共查询到11条相似文献，搜索用时 15 毫秒
1.
《中学生英语读写(高中版)》2002,(11)
Jack and Kate were close friends. It was a Saturday evening while Kate was resting at home. The telephone rang and she heard Jack ask her to dinner. She was happy and came to a luxury restaurant (豪华 相似文献
2.
Why was the Bastille important to the citizens of Paris? The building of the Bastille had been started in 1370 under Charles Ⅱ. By the seventeenth century it had ceased to be important for defense. Cardinal (红衣教主)Richelieu turned it into a prison. 相似文献
3.
Rachelle Renee Green 《Religious education (Chicago, Ill.)》2020,115(1):83-91
AbstractThis essay offers a glimpse into what is possible when religious educators traverse the walls of the justice system and work with students-incarcerated to curate spaces of hope, grace, and transformation in prison. Herein I present both a dream and a challenge to the future of religious education to live into a life-saving mission to offer the millions of people in jails, prisons, and detention centers opportunities and resources to resist prison practices, prevent devaluation, and promote survival. Finally, I ask if Religious Education Association can be a place where we dream of this future together? 相似文献
4.
I read of a man who was involved in a tragic accident,He lost both legs and his left arm and only a finger and thumbremained on the right hand.There was only enough left ofthe man that had been to Suffer and reinember. 相似文献
5.
夏爱华 《第二课堂(小学)》2014,(12):36-37
瓦尔德·罗利爵士著名的《世界历史》．是在他被困监狱的13年当中写成的。马丁·路德被监禁在华脱堡堡垒的时候,把《圣经》译成了德文。磨难是上天赐予的最好礼物。有诗为证：“宝剑锋从磨砺出,梅花香自苦寒来。”人生若一路顺风顺水,也未必是什么好事。 相似文献
6.
Terje Manger Ole‐Johan Eikeland Åge Diseth Hilde Hetland Arve Asbjørnsen 《Scandinavian Journal of Educational Research》2013,57(6):535-547
The aim of the present study was to examine inmates' educational motives. The participants were 467 inmates who attended education in Norwegian prisons. Three motive categories were identified: “To prepare for life upon release” (Factor 1), “social reasons and reasons unique to the prison context” (Factor 2), and “to acquire knowledge and skills” (Factor 3). Factor 1 explained more of the variance than the sum of the other factors, and educational level was not related to scores on this first factor. Inmates with long sentences were more likely than those with short sentences to start an education in prison to prepare for life upon release. Inmates with low education scored significantly higher on Factor 2 than those with high education, but significantly lower on Factor 3 than the latter group. 相似文献
7.
Shoshana Pollack 《Journal of Teaching in Social Work》2013,33(5):503-518
ABSTRACTThis article reports on a study of student experiences of a Walls to Bridges (W2B) class taught by Faculty of Social Work instructors in a Canadian women’s prison. The Walls to Bridges (W2B) program is based on the U. S. Inside-Out Prison Exchange Program and brings students from the university together with students from the prison to study for a semester long course in correctional settings. The article reports on how the program pedagogy of experiential learning and Talking Circle processes impacted student’s awareness of privilege, marginalization and stereotypes, commitment to social change and action. 相似文献
8.
The number of children who experience parental incarceration continues to rise with the United States. In 1999, an estimated
1.5 million minor children had a parent in a United States prison. One-fifth of these children are under 5 years of age (Mumola,
Incarcerated parents and their children, Bureau of Justice Statistics Special Report, 2000). A brief overview of some of the
issues associated with parental incarceration is presented. The inclusion of books about having a parent in prison in the
classroom is discussed as one method of supporting children and families. 相似文献
9.
Sarah Galloway 《British Educational Research Journal》2021,47(5):1416-1433
The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland’s prison system, where the criminological theory of ‘desistance’ currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups. 相似文献
10.
Capstone service learning courses are designed to overcome the negative effects of fractioned knowledge by enabling students to consolidate and apply what they have learned over a program of study. They also promote a scholarship of engagement. This article documents the learning experiences of students on a Deaths in Prison Custody capstone service learning course. Though such a criminal justice course requires significant staff input and involves some loss of educational control, it has many benefits including enhanced learning, meaningful service, public value, and civic engagement. The focus on this article is on student learning experiences. It outlines how the pragmatic focus of such a course made knowledge and student learning relevant and actionable. It also describes how the deliberately unstructured design of the course, together with its emphasis on pubic value, encouraged autonomous and self-directed learning, prompting the students to take greater ownership of their learning. 相似文献
11.
Educational programs are seen as a vehicle for improving the educational experiences and life outcomes for youthful offenders.
In 1998 North Carolina started the Workplace and Community Transition Youth Offender Program (YOP). The program offers youth
post-secondary educational courses. Our study examines 2007–2009 data from YOP youth participating in the program. Using students’
voices our study shows that YOP not only decreases recidivism drastically, but has a personal impact in the youth participants’
lives. YOP provides a space of change that is not prison or a traditional college. The hybrid figured world provides an opportunity
for African American male youth to re/author themselves creating new hybrid identities. The youth author themselves as students
versus inmates. These new identities and educational competencies have potentially long term benefits for youth offenders
and for communities. 相似文献