not know enough. Added to this, many people think (wrongly!) that young people can use technology without any issues, and older people inevitably struggle. This not the case - for the young, or old. This is a fairly straightforward problem to solve.

It is also worth remembering that there is one characteristic that marks out someone who is good at using technology - a willingness to try things out. This means simply clicking on a button to find out what happens, or having a go at a tool someone recommended. Just being ready try things out will give you most of the technological knowledge that the “experts” seem to possess. And you can use your own experience as a guide - if you cannot use something easily, the chances are that your learners will struggle. Trust your own experience to choose which tools will work for you.

Even if teachers are willing to try, school leadership and organization can be slow to encourage or take risks with technology. This often means that teachers are forced to invest their own tools when it would be simpler if the whole school provided solutions. Sometimes the school may have invested in technology, but it is the wrong sort and so stifles the teachers' attempts to engage.

It is challenging to solve these problems, but the more knowledge that teachers have, the better able they will be to press for institutional solutions to this problem. digital transformation education teacher

All our conventional teaching and learning methods can be related to one or more of six types of learning: acquisition; inquiry; discussion; practice; collaboration; production.

That's about as much as we can do as teachers. And thinking about teaching this way takes the emphasis off what the teacher does in the classroom and instead focuses on what the teacher puts in place for learners to experience.

It also helps us think about how to use digital methods. We need to find digital tools that enhance each of the learning types.

The most important reason for using digital methods is to improve the learning experience. So, it's essential to begin by thinking about the most serious problems or challenges we have as teachers and then ask how technology might help.

We can begin with the learning need, and then find out which technology can help. Can we use technology to enable learners to find their own voice, to feel self-confident, to be able to think critically, to be creative, to be able to learn from and with their peers?

For example, independent learning is so important at all ages because the teacher cannot be with their learners all the time. So, if this is the experience, we want to design for our learners then we need to look for technologies that can serve this goal.

There are many digital methods that teachers can use to meet learners' needs and improve their results. Teachers who are aware of what technology can do will often find their own ways of using the latest digital device or software tool with their learners.

Tracking all these changes takes a long time, so we have to share the innovation workload. This is what scientists do, and they have always done. They use each other's work, explore and experiment, and then share their outputs with their colleagues. This has traditionally been done through conferences and papers. It was not possible for teachers to do the same.

In a digital world, scientists communicate and share online. Now, with these digital design tools, teachers can also share their innovations with their colleagues.

There are some examples of interesting practical activities for teachers to understand the ways of providing and realising transformation techniques in challenging inclusive education:

1) Given your understanding of the Ecological Systems Theory and its different systems:

- Think of an example of a difficult situation you have faced with a child in your classroom;

- Identify what you did to try and improve the situation or support the child;

- Can you identify which of the system or systems you acted within in order to change or improve things?

- Who else (if anyone) did you work or connect with in order to address this difficult situation?

- Are there other actions that you could have taken within other systems around the child? If so what are these?

Add your ideas in the discussion in the following format:

- one line to describe the situation;

- what you did;

- which of the ecological systems you were working in;

- anything else you could have done in the other systems - name the system and what you might have done/or could do in future.

2) The pictures in the video were drawn by young children who have experienced war and displacement. They each tell a story of how these events have affected the children. These drawings were a part of a classroom activity (Arts), during independence week in a school in Lebanon. The Art teacher asked the students to draw freely how they perceive independence. In response, these children revealed some very traumatic experiences. Look at each of the four images and read or listen to the descriptions of the videos which use the words of each child to describe what happened to them.

3) What would you have done as the teacher in each of the scenarios? Do the categories of teaching approach help you think about this? Here you can share your ideas with other participants, and comment on their contributions.

- A 7-year-old girl comes to the class with her pet parrot. The teacher asks her to return home immediately and leave the parrot at home if she wanted to return to school.

- The teacher comes to school walking through the camp, collecting younger children in a “walking bus” approach to and from school, thus making the journey to school safer, fun and something the children look forward to as a key part of their day.

- Two children are arguing over who the basketball belongs to. The teacher tells them off and takes the ball away from them to resolve the problem.

- A child arrives in the class one hour late. She explains that there was a security check on the way to school and she had to queue up to cross the check point. The teacher asks students “why is there security check in the area?' `Has anyone else been through the check point?” “How does the security conditions in the town affect their learning?”

- A child comes to the class late and the teacher is aware of the delay due to poor transportation facilities in the area. She provides some extra help to the child to make up for the missed lesson. But she warns the child that if such a behaviour is repeated, the child would face sanctions.

- The science teacher in an informal education school inside the refugee camp finds out that a local university is organizing a robotic competition. She decides to take her 6th grade students to participate in the competition but she is told that only students from government schools are allowed to compete. She speaks to the school head and both decide to write a letter to the university to allow their school to participate. The Ministry of Education is also involved. Finally, the university agrees to accept their application. The refugee school wins the first prize, surprising everyone.

4) Rabindranath Tagore: “This was the prayer students recited in my school in India every morning. Last week, I had a chance to reflect on the importance of creating a learning space where the mind is free and the head is held high - a space where quality education can be imparted to one and all. To understand the importance of safe learning spaces from a youth perspective, I talked to some of the GPE youth advocates, who provided a glimpse into their experiences at school and some concrete steps we can take to create safe learning spaces”.

Our interviewees were:

Mohamed Sidibay from Sierra Leone, who lost his family and became a child soldier during the civil war. Now, he is a vociferous advocate for quality education for all.

Salimatou Fatty from The Gambia, who rose from tough economic circumstances and now runs an organization to campaign for quality education and gender equality in her community.

Leroy Phillips from Guyana, who advocates for education for all children with disabilities, having lost his sight early in his childhood. He also played blind cricket for the West Indies in 2017.

What does a safe learning space mean to you?

Mohamed: “For me, it is an environment where a person is free to dream - to dream beyond the life they have led, to dream to break the cycle of poverty and discrimination. I was five when the civil war broke out in Sierra Leone, and even when no place truly felt safe, school was the safest place to be.

A safe learning environment should provide a student with a sense of belonging and self-belief. A safe learning environment is about a safe school premises, and so much more, like the right curriculum and pedagogy, safety from violence in and around school, and equity and inclusivity. Where I come from, the only way to rebuild a society destroyed by war and poverty is to continue providing children with quality education, and that cannot happen without creating safe learning environments”.

Salimatou: “A safe learning space is one where students are able to learn without fear of discrimination and embarrassment. Growing up and going to school in The Gambia, school was not a safe learning space for girls, especially during menstruation. There are often no spaces for girls to change their sanitary pads because sometimes girls and boys use the same toilets. And where there are separate toilets, they are often unhygienic and without running water and soap. This causes great embarrassment and inconvenience for girls and some of them do not go to school during their menstrual cycle”.

Leroy: “For persons with disabilities, a safe learning environment is one in which we can learn without worrying about access, for example, a place that has wheelchairs and ramps, sign language interpretation and braille, and special educators for persons with intellectual disabilities. This helps children with disabilities be part of the mainstream education system, and a part of society.

Children with disabilities also often face bullying and discrimination, which leads to many drop outs. In fact, the discrimination is so bad that we ourselves feel it's ok to be bullied. This needs to stop - we must create learning spaces where persons with disabilities do not feel threatened”.

How can we ensure that children have access to safe and effective learning spaces?

Mohamed: “To ensure that children have safe learning environments, we need data. There should be mechanisms for children to report their experiences of violence and harassment at school and on the way to and from school.

Salimatou: “Teachers should be trained on how to create most effective learning environments for different kinds of students. Often, students discriminate against each other based on gender, ethnic background, etc. Teachers need to be able to have a dialogue with students on such sensitive issues.

And girls should have access to mentorship programs. I have seen that many girls have challenges with self-esteem. They don't know the purpose of going to school and are unable to learn basic skills or gain self-confidence. Providing mentorship can help create conducive learning environments for girls”.

Leroy: “Governments need to do more sensitization around issues faced by persons with disabilities in order to make learning environments inclusive, safer and more effective because all children, including children with disabilities, have the right to an education in safety and dignity.

My greatest challenge in attaining an education came when I was 9 or 10 years old and I realized that the nature of my disability - my blindness - needed to be accommodated. I started attending a school for persons with blindness. I was taught to use braille and JAWS (Job Access with Speech) screen reader”.

How can we ensure that children have access to safe and effective learning spaces?

5) The video features Manal Al Kheyfes, a teacher from Jusoor, and Samar Darwish, Mohamad Al Rifaii and Nagham Abou Nabout who are teachers from MAPs. Both organisations, Jusoor and MAPs, run informal schools for Syrian refugee children. Those informal schools were created by NGOs to provide education for refugee children who face barriers to enrolling in formal education.

The teachers talk about how they tackle the issue of lack ofphysical resources and space and how they create a positive teaching and learning environment(s).

Each of the teachers are talking about their experience using different physical resources and the environment around them to improve the learning and teaching environment. You may be facing similar circumstances as the educators you saw in the video. If so, you can think about what you can do to improve your own learning and teaching environment. That's all you need to get started. Make notes in your journal to reflect on the video and how it is similar or different to your own experience and what are the new ideas/points you have learnt, what you agree with and what you do not agree with.

In the discussion, share with the other participants:

- What is it like to hear other educators talking about their learning spaces?

- Do you feel the same or different?

- How would you, as an educator, deal with your environment that has limited physical resources?

6) Do you use technology in your teaching? How do you make sure it creates a good learning environment? Do you combine learning with technology with other kinds of teaching and learning? Share your experiences with others.

7) If you are not teaching at the moment or conducting any curricular or extracurricular activities with young people (for example, because schools are closed), try to ask other young people who are in your family or neighbourhood:

What makes them want to come to school / learning space?

What lessons do they look forward to and why?

What do they like in the classroom?

What makes them happy in school?

Ask them to collect photos or draw things that they like about their learning space. Post your learners' answers and photos or drawings



Conclusions

In our paper we have discussed the different ways the learning environment can impact children and young people's capacity to learn. We have also discussed the different categories of teacher approaches, and applied them to particular contexts and situations. Most importantly, we looked at what it means to become a transformative teacher, to promote change through positive actions.

We had a discussion about whether digital resources were important or whether we need only a good teacher.

We have focused on understanding the child within the wider context of their lives. We have presented a theory for understanding these different factors called the

Ecological Systems Theory. This theory helps us to think about how the lives of children and young people and their families, and the lives of teachers and others within the learning space, are all affected by multi-level factors. It also helps us to understand the different levels at which we may be able to change things. And it also helps us realize where perhaps it is not possible to make changes. We then went on to discuss what learners bring to the learning space and how we can find effective ways to hear their voices and understand, their hopes, aspirations and needs with respect to learning.

Change comes from within, no matter how difficult the social, political and economic conditions are. We also observed that teachers can draw on a broad range of networks and organizations to transform learning. Children in contexts of mass displacement have an uncertain future in terms of their social and spatial mobility. Transformative education can offer new avenues by instilling hope and creativity in children's lives. We showed how to practice understanding of different teaching approaches - hegemonic, accommodating, critical and transformative by evaluating methods used in different scenarios, including cases where children were late to school because of security checks or transportation challenges.

Here we are all learning in an online environment, taking advantage of technology to enable us to build knowledge about transformative education together.

We also introduced the concept of learning through the use of digital tools and its ability to contribute to transformative education.



References

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3. Biraimah, K.L. (2003). Transforming education, transforming ourselves: Contributions and lessons learned. Comparative Education Review, 47(4), 423-443.

4. Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum inquiry, 40(4), 555-575.

5. Dumas, M.J., & Anderson, G. (2014). Qualitative research as policy knowledge: Framing policy problems and transforming education from the ground up. Education Policy Analysis Archives/Archivos Analiticos de Politicas Educativas, 22, 1-21.

6. Harris, A., & Jones, M. (2015). Transforming education systems: comparative and critical perspectives on school leadership. Asia Pacific Journal of Education, 35(3), 311-318.

7. Hipkins, R., Reid, A., & Bull, A. (2010). Some reflections on the philosophical and pedagogical challenges of transforming education. The Curriculum Journal, 21(1), 109-118.

8. Holmes, A.M. (2011). Transforming education. Nursing management, 42(4), 34-38.

9. Koutsopoulos, K.C., & Papoutsis, P. (2016). School on Cloud: Transforming Education. Educational Policy Analysis and Strategic Research, 11(1), 31-46.

10. O'Brien, K., Reams, J., Caspari, A., Dugmore, A., Faghihimani, M., Fazey, I., & Winiwarter, V. (2013). You say you want a revolution? Transforming education and capacity building in response to global change. Environmental Science & Policy, 28, 48-59.

11. Scherer, M., & Cator, K. (2011). Transforming education with technology. Educational Leadership, 68(5), 17-21.

12. Schneider, B.L., & Keesler, V.A. (2007). School reform 2007: Transforming education into a scientific enterprise. Annu. Rev. Sociol., 33, 197-217.

13. O'Sullivan, E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27(4), 326-330.

14. West, D.M. (2013). Mobile learning: Transforming education, engaging students, and improving outcomes. Brookings Policy Report, 9(7), 1-7.

15. Yadav, N., Gupta, K., & Khetrapal, V. (2018). Next education: Technology transforming education. South Asian Journal of Business and Management Cases, 7(1), 68-77.

16. Yang, H. (2012). ICT in English schools: transforming education? Technology, pedagogy and education, 21(1), 101-118.

17. Young, J., Birtolo, P., & McElman, R. (2009). Virtual Success: Transforming Education through Online Learning. Learning & Leading with Technology, 36(5), 12-17.



Література

1. Aronowitz, S. and Giroux, H. (1985) Radical education and transformative intellectuals, Canadian Journal of Political and Social Theory, IX (3), 48-63.

2. Benavente, A., & Panchaud, C. (2008). Good practices for transforming education. Prospects, 38(2), 161-170.

3. Biraimah, K.L. (2003). Transforming education, transforming ourselves: Contributions and lessons learned. Comparative Education Review, 47(4), 423-443.

4. Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum inquiry, 40(4), 555-575.

5. Dumas, M.J., & Anderson, G. (2014). Qualitative research as policy knowledge: Framing policy problems and transforming education from the ground up. Education Policy Analysis Archives/Archivos Analiticos de Politicas Educativas, 22, 1-21.

6. Harris, A., & Jones, M. (2015). Transforming education systems: comparative and critical perspectives on school leadership. Asia Pacific Journal of Education, 35(3), 311-318.

7. Hipkins, R., Reid, A., & Bull, A. (2010). Some reflections on the philosophical and pedagogical challenges of transforming education. The Curriculum Journal, 21(1), 109-118.

8. Holmes, A.M. (2011). Transforming education. Nursing management, 42(4), 34-38.

9. Koutsopoulos, K.C., & Papoutsis, P. (2016). School on Cloud: Transforming Education. Educational Policy Analysis and Strategic Research, 11(1), 31-46.

10. O'Brien, K., Reams, J., Caspari, A., Dugmore, A., Faghihimani, M., Fazey, I., & Winiwarter, V. (2013). You say you want a revolution? Transforming education and capacity building in response to global change. Environmental Science & Policy, 28, 48-59.

11. Scherer, M., & Cator, K. (2011). Transforming education with technology. Educational Leadership, 68(5), 17-21.

12. Schneider, B.L., & Keesler, V.A. (2007). School reform 2007: Transforming education into a scientific enterprise. Annu. Rev. Sociol., 33, 197-217.

13. O'Sullivan, E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27(4), 326-330.

14. West, D.M. (2013). Mobile learning: Transforming education, engaging students, and improving outcomes. Brookings Policy Report, 9(7), 1-7.

15. Yadav, N., Gupta, K., & Khetrapal, V. (2018). Next education: Technology transforming education. South Asian Journal of Business and Management Cases, 7(1), 68-77.

16. Yang, H. (2012). ICT in English schools: transforming education? Technology, pedagogy and education, 21(1), 101-118.

17. Young, J., Birtolo, P., & McElman, R. (2009). Virtual Success: Transforming Education through Online Learning. Learning & Leading with Technology, 36(5), 12-17.

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