The Experts below are selected from a list of 69 Experts worldwide ranked by ideXlab platform
Ashish Singh - One of the best experts on this subject based on the ideXlab platform.
-
Do Indian daughters shadow their mothers? A case of Intergenerational educational mobility among women
International Journal of Social Economics, 2019Co-Authors: Akanksha Choudhary, Ashish SinghAbstract:A few studies in India have related daughters’ education to their fathers, but there is little to no evidence when it comes to the Intergenerational Relation between daughters and mothers’ education. Using India Human Development Survey (IHDS) 2011–2012, the purpose of this paper is to investigate Intergenerational educational mobility among women (15–49 years) (vis-a-vis their mothers) for all India.,The study uses transition/mobility matrices and multiple mobility measures for the examination of Intergenerational educational mobility among women (15–49 years) in India. The data have been taken from the “India Human Development Survey 2011-12.”,Findings indicate that Intergenerational educational mobility at the all-India level is about 0.69, that is, 69 percent of the women acquire a level of education different from their mothers. Of the overall mobility, about 80 percent is contributed by upward mobility whereas the rest is downward. Mobility is greater in urban areas and is highest among the socially advantaged “Others” (or upper) caste group. Also, the upward component is substantially lower for socially disadvantaged groups compared to others. Further, there are large inter-regional variations, with the situation being worst in the central and eastern states such as Uttaranchal, Chhattisgarh, Bihar, Jharkhand, Assam, Arunachal Pradesh, Meghalaya, Manipur, Mizoram, Tripura, etc. Moreover, mobility (overall and upward) increases consistently as one moves up the income distribution.,This study is perhaps the first study which comprehensively studies Intergenerational educational mobility for women (15–49 years) at an all-India level. Findings not only capture the mobility at the aggregate level but also for different caste groups as well as regional variations and income effect.
-
Socio-economic differentials in Intergenerational educational mobility among women in India
2016Co-Authors: Akanksha Choudhary, Ashish SinghAbstract:A few studies have related daughters’ education to their fathers in India but there is little to no evidence when it comes to Intergenerational Relation between daughters and mothers’ education. Using India Human Development Survey 2011-12, we investigate Intergenerational educational mobility for women (15-49 years) (vis-a-vis their mothers). We have used mobility matrices/measures for the estimation. Findings indicate that Intergenerational educational mobility at the all-India level is about 0.69, that is, 69% of the women acquire a level of education different from their mothers. Of the overall mobility, about 80% is contributed by upwards mobility whereas the rest is downwards. Mobility is greater in urban areas and is highest among the socially advantaged “Others” (or upper) caste group. Also, the upwards component is substantially lower for socially disadvantaged groups compared to Others. Further, there are large inter-regional variations, with situation being worst in the central and eastern regions which comprise of the underdeveloped states of India. Moreover, mobility (overall and upwards) increases consistently as one move up the income distribution. Furthermore, income is not able to neutralize the caste based gaps in overall mobility as overall mobility among the Others of the poorest income group is more than the overall mobility among Scheduled Castes/Tribes of the richest income group.
Akanksha Choudhary - One of the best experts on this subject based on the ideXlab platform.
-
Do Indian daughters shadow their mothers? A case of Intergenerational educational mobility among women
International Journal of Social Economics, 2019Co-Authors: Akanksha Choudhary, Ashish SinghAbstract:A few studies in India have related daughters’ education to their fathers, but there is little to no evidence when it comes to the Intergenerational Relation between daughters and mothers’ education. Using India Human Development Survey (IHDS) 2011–2012, the purpose of this paper is to investigate Intergenerational educational mobility among women (15–49 years) (vis-a-vis their mothers) for all India.,The study uses transition/mobility matrices and multiple mobility measures for the examination of Intergenerational educational mobility among women (15–49 years) in India. The data have been taken from the “India Human Development Survey 2011-12.”,Findings indicate that Intergenerational educational mobility at the all-India level is about 0.69, that is, 69 percent of the women acquire a level of education different from their mothers. Of the overall mobility, about 80 percent is contributed by upward mobility whereas the rest is downward. Mobility is greater in urban areas and is highest among the socially advantaged “Others” (or upper) caste group. Also, the upward component is substantially lower for socially disadvantaged groups compared to others. Further, there are large inter-regional variations, with the situation being worst in the central and eastern states such as Uttaranchal, Chhattisgarh, Bihar, Jharkhand, Assam, Arunachal Pradesh, Meghalaya, Manipur, Mizoram, Tripura, etc. Moreover, mobility (overall and upward) increases consistently as one moves up the income distribution.,This study is perhaps the first study which comprehensively studies Intergenerational educational mobility for women (15–49 years) at an all-India level. Findings not only capture the mobility at the aggregate level but also for different caste groups as well as regional variations and income effect.
-
Socio-economic differentials in Intergenerational educational mobility among women in India
2016Co-Authors: Akanksha Choudhary, Ashish SinghAbstract:A few studies have related daughters’ education to their fathers in India but there is little to no evidence when it comes to Intergenerational Relation between daughters and mothers’ education. Using India Human Development Survey 2011-12, we investigate Intergenerational educational mobility for women (15-49 years) (vis-a-vis their mothers). We have used mobility matrices/measures for the estimation. Findings indicate that Intergenerational educational mobility at the all-India level is about 0.69, that is, 69% of the women acquire a level of education different from their mothers. Of the overall mobility, about 80% is contributed by upwards mobility whereas the rest is downwards. Mobility is greater in urban areas and is highest among the socially advantaged “Others” (or upper) caste group. Also, the upwards component is substantially lower for socially disadvantaged groups compared to Others. Further, there are large inter-regional variations, with situation being worst in the central and eastern regions which comprise of the underdeveloped states of India. Moreover, mobility (overall and upwards) increases consistently as one move up the income distribution. Furthermore, income is not able to neutralize the caste based gaps in overall mobility as overall mobility among the Others of the poorest income group is more than the overall mobility among Scheduled Castes/Tribes of the richest income group.
Andrzej Pawłucki - One of the best experts on this subject based on the ideXlab platform.
-
Olympic Education as an Intergenerational Relation of the Third Degree
Physical Culture and Sport. Studies and Research, 2009Co-Authors: Andrzej PawłuckiAbstract:Olympic Education as an Intergenerational Relation of the Third DegreeOlympic education is a more complex social reality than is commonly thought to be the case. Olympic education, understood as a social Relation, is expressive when it takes place between the three generations, and when its axiological leader: the Olympic pedagogue, engages all subjects of the Academy.Olympic education must be constructed in such a way as to include both the act and the thought about the sense of the act. It must include the act of participation and the culture of actions through Olympic practice and the cultural awareness of the act. It must account for the cognitive capabilities of the pupil. Olympic students must participate in the adults' thoughts about cultural acts and in cultural acts themselves. Olympic education, like any other kinds of education, should encourage students to participate in the thoughts about cultural acts and cultural acts themselves. Education based exclusively on thoughts is not effective, and education based exclusively on acts is incomplete.It is easier to imagine and provide students with education through sport than with education through the culture of sport. In everyday school practice, sport education is provided only through actions, through learning by doing. This duality of education: through culture and through action, is demonstrated to the Olympic pedagogue by the concept of universal good, which grants every member of the Olympic family access to the truth about himself or herself, access to the knowledge about the meaning of one's destiny. This concept concerns each subject to education in each Relationship it experiences. The discursive deficit of the Olympic good in one such Relationship destroys education as an Intergenerational transfer of self-knowledge.
María Luisa Rodríguez Moreno - One of the best experts on this subject based on the ideXlab platform.
-
Relación dialógica entre el profesorado senior y el profesorado novel universitario
ECPS - Educational Cultural and Psychological Studies, 2015Co-Authors: María Luisa Rodríguez MorenoAbstract:The Intergenerational Relation in the European universities has evolved over the years. In the beginning was characterized for a hierarchical structure until more democratic situation. In this article is studied the dialogical Relation between junior and senior professors to facilitate the learning of teaching and the adjustment to new critical moments. The author proposes the analysis of expectations, needs and projects for better orientation to the young professors and give practical suggestions about effective mentoring in Spanish universities. To ensure the teacher ability of socialization or adaptation to the real context of the university structure, which involves an inevitable dialectic based on expectations over the medium to long term, in line with the paradigm of socialization interactive, through which seniors and juniors teachers accepte mutually influences and changes. This will lead to a gradual and imperceptible enrichment, by which different cohorts of students will benefit. At the same time, advances in the development of mentoring novice teacher will be an endless source of ideas for applied research.
Masami Sekine - One of the best experts on this subject based on the ideXlab platform.
-
Olympic Education as an Intergenerational Relation of the Third Degree
Physical Culture and Sport. Studies and Research, 2009Co-Authors: Takayuki Hata, Masami SekineAbstract:The International Association for the Philosophy of Sport (IAPS) held its 36th annual conference in Tokyo in September last year. The meeting of the Japanese Society for the Philosophy of Sport and Physical Education (JSPSPE) was also held concurrently with this conference to The 30th anniversary meeting of the Japanese Society for the Philosophy of Sport and Physical Education was held in September 2008. It has been over 30 years since this society was established. Nevertheless the tendency and recent trend in sport philosophy in Japan have not been conveyed abroad. The good reason behind this may be the language barrier between English and Japanese. This makes it difficult to spread the activities on sport philosophy in Japan throughout the world. The question arises as to whether sport philosophy in Japan has the same trend and tendency as sport philosophy in Western countries. We would like to report on sport philosophy in Japan, especially on its characteristics and future perspectives, in order to contribute toward the international development in this field. Sport was introduced into Japan from Western countries in the Meiji period when a national isolation policy in the Shogunate Government of the Edo period finished. The Japanese accepted and have been developing it as a means of school physical education. This fact shows why sport philosophy in Japan has its origins not in sport as culture but in sport in physical education at school. The Japanese philosophy of sport society was not founded by philosophers. It was founded and has been administered by experts in teaching sport and physical education. They recognized several reasons why sport philosophy widened its object from school physical education to sport as the cultural and public phenomenon in the 1960s. Competitive sport was recognized with Japan taking the opportunity of staging the Olympic Games in Tokyo in 1964. This happened because the nation was strongly interested in the competitive sport, and in particular in the Olympic Games. The object of sport philosophy came to be taken for the social meaning of this competitive sport. Also, the change of the Japanese mind structure from common consciousness to self-consciousness, which was affected by the understanding of the human being in the Western culture, made sport a certain action of personal meanings. We would like to suggest a future perspective of the sport philosophy in Japan.