Abdeljalil Akkari

Abdeljalil Akkari

Université de Genève

H-index: 27

Europe-Switzerland

Abdeljalil Akkari Information

University

Université de Genève

Position

___

Citations(all)

3382

Citations(since 2020)

1579

Cited By

2219

hIndex(all)

27

hIndex(since 2020)

19

i10Index(all)

86

i10Index(since 2020)

45

Email

University Profile Page

Université de Genève

Abdeljalil Akkari Skills & Research Interests

Comparative and International Education

Development

Global South

Inequalities

multiculturalism

Top articles of Abdeljalil Akkari

A Educação de jovens e adultos na perspectiva das agendas internacionais e no Brasil

Este artigo busca discutir as principais orientações presentes nas agendas internacionais das últimas três décadas e o que priorizaram para a Educação de jovens e adultos. Buscou-se, por meio de pesquisa documental, comparar e analisar as metas e estratégias definidas nas agendas Educação para Todos – EPT, nos Objetivos de Desenvolvimento do Milênio e nos Objetivos do Desenvolvimento Sustentável – ODS da Agenda 2030. Os resultados mostram que houve continuidade das orientações macros, no entanto a EPT enfatizou a alfabetização e aprendizagem e os ODS priorizou ações de fomento a formação técnica e profissional. Ao final, apresentam-se alguns indicativos de aproximação da agenda nacional brasileira para a EJA com a agenda internacional.

Authors

Valeria Novais,Abdeljalil Akkari

Journal

Ensaio: Avaliação e Políticas Públicas em Educação

Published Date

2024

The Education of young people and adults in the view of the international agendas views and in Brazil

Este artigo busca discutir as principais orientações presentes nas agendas internacionais das últimas três décadas e o que priorizaram para a Educação de jovens e adultos. Buscou-se, por meio de pesquisa documental, comparar e analisar as metas e estratégias definidas nas agendas Educação para Todos – EPT, nos Objetivos de Desenvolvimento do Milênio e nos Objetivos do Desenvolvimento Sustentável – ODS da Agenda 2030. Os resultados mostram que houve continuidade das orientações macros, no entanto a EPT enfatizou a alfabetização e aprendizagem e os ODS priorizou ações de fomento a formação técnica e profissional. Ao final, apresentam-se alguns indicativos de aproximação da agenda nacional brasileira para a EJA com a agenda internacional.

Authors

Valéria Silva de Moraes Novais,Abdeljalil Akkari

Journal

Ensaio: Avaliação e Políticas Públicas em Educação

Published Date

2024/2/2

Introduction. L’expérience du handicap à l’école : entre représentations, principes et actions

Cette introduction au numéro thématique portant sur l’expérience du handicap à l’école s’appuie sur huit contributions provenant de pays ou de systèmes éducatifs et socio-culturels répartis sur quatre continents. L’article aborde les tensions et les paradoxes de l’expérience vécue à l’école par les élèves handicapés. Malgré des avancées notables, notamment en matière législative et réglementaire, plusieurs difficultés demeurent dans la gestion des tâches d’intégration et d’inclusion au quotidien, dans l’adaptation des outils et méthodes d’enseignement, ainsi que dans l’élaboration et l’évaluation des plans d’intervention adaptée. L’expérience du handicap à l’école varie en fonction du type de handicap, des contextes socio-culturels et des représentations sociales. Elle est reliée aux pratiques effectives mises en place par l’école, la famille ou la communauté, pour faire évoluer les objectifs d’intégration scolaire et d’inclusion sociale. Elle interroge les dispositions à prendre et les formes d’accompagnement des acteurs impliqués sur le terrain.

Authors

Abdeljalil Akkari,Jean-Claude Kalubi

Journal

Revue internationale d’éducation de Sèvres

Published Date

2023

Élèves d’hier, étudiant-es d’aujourd’hui, et enseignant- es de demain. Quels rapports les étudiant-es en formation en enseignement primaire entretiennent- elles/ils avec les …

Dans un monde toujours plus globalisé, la diversité culturelle des écoles est en constante évolution. Face à ce constat, il est essentiel de préparer les futur-es enseignant-es à tenir compte de cette donnée dans leurs pratiques. Notre article présente une recherche dans laquelle nous avons cherché à identifier les expériences de futur-es enseignant-es en matière de prise en compte de la diversité culturelle. À l’aide d’un questionnaire, nous leur avons demandé de faire appel à leurs souvenirs d’élèves et cela afin d’identifier les manières dont la diversité culturelle a été prise en compte ou valorisée durant leur scolarité. Notre étude a également investigué plus spécifiquement les souvenirs d’étudiant-es issu-es de la diversité culturelle puisque la recherche internationale a démontré que leur parcours scolaire, pouvait–dans certains cas–se traduire en ressource pédagogique. Notre étude repose sur deux postulats principaux:(1) connaitre les expériences de prise en compte de l’altérité vécues par les futur-es enseignant-es permettrait d’adapter les formations à leurs préconceptions;(2) les biographies culturelles des futur-es enseignant-es issu-es de la diversité culturelle peuvent être des ressources lorsqu’elles sont exploitées en formation.

Authors

Myriam Radhouane,abdeljalil Akkari

Journal

L’éducation en débats : analyse comparée : Education in debate: comparative analysis

Published Date

2023

Education in emergencies: Schooling, curriculum, and innovation

This is a report published by United Nations Educational, Scientific and Cultural Organisation in 2023. It was written by UNESCO International Bureau of Education, Akkari, Abdeljalil, and Radhouane, Myriam.

Authors

Abdeljalil Akkari,Myriam Radhouane

Journal

Prospects

Published Date

2023

Pour une réforme des programmes de formation initiale des enseignants en Afrique de l’Ouest

1 La formation initiale des enseignants en Afrique de l’Ouest a connu des chamboulements fréquents durant les dernières décennies. Tout d’abord, dans le sillage des contraintes imposées par les institutions financières internationales, les gouvernements de la région ont réduit l’activité ou même fermé les écoles normales et autres institutions de formation initiale des enseignants. Dans le même temps, la population en âge scolaire explose avec, en moyenne, un taux de fécondité dans les pays du Sahel de 6, 4 enfants par femme, contre une moyenne de 4, 7 en Afrique subsaharienne. Par voie de conséquence, les besoins en personnel enseignant ont drastiquement augmenté. Ainsi, le recrutement de personnel enseignant sans formation ou avec des formations trop courtes a lui aussi été amplifié. Plus récemment, l’agenda international 2030 pour l’éducation a mis en exergue la politique enseignante en la considérant comme l’un des moyens prioritaires pour atteindre ODD4, avec l’indicateur 4. c. 1 qui s’ intéresse à la «proportion d’enseignants en exercice ayant les qualifications minimales requises» pour satisfaire aux exigences minimales d’une formation pédagogique pertinente pour le niveau d’enseignement et la matière enseignée (Unesco, 2016).

Authors

Abdeljalil Akkari,Valérie Vinuesa

Journal

Revue internationale d’éducation de Sèvres

Published Date

2023

Reducing Poverty Requires Investing In Early Childhood Education In The Least Developed Countries

Critical to addressing the first United Nations Sustainable Development Goal (SDG), ‘no poverty’ is investing in early childhood education, which seems impossible for developing countries struggling because learning is intertwined with health and food security and threatened by violence, HIV/AIDS, orphanhood, epidemics, and economic crises. Before the development of the SDGs and the COVID-19 pandemic, 15 years of efforts to improve education globally through the Millennium Development Goals (MDG) (2000–2015) resulted in regional disparities in enrolment, participation, and completion of primary and secondary education. Reports on the overall MDG index have shown that least developed countries are most at risk of being left behind in pursuing the global agenda for sustainable development, particularly on educational outcomes. One pathway to making a difference is to build a strong foundation for …

Authors

Colleen Loomis,Abdeljalil Akkari

Published Date

2023/12/1

Leveraging Openness for Refugees’ Higher Education: A Freiran Perspective to Foster Open Cooperation

Research in the field of Higher Education in Emergencies (HEiE) starts to question the imposed Global North-centred perspective which arrives with ready-made solutions, considering refugees as objects of intervention rather than subjects of transformation. Leveraging the broader topics of Open Science and Open Education, this paper pioneers a new approach to scientific cooperation, fostering values of Openness in refugee higher education. It specifically addresses HEiE in Niger, Africa, in a training of trainers' programme. It is designed in a participatory manner involving academics from the Global South and Global North, refugees who are themselves educators, and NGOs. Taking the form of a Certificate of Open Studies (COS), the training empowers refugees as enabled change agents, capable of making sense of diverse knowledge systems to transform their reality. Preliminary understanding of Open …

Authors

Barbara Class,Thierry Agagliate,Abdeljalil Akkari,Cheikhrouhou Naoufel,Moussa Sagayar

Journal

Open Praxis

Published Date

2023

Teaching and teachers in the Sahel countries by 2030: The need to innovate in the face of adversity

This article examines the educational and teacher-related policies in the Sahel region countries over the past decade and highlights main issues that hinder their ability to achieve the Sustainable Development Goals by 2030. The discrepancy between the current situation and the desired pace of change can be attributed to the lack of prioritization in educational and teaching policies. This article proposes an alternative approach, emphasizing the selection of a maximum of five objectives and providing the necessary means for their effective implementation. By adopting a focused approach, the Sahel region can make strides in overcoming educational challenges and aligning with the goals set for 2030.

Authors

Abdeljalil Akkari,Valérie Vinuesa

Journal

Prospects

Published Date

2023

Internacionalização do Ensino Superior no Cazaquistão: da vontade política à implementação

Like the entire country, Higher Education in Kazakhstan has been in a phase of transition for more than thirty years. One of the dimensions of this transition relates to the internationalization of Higher Education. In this contribution, we focus on home internationalization. First, we synthesize the academic literature dedicated to this question in Kazakhstan. Second, we analyze the flows of foreign students in Kazakhstan during recent years. The country has succeeded in attracting an ever-increasing number of students from neighboring countries although the total remains small compared to Kazakh students going abroad. Third, we highlight two additional strategies used to increase internationalization in the country: employment of international scholars; and the launch of foreign campuses in Kazakhstan. Finally, we discuss the use of foreign languages and especially English as a tool for local internationalization. The country has probably overestimated its capacity to make English a working language at the university level.

Authors

Abdeljalil Akkari,Almash Seidikenova,Aitkali Bakitov,Gulsharat Minazheva

Journal

Ensaio: Avaliação e Políticas Públicas em Educação

Published Date

2023/5/5

Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

The article is structured into five parts. The first part explains the concept of education in emergencies (EiE) and highlights the challenge of applying it in countries with a fragile education system, particularly in Africa. The second part emphasizes the humanitarian foundation of EiE and recognizes the efforts of international organizations and United Nations agencies in promoting and developing the sector. The third part discusses the quality aspects of EiE, while the fourth part explores curricular choices and potential innovations. Collaboration between national authorities and international organizations is essential for progress in the field, and the choice of language of instruction can be a contentious issue. Finally, the fifth part briefly summarizes the various contributions to the special issue and draws some concluding remarks.

Authors

Abdeljalil Akkari,Myriam Radhouane

Journal

Prospects

Published Date

2023

Responses of Higher Education Institutions to the COVID-19 Crisis: Oriented Review of the Literature

This literature review is based on an analysis of publications identified on Google Scholar and published in English between 2020 and 2021. The researchers employed combinations of three key words—university, COVID-19, and digitalization—as well as similar terms. The literature review is structured along seven lines of approach. The researchers tried to analyse the scientific articles and attempted to answer the question: What would the post-COVID-19 university be like? In total, the researchers emphasized that the COVID-19 pandemic presented an opportunity to re-examine not only new information technologies, both on-line and their educational potential and limitations, but also the fundamental objectives of education and how a renewed approach to education could be exploited to develop more democratic and fair societies.

Authors

Adel Ben Taziri,Abdeljalil Akkari,Barbara Class,Théogène-Octave Gakuba,Lilia Cheniti,Naouel Abdellatif Mami

Published Date

2023

Internacionalización de la Educación Superior en Kazajstán: de la voluntad política a la implementación

Like the entire country, Higher Education in Kazakhstan has been in a phase of transition for more than thirty years. One of the dimensions of this transition relates to the internationalization of Higher Education. In this contribution, we focus on home internationalization. First, we synthesize the academic literature dedicated to this question in Kazakhstan. Second, we analyze the flows of foreign students in Kazakhstan during recent years. The country has succeeded in attracting an ever-increasing number of students from neighboring countries although the total remains small compared to Kazakh students going abroad. Third, we highlight two additional strategies used to increase internationalization in the country: employment of international scholars; and the launch of foreign campuses in Kazakhstan. Finally, we discuss the use of foreign languages and especially English as a tool for local internationalization. The country has probably overestimated its capacity to make English a working language at the university level.

Authors

Abdeljalil Akkari,Almash Seidikenova,Aitkali Bakitov,Gulsharat Minazheva

Journal

Ensaio: Avaliação e Políticas Públicas em Educação

Published Date

2023/4/17

Current Issues of Democracy and Education in Tunisia as Interpreted through Dewey’s Approach

When we try to measure the impact of an educational thinker like Dewey in a region of the world or a country, two approaches are possible. The first explores Dewey’s influences on national authors, major educational reforms or educational institutions. The second way is related to more diffuse and indirect attempts to analyze the relevance of pedagogical and educational concepts raised by Dewey in a specific national educational context. It is the second way that this chapter tries to explore by making the assumption that Dewey’s conceptual contributions are relevant for the contemporary Tunisian case. Three arguments support this attempt to carry out a reading of democratic culture in Tunisia through a Deweyian lens. First, Dewey’s emphasis on experiential learning as an active process that contrasts with the central role of memorization for standardized examinations as the dominant culture in schooling in …

Authors

Abdeljalil Akkari

Published Date

2023

Mettre en œuvre l’inclusion des élèves handicapés à l’école : l’action de la société civile. Un entretien avec Sandra Boisseau

Humanité & Inclusion est une organisation de solidarité internationale qui intervient dans les situations de pauvreté et d’exclusion, de conflits et de catastrophes. Elle soutient les personnes handicapées et les populations vulnérables, en particulier les enfants et les jeunes, dans soixante-trois pays. L’éducation inclusive est l’un de ses secteurs d’intervention, avec l’objectif de faire progresser le droit à l’éducation pour tous les enfants. Cet entretien porte sur la mise en œuvre de ses projets d’inclusion des élèves handicapés à l’école dans différentes régions du monde, sur la posture des parents et des autres acteurs, sur les méthodes d’intervention ainsi que sur l’impact des projets et actions de l’ONG en matière d’éducation inclusive.

Authors

Abdeljalil Akkari

Journal

Revue Internationale d'Éducation Sèvres

Published Date

2023

Internationalization of Higher Education in Kazakhstan: from political will to implementation

Over the past ten years, internationalization of higher education has become a priority in Kazakhstan¡¯s educational policy. The importance of internationalization is reflected by the increasing exchange of students and scientists, the emergence of many international programmes and collaboration of universities, increased funding for students and research projects. This work deals with the internationalization of higher education, therefore, begins with the concept of this phenomenon, explained the role of internationalization of higher education in Kazakhstan, and also discussed the changes occurring in the education system of Kazakhstan and its current state. The accession of Kazakhstan to the Bologna process, as well studied Kazakhstan¡¯s efforts for internationalization of higher education.

Authors

Dinara Bekbauova,Issah Iddrisu,Amran Said Suleiman,Rathny Suy,Aigul Islamjanova

Journal

Journal of Social Science Studies

Published Date

2017

Intercultural Education in Brazil

Brazil is a country of continental dimensions making up half of South America, both in its surface area and in its population. Its history and ethno-cultural diversity have converted this vast space into a unique place for the application of intercultural approaches in education. In this chapter, we will examine the reasons inciting public educational policies to pay attention to this theme, but we will also describe the resulting tensions.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Key concepts for intercultural approaches

The use of intercultural approaches in education cannot be carried out without the educational actors’ appropriation of a certain number of fundamental concepts (Robles de Meléndez & Beck, 2009). In this chapter we will discuss many of the principal concepts such as culture, ethnocentrism, cultural relativism, equality and difference. This list is obviously not exhaustive, since several other concepts could have been included, such as otherness, diversity, dialogue or even universalism.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Understanding social justice commitment and pedagogical advantage of teachers with a migrant background in Switzerland: a qualitative study

PurposeThis study aims to understand the social justice commitment and the pedagogical advantage of teachers with a migrant background in Switzerland. Through semi-directive interviews with four of them, the research team analyses how these teachers use their background as a resource in their teaching practices. Linking their personal life experiences related to migration and schooling and their professional identity, results show that their history influences their teaching practices but moreover their commitment to social justice within school.Design/methodology/approachFor this study, the authors conducted four semi-directive interviews with teachers with a migrant background. The research team transcribed all the interviews and analyzed them through Nvivo software. The analytical process followed the logic of content analysis as developed by Miles and Huberman (2003). The research team used several …

Authors

Myriam Radhouane,Abdeljalil Akkari,Consuelo Guardia Macchiavello

Journal

Journal for multicultural education

Published Date

2022/4/28

Ajoutée, intégrée ou empêchée : quelle place pour la prise en compte de la diversité culturelle en classe

L’objectif de cet article est de comprendre les pratiques que les enseignantes développent pour répondre à l’impératif de prise en compte de l’altérité. Quatorze entretiens avec des enseignantes ont été réalisés puis traités suivant la logique de l’analyse de contenu. Les résultats montrent un croisement entre des pratiques ajoutées, intégrées, mais aussi empêchées. L’analyse met en évidence une surreprésentation des objectifs interrelationnels par rapport au traitement d’enjeux relatifs aux injustices, et une intégration des approches interculturelles dans les pratiques enseignantes. Enfin, les résultats mettent en évidence le besoin de formation des enseignants dans le domaine des approches interculturelles.

Authors

Myriam Radhouane,Abdeljalil Akkari

Journal

Formation et profession

Published Date

2022

DE GENEVE Dilosilla Chive ouvelle unige Ch

This study focuses on the current transformations of the teaching profession in Africa. In the first part, we analyze the orientations ofinternational organizations concerning teachers' policies. Then we discuss how these orientations translate into educational policies. In the third part of the article, the case of Niger serve to illustrate our analysis. We show recent reforms in initial and in-service teacher training. The fourth part of the study is an opportunity to discuss the desirable changes in the teaching profession in Niger.

Authors

Mohamed Sagayar Moussa,Abdeljalil Akkari,HOW tO Cite

Journal

Revue Nigérienne des Sciences Sociales (RENISS) N

Published Date

2022/1/3

Intercultural Education in Switzerland

Before analysing the circumstances leading to the emergence of intercultural education in Switzerland, it would first be useful to explain how the country has dealt with migration. It bears, indeed, all the hallmarks of a paradox. In the first place, the country welcomes and has welcomed in the past a large number of immigrants coming for the most part from Southern Europe, but also from other regions of the world (D’Amato, 2008). This relatively ancient immigration contributed to the country’s economic prosperity. Secondly, the country’s attitude in relation to immigration has gone through periods of closing the borders and subsequently reopening them again. Thus, Switzerland has modified and adapted its policy on migration on several occasions, particularly concerning the management of the flow of migrating people (D’Amato, 2008).

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Multicultural education in the United States

This report outlines the national context and diverse practices that inform the depth and breadth of multicultural education in the United States (US) today. Part I highlights the history of multicultural studies from the early twentieth century to the present. It examines demographic changes that underscore a need for national policies to address diversity and new populations—including policies that account for immigrants who constitute an increasingly diverse and skilled global citizenry—and it reviews a literature on various political philosophies that inform US education and immigration policies.Part II reviews the ways in which researchers of education in the US have conceptualized ‘culture’and ‘multiculturalism.’It argues that educators must understand the history and cultural contexts of students’ lives in order to develop a multicultural classroom and curriculum, and it describes a successful multicultural education …

Authors

A Stambach,Aydin Bal

Journal

A report submitted to the International Alliance of Leading Education Institutes

Published Date

2010

Diversity and Global Citizenship in Educational Policies: Debates and Prospects

This chapter examines how social and political contexts have influenced the definition and operationalization of citizenship education and multicultural education in curricula and address the debates surrounding GCE in culturally diverse societies. In nation-states characterized by diversity, there have been calls for a renewed focus on forms of civic education which promote national belonging and loyalty; such calls often target, either explicitly or implicitly, students from minority or migration backgrounds. An apparent binary is established, between those who see the primary purpose of citizenship education as nation-building, and those who want to promote global solidarity (Osler, J Curric Stud 43(1): 1–24, 2011, p. 2). The challenge for GCE is therefore to strike a balance between local, national and global belonging that ensures both national cohesion and a sense of global responsibility. We conclude by …

Authors

Kathrine Maleq,Abdeljalil Akkari

Published Date

2022/3/29

INTERNATIONAL MOBILITY IN PANDEMIC TIMES

This article aimed to discuss internationalization in universities, in times of pandemic and online education, from the perspective of experts and researchers in the area. The research is exploratory with a qualitative approach and data analysis occurred through analytical induction and triangulation. The results indicate that the internationalization of higher education has occurred through exchange and virtual academic mobility, considered an opportunity arising from the pandemic, because it enables an international and intercultural training for a larger number of participants. In relation to the challenges inherent to virtual mobility, the Educational Institutions must act with protagonism, in an organized and strategic way to overcome the crisis, implementing internationalization actions and benefiting from virtual environments. Moreover, governmental support, adequate infrastructure, and teacher training appear as …

Authors

Josane do Nascimento Ferreira Cunha,Irene Cristina de Mello,Abdeljalil Akkari

Published Date

2022

Intercultural Approaches to Education. From theory to practice

This open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches. This is an open access book.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022

Multicultural Education in Canada

In this chapter, we will try to retrace the development of inter- and multicultural approaches in Canada, including Quebec. As our analysis progresses, we will reveal the need to distinguish between these two geographical and political entities. First, we deal with the whole country, which will be approached by examining the emergence of the federal policy on multiculturalism. Then, the second part of the chapter is devoted to the history and evolution of schooling for indigenous children. The third part tackles the way multiculturalism has been incorporated into curricula and educational policies. Finally, the fourth part explores the specific features concerning multiculturalism in the Province of Quebec.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Race, Racism and Anti-racism

Inter- and multicultural approaches in education activate concepts such as race, racism, ethnicity or discrimination. These concepts are often associated with historical events, which have given them added significance and make their appropriation more complicated. Added to which, they can have different meanings according to the social or cultural group employing them, and according to their geographical or even their historical setting. For all these reasons, it is necessary to learn how to interpret these concepts, to understand the issues connected with their use and to discuss the ways they can be employed in education.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Global Citizenship Education

19 Complexity–Responsibility–Self-Reflection The didactics of the university course GCED 24 Sustainability Award 2018 for the university course “Global Citizenship Education” 25 Study trips as an indispensable learning method for GCED 29 Academic achievements: the master theses from the first two rounds of the university course

Authors

Heidi Grobbauer,Werner Wintersteiner

Journal

Handlexikon Globales Lernen

Published Date

2017

he Adaptation of Early Childhood Care and Education to Cultural and Local Characteristics in West Africa: Challenges for Educational Psychology Research

This critical review aims to question whether or not the enthusiasm around early childhood care and education (ECCE) programmes is producing premature models, ill-adapted to West African socio-cultural contexts. Reviewing research that investigates the impact of ECCE on cognitive development and school readiness, we first focus on the universal valuing of formal ECCE, supported by both scientific research and international education agendas. Second, we present a classification that provides a framework to grasp the multiplicity of ECCE programmes and models across West African countries and their relevance to local contexts. Based on the literature reviewed, we conceptualise a multilevel model of ECCE within a holistic and ecologic approach. In the third part, we present research that underlines the challenges for educators and their central role in the design of culturally relevant ECCE. The fourth part will draw from research findings and stress the need to rethink appropriate

Authors

Kathrine Maleq,Magdalena Fuentes,Abdeljalil Akkari

Journal

The European Educational Researcher

Published Date

2022

Migrazioni & cooperazione internazionale

Il rapporto migrazioni-cooperazione internazionale delinea un cambiamento di paradigma in quanto le migrazioni non sono un problema sociale ma un problema di società. Nell'ottica del problema sociale i migranti vengono gradualmente assimilati ai nostri modelli, nell'ottica del problema si società essi diventano attori di sviluppo sia per le nostre comunità che per i loro paesi di origine. La sfida della cooperazione internazionale è saper coniugare identità e università e costruire processi di coesione sociale che mettono in primo piano, come affermato dal Patto mondiale delle migrazioni sicure, ordinate e regolari delle Nazioni Unite, i diritti dell'uomo, lo sviluppo dei popoli e la cultura della pace.

Authors

A. Akkari,S. Gandolfi,D. Simeone

Published Date

2022

The Role of the Teacher in Promoting Intercultural Approaches

To complete this book with a chapter devoted to teachers is justified for several reasons. Firstly, the quality of a school is closely connected to the quality of its teachers. Their intellectual, moral and academic capacities are essential in our search for a more just and effective intercultural school.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

The difficulty of integrating religious diversity into intercultural approaches to education

It is difficult to consider religious diversity within the general framework of intercultural approaches in education. On the one hand, the school cannot ignore the permeability of the school precincts to the pupils’ religious beliefs. On the other, religion, as one of the dimensions of culture, can tend to adopt a hegemonic attitude not very reassuring for cultural relativism. In fact, taking religion seriously within the school means not underestimating its private and personal nature, which is likely to conflict with the public character of the educational institution.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Intercultural education in France

In the preceding chapters, all the countries that we have dealt with have had a federal form of government granting a large measure of autonomy in educational management to their regions. This is not the case for the French education system, which remains largely centralized with regard to strategies dealing with cultural diversity in the school.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

The privatization of education in Turkey from the 2000s: between educational policies and strategies of local actors

During the last three decades, the number of private schools in Turkey has increased sharply. Private schools have gained momentum, mainly from 2010, as the number of private schools has multiplied in all levels of education. and this in all levels of education, primary and secondary. This literature review aims to understand the main reasons for the development of private schools in Turkey over the last 20 years. Through the analysis of various scientific articles, several factors such as state policy, the incitement of international organizations, the increase of the middle class and change in the choice of parents, and the difficulty to provide quality public education have been identified as the cause of this phenomenon.

Authors

Esma Demirtas,Abdeljalil Akkari

Published Date

2022

A NECESSIDADE DE REPENSAR A PESQUISA SOBRE PRIVATIZAÇÃO DA EDUCAÇÃO: Uma abordagem a partir do conceito de indefinição das fronteiras entre Público e Privado

A privatização da educação é um fenômeno global, crescente, que tem se manifestado de Norte a Sul em distintas roupagens, mas sempre pautada pela perpetração do setor privado sobre o público, instituindo uma luta de forças entre o Estado e o mercado. Dessa forma, nossa proposição para este estudo é defender uma nova abordagem sobre a privatização da educação a partir de uma nova concepção teórica pautada pela hipótese da indefinição das fronteiras entre o público e o privado (Akkari et al., 2011). Entendemos que diante da complexa relação entre público e privado na educação é impossível se identificar com clareza as fronteiras entre os dois setores, ratificando a necessidade de um novo olhar teórico e metodológico sobre a privatização da educação. Assim, por meio de um estudo teórico-bibliográfico, de corte analítico, inicialmente, abordamos o ímpeto histórico e ideológico da privatização; em seguida, as relações entre a rede pública e a rede privada de educação; na sequência, como esta relação se operacionaliza em diferentes países; por fim, a crescente indefinição das fronteiras entre o público e o privado na educação, retratando, em especial, o caso do Brasil e a necessidade de se repensar a análise sobre a privatização da educação a partir deste fenômeno da indefinição de fronteiras.

Authors

Abdeljalil Akkari,Altair Alberto Fávero,Evandro Consaltér

Journal

Currículo sem Fronteiras

Published Date

2022

International Migrations and the Management of Identity by the State

Despite meeting opposition, intercultural approaches to education have still been able to spread. International migrations form a typical part of global phenomena and have resulted in the adoption and legalization of these approaches in many countries. In this chapter, we will look initially at the extent and evolution of international migrations in the world. Then, we will address the different models of access to citizenship. Finally, we will analyse the consequences of restricted access to citizenship for children and young people from migratory backgrounds.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

The Advent of Intercultural Approaches in Education

Nowadays, when one examines the history of the introduction of the compulsory school, our attention is drawn principally to the humanist dimension of providing schooling to everyone (but not including native and populations under colonisation), inherited from the philosophy of the Age of Enlightenment in favour of citizenship. However, we may too hastily overlook the nationalistic, Eurocentric and colonialist attitudes associated with the expansion of Western schooling.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

Awareness and Appreciation of Linguistic Diversity

In his book Anthropologie structurale [Structural anthropology], Claude Lévi-Strauss (1958) considered that language represented both the perfect cultural component but also that of the intermediary through which all forms of social life establish, transform and perpetuate themselves. In this chapter, we will attempt to synthesize the role that linguistic diversity can play in intercultural approaches in education.

Authors

Abdeljalil Akkari,Myriam Radhouane

Published Date

2022/2/28

A contribuição dos recursos educacionais abertos melhorar o ensino superior nos países do Sul: o caso da Tunísia

Os recursos educativos abertos-REA-e as práticas educativas abertas-PEO-apresentam várias características relevantes, incluindo a possibilidade de reprodução, reutilização, revisão, adaptação e redistribuição que têm levado os investigadores a ponderarem a utilização de REA e PEOs para responder aos desafios educativos decorrentes da a situação crítica inesperada do surto de Covid-19. A pesquisa realizada como parte deste trabalho de pesquisa visa identificar e analisar as práticas relacionadas ao uso de REA e PEO no ensino superior tunisiano. Ela está particularmente interessada em como os professores mobilizam, processam, produzem, integram, distribuem e promovem recursos educacionais abertos. Este artigo apresenta uma forma sintética dos resultados obtidos, acompanhado de uma primeira análise dos dados. Outras publicações e ações de valorização resultantes deste estudo serão posteriormente produzidas e distribuídas.

Authors

Adel Ben Taziri,Abdeljalil Akkari

Journal

Revista De Gestão E Avaliação Educacional

Published Date

2022

Mobilidade internacional em tempos de pandemia

Este artigo objetivou discutir a internacionalização nas Universidades, em tempos de pandemia e ensino online, a partir da perspectiva de especialistas e pesquisadores da área. A pesquisa é exploratória com abordagem qualitativa e a análise dos dados ocorreu por meio da indução analítica e triangulação. Os resultados indicam que a internacionalização do Ensino Superior tem ocorrido por meio do intercâmbio e mobilidade acadêmica virtual, considerado uma oportunidade decorrente da pandemia, pois possibilita uma formação internacional e intercultural para uma quantidade maior de participantes. Em relação aos desafios inerentes à mobilidade virtual, as Instituições de Ensino devem atuar com protagonismo, de forma organizada e estratégica para conseguir superar a crise, implementando ações de internacionalização e se beneficiando dos ambientes virtuais. Ademais, o apoio governamental, infraestrutura adequada e a formação de professores aparecem como elementos importantes para conseguir superar a não presencialidade e atingir os objetivos da internacionalização no ensino online.

Authors

Josane do Nascimento Ferreira Cunha,Irene Cristina de Mello,Abdeljalil Akkari

Journal

Revista Prática Docente

Published Date

2022/2/4

Repenser l'éducation. Alternatives pédagogiques du Sud

Les orientations pédagogiques et éducatives voyagent dans le monde depuis longtemps. Néanmoins, la contribution des différentes régions et peuples du monde à cette circulation globale des savoirs sur l’éducation n’est pas équitable. La colonisation, l’omniprésence des auteurs et des universités du Nord, les orientations dominantes de la coopération internationale et la marginalisation de nombreuses langues et cultures du Sud appellent à un renversement salutaire de ce processus. En effet, pour être pertinentes, les orientations éducatives et pédagogiques contemporaines doivent être ancrées dans le contexte culturel et local.

Authors

Abdeljalil Akkari,Magdalena Fuentes

Published Date

2021

A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis

In studies on educational leadership across African countries, researchers are using different concepts that do not have the same meanings or similar histories, including variations in involvement by local, national, and international leaders. In the first part of this article, we problematize conceptualizing globally-minded school leadership in Africa and attempt to understand the way local and global actors apply these concepts to and from within African contexts. In the second part, we present research working at the intersection of the NGO-Postcolonial border working with educational leaders in Madagascar. The findings show that early childhood education makes a difference on school readiness and that quality matters. In the third part, we propose a multilateral model for decolonising educational leadership in Africa by working on the past-present continuum and holding the tension between “border-specific” and “cross-border” perspectives.

Authors

Colleen Loomis,Abdeljalil Akkari

Journal

Research in Educational Administration & Leadership

Published Date

2021

Shadow education in Africa. Private supplementary tutoring and its policy implications

This book focuses on the development of shadow education in Africa and analyzes the supply and demand for this type of supplementary schooling. African education systems have experienced during the last decades a quantitative and qualitative expansion of public and private education. Furthermore, the voices of parents and other education stakeholders are reflected in the desire to access adequate learning and qualifications. The first quality of this book is that it addresses the lack of comprehensive and high-quality data on Shadow education in most African countries. Some indicators provided in the book give some insights on the scope of the phenomenon:

Authors

Abdeljalil Akkari

Journal

Hungarian Educational Research Journal

Published Date

2021/12/20

Global Citizenship Education: reenvisioning multicultural education in a time of globalization

As societies face unprecedented challenges that are global in scope, educational policy makers emphasize the importance of fostering active citizens capable of resolving complex global issues. In this paper, we explore how Global Citizenship Education (GCE) frameworks could open up new perspectives to rethink dominant approaches to multicultural education by expanding pupils’ understanding of cultural and ecological relationships. Furthermore, we argue that while dominant approaches to multicultural education are well-intentioned, they are often limited to essentialist visions of cultures and therefore fail to develop a critical understanding of inequality and power relations. To address this question, we first examine the different conceptualizations of GCE and the role of international organizations in the increasing attention given to the concept of global citizenship. Second, we discuss the current crisis of multiculturalism and multicultural education. Third, we consider different theoretical frameworks for GCE. Finally, we conclude by arguing that GCE may represent an opportunity to overcome the crisis of multiculturalism, unifying students around a set of democratic values while valuing multiple identities and cultural diversity, deepening knowledge about the root causes of global issues and promoting a fairer and more just global society. GCE may indeed provide a framework to carefully balance universalism and diversity in multicultural societies and tie values of diversity with overarching values of unity, justice and equality.

Authors

Abdeljalil Akkari,Kathrine Maleq

Journal

RIPE Research Journal / Journal de Recherches,

Published Date

2021

Dévoiler les pédagogies du Sud: Quelles potentialités pour repenser l’école

Ce chapitre met en lumière les pédagogies du Sud pour deux raisons. Premièrement, elles sont peu connues et occupent de ce fait une place minoritaire en sciences de l'éducation. Deuxièmement, tout comme d'autres alternatives pédagogiques, elles sont une ressource complémentaire pour penser l'école, l'analyser, et inspirer du changement dans les pratiques. Afin d'illustrer leur potentiel, nous les mobilisons dans l'analyse de la forme scolaire ainsi que dans nos interrogations à propos de la prise en compte de la diversité culturelle en contexte éducatif. Nous évoquons également la manière dont elles peuvent servir d'appui réflexif pour former les enseignant-es aux approches interculturelles.

Authors

Myriam Radhouane,Abdeljalil Akkari

Journal

L’école autrement

Published Date

2021

Socialisation, learning and basic education in Koranic schools

The aim of the first section of this paper is to show how a Koranic School presence has remained constant in spite of the sudden emergence of Western-style schooling introduced by colonisation. The second section of the paper revisits the problem of terminology in the study of the Koranic School. In the third section, using the perspective of situated learning, we will try to analyse the pedagogical system of Koranic Schools by describing the social and cognitive processes employed by this institution. In the final part, we hope to show how the current educational situation in several Islamic contexts could be better served through closer interactions between Koranic and Western schools. Research conducted in Africa was primarily undertaken for this text.

Authors

Abdel-Jalil Akkari

Published Date

2021/10/19

Action publique, gouvernance et recherche en éducation

Les débats sur les relations entre chercheurs et décideurs sont inépuisables. Ils mettent en évidence une pluralité de conceptions, de prises de position, mais aussi de développements possibles. Sans une analyse des contextes, des formes d’interactions qui se développent entre ces différents acteurs, il serait présomptueux, voire fataliste, de valider a priori la thèse d’une collaboration impossible. Il serait tout aussi regrettable de former la relève scientifique à une méfiance vis-à-vis de la gouvernance et même de l’action publique.Les modes de gouvernance ont évolué, tout autant que les attentes vis-à-vis de la recherche et des connaissances qu’elle produit. Dans une logique de rationalisation de l’action publique, le concept d’aide à la décision a ouvert des brèches dans lesquelles se sont engouffrés, au nom de l’utilitarisme, certains détracteurs de la recherche en éducation qu’ils qualifient de peu pertinente et peu efficiente pour les praticiennes et

Authors

Bernard Wentzel,Georges Felouzis,Abdeljalil Akkari,Francesco Arcidiacono

Published Date

2021

Improving Basic Education in Brazil

There is a god deal of research on basic education but most of this research looks at quantity rather than quality and further existing research is limited because teachers’ role and experiences in contributing to the quality of education is rarely examined. We believe that a central tenet in addressing quality in basic education is to hear teacher’s voices in the field. This chapter provides a brief summary of a research project designed to fills the gaps in existing research on Brazilian basic education. This chapter gives an overview of the findings of a joint research project of several Swiss and Brazilian institutions. We begin by analyzing the national and international context within which basic education in Brazil exists. Next, we explore the use of the notion of quality in education. Finally, we present some of the findings of a field survey of teachers working in public and private schools.

Authors

Abdeljalil Akkari

Journal

Third International Handbook of Globalisation, Education and Policy Research

Published Date

2021

Arab countries and the global education agenda 2030: Incomplete path

The 2030 global education agenda sets a progression path for all countries. About ten years before this deadline, this paper explores potential trajectories for Arab countries to achieve significant advances in education. The article examines major challenges related to access and quality of education. While most countries made major progress on quantitative dimensions of education (enrollment, years of schooling), important challenges remain such as limited learning outcomes, persistent illiteracy, inequalities and poor governance of education. This paper proposes new ways to rethink education in this region. The tension between credentials (prioritized by students, family and the state) and skills (needed by society and the job market) is one of the most relevant issue in reforming education in the region.

Authors

Abdeljalil Akkari

Journal

Gulf Education and Social Policy Review (GESPR)

Published Date

2021/7/1

Higher education in the Arab region: globalization, privatization and prospects

Impacted by both globalization and recurrent political and social instability over the last two decades, higher education in the Arab world is currently at a crossroad. Without substantial reforms, higher education in the Arab world will become deadlocked. In the first part of this paper, we highlight the “youth challenge” in the Arab region and its implications for the higher education sector. We have examined why the massification of higher education in the MENA region has failed to enhance the upward social mobility of the youth. In the second part, we have analyzed the increased privatization of higher education and reflect on the role of Arab states in this evolution. We have concluded that by identifying the challenges posed in terms of governance of higher education, there is an urgent need to rethink the current socio-economic development models in the Arab world.

Authors

Abdeljalil Akkari

Journal

Third international handbook of globalisation, education and policy research

Published Date

2021

Acknowledgment to Reviewers of Education Sciences in 2020

Peer review is the driving force of journal development, and reviewers are gatekeepers who ensure that Education Sciences maintains its standards for the high quality of its published papers. Thanks to the cooperation of our reviewers, in 2020, the median time to first decision was 15 days and the median time to publication was 37 days. The editors would like to express their sincere gratitude to the following reviewers for their precious time and dedication, regardless of whether the papers were finally published:

Authors

Education Sciences Editorial Office

Published Date

2021/1/25

Exploring EFL Teacher’s Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education

This study investigated EFL teachers’ perception of the enacted curriculum, the status of the intended curriculum, and the challenges faced by teachers, while implementing the curriculum. A qualitative design was used and 15 teachers were interviewed to discover their perceptions of the enacted curriculum. Our results revealed that there is a misalignment between the intended curriculum and the enacted curriculum Participants continued to teach in a manner, which was inconsistent with the curriculum reforms, and teachers faced several challenges, that compelled them to teach in a traditional manner.

Authors

Naima Husban,Abdeljalil Akkari

Journal

Curriculum and Teaching

Published Date

2021

Education needs a refocus so that all learners reach their full potential

In a recent paper, we argue that, as is often the case with major societal disruptions, the pandemic has forced educators to firefight immediate challenges. Around the world, schools and universities are concentrating on the bare minimum: keep learning going and keep students in class. They also have to ensure basic assessment and course continuation. Just “getting through” has been difficult enough without entertaining the deeper philosophical aims of learning.

Authors

Conrad Hughes,A Akkari

Journal

An article of The Conversation

Published Date

2021

Perception et compréhension du concept de citoyenneté mondiale par des enseignants en formation: une comparaison Kazakhstan-Suisse

La citoyenneté mondiale est un concept récent, discuté dans de nombreuses instances scientifiques et officielles, mais peu étudié de manière empirique. Notre étude se propose alors de comprendre comment elle est perçue par des futurs enseignants au Kazakhstan et en Suisse. Nos données, recueillies par questionnaire en ligne et analysées de différentes manières (statistique descriptive, analyse lexicométrique, analyse de contenu) en fonction des types de questions, permettent de mettre en évidence les tensions relatives à la visée universaliste du concept, mais aussi les différences d’appréciation notables de la citoyenneté mondiale en fonction des contextes de vie des participants. Cette étude exploratoire met en évidence la complexité de l’adaptation d’un concept international commun à un monde globalisé dans lequel des inégalités subsistent.

Authors

Myriam Radhouane,Abdeljalil Akkari,Assem Temirova

Journal

Comparative and International Education

Published Date

2021/12/20

Freire’s critical and emancipatory pedagogy

AKKARI, Abdeljalil e MESQUIDA, Peri. Freire’s critical and emancipatory pedagogy. Roteiro [online]. 2020, vol. 45, e23948. Epub 20-Ago-2020. ISSN 2177-6059. https://doi. org/10.18593/r. v45i. 23948.

Authors

Abdeljalil Akkari,Peri Mesquida

Journal

Roteiro

Published Date

2020/1

Citizenship, social exclusion and education in Latin America: The case of Brazil

Latin America’s first encounter with the rest of the world happened over five centuries ago as a result of the European colonial conquest, characterized by the slave trade and the domination and exploitation of Indigenous Peoples. It was not until the late nineteenth century that Latin American Nation-States emerged in the quest for freedom, equality and access to citizenship. However, political instability and lengthy military dictatorships in the 1960s and 1970s provided limited and fragile access to citizenship.First, this chapter analyzes the current state of education and citizenship in Latin America, after three decades of a gradual return to democracy. Our analysis suggests that citizenship is an unfinished agenda throughout the region. Minorities such as Afro-descendants and Indigenous Peoples have limited access to citizenship due to the social and educational exclusion they experience. Second, we review the main debates related to global citizenship and analyze how the concept of global citizenship is constructed in core education policies and curricula in Brazil. We conclude by examining the uncertain prospects of global citizenship education in Brazil and in the larger Latin American context.

Authors

Mylene Santiago,Abdeljalil Akkari

Published Date

2020/8/19

Le projet RESET-Francophone : vers une formation ouverte et libre à la méthodologie de la recherche en éducation

La Suisse a récemment opté pour une collaboration scientifique accrue avec les pays méditerranéens. Dans ce cadre, nous avons conçu une formation à la méthodologie de la recherche, entièrement à distance, pour jeunes chercheurs et jeunes chercheuses en sciences de l’éducation. Une vingtaine de doctorant-es du Nord et du Sud ont été formés ensemble durant l’année académique 2018-19. La présente étude focalise sur les perspectives, analysées de manière qualitative, de trois décideurs et décideuses quant à cette formation de la «troisième voie». Elle permet d’apporter de nouvelles contributions, notamment en ouvrant la discussion sur l’utilisation i) du TPACK (Technological, Pedagogical and Content Knowledge) dans le l’enseignement-apprentissage de la méthodologie de recherche, ii) de la théorie de l’Acteur réseau, et iii) de l’éducation ouverte et libre (Open Education). Elle énonce des recommandations pour consolider cette formation internationale.

Authors

Barbara Class,Abdeljalil Akkari

Journal

L’éducation en débats : analyse comparée

Published Date

2020

Global citizenship education: Recognizing diversity in a global world

In today’s globalized and interconnected world, inequality, human rights violations and poverty still jeopardise peace and environmental sustainability. In response to these challenges, global citizenship education (GCE) has been identified as a means to prepare youth for an alternative, inclusive and sustainable world. Indeed, efforts to move along a sustainable development path may only be achieved by promoting global social justice. Therefore, schools have a fundamental role to play in empowering learners to become responsible and active global citizens. GCE has suddenly become a strong policy focus in international agendas, in particular in the 2030 Agenda for Sustainable Development adopted at the United Nations Sustainable Development Summit in September 2015. Its promising aim to empower learners to act responsively towards global issues draws attention to the pressing need to foster global citizens; thereby promoting more peaceful, inclusive and sustainable societies. Closely linked to human rights, it conveys values of respect, diversity, tolerance and solidarity (UNESCO 2015). However, this publication attests that GCE is a contested concept and subject to multiple interpretations. Despite the universal reach of its human values, the practice of citizenship is closely related to national context. GCE therefore requires an adaptation to regional, national and global dimensions of citizenship, making its operationalization in national educational policies challenging. This book aims to contribute to the international debate, question the relevancy of GCE’s policy objectives and their possible articulation with local and national …

Authors

Abdeljalil Akkari,Kathrine Maleq

Published Date

2020/8/19

Les pratiques pédagogiques des enseignant-es universitaires tunisien-nes par les TIC.

Cet article présente les résultats de l'enquête quantitative menée auprès d’un échantillon d’enseignant-es de l’université tunisienne. Son objectif est de de comprendre la façon dont les enseignant-es vivent l'intégration des Technologies de l'Information et de la Communication (TIC) dans leurs pratiques professionnelles. Les résultats de cette enquête nous permettront également de vérifier si les stratégies institutionnelles concordent avec la perception des enseignant-es impliqué-es au sein de leurs établissements en termes de développement des TIC. Le modèle de Raby nous a permis de proposer un portrait actualisé de l’expertise des enseignant-es universitaires tunisien-nes en matière des pratiques pédagogiques par les TIC et d’identifier leurs compétences technologiques actuelles.

Authors

Adel Ben Taziri,Abdeljalil Akkari

Journal

L’éducation en débats : analyse comparée

Published Date

2020

Rethinking global citizenship education: A critical perspective

In this concluding chapter, we first consider some common obstacles to achieving the implementation of global citizenship education (GCE) identified in the different national contexts presented in the book and reiterate how different contexts call for diverse designs and operating strategies. Second, we examine why GCE has become a highly contested concept, subject to multiple interpretations and in which a wide range of conceptions and objectives coexist. Third, we present considerations for implementing GCE in educational policies and suggest operationalizing GCE within three distinct fields:(a) education for sustainable development (ESD);(b) inter/multicultural education;(c) citizenship education. We argue that this strategy could help link these fields and broaden students’ understanding of the interconnections between issues related to citizenship, democracy, participation, identity, inter/multiculturalism, global issues and sustainable development. Finally, we synthetize current research on GCE and conclude by calling for more comparative and critical research to challenge GCE’s underlying assumption of the universality of Western paradigms and worldviews to embrace multiple ways of conceiving global citizenship.

Authors

Abdeljalil Akkari,Kathrine Maleq

Journal

Global citizenship education

Published Date

2020/8/18

Educacao para a cidadania global: desafios para BNCC e formacao docente

O presente artigo tem como objetivo apresentar e debater o conceito de cidadania global. Nossa problemática central é refletir sobre as possibilidades para a construção da Educação para Cidadania Global (ECG) no contexto brasileiro, estabelecendo uma relação com os debates curriculares, notadamente aqueles que dizem respeito à Base Nacional Curricular Comum (BNCC) e a Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação). Além disso, para colocar em cena os contextos de formação, apresentaremos um estudo exploratório realizado com estudantes do ensino superior, de diferentes instituições do Brasil, cujo objetivo foi conhecer o que os estudantes pensam sobre o processo de educação para a cidadania global. O conceito de educação para a cidadania global aparece com destaque na agenda educacional de 2030 e nos Objetivos de Desenvolvimento Sustentável (UNESCO, 2015), de forma que a implementação da ECG perpasse todos os níveis do sistema educacional. Se essa ideia aparece na continuidade das orientações promovidas por organizações internacionais, é, no entanto contestada e difícil de operar nos sistemas nacionais de educação. Para além do que está presente nos documentos oficiais é fundamental problematizar como os currículos praticados nos cursos das áreas já mencionadas contribuem (ou não) para a compreensão do que seja cidadania global, com possibilidades de construção e ressignificação do conceito de cidadania, visando ampliá-lo, desde uma perspectiva crítica, englobando aspectos que perpassam pela superação da …

Authors

Mylene Santiago,Katiuscia Cristina Vargas Antunes,Abdeljalil Akkari

Journal

Revista Espaço do Currículo

Published Date

2020/12/31

Diritti dell'uomo e cooperazione internazionale: una scommessa educativa

Pensare alla cooperazione internazionale significa pensare ad associazioni e istituzioni radicate sui principi e sui valori della democrazia, a un’etica pubblica che riarticoli i diritti e la loro declinazione nei comportamenti, che coniughi il sociale al politico per realizzare una solidarietà inclusiva e una volontà di vivere insieme. L’etica della cooperazione allo sviluppo si fonda sulla realizzazione dei diritti dell’uomo e sullo sviluppo dei sistemi sociali corrispondenti. Ogni diritto dell’uomo indica una soglia di sicurezza a partire dalla quale lo sviluppo del diritto è possibile. I diritti dell’uomo non sono solo norme da rispettare: è il loro esercizio che costituisce una cultura democratica. Essi sono trasversali e costituiscono l’elemento essenziale dell’etica politica democratica2.La cooperazione, quindi, deve, da un lato, realizzare un’etica fondata sul diritto allo sviluppo che coinvolge ogni persona e ogni società e, dall’altro, costruire una dialettica fra persone e istituzioni per renderle capaci di cooperare insieme. Se non si riconosce alle persone un’appartenenza sociale e politica e di conseguenza una capacità di agire e di creare tessuto con altre persone, con le comunità e con le istituzioni la cooperazione finisce per porre le persone in una «situazione di acosmia» 3 senza avere nè ruolo nè appartenenza politica.

Authors

Stefania Gandolfi,Abdeljalil Akkari

Published Date

2020

Issues of rendering military terminology within the framework of military discourse

This article takes an attempt to review the complexity of rendering military terminology in two languages and its subsequent identification of structure-forming features.

Authors

AС Seidikenova,AA Akkari,A Bakitov,Yelena Morugova

Journal

Farabi Journal of Social Sciences

Published Date

2020/4/12

Language Anxiety in Online Education

Anxiety on the lessons of a foreign language-is a notion that is studied from the 1980s, but little research was conducted on the topic Language Anxiety distance and online learning. In the literature review were considered the following issues:(a) What is language anxiety in the classroom of a foreign language?(b) What are the main results of studies of the level of anxiety in foreign language lessons?(c) The article discusses a test system for determining the level of linguistic anxiety in foreign language lessons, which was developed by Horwitz and Cope (1986). Language anxiety on the classes of foreign language may have negative impact on process of the second language acquisition. Current article refers to the problem of language anxiety in teaching foreign language at distance and possible solutions of decreasing language anxiety. Psychological aspect is a crucial part of educational process that leads to successful learning. Recommendations provided in the following article may help students to feel less isolated, less anxious and to establish contacts with their teacher and peers. The article concludes with suggestions for future research on online language anxiety.

Authors

A Seidikenova,M Malshy,A Akkari

Journal

Farabi Journal of Social Sciences

Published Date

2020/12/22

À la mémoire du professeur Pierre Furter, professeur honoraire de l’Université de Genève

Au moment où nous préparons ce numéro pour célébrer l’héritage du pédagogue brésilien Paulo Freire, nous apprenions le décès du Professeur Pierre Furter. Il nous semble important de rappeler la trajectoire intellectuelle de Pierre Furter et son empreinte internationale dans le domaine de l’éducation comparée.Titulaire d’un doctorat en lettres obtenu en 1965 à l’Université de Neuchâtel, Pierre Furter débute sa carrière à l’Université de Genève, comme professeur à l’Institut universitaire d’études du développement en 1970, dans lequel il continuera à enseigner jusqu’en 1987.

Authors

Abdeljalil Akkari,Michel Carton,Pierre Dasen,Siegfried Hanhart,Rita Hofstetter,Peri Mesquida,Bernard Schneuwly

Journal

L’Education en débats: analyse comparée

Published Date

2020

The interculturality of intention to implementation: The case of the Intercultural University of the State of Hidalgo

DALIA, Peña Islas e AKKARI, Abdeljalil. The interculturality of intention to implementation: The case of the Intercultural University of the State of Hidalgo. Rev. Diálogo Educ.[online]. 2020, vol. 20, n. 64, pp. 480-500. Epub 22-Abr-2020. ISSN 1981-416X. https://doi. org/10.7213/1981-416x. 20.064. ao13.

Authors

Peña Islas Dalia,Abdeljalil Akkari

Journal

Revista Diálogo Educacional

Published Date

2020/1

INTERCULTURALIDADE NO BRASIL: ENTRE POLÍTICAS, EXCLUSÕES E RESISTÊNCIAS

Nesse artigo, analisamos o processo de construção de políticas voltadas à diversidade cultural no sistema educacional brasileiro. Parece-nos profícuo repensar a diversidade no contexto escolar à luz das potencialidades, desafios, obstáculos que todo educador enfrenta e precisa desenvolver para efetuar processos educativos que considerem e valorizem as diferenças culturais. Para possibilitar uma reflexão sobre o cenário etnocultural brasileiro, buscamos evocar o processo histórico que culminou em desigualdades ainda não solucionadas em relação à população indígena e negra; discutimos as políticas direcionadas às diferenças, direcionadas aos grupos que permanecem subalternizados desde o período colonial; e, apontamos alguns possíveis caminhos de superação das desigualdades não superadas, rumo a mudanças de paradigmas no que tange à gestão e valorização da diversidade etnocultural no sistema educacional brasileiro.

Authors

Mylene Cristina Santiago,Abdeljalil Akkari,Peri Mesquida

Journal

Educação em Foco

Published Date

2020/12/21

Abdeljalil Akkari FAQs

What is Abdeljalil Akkari's h-index at Université de Genève?

The h-index of Abdeljalil Akkari has been 19 since 2020 and 27 in total.

What are Abdeljalil Akkari's top articles?

The articles with the titles of

A Educação de jovens e adultos na perspectiva das agendas internacionais e no Brasil

The Education of young people and adults in the view of the international agendas views and in Brazil

Introduction. L’expérience du handicap à l’école : entre représentations, principes et actions

Élèves d’hier, étudiant-es d’aujourd’hui, et enseignant- es de demain. Quels rapports les étudiant-es en formation en enseignement primaire entretiennent- elles/ils avec les …

Education in emergencies: Schooling, curriculum, and innovation

Pour une réforme des programmes de formation initiale des enseignants en Afrique de l’Ouest

Reducing Poverty Requires Investing In Early Childhood Education In The Least Developed Countries

Leveraging Openness for Refugees’ Higher Education: A Freiran Perspective to Foster Open Cooperation

...

are the top articles of Abdeljalil Akkari at Université de Genève.

What are Abdeljalil Akkari's research interests?

The research interests of Abdeljalil Akkari are: Comparative and International Education, Development, Global South, Inequalities, multiculturalism

What is Abdeljalil Akkari's total number of citations?

Abdeljalil Akkari has 3,382 citations in total.

What are the co-authors of Abdeljalil Akkari?

The co-authors of Abdeljalil Akkari are Maurice Tardif, Pierre Dasen, Robert Serpell, Ronald G. Sultana, Jean-Paul Payet, Colleen Loomis.

    Co-Authors

    H-index: 49
    Maurice Tardif

    Maurice Tardif

    Université de Montréal

    H-index: 43
    Pierre Dasen

    Pierre Dasen

    Université de Genève

    H-index: 42
    Robert Serpell

    Robert Serpell

    University of Zambia

    H-index: 37
    Ronald G. Sultana

    Ronald G. Sultana

    University of Malta

    H-index: 26
    Jean-Paul Payet

    Jean-Paul Payet

    Université de Genève

    H-index: 20
    Colleen Loomis

    Colleen Loomis

    Wilfrid Laurier University

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