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1.
Roland Sintos Coloma 《Educational theory》2013,63(6):639-658
In this article Roland Sintos Coloma argues for the relevance of empire as an analytical category in educational research. He points out the silence in mainstream studies of education on the subject of empire, the various interpretive approaches to deploying empire as an analytic, and the importance of indigeneity in research on empire and education. Coloma examines three award‐winning books, Lawrence Cremin's The Transformation of the School: Progressivism in American Education, 1876–1957, John Willinsky's Learning to Divide the World: Education at Empire's End, and David Wallace Adams's Education for Extinction: American Indians and the Boarding School Experience, 1875–1928, in order to delineate the heuristic spectrum of the use of empire in educational research. These texts are put in conversation with the interdisciplinary fields of American, postcolonial, race/ethnic, and indigenous studies where questions of empire have received considerable attention. Ultimately, mobilizing empire as an analytical category will enable researchers, policymakers, and educators to establish new connections and dispute long‐standing views about discursive, structural, and affective dynamics at local, national, and global levels. 相似文献
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Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
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Mapping the Contours of Neoliberal Educational Restructuring: A Review of Recent Neo‐Marxist Studies of Education and Racial Capitalist Considerations 
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下载免费PDF全文 Clayton Pierce 《Educational theory》2015,65(3):283-298
In this article Clayton Pierce reviews three books representative of the recent neo‐Marxist literature on education: David Blacker's The Falling Rate of Learning and the Neoliberal Endgame, John Marsh's Class Dismissed: Why We Cannot Teach or Learn Our Way out of Inequality, and Pauline Lipman's The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. His analysis of these books focuses on how each author remains consistent or advances traditional Marxist interpretations of the role of education in capitalist society. In addition, he puts the arguments of each author into conversation with W. E. B. Du Bois's analysis of schooling in a racial capitalist society — what he called caste education — as a way to generate discussion around some of the inherent limitations of Marxist studies of education. Here, Pierce is particularly concerned with the ability of neo‐Marxist analyses of the neoliberal restructuring of education to articulate how white supremacy is preserved even in revolutionary critiques of capitalist schooling. 相似文献
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Marianna Papastephanou 《Educational theory》2011,61(1):97-115
In this essay, Marianna Papastephanou discusses three books—Michalinos Zembylas's The Politics of Trauma in Education; Sigal Ben‐Porath's Citizenship Under Fire: Democratic Education in Times of Conflict; and Kenneth Saltman's Capitalizing on Disaster: Taking and Breaking Public Schools—from the perspective of the material causality of conflict and of the significance this might have for conflict resolution and the role that education may play in it. Setting out from the Derridean standpoint of spectrality, Papastephanou explores divergences and convergences of Zembylas's critical emotional praxis, Ben‐Porath's counterposition of belligerent and expansive citizenship education, and Saltman's critique of educational programs that capitalize on natural disasters and wars. Papastephanou examines various operations of ontology in an interplay with hauntology (to use Jacques Derrida's terminology) and thus puts forward a critical approach to the contribution of each perspective. 相似文献
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Michael Eldridge 《Educational theory》2010,60(4):503-517
In this essay Michael Eldridge maintains that Frank Margonis has in a recent article ill‐advisedly speculated about John Dewey's pedagogy, suggesting that his “racialized visions” of students and classroom communities involve a “false universalism” that is problematic for our multicultural society. Based on this understanding, Margonis concludes that we need to seek an alternative to Dewey's educational philosophy. Eldridge strongly disagrees with this conclusion, arguing that assessing Dewey's philosophy and pedagogy is not a matter for speculation but should instead be based on the extensive documentation and research that is readily available. Eldridge focuses in this essay on documenting Margonis's speculations regarding Dewey's theory and pedagogy, and then offering an alternative reading of Dewey's writings as well as scholarship about Dewey's life and work. Ultimately, Eldridge argues that a wholesale abandonment of Dewey's educational approach is unnecessary and would be misguided. 相似文献
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This paper aims to stimulate interest in comparative education policy analysis through a critique of a paper written by Stephen Lawton (Journal of Education Policy, 7(2), 1992). We argue that such comparative analysis is an important element in understanding neo‐liberal education reforms. However, more work needs to be done in providing adequate categories for analysis. We do not believe that Lawton's meet the criteria for such analysis. In the first part of the paper we discuss Lawton's categories, showing how, in our view, they fall short. The second part provides an initial, and very brief, discussion of what might constitute adequate categories for analysis. We end with a plea for more work in this field, and invite others to work with us! 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):617-631
This article examines the respective roles of the training of teachers and educational studies at the London Day Training College (LDTC), 1902–1932. Following an introduction that indicates different models within the United Kingdom and summarizes the subsequent history of the LDTC's successor, the Institute of Education of the University of London, three major themes are examined. These are control and status, staffing, and students and courses. Conclusions are drawn concerning the nature of educational studies in England and the relative contributions of different groups of staff to the development of educational studies in this period. Future developments in respect of disciplinary dimensions are noted. Although the Institute of Education is now a research‐led postgraduate institution it remains committed to the initial training and education of teachers at primary, secondary and further education levels. 相似文献
9.
Alexander W. Astin 《Equity & Excellence in Education》2013,46(4-6):12-31
In the following three excerpts from his 1985 Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education, reprinted by permission of Jossey‐Bass Publishers, Alexander W. Astin describes and critiques four traditional conceptions of educational excellence, explains and defends the talent development approach that he espouses, and presents his conception of educational equity. Charles S. Adams comments on Astin's book in this issue's Reviews. 相似文献
10.
An examination is reported of the effect of differences in reading strategies on the construction of meaning from novel length text. Following a brief review of psychological theory relevant to the question of how particular strategies could constrain meaning construction, specific differences are hypothesised in relation to Orwell's classic tale, Animal Farm. The results of an experimental examination using post‐graduate Diploma in Education students as subjects, and multidimensional scaling as the analytic technique, support the contention that reading strategies are important in the construction of differential meanings. The educational implications of the results are discussed in relation to the change in school practice from teacher‐directed reading to students reading more books but on their own or in small groups, without direct teacher intervention. 相似文献
11.
Mary Elizabeth Moore Boyung Lee Katherine Turpin Ralph Casas Lynn Bridgers Veronice Miles 《Religious education (Chicago, Ill.)》2013,108(3):287-315
Religious education has changed considerably over the 100 years of the Religious Education Association (REA); urgency has increased for human communities to honor diversity. The focus of this article is realities, visions, and promises of cultural diversity. The article includes an overview of REA's recent history, exemplifying its efforts and limitations in diversity. It then turns to five commentaries on a multicultural future, drawing on autobiographical analysis, religious and educational literature, and empirical study. Authors explicate and argue for: engaging in post-colonial analysis, de-centering assumptions, searching for a story to claim, taking time, and entering deep waters. 相似文献
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This paper draws on early data from a cross‐Canada research project in which researchers at six Faculties of Education have been engaged in introducing picture books with multiple and diverse representations of Canadians to classes of pre‐service teachers, inviting them to explore the pedagogical possibilities of the picture books and to discuss their cultural identities in focus groups and interviews. The paper reports the participants' expressed understandings of multiculturalism and their own relations and experiences with it, as well as their thoughts on classroom implementation of curriculum that incorporates picture books with multicultural and diversity themes. The paper also includes a case study of one Canadian province to further explore the wider context of pre‐service teachers' understandings and ideologies by examining discourses in policy and practices in Newfoundland and Labrador. 相似文献
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It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick‐Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights. 相似文献
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Leonard J. Waks 《Educational theory》2009,59(5):589-604
In this essay, Leonard Waks reviews three recent books on cosmopolitan education: Kwame Anthony Appiah's Cosmopolitanism: Ethics in a World of Strangers; Neil Burtonwood's Cultural Diversity, Liberal Pluralism, and Schools: Isaiah Berlin and Education; and Thomas Popkewitz's Cosmopolitanism and the Age of School Reform: Science, Education and Making Society by Making the Child. Each of the three books challenges cosmopolitan universalism. Appiah argues that universal principles do not help us understand how members of distinct cultural groups can flourish in close proximity. Burtonwood adds that the expression of these principles in conflict situations can offend and humiliate illiberal groups and render them culturally reactive, inventing restrictive ideals of cultural “purity” that block cosmopolitan harmony. Popkewitz argues that the cosmopolitan premise of enlightenment for all imposes civilizing disciplines on those the dominant groups perceive as “others,” disciplines that render them abject. Taken together, the three books provide important planks in a comprehensive critique of cosmopolitan universalism as a philosophy of education. 相似文献
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Stanton Wortham 《Educational theory》2011,61(6):727-741
In this review essay Stanton Wortham explores how philosophy of education should both turn inward, engaging with concepts and arguments developed in academic philosophy, and outward, encouraging educational publics to apply philosophical approaches to educational policy and practice. He develops his account with reference to two recent ambitious projects: The Oxford Handbook of Philosophy of Education, edited by Harvey Siegel, and the two‐volume yearbook of the National Society for the Study of Education (NSSE), titled Why Do We Educate? edited by Gary Fenstermacher (series editor), David Coulter and John Wiens (volume 1), and Mark Smylie (volume 2). These two projects initially appear to be opposed, with the Handbook emphasizing elite philosophy and the Yearbook emphasizing public engagement. Wortham argues that each project is in fact more complex, and that they are in some respects complementary. He concludes by making a case against a simple hierarchy of basic and applied knowledge and calling for a more heterogeneous philosophy of education. 相似文献
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Humans,Animals and the World We Inhabit—On and Beyond the Symposium ‘Second Nature,Bildung and McDowell: David Bakhurst's The Formation of Reason’ 下载免费PDF全文
下载免费PDF全文 KOICHIRO MISAWA 《Journal of Philosophy of Education》2017,51(4):744-759
David Bakhurst's 2011 book ‘The Formation of Reason’ explores the philosophy of John McDowell in general and the Aristotelian notion of second nature more specifically, topics to which philosophers of education have not yet given adequate attention. The book's widespread appeal led to the symposium ‘Second Nature, Bildung and McDowell: David Bakhurst's The Formation of Reason’, which appeared in the first issue of the 50th anniversary volume of the Journal of Philosophy of Education in 2016. Despite its obvious educational relevance, whether and how Bakhurst's McDowellian line of philosophical argument shapes the domain of educational enquiry or discourse remains up for debate. The rich contributions of Sebastian Rödl, Paul Standish and Jan Derry help us confront this issue. Proceeding with an analysis that is partly explanatory and partly critical of the central aspects of their respective views, I try to show that the basic attraction of the McDowellian/Bakhurstian line of argument concerning educational thinking is that it enables us to address education in the proper context of the natural and the social. In other words, their depiction of a human being as a natural animal in a normative world allows us not to be perturbed either by the natural‐scientific conception of the natural or by the social constructivist thinking of the social, both of which have occasionally distorted how education is addressed and therefore impoverished our understanding of education itself. I conclude with a brief word on the significance of continuing and advancing the conversation initiated by the symposium by noting two viable examples of future work. 相似文献
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Kathleen Lynch Maureen Lyons Sara Cantillon 《International Studies in Sociology of Education》2013,23(1-2):1-19
An indifference to the affective domain and an allegiance to the education of the rational autonomous subject and public citizen are at the heart of formal education. The impact of Cartesian rationalism is intensifying with the glorification of performativity measured by league tables and rankings. The citizen carer and the care recipient citizen are only recognised in the educational arena when professionals are being trained to manage those in need of care. Education for informal care labour, solidarity work and love labour is generally not part of the formal educational trajectory. Because the scholarly understanding of work has been equated with economic self preservation and self‐actualisation through interaction with nature, education is seen as preparation for this type of work. Education is indifferent to other‐centred work arising from our interdependencies and dependencies as affective, relational beings. In particular it has ignored the centrality of nurturing for the preservation and self‐actualisation of the human species. In this article the authors argue that sociologists need to engage with the extensive feminist scholarship on care if they are to challenge the deeply care‐less view of the citizen that is implicitly accepted in new and older forms of liberal thinking. The rational economic actor model of the citizen is contrasted with the care‐full view of the citizen and the implications of both for education are explored. 相似文献
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当下我国教育惩戒种类创设权正面临缺少系统规制、法律渊源零散、被部分非正式法律渊源滥用等法律规制困境。以兼顾教育惩戒种类多元化和法治化的需求为前提，教育惩戒种类创设权应当严格遵循惩戒目的正当、惩戒对象适格、惩戒内容合法等教育惩戒边界。根据我国统一而又分层次的立法体制及中国特色社会主义教育法律体系的发展趋势，由“教育法典”采用“分类肯定列举+兜底概括授权+反向否定列举”的立法技术来统一规定教育惩戒种类创设权并仅为法律、行政法规、部门规章配置各自法律位阶所对应的教育惩戒种类创设权，应当是我国教育惩戒种类创设权的理性法律规制方案。 相似文献
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Richard Rymarz 《British Journal of Religious Education》2005,27(1):53-63
In 2002 a paper entitled Writing Church‐sponsored Religious Education Textbooks by Engebretson was published in the British Journal of Religious Education. This paper reported on and analysed some aspects of the development, by the Catholic Archdiocese in Melbourne, Victoria, of a series of religious education textbooks to be used in all Catholic schools in the Archdiocese. The paper contextualised the series, entitled To Know, Worship and Love, in the field of literature on textbooks in the classroom. It discussed some local issues that had led to the decision to produce religious education textbooks, explained and justified the choice of content for the middle secondary books, and discussed the presentation of the books. In the final section of the paper, it was indicated that future papers would report on the evaluation of the series and its implementation, as a three‐stage research project was completed. The first stage of the research project collected responses from teachers and Religious Education Co‐ordinators (RECs) to the Years 7 and 9 books, that is those books written for students of 12 and 14 years respectively. This paper discusses a significant finding that emerged from this stage of the research, that is the relationship between textbook use and level of qualifications and experience in the teaching of religious education. This major finding is of interest in relation to a range of educational issues in religious education, including the role and use of resources, the mandation of resources by Church hierarchies, creativity and flexibility in teaching religious education, teacher confidence and experience and the important issue of content knowledge. Further papers will explore evaluations of the Years 8 and 10 books, and overall issues that have emerged from this Archdiocesan curriculum project. 相似文献