rss_2.0Sciendo RSS Feed for Journal of Education, Society & Multiculturalismhttps://sciendo.com/journal/JESMhttps://www.sciendo.comhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/64721622215d2f6c89dbb6a3/cover-image.jpghttps://sciendo.com/journal/JESM140216https://sciendo.com/article/10.2478/jesm-2024-0011<abstract> <title style='display:none'>Abstract</title> <p>Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula.</p> <p>Through this research, we will also investigate the level of knowledge teachers’ knowledge about GREEN education, identifying possible gaps in their professional training in this field. The results will provide essential information for the development of in-service training programmes to support teachers in improving their skills in GREEN education. Therefore, the main objective of this research is to bring attention to teachers’ attitudes towards implementing and engaging in GREEN activities at pre-school level, providing relevant and practical data for improving the quality of pre-school education and training future generations in sustainability.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00112024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0008<abstract> <title style='display:none'>Abstract</title> <p>Quality in education represents a predictor of education for sustainability development. This article aims to measure: (a) the level of satisfaction perceived by students regarding the development of the didactic communication process (OS1) (b) the assessment of the importance given by the student to the organizational and didactic practices necessary to increase the quality of university education (OS2). The research is quantitative, and its specific tools were designed considering the following variables: (a) dependent variables: satisfaction, and knowledge, and (b) independent variables: indicators of effective communication quality, teacher competencies, effective learning practices, quality of training, importance and performance in training professional and transversal skills, indicators of conflict of interest and ethical dilemmas. The data processing aimed at determining the average scores for each dimension investigated and their ranking was based on the values obtained for each provided subsample. The resulting values have an average score of 1.45 and 1.34, respectively, revealing a relatively small distance between those two dimensions. This leads us to appreciate that students know the role, place and importance of the learning environment in increasing academic performance. Providing support services for students is also perceived as important since the average score obtained is 1.23 - not far from the average of those related to the learning environment. Didactic communication contributes to the efficiency of the didactic process; it is appreciated that empathy, personal integrity and expressiveness are the attributes that any teacher must possess; compliance with the rules can be considered a pillar of academic quality and academic success. At the ranking level, those dimensions rank first in importance, followed by “learning autonomy” (second place), ensuring an adequate learning environment (third place) and providing support services for students (fourth place).</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00082024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0003<abstract> <title style='display:none'>Abstract</title> <p>Artificial intelligence chatbot technology holds tremendous potential to be deployed as a student support service automation platform in comprehensive open distance e-learning institutions of higher learning in the Fifth Industrial Revolution. Inadequate support service provision to students at comprehensive open distance e-learning institutions of higher education has prompted this investigation into the use of artificial intelligence chatbot technology for the provision of student support services at comprehensive open distance e-learning higher education institutions in the Fifth Industrial Revolution. This qualitative study adopted content analysis as its research methodology, which is grounded in a literature review that incorporated insights from the researchers’ experiences with utilising artificial intelligence chatbots for student support in comprehensive open distance e-learning higher education institutions in the Fifth Industrial Revolution. The findings of the study indicate that artificial intelligence chatbot technology may be able to provide support services to students in a comprehensive open distance e-learning setting. Artificial intelligence chatbots can be utilised in the administration department to respond and make calls to students, as well as provide information about the application and registration processes, and assist students in this regard. Students could also use the artificial intelligence chatbots for learning and to conduct research. The study recommends a framework for the use of artificial intelligence chatbots for the provision of support services to students at comprehensive open distance e-learning higher education institutions in a new and emerging phase of industrialisation, namely the Fifth Industrial Revolution.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00032024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0006<abstract> <title style='display:none'>Abstract</title> <p>The strike embarked upon by the Academic Staff Union of Universities (ASUU) in Nigeria has significant impact on different stakeholders. Hence, this study investigated the implication of ASUU strike on students in Olabisi Onabanjo University, Ago-Iwoye, Ogun State, by examining the lifestyle of students during ASUU strike; its effects; and the coping strategies employed by the students during the strike. This study was conducted among undergraduates of Olabisi Onabanjo University, Ago-Iwoye. Cross-sectional survey design was used and 132 undergraduates were sampled using convenience sampling. Primary data were collected through the questionnaire, and the data were analysed using descriptive statistics such as simple percentage and frequency count.</p> <p>Results showed that more students engaged in actively participating in social media and praying for the strike to be over, relaxation, and learning of skills while gardening, getting a certification course or interim job were the least engaged by students during the ASUU strike. The results above indicated that boredom was the highest effect of ASUU on students’ lifestyle, followed by worry and by anxiety while mental issues was the least felt consequence of ASUU strike by students. The study also revealed that the students employed some coping mechanism such as praying for an end to the strike, social media usage, learning a skill and even sleeping to mitigate the implications of ASUU strike. The study then concluded that the disruption of academic activities during the ASUU strike made students engage in different lifestyles while overcoming its effects by using coping strategies.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00062024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0004<abstract> <title style='display:none'>Abstract</title> <p>The linguistic landscape of Sri Lanka underwent dramatic transformations owing to the influence of Indic languages and the colonization which resulted in increased language contact and hybridization of local languages. Advancements in digital and commercialization of language learning increased the demand for second and foreign language education. Whether language planning and education have undergone changes in par with the transformations in the linguistic landscape is questionable. Approaches and methodologies of second and foreign language learning in Sri Lanka remain entrenched in hegemonic practices of post-colonial language education. Taking on a convergent parallel design, the present study explored the potentials of incorporating translanguaging into second and foreign language education in Sri Lanka. Teachers of English as a second language and three other foreign languages were selected as the key informants of the study. Recognizing language as a transformative entity from a sociolinguistic stance, the study employed dynamic systems theory to evaluate the significant transformations of the linguistic landscape in Sri Lanka juxtaposed with developments in language studies. The findings have revealed that although the teachers have identified the need for shifting towards inclusive language education that recognizes the significance of learners’ native language repertoire, the language education system is still entrenched in the conservative approaches. Teaching learning material and ideologies attached to second and foreign languages education have become ‘leg irons’ that constrain adaptation into the new language environment. National scale linguistic landscape surveys, transformations in methodologies, localized learning material and long-term language policy and planning initiatives are key requirements for ensuring inclusive, equitable and decolonized language education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00042024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0007<abstract> <title style='display:none'>Abstract</title> <p>University academic success is influenced by a number of variables. One of the factors influencing both neurotypical and neurodiverse students’ academic success at university is their social life. Students that are neurodiverse, however, also face additional challenges in maneuvering through their social life in comparison with neurotypical students. This paper argues that academic success for neurodiverse individuals is significantly influenced by their experiences in university social life. The social model of disability is the theoretical framework used in this article to examine and understand the relationship between the experiences in the social life of neurodiverse university students and their academic success. This paper argues that to increase the level of support provided to neurodiverse students, all stakeholders must work together.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00072024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0009<abstract> <title style='display:none'>Abstract</title> <p>At the academic level, teaching and learning are mainly focused on formal curriculum, structured on courses, seminars and speciality practice, all of them finalizing with exams. Students have to treat very seriously this formal curriculum if they want to achieve good results and, at the end of the licence cycle, to occupy a good job for which they prepared.</p> <p>The reserach aims to analyze if, by organizing non-formal activities with students from all three years of study, their academic performances are improving. This is also our reserach hypothesys – if students are involved in extracurricular activities, their perception about learging is enriched and their performances will improve. Reserach is mixed: qualitative and quantitative. The students investigated are matriculated in all three years of license study. The hypothesis is confirmed, after analyzing and interpreting the findings.</p> <p>Research findings: even if, at the beginning, from various reasons, students are reticent at participating at non-formal activities, gradually they get involved more and their perception about learning the formal courses is enriched, their cultural horyzon is widened and consequently their academic results get better.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00092024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0005<abstract> <title style='display:none'>Abstract</title> <p>The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom and globally.As a cross-sectional study aimed at the comparative analysis of the academic performance, behavior, reactivity, self-efficacy and social integration, the research intends to provide a deep understanding of how this pedagogical method can contribute to the academic and social development of these pupils, while emphasizing their specific needs. The detailed analysis of the results brings to light the practical implications and the theoretical implications of using the Montessori method in the context of education for children with ADHD nationwide. Data were collected from a group of parents (N=104) who have children enrolled in eithe Montessori or traditional education programs and the analysis was aimed at assessing the significant differences between the two groups, as they were perceived by the respondents.</p> <p>The overall results indicated that in the Montessori reference classroom, parents reported children’s better academic performance, a satisfactory classroom behavior, positive social interactions and greater overall improvement compared to respondents associated with the traditional type of educational program. However, no significant differences were identified in terms of emotional self-regulation and reported self-efficacy between the two types of programs. The interpretation of these results suggests that the Montessori programs can provide a beneficial educational environment for the children’s global development, improving important matters of their school and social life.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00052024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0001<abstract> <title style='display:none'>Abstract</title> <p>The concept of an organization that learns “learning organization” is one of the most mentioned ideas in management, representing a subject of great interest for theorists in the field and for those involved in the functioning of organizations. The actuality of the topic consists in the fact that today learning has an important role within organizations. Learning and teamwork are highly encouraged in order to achieve common goals and to achieve the results that the members of the organizations really want. In contemporary times, society is in a continuous process of change. Under these conditions, the school must develop its ability to change to the new in order to face the challenges so that its role as a factor in the development of society becomes more and more obvious. Thus, permanent learning appeared as a reaction to the rapid transformations taking place in society, representing at the same time a necessity and a solution. The school is part of the category of organizations that learn, it being different from the others due to the specificity of the dominant activity, namely the instructive-educational process. In this article, we addressed the main characteristics existing in the specialized literature that define the learning organization, the school as a learning organization, as well as the identification of the existence of a possible relationship between the personal factors of teachers and the strategies that make the school a learning organization. The results illustrate the necesity of a correlation factors, such as function, teaching degree, seniority at work, with the strategies that make the school a learning organisation. In the table below we can see that the education level of the teaching staff is the only variable that does not correlate with the strategies that make a school a learning organisation.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00012024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0002<abstract> <title style='display:none'>Abstract</title> <p>The study aims to identify the causes and effects of the bureaucratization of the Romanian education system, in relation to the Weberian theory of bureaucracy. The principles of bureaucracy, enunciated by Max Weber, are discussed and the way they are taken into account and perceived in the case of education in Romania is followed. The study also aims to compare Romania with other countries (Finland, Spain and the United Kingdom) in terms of the perception of bureaucracy. The main results of the other research show that the countries mentioned follow a pragmatic approach, while the Romanian education system prefers a bureaucratic approach. This difference results from the standards that are lacking in Romanian education, both at management level and in terms of educational activities themselves. In pre-university education in Romania, for example, there is a culture of control, without a clear picture of what a high-performing school means, school inspections become only a bureaucratic action, without really measuring the quality of teachers and education. In higher education, bureaucracy is confirmed by the permanent appointment of rectors or by other legislative decisions that burden universities with tasks that should be carried out by other institutions. The new education laws in Romania increase the bureaucracy already existing in the education system, and all this is the result of misunderstanding and misapplication of the principles of bureaucracy.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00022024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2024-0010<abstract> <title style='display:none'>Abstract</title> <p>The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity.</p> <p>Equity in education represents a fundamental pillar for sustainable social and economic development. In a constantly changing society, where ethnic, cultural, and socio-economic diversity is increasingly pronounced, ensuring equitable access to quality education for all students becomes extremely necessary. The study of equity in the classroom allows for the identification and addressing of inequalities that affect the educational success chances of students from different backgrounds. Conducting a dissertation on the theme of equity in the classroom will allow me to develop advanced research skills, critical thinking, and analytical competencies. These skills are essential for my career in the field of education and will enable me to significantly contribute to the development of more equitable educational policies and practices. Additionally, this research will facilitate collaboration with other professionals in the field of education, encouraging the exchange of ideas and experiences.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2024-00102024-06-20T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0017<abstract> <title style='display:none'>Abstract</title> <p>When we speak about the concept of “permanent education”, our attention focuses on comprehensive and broad approaches to the instructive-educational process that go beyond, or, at least, should go beyond what we call or we mean by the traditional boundaries of school and formal education. In fact, the lifelong education constitutes sine qua non a continuing process of learning and development throughout life, a process that takes place in various contexts and at different stages of our lifetime. In this context, we can state that the permanent education must be in agreement with everything that means, on the one hand, the educational market, and on the other hand, the economic market corroborated with the idea of the labor market.</p> <p>We believe that such an assumption is justified by the very demands and new orientations of the labor market as well as by the need of the human being to continuously develop himself in relation to himself and also to everything that is around him. Such a reform of the educational society (Comenius) and of the human being (Dewey), in relation to what the continuous development entails, only brings into discussion a series of ideas such as the continuous learning, the (self) exploration, the personal development and so on.Therefore, the analysis of this paper will focus on the one hand, on the paradigmatic approach to the concept of “permanent education” (from a diachronic and synchronic viewpoint), and on the other hand, on the analysis of specific features of some paradigms related thereof. Thus, <italic>we will try</italic> to show that its benefits and impact may vary according to individual context and needs.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00172023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0020<abstract> <title style='display:none'>Abstract</title> <p>Language constitutes the central core of a child’s psychic structure and plays a predominant role in the overall process of personality development. Effective communication through language necessitates the cultivation of four fundamental skills, collectively recognized as linguistic abilities: listening, speaking, reading, and writing. The present study is underpinned by the premise that at very early ages, children do not sequentially or discretely acquire these four skills; instead, they evolve almost concurrently. Therefore, the aim of this research was to examine the prevalence of linguistic skills in two official reference documents that provide a unified perspective on the legal and pedagogical framework governing early education in Romania. <italic>The Early Education Curriculum</italic> and the official document <italic>Fundamental Milestones in the Early Learning and Development of Children from Birth to 7 Years</italic> were subjected to analysis using the semantic software Tropes v8.2 (developed by Pierre Molette and Agnès Landré), available in Romanian. Through the extraction of a series of references from the texts and subsequent statistical analysis, the interplay between explicit and implicit elements in the representation of linguistic abilities was brought into focus across all five developmental domains.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00202023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0022<abstract> <title style='display:none'>Abstract</title> <p>Teaching is a challenging career that calls for a continuous tightrope walk, making resilience and adaptability pivotal to teacher survival. Teachers need to be able to be aware of their previous practices and to constantly examine and assess their effectiveness, attitudes, and accomplishments. This awareness comes through the coherent and sustained practice of reflective thinking, in which they can cultivate the habits of inquiry and reflection that are so needed in the teachers’ profession.</p> <p>This paper presents a detailed inquiry of the reflective practices of 10 experienced educational practitioners (primary school teachers; all female, aged 38–55 years, average age 44) as they self-study their teaching practices to discover how reflection in practice impacts their growth as teachers.</p> <p>The data was collected through a structured reflective journal (based on Smyth’s model for personal and professional empowerment) and a focus group interview. After the analysis of the data extracted from the focus group, two main themes emerged: a shift in perception about reflective practice and the impact of the use of reflection on teachers as professionals.</p> <p>Findings suggest that having a structure can help teachers become more conscious of one’s experiences, as they purposefully inquire and critique their practice. The potential benefits of deliberately engaging in reflective activities are discussed.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00222023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0018<abstract> <title style='display:none'>Abstract</title> <p>Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00182023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0023<abstract> <title style='display:none'>Abstract</title> <p>The successful professional integration of higher education graduates is closely linked to the quality of students’ training during their university studies and their motivation to engage in the process of training and developing professional and transversal competences. Academic success can be defined either in terms of the high academic achievement of a well-established academic pathway or by reference to the extent of academic results achieved during training, during university studies and in line with training requirements. Definitions of academic success differ, due to different perspectives of analysis. Approaching academic success from an analytical perspective integrates categories of factors that explain academic success as a process. The present article aims to present a register of factors influencing academic success and to explain their influence on student personality and successful academic career shaping. Categories of factors related to the internal and external learning environment were considered, such as personal/individual, social, economic, cultural, educational and psychological. Academic success among students is moreover explained by reference to the management of learning activities implemented by students and aspects related to the flexibility dimension of learning in the academic space, with positive implications on it. Academic success is also explained by considering academic standards and the achievement of these standards as a measure of assessment. The philosophy of defining academic success identifies the concept as being a relative one. In this sense, student satisfaction with one’s own academic performance can integrate academic success. From an academic perspective, high academic achievement, objectively measured, characterises academic success.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00232023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0014<abstract> <title style='display:none'>Abstract</title> <p>Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. Within this context, teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today’s society. In this study, we aimed to investigate the differences between students regarding their demographic characteristics (age category, education level) according to the level of development of their teamwork skills. The results revealed statistically significant differences between the different categories of students and the level of development of teamwork skills. It is important that teamwork skills are developed from the years of undergraduate studies. Both in our sample, but also in other studies from the literature, these students obtain low scores for this competence.These results can be used to create training programs for teachers and students in the development of teamwork skills.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00142023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0024<abstract> <title style='display:none'>Abstract</title> <p>Upon passing matric, countless students choose to study further at Technical and Vocational Training Colleges (TVETs). Nevertheless, some of these students seem to be unable to attain the qualification that they studied for as they struggle with placements for Work Integrated Learning (WIL), which is a requirement for completion of the qualification. Various research has been done investigating the importance of WIL in enhancing student employability and the acquisition of practical skills; however, few have focused on the placement of students in employment centers. This study’s objective was to investigate the challenges that the selected TVET college faces when placing students. This research study adopted a qualitative research methodology. A case study design and constructivism approach were used. Data were collected through open-ended interviews and focus groups. Purposive and snowball sampling techniques were used. The study revealed that there was an elephant in the room. The students faced challenges such as a lack of funding, personnel shortages, geographic location of the colleges, etc. that led to other challenges, as explained in the study. The study concluded that the college had various challenges in placing students for WIL, and thus they had a huge backlog. These range from inconsistency in placement, the inability to prepare and guide students before and during placement, a lack of support, and a lengthy waiting period. A number of recommendations, such as a complete overhaul of the WIL placement process, the recruitment of competent personnel, and widening the pool of funders to fast-track the process and minimize the backlog, are suggested.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00242023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0019<abstract> <title style='display:none'>Abstract</title> <p>Several authors draw attention to implicit or explicit messages about the real world, aspects that we probably think less about when choosing a story to read to young children. Examples of behavioural antimodels can be easily captured by a competent pedagogue or parent in narrative writings such as fairy tales or stories belonging to well-known writers from the international and Romanian literature. The present study envisages a qualitative investigative approach, based on semi-structured interviews, aiming to explore parents’ perceptions regarding the effect of preschoolers’ exposure to stereotypes and verbal and behavioural aggression found in many of the traditional fairy tales and most circulated stories. The results of the study were compiled by investigating the responses of the 12 participants (N=12) based on three dimensions of analysis. Thus, a first dimension focused on the vision of the effects of aggression present in literary texts on children and the way to manage passages marked by violence. The second dimension sought to identify the opinion of the parents interviewed in relation to the possible consequences of the repeated exposure of children to clichés and stereotypes. The last unit of analysis aimed to picture the participants’ beliefs regarding the need to harmonize the subjects of fairy tales and stories heard by preschoolers to the current lifestyle of today’s society. The end of the paper includes a series of discussions with reference to the educational implications, limitations of the study and future research directions.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00192023-12-06T00:00:00.000+00:00https://sciendo.com/article/10.2478/jesm-2023-0015<abstract> <title style='display:none'>Abstract</title> <p>Research notes a significant rise in varied practices of abusive supervision within the schooling context. Abusive leadership is a social justice dilemma which needs sustained confrontation. This qualitative conceptual study provides a philosophical exploration of the practices of abusive school leadership towards teachers with dissenting voices. This paper takes a conceptual methodological approach and deploys dominant social justice theories espoused by Miranda Fricker and Nancy Fraser as underpinning lenses. Extant and established scholarly literature on abusive supervision was identified and critically analysed. In its examination, the guiding research question was: what are the attributes of abusive school leadership and how do such leadership react to voices that are dissenting? This study is significant because there seem to be inadequate scholarly and empirical contributions on abusive school leadership practices towards teacher dissenting voices.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jesm-2023-00152023-12-06T00:00:00.000+00:00en-us-1