Academic Contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship

This volume comprises a series of research articles dedicated to the UNESCO 2019 Forum on Education for Sustainable Education and Global Citizenship. Given the imperative of education in sustainable development, especially in developing countries, the volume covers a wide range of topics: the mobility and mental health of international students, reading habits and academic achievements of junior high school students, core competencies of mid-level managers in higher education, adoption of an international publishing standard, legal rights for education and socio-cultural adaptation of ethnic minorities, and, most recently, students’ learning behaviors during the COVID-19 pandemic

STEM education and outcomes in Vietnam: Views from the social gap and gender issues

United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students’ STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) = -0.14) or more than two siblings (βb(NumberofChi) = -0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally

Behavioural Pattern of School Students towards E-learning Platform during Covid-19 period with special reference to Coimbatore city

E-learning has taken it full fudged emergence with regards to Covid Scenario. Also, the lockdown of schools and playgrounds, the restriction of outdoor activities, physical and social isolation leads to the behavioural change among school children. Students are more attached to their schools, teachers and friends. But Covid 19 has changed the entire situation changed and they were held in their home itself. Students were not able to meet their friends and teachers, they especially miss their school and class environment. It is to be noted that maintaining social isolation and following “Stay at Home” plays a very high impact among school students. Also, the lockdown created for families and children sit inside their homes. Which ,We cannot leave children’s education as it is. In order to continue their education, Indian Government has taken many efforts .Even schools are doing their best to bridge the gap between teachers and students by providing online education because of the absence of regular classroom education. Because of the introduction of online class by schools, on the one side students are not missing the education, on the other side students and parents faces a lot of problems (Physical and mental. It also puts them at the risk of unsupervised access to websites and other unwanted sites in internet

Social Public Health System and Sustainability

This edited volume contains 18 articles published in Sustainability from late 2018 to early 2021. During that time, the world faced the fatal and widespread health crisis, COVID-19, which had threatened the social and public health systems at every corner for quite some time.As the Guest-Editors and also a contributing authors, we are glad that the academic contents from the Special Issue will now be put together in this volume, making the authors' hard work and efforts accessible to the larger audience

Dietary Intake and Behavior in Children

Dietary intake in children is not only associated with current and future health, but also with behavior and learning. Especially during early childhood and throughout the school-age years, adequate food and nutrient intake to support brain development and function are critical. Data on the effect of sugar intake on children’s activity levels, or their ability to focus on cognitive tasks, are mixed. Overall, more research into nutrition and children’s behavior is needed to address the questions: How does behavior affect children’s nutrition and how does nutrition affect children’s behavior

Literacy, Strategy, and Identity in Interaction: Vietnamese and Mexican Immigrant Students in Urban Catholic Schooling

This year-long interactional ethnography of four first- and second-generation Vietnamese and Mexican immigrant youth enrolled in an urban Catholic school traced how participants used a series of literacy-focused interactional strategies to negotiate the complexities of the contemporary Catholic school landscape. Urban US Catholic schools have undergone a radical transformation in the last 40 years, from overenrolled neighborhood parochial schools serving largely white Catholic students (Walch, 2003), to contracting decentralized schools serving Catholic immigrants from Asia and Latin American alongside large numbers of non-Catholic African American students (Hunt & Walch, 2010; Irving & Fosters, 1996; Louie & Holdaway, 2009; NCEA, 2014). This dissertation study represents an effort to describe how four students, the children of political and economic migrants and refugees, used literacy-focused interactional strategies in a multi-cultural, multi-ethnic, multi-lingual urban Catholic school and parish. Using a Bourdieusian analytic approach (Grenfell, et al., 2012; Grenfell & Lebaron, 2014; Hardy, 2011), I examined the language and literacy practices of these four youth over the course of a year, looking particularly at their interactional strategies in their Grade 8 classroom and at the adjacent parish. In the tradition of literacy-focused interactive ethnography (Bloome, et al., 2005; Castanheira, Crawford, Dixon, & Green, 2001; Castanheira, Green, Dixon,, & Yeager, 2007), I collected interview, observational, and artifactual data about how students navigated the parish and school using their linguistic and literacy resources, and how the structure of Catholic schooling allowed for their particular resources to be circulated and recognized as legitimate. This ethnographic study was designed to highlight the unrecognized literate labour of immigrant youth, and to help educators identify how they might mobilize these literacies for language and literacy education in a way that honors their rich cultural, linguistic, and migratory legacies (Campano & Ghiso, 2011). It further hopes to demonstrate the contested nature of all literacy resources in schools, with a specific focus on the field of Catholic education as a site of contestation amongst various groups

Growing up Gay in Vietnam: Seeing and Experiencing the World through Multimodal Visual Autoethnography

In this multimodal visual autoethnography, I examine my experiences as a gay child and student, and later on as a scholar in Vietnam, a heteronormative society. Framed by visual identity constructs, I focus on landscapes of being, belonging, and becoming in my family life and at high school. Visual identity constructs refer to how I constructed and performed my non-conforming identity visually as a gay boy in Vietnam through a clothed and accessorized body. My dissertation work contributes to a growing body of scholarly literature on the experiences of Vietnamese gay people, including young men’s visual identities and gender performances in social, cultural, and educational contexts, such as schools and in the popular media. I draw on identity construction theory, gender hegemony theory, queer theory, and intersectionality to build the theoretical framework. Data was collected from my memories via multiple methods: art-journaling and writing-stories. I viewed writing as a method of inquiry and analysis together with thematic analysis to unpack my memory data. The findings are narrative worlding vignettes arranged into key themes, which indicate the framing and reforming of my visual identity constructs. The theme-based vignettes show the vulnerability and danger of contested conventions I encountered and the influence of social; familial; and cultural factors, including my parents, especially my father and grandfather, my gay friends, and Asian male pop stars on my performativity. My study serves as a call for young gay people to be represented in education settings, especially in Southeast Asia, such as Vietnam. Schools should become more accepting and inclusive for this community