International Journal of Sociology of Education 2023-06-25T00:00:00+02:00 Tatiana Íñiguez Open Journal Systems <p>The <em><strong>International Journal of Sociology of Education</strong></em> (known by its acronym RISE) is a scientific journal of the Editorial Hipatia that publishes technical articles and original research results from the field of education education with different methodological approaches in order to provide specific scientific advances in the socio-educational field. In this sense, RISE will publish disciplinary and interdisciplinary works related to the most relevant theories and educational research developed from a social perspective that provide elements that contribute fundamentally to social transformation and overcoming social inequalities from education.</p> <p>This scientific journal arises from the need to respond to the excessive determinism and dogmatism with which educational issues have been treated since the sociology of the reproductive role of education in society. The RISE aims to analyze not only in a descriptive way the socio-educational elements that reproduce social inequalities and even increase them, but also the models, variables, scientific evidence and educational actions that affect social change and the overcoming of inequalities. In short, RISE aims to be an international space for debate and criticism through the presentation of theoretical and practical contributions from the sociological field that can favor the improvement of our societies through education. The journal is aimed primarily at scientific and research staff and other key actors who wish to keep abreast of the latest developments in the sociology of education. It is a quarterly electronic publication that appears in the months of February, July and October. Papers can be publsihed in English or Spanish.</p> <p><strong>Peer review Policy:</strong> The editorial board will review the works received by the journal and it elaborates the corresponding report for the acceptance or rejection of the article, based on the criteria of quality, as much as formal and of adjustment to the own contents of this journal.Once it is verified the adjustment of the works, these are sent to two external expert people for a valuation by means of the system of " double blind" or " peer review". In case of discrepancy, there will be one third person that reviews. Once the evaluations of articles by this external procedure have been done, the author(s) will be notified the acceptance or not and, in necessary case, will be asked for the modifications suggested in the evaluation reports. In this last case, once the original text has been re-elaborated by the author(s), the work will be evaluated again by the Editorial board, according to the initial valuations realised and contained in the referred information.</p> <p><strong>License:</strong> Until October 5, 2013, the scientific journals of Hipatia Press were published under the Creative Commons Attribution-NonCommercial-NoDerivativeLicense (CC BY NC ND). Hypatia Press decided to change the license and use <a href="" target="_blank" rel="noopener">Creative Commons Attribution (CC BY)</a> as recommended by the <a href="" target="_blank" rel="noopener">Budapest Open Access Initiative</a> in light of its commitment to Open Access.</p> Windless Flags. Nations and Nationalism in the Sociology of Education 2023-02-09T10:44:28+01:00 Juan García-García Cesar Rina Simón <p>As a specific area of knowledge, the Sociology of Education has paid little attention to the phenomenon of nations and nationalism. Concerned since its Durkheimian and Marxian origins with the school-society relationship, the social functions of the school and the links between education and social stratification, the role of the school institution in the construction and reproduction of nationalism has received residual, almost insignificant attention. This article analyzes in detail the way in which the Spanish Sociology of Education has relegated and neglected the issue of nations and nationalism, reviewing the university handbooks published in recent decades (1990-2021). Using the categories proposed by the social psychologist Michael Billig – hot and banal nationalism, methodological nationalism - the authors of the article also point out how this neglect of the Sociology of Education has contributed in parallel to the construction, reification and naturalization of the world of nations and nationalism.</p> 2023-06-25T00:00:00+02:00 Copyright (c) 2023 Juan GarcíaGarcía, Cesar Rina Simón “Family Keepers” or “Career Seekers”: Understanding the Life Experiences and Educational Trajectories of the Young Chinese Restaurant Owners in the United States 2022-08-13T08:03:40+02:00 Yuejia Wang <p>This qualitative research investigates how Chinese restaurant owners negotiate their education opportunities, family solidarity, and social identity during their migration for success in the United States. The researcher conducted in-depth interviews with nine Chinese restaurant owners in Western New York and identified two types of participants on the basis of their family backgrounds and educational attainments: the "family keepers" and the "career seekers". In short, "family keepers" tend to see ethnic business ownership as a way to sustain their families, while "career seekers" regard the ethnic business as a jumping-off point toward a new career. Incorporating the concept of transnational habitus from Bourdieusian scholars, this study argues that immigrants develop different transnational habitus within which they constantly reframe distinct mechanisms to evaluate their ethnic, family, and human capital for upward social mobility. By offering a comprehensive lens to understand immigrants’ human agency in coping with social and racial inequity, this study suggests one’s capital is dynamic and two-sided when transferring internationally. A certain type of capital denotes both advantages and disadvantages in immigrants’ transnational journey. It also raises the significance of&nbsp;with-group variance in understanding new immigrants’ upward social mobility.</p> 2023-06-25T00:00:00+02:00 Copyright (c) 2023 Yuejia Wang “Teachers’ Impact on the Implementation of Human Rights Education in International Indian Schools in Kuwait 2023-04-25T17:43:39+02:00 Radhika Lakshminarayanan Suzana Košir <p>With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. This duality alludes that students’ knowledge is largely dependent on the teacher who effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teacher’s own knowledge and comprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.</p> 2023-06-25T00:00:00+02:00 Copyright (c) 2023 Radhika Lakshminarayanan ; Suzana Košir Equitably Undeterred? Persistence of Education Mobility and Migration Intent among Upper Secondary Education Students throughout the COVID-19 Pandemic 2023-06-08T00:55:09+02:00 Teo Matković Margareta Gregurović Josip Šabić <p>This paper aims to explore the effects of the pandemic on future mobility aspirations, as COVID-19 pandemic induced disruptions in overall educational experience and international mobility. The authors assess whether the hardship caused by the pandemic has affected Croatian upper secondary school students’ international migration intent and aspirations for studying abroad. To that cause, authors combine three large-scale nationally representative studies conducted in the pre-pandemic (2017), pandemic (2021) and late-pandemic (2022) period. The results indicate that the number of days school spent in remote learning proved modestly associated with lower intent to migrate or to study abroad in 2021. However, contrary to expectations drawn from literature, the prevalence of intent of moving abroad remained persistent compared to pre-pandemic, while aspirations for studying abroad increased. The expected moderation effects of students’ socio-economic background on migration intent during the pandemic and school closure, failed to materialize, except for migration intent in 2021, when having tertiary-educated parents proved more advantageous. In line with recent Eurobarometer surveys, our analysis imply little evidence of long-term devaluation of mobility capital among Croatian upper secondary students, as the moderators throttling mobility aspirations have likely receded.</p> 2023-06-25T00:00:00+02:00 Copyright (c) 2023 Teo Matković, Margareta Gregurović, Josip Šabić