Abstract: First generation Somali refugees in the United Stated States could experience both language and cultural barriers along with conflicting identity could hinder economic independence. Therefore, the purpose of this study was to explore the correlation between cultural orientation of first-generation Somali refugees and the utilization of public assistance. Using purposive sampling method, data were collected from individuals who self-identified as first-generation Somali refugees (N=166). A quantitative data analysis method using SmartPLS3.0 to predict the need of public assistance on level on integration into host culture. The Somali identity (63.0 %) and American identity (57.0%) were explained by the full model. The study summary revealed that the percentage first generation Somali refugees who integrated into mainstream society was lower than those who did not in seeking public assistance. We suggested facilitation of full integration of the first-generation Somali refugees could reduce dependence on public assistance.

Abstract: African American students who attend Predominantly White Institutions (PWIs) likely have very different experiences than the students in the majority white population, but their experiences are not well-researched. This qualitative study uses a Critical Race Theory lens to investigate how black students describe their time at PWIs. Interview data yielded several common experiences of participants that we grouped into three main categories: fitting in, safety, and coping strategies. The results mirror current literature on the subject but also extend knowledge in two distinct areas. The information gathered from the students strongly suggests that PWIs need to listen to their students’ narrative accounts of their experiences and effectively address issues of racism. Further research is needed to articulate fully how universities can proactively address issues and reduce the impacts of racism and social ostracism on students who are in the minority.

Abstract: During the Covid-19 pandemic, education took place online in many parts of the world. In addition to the inadequacy of the technical infrastructure, learning losses increased owing to a lack of pedagogical approaches suitable for the online environment, including lesson plans, strategies and course materials. Phenomenon Based Learning is a pedagogical approach aims to develop 21st-century skills and to prepare students for the future not only by disseminating information but by forcing students to process it. In this interdisciplinary, holistic approach to education, students take responsibility for their learning by questioning, determining key phenomenon, performing research, and presenting projects in cooperation with their peers. In this research, a Preschool Music Education course in the music education department of a public university in Turkey was examined using a Phenomenon Based Learning approach online for one semester. The effect of this approach on the pre-service teachers' preschool music education competencies and their level of success in preschool music education has been investigated. In this experimental study, which used a single-group pretest-posttest model, the data obtained at the end of the 14-week process showed the following result: Phenomenon Based Learning significantly increased the level of self-efficacy and success of music teacher candidates in preschool music education.

Abstract: This paper examines primary teachers’ attitudes towards the representation of disabilities and minorities within the school textbook. The study involved a sample of Italian, American and Brazilian teachers and utilized a questionnaire designed for the current research. Findings showed that most teachers assigned a substantial didactic role to the textbook, yet not an educational one. Teachers are generally aware of the lack of representation related to disability and minorities and showed a positive attitude towards the introduction of a more inclusive representation. Despite this they do not adapt learning materials to include disability and minorities. Findings revealed the importance of representation within the school textbook to assist teachers in the inclusion of social groups which are underrepresented in classroom discourse.

Abstract: The article represents a part of an experiment conducted at the University of Maribor, where we observed how children perceive the ethical component in the first book of the Harry Potter series, the Philosopher’s Stone. In a group of children aged 9, 11, and 13, we observed their perception, understanding, and evaluation of ethical judgments in relation to the literary events in the Philosopher’s Stone. Like Kohlberg, we were interested not only in whether the children perceived and understood the actions of the characters acting, but also whether they were able to explain and evaluate the motivation behind the characters’ actions. We were also interested in whether mimetic association with the literary world or the ability to take the perspective of one of the literary characters, affects the child's empathy with the literary character and thus his or her ethical judgments about the characters' actions.