https://www.hipatiapress.com/hpjournals/index.php/rise/issue/feedInternational Journal of Sociology of Education2024-10-25T08:09:48+02:00Mar Joanpere rise@hipatiapress.comOpen 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 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="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">Creative Commons Attribution (CC BY)</a> as recommended by the <a href="http://www.budapestopenaccessinitiative.org/" target="_blank" rel="noopener">Budapest Open Access Initiative</a> in light of its commitment to Open Access.</p>https://www.hipatiapress.com/hpjournals/index.php/rise/article/view/14664Promoting Student Agency through Writing Projects: The Role of Classroom Interaction, Autonomy from the Teacher, and Control over one's own Performance2024-06-09T15:11:15+02:00Alejandra Andueza- Correaaleandueza@gmail.com<p class="Text"><span lang="EN-US">The concept of agency has gain increasing importance in educational research given that it refers to the capacity of students to make decisions and influence their own learning based on the resources and opportunities available to them. In our diverse classrooms, to promote agency is key as it allows each student to progress according to his or her own pace and abilities. This qualitative research, a classroom design experiment, analyzes how learning projects can favor the development of agency. To do so, writing projects were applied, in three educational establishments, to 16-17 years old students. Then, six focus groups were conducted to gain an insight about students' perspective on their learning experience. A content analysis of the transcripts was carried out and three mechanisms favoring agency were identified: (1) greater interaction among classroom members (increased student protagonism), (2) greater student control over their own performance, and (3) greater autonomy with respect to the teacher.</span></p>2024-10-25T00:00:00+02:00Copyright (c) 2024 Alejandra Andueza- Correahttps://www.hipatiapress.com/hpjournals/index.php/rise/article/view/15241New responsibilities for a New Public Education? Analysis of the Chilean accountability reform2024-09-25T17:12:49+02:00Claudia Carrasco-Aguilarclaudia.carrasco@upla.clLuis Felipe de la Vegaluis.delavega@uchile.clMarcela Peña-Ruz marcela.pena@uchile.cl<p>Since 2017, the Chilean school system has been undergoing reforms stemming from the New Public Education (NEP) project. This study analyzed the responsibilities of the new intermediate administrative level, known as Local Public Education Services (SLEP), as outlined in various government documents. A mixed-methods document review was conducted. The textual corpus included Law No. 21.040, the First National Public Education Strategy, and the three documents that outline the Performance Standards at the General, Early Childhood Education, and Technical-Professional Secondary Education levels. The content analysis was qualitative, followed by descriptive quantitative analysis to estimate the frequencies and proportion of responsibilities across five management dimensions: leadership, pedagogy, resources, territory, and school climate. The results identify 114 responsibilities, with an overrepresentation in the leadership and pedagogical management dimensions, to the detriment of the school climate dimension, as well as an imbalance in management tasks without clear accountability mechanisms. The findings are discussed in terms of the implications for the reform of the Chilean educational quasi-market and the challenges that remain in moving towards an approach that challenges the current accountability model.</p>2024-10-25T00:00:00+02:00Copyright (c) 2024 Claudia Carrasco-Aguilar, Luis Felipe de la Vega, Marcela Peña-Ruz https://www.hipatiapress.com/hpjournals/index.php/rise/article/view/16057Identifying Key Concepts of the Language of Desire and the Language of Ethics in Dialogic Literary Gatherings2024-10-18T15:33:17+02:00Garazi López de Aguiletaglopezdeaguileta@ub.eduVíctor Climent-Sanjuánvcliment@ub.eduAdriana Aubertadriana.aubert@ub.eduAlba Crespo-Lópezalbacrespo@ub.eduLena de Bottonlenadebotton@ub.eduCarme Garcia-Yestecarme.garciay@urv.catMarta Soler-Gallartmarta.soler@ub.edu<p>Given the high prevalence of gender violence among adolescents and youth, research has underscored the importance of preventing it from an early age. The literature has clarified that the prevention of gender violence requires the union of the language of desire and of ethics to promote egalitarian relationships as desirable. Nevertheless, there is a need for a more in-depth and extensive analysis of the key concepts that emerge in DLG, implemented in diverse contexts to better understand their potential as a space for the prevention of gender violence. To contribute to filling this gap, this study explores key concepts of desire and ethics that adolescents surface in DLG implemented in 5 Learning Communities have in common. To that end, 26 observations in 9 different DLG groups with students aged 10-15 and 45 interviews with students and teachers were conducted. Results show one key concept of desire and ethics in these DLG: many students reject violence and peer pressure. Implications of these findings for the prevention and overcoming of gender violence are discussed.</p>2024-10-25T00:00:00+02:00Copyright (c) 2024 Garazi López de Aguileta, Víctor Climent Sanjuán, Adriana Aubert, Alba Crespo-López, Lena de Botton, Carme Garcia-Yeste, Marta Soler-Gallarthttps://www.hipatiapress.com/hpjournals/index.php/rise/article/view/15119The Structural Model of Influential Interplay among Cultural Practices, Social Support, Economic Factors, and the Suku Anak Dalam Community’ Perceptions of Religious Education 2024-07-31T11:44:09+02:00Sutarto Sutartosutarto@iaincurup.ac.idHendra Harmihendra.harmi@iaincurup.ac.idIdi Warsahidiwarsah@iaincurup.ac.idEka Aprianieka.apriani@iaincurup.ac.idNurjannah Nurjannahnurjannah@iaincurup.ac.id<p class="Abstract"><span lang="EN-US">The Suku Anak Dalam (SAD) community in Sumatra, Indonesia, faced unique educational challenges influenced by cultural, social, and economic factors. This study aimed to explore and confirm the influential relationships among cultural practices, social support, economic factors, and SAD’s perceptions of religious education. A total of 356 literate SAD from some regions in Sumatra were sampled. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected through a structured questionnaire translated into the local language. The results revealed that cultural practices positively impacted SAD’s perceptions of religious education (H1, t=7.550, p=0.000) and significantly enhanced social support (H4, t=3.870, p=0.000). Social support positively influenced perceptions of religious education (H2, t=4.880, p=0.000), while economic factors had a strong positive effect on both perceptions of religious education (H3, t=9.119, p=0.000) and social support (H5, t=31.108, p=0.000). These findings highlight the necessity of integrating cultural, social, and economic aspects in educational policies for the SAD community. The study's novelty lies in its structural model, offering deep insights into religious education perceptions. Future research should explore similar dynamics in other indigenous communities using longitudinal and qualitative methods. </span></p>2024-10-25T00:00:00+02:00Copyright (c) 2024 Sutarto Sutarto, Hendra Harmi, Idi Warsah, Eka Apriani, Nurjannah