Education Commons^™

Girls’ Schooling Empowerment In Rural China: Identifying Capabilities And Social Change In The Village, Vilma Seeberg

Vilma Seeberg

This study is explicitly anchored in an emerging grounded paradigm, the human development capability approach, and proposes its elaboration using empowerment as a perspective, in this case, on the education of excluded village girls. The person-centered development imperative of the empowerment-capability approach provided the conceptual tools that brought together a holistic observation of social location, subjectivities, agency, achievements and transformative change. Seeking to explain village girls' demand for schooling, the work identifies intangible and instrumental capabilities often unrecognized and "their indirect role through influencing social change" (Sen 1999, 296) contributing grounded findings on the concept of empowerment. Findings further show …

Enhancing Cross-Cultural Competence In Multicultural Teacher Education: Transformation In Global Learning, Vilma Seeberg, T. Minick

Vilma Seeberg

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university, utilizing Web 2.0 technologies, the authors implemented and evaluated a pedagogical approach intended to foster cross-cultural competence with an emphasis on dispositional transformation. A mixed-method design assessed students on CCC standards and found that they developed affective as well as cognitive CCC. By implication, the model can be adapted in other teacher …

The Demoralization Of Teachers: Crisis In A Rural School In China - Book Review, Vilma Seeberg

Vilma Seeberg

Author Dan Wang describes how the daily experiences of students, teachers, administrators, and parents are shaped and impacted by national education reforms that are an ill-fit with local school conditions and student's educational needs. Teachers are scrambling to get out of what they see as a trap that stifles their aspirations and robs their lives of meaning.

Review Of "State Schooling And Ethnic Identity: The Politics Of A Tibetan Neidi Secondary School" By Zhiyong Zhu, Vilma Seeberg

Vilma Seeberg

No abstract provided.

Schooling, Jobbing, Marrying: What's A Girl To Do To Make Life Better? Empowerment Capabilities Of Girls At The Margins Of Globalization In China, Vilma Seeberg

Vilma Seeberg

No abstract provided.

Village Girls On Schooling In Their Own Words, What Do They Value And Gain? Empowerment-Capabilities & Achieved Freedom, Vilma Seeberg, Shujuan Luo

Vilma Seeberg

Abstract

This chapter explores the relationship between village girls’ schooling and enhanced capabilities and achievements in western China during the economic explosion in the first decade of the 21^st century. We seek to understand what village girls wanted and gained, what opportunities for change they sought to obtain from schooling, why they and their families sacrificed much to attend low quality schooling. Capturing these dynamics may allow us to identify the lever that generates change and frame policy that enhances and increases relevant opportunities to eliminate extreme poverty

Seeberg’s empowerment-capability framework (Seeberg and Lou 2012) applies Sen’s capability approach …

Village Girls’ Schooling Matters: Attainment, Empowerment Capabilities & Achievement, Vilma Seeberg, Shujuan Luo

Vilma Seeberg

This paper explores the relationship between village girls’ schooling, their intrinsic capabilities and achieved re-gendered identities in western China during the tumultuous first decade of the 21st century. Using an empowerment-capability framework developed by Seeberg (Seeberg and Lou 2012 forthcoming) which focuses Sen’s capability approach on rural girls schooling, we seek to explain what village girls themselves said they got out of schooling. In interviews 23 girls and young women from one village described how they valued certain functionings of well-being, agency and achievement, and how these were associated with attainment levels in schooling. We found that with rising attainment …