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Journal of Social, Humanity, and Education
Published by Goodwood Publishing
ISSN : -     EISSN : 2746623X     DOI : https://doi.org/10.35912/jshe
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
The Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to social sciences, humanities, communication, language, literature, political science, and education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 12 Documents
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Search results for , issue "Vol. 3 No. 3 (2023): May" : 12 Documents clear
The experiences and challenges of Doctoral Education in Public Universities compared Johnson, Ocan; Marus, Eton; Adyanga, Akena Francis; Ayiga, Natal
Journal of Social, Humanity, and Education Vol. 3 No. 3 (2023): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v3i3.1454

Abstract

Purpose: This article’s purpose is to explore the challenges and experiences PhD students in selected Ugandan state universities endure during their studies. Research methodology: The approach of the research focused on three public universities thus; Kabale University, Makerere University, and Gulu University. To explore these challenges, we undertook an extensive literature review of the external supervisors and evaluations of PhD students who attempted to submit their final dissertations. Results: The main findings of the results indicate that due to institutional, individual, and supervisory inefficiency, many students who enroll in their PhD programs at these universities are unable to graduate within the given timeframe. Limitations: The limitations of the study conclude that the problems addressed in this research and the suggestions presented provide the basis for improving university training programs and facilitating students, timely completion of the PhD program. Contribution: In terms of contribution, this research will improve scholarly writing and publication abilities, in addition to increasing the identity of doctoral education in Uganda. Evidently, there is no substantial work exploring the difficulties and challenges faced by PhD students in Uganda. Novelty: it is crucial to remember that when pursuing their PhDs, scholars are not just learning about the research topic, but are also developing fundamental skills in critical thinking, to construct their own knowledge within their own indigenous context, it is essential that they acquire the capacity to assess assertions, and evaluate arguments in a critical manner.
Beyond assessments: Exploring strategies for Afro-Descendant students’ success in Costa Rica Bernard, Dianala M.
Journal of Social, Humanity, and Education Vol. 3 No. 3 (2023): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v3i3.1475

Abstract

Purpose: This research aims to critically analyze the potential ramifications of comprehensive assessments on marginalized communities, with a specific focus on Afro-descendant students in the Caribbean/Atlantic region of Costa Rica. It intends to identify the potential effects of these assessments and propose policy and practice adjustments that can enhance their educational outcomes. Research methodology: This research analyzes the recent assessment requirements and the historical background of educational assessments in Costa Rica and explores alternative teaching methods, including culturally responsive pedagogy (CRP) and the impact of the dialect and language continuum. Furthermore, the potential benefits of integrating the International Baccalaureate (IB) philosophy into the curriculum of all public schools are also investigated. Results: Based on the analysis conducted, recommendations for policy and practice changes to address the potential impact of assessments on Afro-descendant students include creating a culturally responsive curriculum, recognizing non-standard dialects, using alternative assessment approaches, and emphasizing consideration of marginalized communities' needs and experiences in educational policy and practice decisions. Limitations: This review does not provide an empirical investigation but rather synthesizes existing literature and provides recommendations for future research. Contribution: This research significantly contributes to the existing literature on educational policy and practice in marginalized communities, particularly in relation to students of African descent in Costa Rica and suggests ways to improve their educational outcomes. Its insight can be of interest to policymakers, educators, and future researchers in education and social justice.

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