共查询到20条相似文献，搜索用时 31 毫秒
1.
David DeMatthews 《International Journal of Leadership in Education》2018,21(5):545-559
Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices. 相似文献
2.
《Journal of Teaching in Social Work》2013,33(2):99-111
It has been over 100 years since the social work profession first demonstrated its commitment to physically disabled citizens. More recently our attention has been called to the apparent low priority this population has been accorded in social work education. In an effort to address another aspect of this concern, the field work component of the curriculum, a survey of Field Work Directors at 346 Council On Social Work Education accredited baccalaureate social work education programs was undertaken. A beginning attempt to investigate the involvement of physcially disabled students in BSW programs, focus was also on special field education problems and solutions, as well as the educational outcomes with regard to these students. Results seem to indicate that physically disabled students are involved in baccalaureate social work education and are able to follow professional career patterns in at least the same percentages as their non-disabled couterparts. The majority of problems appear to be an ecological nature and perhaps require a stronger social welfare policy commitment to the rights of the physically disabled. 相似文献
3.
关于高等教育自学考试社会助学管理的研究 总被引：6，自引：1，他引：5
高等教育自学考试,是对自学者进行以学历考试为主的高等教育国家考试,是个人自学、社会助学和国家考试相结合的高等教育形式。经过20多年的发展,取得了重大的成绩。社会助学作为自学考试制度的三大要素之一,是整合教育资源的重要形式,也是自学考试发挥教育功能的一种重要途径。文章对高等教育自学考试社会助学的历史发展、现状及现有管理模式进行了系统详实分析,针对其存在的问题提出了完善社会助学管理模式的建议。 相似文献
4.
《Journal of Further & Higher Education》2012,36(2):227-240
This article explores in particular the need for proactive communications between the Further Education (FE) and Higher Education (HE) sectors to ensure that disabled students in transition are appropriately supported. The need for two-way communication was identified along with other significant issues in a research project at the University of Nottingham. The project explored the provision for disabled students available in HE against that which disabled students in both FE and HE institutions stated they required. Issues relating to transition are explored within this short article. 相似文献
5.
Research in Higher Education - Discussions about social justice imply discussions about higher education. After all, a whole set of literature has illustrated how ethnic minority students face all... 相似文献
6.
Shahedur Rahman Thiagarajan Ramakrishnan Louis Ngamassi 《Higher Education Quarterly》2020,74(3):304-319
Social media has transformed the communication landscape for institutions of Higher Education by providing improved teaching and learning experience. However, very little is known as to whether the use of social media by Higher Education students improves their satisfaction. Grounded in social media, risk and technology acceptance literature, this paper examines Higher Education students' perceptions of social media use (SMU) and the impact of SMU on their satisfaction. Data collected from the students were analysed using Structural Equation Modelling. The study finds that: (1) perceived usefulness of social media has positive effect on the use of social media in student learning; (2) perceived risk of using social media discourages the use of the tool, and (3) SMU has positive effect on student satisfaction. The study further discusses the theoretical and practical implications of these findings. 相似文献
7.
Anastasia Liasidou 《British Journal of Special Education》2014,41(2):120-135
Social justice is an ambiguous and contested term that is evoked in order to address issues of enhancing participation and eliminating discrimination across various markers of difference linked to race, social class, and so on. Historically, disability has been excluded from these analyses because it has been cast in the sphere of abnormality and individual pathology. Notwithstanding considerable progress in the widening participation of disabled individuals in higher education, there are still many issues that need to be addressed in order to remove barriers to inclusion and to eradicate discriminatory regimes. The article, by Anastasia Liasidou of the European University Cyprus, uses some insights from Critical Disability Studies in order to highlight the ways in which certain dimensions of a social justice discourse need to be incorporated into debates about widening participation in higher education on the grounds of disability. Considerable emphasis is placed on the importance of adopting the theoretical and pedagogical underpinnings of Universal Design for Learning (UDL) as a means to mobilising socially just changes in higher education. 相似文献
8.
高等教育所具有的产业属性决定了它能够成为投资主体对象，高等教育的大众化发展方向和良好的投资收益率强化了政府，社会主民众对高等教育的投资力度。目前，高等教育投资结构中财政性投入和非财政性投入并举；居民对大学生提供的生活保障费用和大学生在上学期间所放弃的个人收入应核算为对高等教育的消费性投资。高等教育投资的宏观社会环境，政策环境和微观组织环境良好；观念问题，经济不发达等仍是影响对高等教育投资的主要因素。宏观投资环境的改善，宏观政策的落实，微观政策的选择是解决高等教育投资与投资环境问题的基本思路。 相似文献
9.
博洛尼亚进程述论 总被引：3，自引：0，他引：3
作为欧洲高等教育改革重大举措的博洛尼亚进程,即欧洲高等教育区建设进程,是在高等教育国际化和欧洲经济政治一体化的背景下产生的.它以建构欧洲高等教育区为目标,旨在加强各成员国之间高等教育的可比性和兼容性,增强欧洲高等教育的吸引力和竞争力,提高欧洲高等教育的质量,重塑欧洲高等教育的辉煌.1999年6月,欧洲29国教育部长共同签署<博洛尼亚宣言>,提出建设欧洲高等教育区的具体构想、行动纲领和工作计划.其后,经过历次会议特别是5次部长峰会的评估和改革,逐步形成"学位体系建设、质量保证、学位互认、促进流动、联合学位、终身学习、社会维度和机会均等、提升就业力、全球化背景下的欧洲高等教育"等新的行动目标,并在学制改革、质量保证、学分互换、学位互认等方面取得明显进展.2007年的伦敦会议明确提出,要建设"全球化背景下欧洲高等教育区".从<索邦宣言>欧洲高等教育区的设想到EHEA的形成规模,从当初的4个发起国到现在的46个成员国,博洛尼亚进程走过了10年,其内容不断丰富,目标日益完善,原则广受认同,且一直处于发展、改革和完善之中,致力于协调进程在各国实施进度的差异、保持进程趋同化发展中的多样性、寻求不同民族和国家在区域性合作和竞争中的平衡. 相似文献
10.
社会公正与大学角色 总被引：1，自引：0，他引：1
蒋凯 《Frontiers of Education in China》2009,4(2):159-174
Social justice is not only a vital ethical principle of the human society but also the all-important value of the entire social
system. As a public sphere, the university undertakes the purpose to achieve public interest. It plays a significant role
in reflecting, defending, and fostering social justice. Nurturing people with social justice awareness is a key mission of
the university; it communicates and advocates the ideas of social justice, which helps to foster social justice consciousness
of the public; and, for its own part, it must strive to embody and defend procedural justice.
__________
Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(1): 13–19, revised by Zha Qiang, Faculty of Education, York University 相似文献
11.
Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education 总被引：3，自引：1，他引：2
Susan K. Gardner 《Innovative Higher Education》2008,33(2):125-138
Doctoral student attrition in the United States has reached alarming proportions, with reported rates of approximately 50%
across disciplines (Nettles and Millett 2006). Attrition rates of underrepresented populations have been reported at higher
rates across disciplines (Council of Graduate Schools 2004), pointing to a disparate experience for these students. Socialization
has been shown to be a determining factor in doctoral student success and retention (Turner and Thompson 1993) while not necessarily
reflecting how the socialization experience differs by disciplinary and institutional contexts. Through this qualitative study
I sought to understand the effects of the socialization process upon doctoral student success and retention in the disciplines
of chemistry and history at two institutions. Results highlighted a disparate experience for women, students of color, students
with families, part-time students, and older students. Suggestions for policy, practice, and further research are included.
Susan K. Gardner received her Ph.D. in Higher Education from Washington State University and is currently Assistant Professor of Higher Education
at the University of Maine in Orono. Her research interests include doctoral education, student development, and issues of
social justice in higher education. She can be reached at susan.k.gardner@maine.edu. 相似文献
12.
Martin Mills Glenda McGregor Aspa Baroutsis Kitty Te Riele Debra Hayes 《Critical Studies in Education》2016,57(1):100-115
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many highly marginalised young people who have rejected or been rejected by mainstream education systems. We argue here for the need to consider the importance of ‘affective’ and ‘contributive’ aspects of justice in schools. Using interview data from the alternative schools, we highlight issues of affective justice raised by students in relation to their educational journeys, as well as foregrounding teachers’ affective work in schools. We also consider curricular choices and pedagogical practices in respect of matters of contributive justice. Our contention is that the affective and contributive fields are central to the achievement of social justice for the young people attending these sites. Whilst mainstream schools are not the focus of this article, we suggest that the lessons here have salience for all forms of schooling. 相似文献
13.
The study examined the performance of 30 learning disabled and 30 nondisabled children in grades 1 through 7 on the Test of Social Inference (TSI). Results indicated that disabled students obtained lower TSI total scores that did nondisabled students: they also performed relatively lower on TSI items requiring more verbal expression. While no difference was found between the groups on the Motor-Free Visual Perception Test (MVPT), the relationship between MVPT and TSI scores was shown to be significant within the disabled group only. Furthermore, this group made more perceptual-type errors on the TSI. Findings are discussed in relation to previous research suggesting a link between visual perception and/or language fluency and social inference skills among learning disabled children. 相似文献
14.
汪璐蒙 《商丘师范学院学报》2014,(2):131-133
社会保障体系是确保社会公平、维护社会稳定的一个重要手段。相比城镇残疾人,农村残疾人具有残疾人和农村人的双重属性,他们所能获取的社会资源极少,而且生活水平远不及城镇残疾人。在对相关文献梳理的基础上,分析研究农村残疾人社会保障问题的必要性和紧迫性,进而比较系统地剖析我国农村残疾人社会保障方面所取得的成绩、存在的问题以及成因,结合实际情况,提出完善我国农村残疾人社会保障制度的对策和建议,对于维护社会稳定具有十分重要的意义。 相似文献
15.
通过对208名初中数优生、数困生的问卷调查,考察两类初中生数学学习投入的特点及其影响因素。结果表明：（1）数困生的数学学习投入显著低于数优生;数优生与数困生的数学学习投入有不同的变化趋势：数优生的学习投入一直维持在较高水平,而数困生的学习投入随年级的升高在逐渐下降;数困生的情感投入水平比认知投入、行为投入更低;数学学习投入的性别差异不显著。（2）社会支持、数学观和数学自我效能感对数优生、数困生的数学学习投入均具有显著影响;社会支持对数学学习投入既具有直接影响,同时也具有间接影响;数学观和数学自我效能感在社会支持和数学学习投入之间起着中介作用。 相似文献
16.
《高等教育法》在基本价值取向上,一方面,存在着过于偏好社会秩序价值的倾向;另一方面,存在着对个体教育者和受教育者的自由权利,特别是受教育者权利与自由的忽视、窄化以及缺乏保障等现象。这些价值偏向导致了在国家的干预权力与高校的自主办学权利、高校的管理权力与大学生自由权利、法律关系主体的权力与责任之间等形成一系列现实冲突。对该法价值的重构应从高等教育的公共特性出发,并把它作为调节人的自由和社会的秩序之间正义价值的支点。 相似文献
17.
University expansion in higher education has been hierarchically differentiated. There is some concentration of certain social profiles in some degrees of study, so social composition between degrees can vary considerably. This article describes in terms of social composition 10 degrees of four public universities in the metropolitan area of Barcelona. We analyse 857 questionnaires filled in by mid-career students. From the perspective of agent’s decision on the choice of studies, we explore what were the factors that made them choose a concrete degree. We examine several variables that can indicate whether their expectations have been met or not. The results show that the factors predicted by the theory by which working-class (WC) students choose degrees—instrumental motivations and conditions that minimize the risk—are often met. In this regard, the recent structural reform related with the implementation of the European Higher Education Area that removes short-cycles degrees (3 years) could lead to a problem of access for WC students. 相似文献
18.
Joanne Schulze Kevin Woods Kath Tyldsley 《Journal of educational and psychological consultation》2013,23(4):377-400
ABSTRACTSocial justice has been suggested as a possible global moral framework for school psychology. It is, however, culturally understood and research suggests that the engagement with “social justice” in school psychology has been largely limited to a U.S. context. This project sought to extend international understandings and practices of social justice in school psychology. A thematic analysis of nine interviews with educational psychologists based in England was conducted. Social justice was defined as complex, and participants suggested it is important to educational psychology practice in part because of current cuts to public services and educational reforms. Findings also indicated a role for social justice consultation, building relationships, and engaging with broader macrolevel work to enact a social justice agenda. We discuss these findings in relation to previous literature, concluding that our research begins to document the seeds of a broader social justice agenda in school psychology. 相似文献
19.
Kholeka C. Moloi 《Africa Education Review》2019,16(6):111-127
AbstractThe term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation. 相似文献
20.
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or ‘a, c, d’) that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed ‘a, c, d’ social justice strategy towards inclusion. 相似文献