Reimagining Graffiti in Education: A Case Study on the Ethical, Legal and Pedagogical Implications of Student-Generated Graffiti in a Secondary School in Zimbabwe | Chapter 12 |Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

Graffiti has traditionally been associated with resistance, protest, and subversive behaviour, which young school-going children commit. Commonly perceived as a form of criminal activity and a symbol of social deviance, it has long been regarded as a disruptive force within urban communities. This study critically analyses the phenomenon of student-generated graffiti within formal educational environments, evaluating its pedagogical implications and assessing evidence-based administrative responses and strategies for educational leadership. It further investigates the ethical and legal implications of incorporating graffiti-based practices as legitimate pedagogical instruments within academic institutions. Employing a qualitative methodology situated within an interpretive epistemological framework, this study intends to utilise a single case study design centred on an urban secondary education institution in Mutare, Zimbabwe. The purposive sampling method was used to select 10 educators in administrative positions and 20 students from the identified urban school. Observations, analysis of policy documents, and semi-structured interviews with secondary school education practitioners and students were used as research tools. Data was analysed through the thematic analysis, narrative descriptions, and tables for illustrations, from which conclusions and recommendations were drawn. The study was premised on two interrelated theoretical frameworks: Paulo Freire’s Critical Pedagogy and Lawrence Kohlberg’s Moral Development Theory. These frameworks offer a comprehensive foundation for exploring the educational, social, and ethical dimensions of student-generated graffiti within the school environment. The findings of the study suggested that student-generated graffiti, when effectively managed institutionally, can serve as a valuable pedagogical tool while enhancing administrative practices and contributing to constructive disciplinary frameworks.

 

 

Author(s) Details

Alice Violet Nyamundundu
Gachuba Teacher Training Centre, Rwanda.

 

Hopewell Biningu
Zaza Teacher Training Centre, Rwanda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH12

Educational Leadership Research: Methodological Trends (2016-2019) | Chapter 3 | Progress in Language, Literature and Education Research Vol. 9

 

The purpose of the review is to explore the main methodological approaches used to research leadership in the field of education. This article offers a small-scale systematic review spanning three years of empirical research (from 2016 to 2019) on educational leadership. Practice within the field focused on stories told by former educational leaders, and their prescriptions for practice were based on their ideological beliefs and personal experiences in life. To identify suitable empirical research studies a bounded search was carried out into specific bibliographic databases such as, “Educational Resources Information Centre” (ERIC), and “The British Educational Leadership, Management and Administration Society” (BELMAS). In total, 23 empirical studies on educational leadership were sampled from 11 peer-reviewed journals. The findings suggest that from 2016 onward mixed methods and case study research designs have become increasingly important in the field of educational leadership. Interviews, observations, focus groups and document analysis have been the most common data collection methods in qualitative studies, while surveys and close-ended questionnaires have been dominant methods to collect quantitative data in this area. The average number of participants involved in the qualitative studies was 30, and 400 was a good sample size for quantitative studies. The most widely used methods for analyzing qualitative data were grounded theory, thematic analysis, and content analysis. The primary methods for analyzing quantitative data were factor analysis and descriptive statistics analysis.  This systematic review represents diverse and rich resources for current and future scholarship. Studying these resources provides a better appreciation of how methodological approaches have been developed in the field of educational leadership and management over time.

 

Author(s)details:-

 

Hengameh Karimi
Oxford Business College (OBC), Oxford, UK.

 

Sarwar Khawaja
SK HUB Ltd., UK.

 

Please See the book here :-  https://doi.org/10.9734/bpi/pller/v9/136

Study on Management Leadership Skills and Faculty Research Capability: An Approach Towards Internationalization Status | Chapter 1 | Selected Topics in Humanities and Social Sciences Vol. 4

 The goal of the study was to look into the institutional internationalisation efforts of State Universities and Colleges (SUCs) in Region XI through top management leadership abilities and faculty research competence. Its goal was to learn about the state of the SUCs' heads' leadership qualities and the institution's faculty research potential, as judged by the participants. It also probed into the level of the SUCs' institutional internationalisation efforts, as judged by the faculty. It found that leadership skills and faculty research capability are major predictors of SUCs in Region XI's institutional internationalisation efforts. Survey questionnaires were distributed to 400 professional participants for this study. The descriptive, correlational, and multi-regression analysis methods were used to examine the notion of leadership qualities among the heads of State Universities and Colleges, faculty research capabilities, and their relationship to institutional internationalisation efforts. The findings revealed that top management leadership abilities and faculty research capability had influenced institutional internationalisation initiatives, among other things.

Author (S) Details

Prof. Jihan A. Labrador
Davao Oriental State College of Science and Technology, Mati City, Philippines.

View Book :- https://stm.bookpi.org/STHSS-V4/article/view/2854

Experiment on Applying the Learner-Centered Principles and Strategies: From Face to Face Instruction to a Hybrid Course Learning Format | Chapter 1 | New Horizons in Education and Social Studies Vol. 3

 

This paper discusses the transition from traditional face to face instruction to a hybrid format using the
newly drafted 8 Standards of the Educational Leadership Constituents Council [1] as guidelines for
the curriculum, the 14 Learner Centered Principles [2] from the American Psychological Association
as elements for instructional delivery. Best practices for the development of comprehension in content
areas from transitional face to face instruction in the areas of pre, during, and post reading in hybrid
format instruction are used as examples including ways to provide differentiation of instruction [3]
These include strategies to increase prior knowledge needed to comprehend the concepts and
various assessment methods to demonstrate knowledge gained through student choice of not only
the method of presentation by also the topic based on prior knowledge, learning gained during the
course, demographics of the school/district, current position, diversity, and interest. The key to
providing instruction in a hybrid course is developing an understanding of how adults learn. The
American Psychological Association developed 12 Learner-Centered Principles in 1993 [4] which
were expanded [2] to 14.

Author (s) Details

Dr. Darlene McDonough,
Educational Leadership, School of Education, St. Bonaventure University St. Bonaventure, New York, USA.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/257