“…Our country is not peaceful yet. (Keo, male, age 22)These data articulate Honeyman's () discussion of social responsibility where students invest in the well‐being of others and society as a whole, and Chea and Huijsmans's () concept of becoming someone within your community. Through Bourdieu's capital theory, we can also see this social responsibility as a manifestation of social capital.…”
Section: Findings: the Importance Of Cultural And Social Capital In Ementioning
confidence: 94%
“…However, Chea and Huijsmans (: 39) show that educational opportunities for rural youth in Laos and Cambodia contribute to ‘becoming someone’ within the community, where personal achievement contributes to the esteem of the whole community. Moreover, in a comparative study of two educational programmes in Honduras, Honeyman (: 600) discussed the relationships between students and community and concluded that different school systems can create changes in students' social responsibility, which she defines as the ‘personal investment in the well‐being of others and society as a whole’. This indicates the cyclical nature of the relationship between community and education, as not only can the role of community facilitate or challenge educational achievement, but schooling can in turn influence a student's relationship with his or her community.…”
Reciprocity between student success and community support has emerged as a strong theme in a phenomenological case study that was conducted amongst post‐primary educational migrant students1 in Laos. Students clearly articulated their dependence upon community support and the ways in which they gave back to their communities in exchange for their continuing education. The descriptions of their experiences were indicative of hierarchical interdependence and highlighted the effects of urbanisation on educational migrants and their lifelong learning. This study draws on Bourdieu's capital theory to understand community and reciprocity as indicators of cultural and social capital. Findings revealed that building relationships between students and their communities is essential to advancing post‐primary education in Laos.
“…Our country is not peaceful yet. (Keo, male, age 22)These data articulate Honeyman's () discussion of social responsibility where students invest in the well‐being of others and society as a whole, and Chea and Huijsmans's () concept of becoming someone within your community. Through Bourdieu's capital theory, we can also see this social responsibility as a manifestation of social capital.…”
Section: Findings: the Importance Of Cultural And Social Capital In Ementioning
confidence: 94%
“…However, Chea and Huijsmans (: 39) show that educational opportunities for rural youth in Laos and Cambodia contribute to ‘becoming someone’ within the community, where personal achievement contributes to the esteem of the whole community. Moreover, in a comparative study of two educational programmes in Honduras, Honeyman (: 600) discussed the relationships between students and community and concluded that different school systems can create changes in students' social responsibility, which she defines as the ‘personal investment in the well‐being of others and society as a whole’. This indicates the cyclical nature of the relationship between community and education, as not only can the role of community facilitate or challenge educational achievement, but schooling can in turn influence a student's relationship with his or her community.…”
Reciprocity between student success and community support has emerged as a strong theme in a phenomenological case study that was conducted amongst post‐primary educational migrant students1 in Laos. Students clearly articulated their dependence upon community support and the ways in which they gave back to their communities in exchange for their continuing education. The descriptions of their experiences were indicative of hierarchical interdependence and highlighted the effects of urbanisation on educational migrants and their lifelong learning. This study draws on Bourdieu's capital theory to understand community and reciprocity as indicators of cultural and social capital. Findings revealed that building relationships between students and their communities is essential to advancing post‐primary education in Laos.
“…SAT schools in Honduras are fully accredited and subsidized by the government. A number of published studies link SAT to positive cognitive, personal, social, and productive outcomes (Honeyman, 2010; McEwan et al., 2014; Murphy-Graham, 2008, 2010, 2012).…”
Section: Empowering Education In the Formal Sectormentioning
This article proposes a conceptual framework for how education can promote adolescent girls’ empowerment and, by mapping the field, highlights promising examples of empowering education programs. We conclude by identifying both research and programmatic opportunities for the future that will harness the expertise of a range of specialists from the interdisciplinary fields of gender studies and adolescent development in collaboration with experts from the fields of education, health, and labor.
“…Se han realizado numerosas aportaciones como resultado de estos estudios, respecto al grado de desarrollo de la responsabilidad social a través de programas universitarios (De la Calle, García-Ramos y Giménez Armentia 2007; Ortiz y Sanz, 2016;Honeyman, 2010;Lappalainen, 2011) que han dado lugar a la validación del constructo "Responsabilidad social del estudiante universitario" (García-Ramos et al, 2016a). Se han encontrado otras aportaciones en esta misma línea de investigación que apuntan a la extracción de índices de responsabilidad social, a los que dan seguimiento entidades como el Observatorio de Responsabilidad Social Corporativa (Observatorio de RSC, 2018;Galán, 2012).…”
Section: Introducción Y Estado De La Cuestiónunclassified
Social responsibility is based on the capacity to decide one’s own actions consciously, deliberately, freely and in relation with others. Each generation must take responsibility for their actions and the impact these have on sustainable development. To analyse and measure this aspect is of signal importance in advancing the Institutional Policy in Higher Education as proposed by UNESCO. The aim of the present study is to offer the international university community a synthetic indicator (index) to evaluate the social responsibility of university students which provides, based on only 6 or 8 indicators, an effective assessment of University Student Social Responsibility (USSR) at any moment during their academic career. The results of the instrument are sufficiently reliable and valid, similar to those obtained by the initial instrument using 20 indicators. The reliability, homogeneity and predictive capacity of these indexes were tested on samples of second and fourth year university students from a number of faculties. The results show these indexes are effective, offering results similar to the complete instrument.
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