All publications
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Multiculturalism in Modern Education and Pluralistic Societies
Ahmet İlhan Başar, Tzu Yu Allison Lin, Sevilay Sahin
Multiculturalism in education is a multi-dimensional and dynamic field of research, reflecting the complex nature of pluralistic societies that are increasing in number throughout the modern world. Theoretical perspectives on multicultural education offer a critical insight into how education systems of these pluralistic societies can address the cultural diversity and promote social justice. This research delves into the theoretical fundamentals of multiculturalism in education, examining the key concepts, theories and frameworks. As we navigate the complexities of globalization and cultural interaction, the principles of multicultural education remain essential in shaping a more inclusive and equitable future for all.
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Agree to (Dis)agree: A Shifting Point of View of the Disgraceful Other David Lurie in J. M. Coetzee’s Disgrace (o.p. 1999)
Dr. Vivien Jiaqian Zhu
This essay offers a critical reading of J. M. Coetzee’s 库切 novelistic legacy from both Disgrace (o.p. 1999) and Elizabeth Costello (o.p. 2003). It explores the problematic issues with representations of animals and its inter-“connection” between literature and the larger physical world (Mohamad Ali Hassan Alakhdar, 2019; Alakhdar, 2012; Alakhdar, 2019). On the other hand, it mitigates the public narrative web of social others within anthropocentric and biocentric perspectives (Wagner 2017; Miller 米勒 1988; Watt 1957; Hale 多萝西・J. 黑尔 1989; Hale 多萝西・J. 黑尔 1998; Johnson 2002; Mahfouz-Brown 張仲思 March 5, 2015; Caillois 1942; Zhu 2024; Zola 1960-1967; Lukács 1950; Lukács 1920).
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Scholarship Spending in Slovenia: Aligning Purpose and Needs
Vesna Skrbinjek, Diana Pivc
This study investigates the purposes of scholarship spending in Slovenia, with a particular focus on state (public) scholarships and Zois (talent development) scholarships. It examines the fundamental objectives of scholarship provision, the structure of higher education indirect financing, and the characteristics of the Slovenian scholarship system, including eligibility criteria and scholarship types. A total of 87 higher education students participated in a survey designed to explore their scholarship spending patterns and assess whether these expenditures align with the intended purpose of the financial support as intended. The survey also examines students’ attitudes toward scholarships, perceived fairness of the system, and differences in how scholarships are used—particularly regarding support for academic success and talent development. Findings indicate that scholarships are not always utilized as intended, many students perceive the system as unfair, and the current scholarship amounts are insufficient to meet students' needs in the context of the current socio-economic challengest. Based on these findings, the study proposes several recommendations for the improvement and more equitable development of the scholarship system in Slovenia.
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Integrating Localization into Educational Policy Implementation in Humanitarian Settings: A Case Study of South Sudan
Suleiman Ibrahim Roba
This article examines how localization can be integrated into the implementation of educational policy in humanitarian settings. The article asks three key questions: i) How is localization currently practiced in the implementation of educational policy in South Sudan’s humanitarian settings? ii) What mechanisms enable or constrain the systematic integration of localization into formal educational policy implementation in South Sudan? and iii) what opportunities exist for integrating localization in educational policy implementation in South Sudan’s humanitarian settings? It draws on 104 completed questionnaires and 18 key informant interviews (KIIs), and secondary data. The article identifies three mechanisms that successfully link policy to localized practice: (1) flexible funding streams that prioritize multi-year local grants; (2) institutionalized local representation in coordination and planning bodies; and (3) community-driven monitoring systems that align local priorities with national targets. However, financial dependency, political centralization, capacity gaps, and trust deficits hinder systematic integration. In addition, the article identifies three opportunities for integrating localization in educational policy implementation in South Sudan’s humanitarian settings. These included partnership and coalition-building, recognition of the role of local actors, and international policy frameworks. The study concludes that advancing localization requires structural reforms that redistribute power toward local actors. Doing so would move localization in South Sudan’s education sector from aspiration to transformative practice. The study concludes with recommendations for donors, ministries, and NGOs to rebalance power in decision-making and to invest in long-term systems strengthening that centers local ownership.
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