首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Action learning is extending its reach internationally and is increasingly used in distinct cultural settings. This paper explores action learning in an African context and examines how action learning as a cultural product is biased towards Western values and practices. We draw attention to the political, cultural and social encounters of internationalizing action learning which are often glossed over in current debates. The paper illuminates the historical development of pedagogical practices in Africa to elucidate how the social, political, cultural and economic processes have influenced and informed learning in African societies. Second, we review action learning and question its relevance and transferability in non-Western contexts. Finally, we will reflect on the potential of action learning in Africa, and its implications for future research and practice.  相似文献   

2.
The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way.  相似文献   

3.
This research investigates the potential of service-learning to develop a situated, embodied and critically reflective human agency for sustainability. It employs document analysis to review the intended curriculum and the institutional contexts of national and international cases wherein service-learning is a component of pre-service teacher education. Exploration of intended learning outcomes and project and assessment experiences across three cases reveal the potential of service-learning to develop in pre-service teachers sustainability competencies involving participative action with community partners to achieve agreed-upon outcomes, as well as critically reflective capacities and understanding of how, in their future classrooms, schools and communities, they can serve as adaptive, lifelong learners and agents for social and environmental change. Findings also suggest that explicitly linking service-learning activities, guided by social justice and equity principles, with a (social) sustainability agenda may further validate the utilisation of and investment in service-learning and civic engagement in teacher and higher education settings.  相似文献   

4.
As Arbo and Benneworth (2007) have alerted us, higher education institutions are now expected not only to conduct education and research, but also to play an active role in the development of their economic, social and cultural surroundings. They call this the ‘regional mission’ of HEIs. This paper is concerned with cultural engagement. Research on universities’ cultural engagement in their regions and the impact of that engagement is still in its infancy, partly because there are different understandings of ‘culture’ and of what ‘engagement’ entails. In this paper, qualitative data from the reports of mixed teams of academics and regional administrators involved in a large international project designed to improve universities’ regional engagement are analysed and discussed. The on-going study — PASCAL Universities' Regional Engagement (PURE) — investigates the role of HEIs in their regions across in a variety of fields such as the economy, community development, the environment and others. This article analyses the data from the study to identify the different perspectives universities and regions have of cultural engagement. The aim here is to demonstrate the value of PURE in facilitating the development of mutual understanding both between universities through a common language and between universities and their regions in respect of mutual expectations. For example, particularly difficult to de-construct is universities’ engagement with disadvantaged communities (Doyle, 2007) but Powell's (2009) work suggests that universities might engage more broadly and effectively ‘through better knowledge sharing and co-creation with business and community partners’ to become ‘real drivers of creative change in developing socially inclusive projects’. Others have written about the educational role of universities in developing a ‘lifelong learning culture’ in their region (European Universities’ Charter on Lifelong Learning, 2008).  相似文献   

5.
《师资教育杂志》2012,38(3):275-278
Student teachers’ research is usually valued more for its contribution to their professional learning than for its contribution to the research topic itself. This paper reports on a research collaboration with eight student primary teachers in England, intended to build on a previously established project investigating young children’s epistemological beliefs. Analysis of the students’ written reports leads to an elaborated conceptual framework that draws attention to the need for a dialogue with all children about the interfaces experienced within, between and beyond each school context. The conclusions point to the distinctive research position held by student teachers in crossing boundaries between school and university contexts, and the particular relevance of the research topic for illuminating the out-of-school knowledge integral to children’s sense of self and learning.  相似文献   

6.
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms.  相似文献   

7.
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision‐making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa.  相似文献   

8.
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

9.
This paper explores the intersection between migration, aging and lifelong learning with the aim of expanding our understanding of how lifelong learning enhances older migrants’ active aging in a foreign land. Our study also offers insights into the learning activities of older immigrants in general. In 2002, the World Health Organization (WHO) proposed a conceptual framework of active aging, which has greatly influenced aging policies and seniors’ everyday practices. Yet, there is a paucity of research that explicates and fully integrates lifelong learning into active aging discourse, and focuses on senior immigrants’ lifelong learning in an aging society. Based on interviews, textual materials, and participatory observation in five Chinese seniors’ immigrant associations in Toronto, we explore how Chinese senior immigrants’ learning has been (re)shaped and practised through re-settling in Canadian society. Five categories of learning are explored, including a) learning language and computer skills, b) learning culture and history, c) learning civic engagement, d) learning leisure, and e) learning health. We argue that ‘active learning’ can be used as a dynamic conceptual framework that interacts with active aging theory, demonstrating how senior immigrants actively participate in the lifelong learning project for participation and integration in Canada. This paper provides insights to the understanding of culturally sensitive policy-making on integration, health, and lifelong learning of older immigrants in Canada and beyond.  相似文献   

10.
Language issues and social inclusion consistently remain two major concerns for member countries of the European Union (EU). Despite an increasing awareness of the importance of language learning in migrants’ social inclusion, and the promotion of language policies at European and national levels, there is still a lack of common actions at the European level. Challenged by questions as to whether language learning should be prioritised as a human right or as human capital building, how host/mainstream language learning can be reinforced while respecting language diversity, and other problems, member countries still need to find solutions. Confronting these dilemmas, this study analyses the relationship and interactions between language learning and immigrants’ social inclusion in different contexts. It explores the potential of enhancing the effectiveness of language policies via a dialogue between policies and practices in different national contexts and research studies in the field of language and social inclusion. The research data are derived from two databases created by a European policy for active social inclusion project called INCLUDE. This project ran from 2013 to 2016 under the EU’s lifelong learning programme, with funding support from the European Commission. Through an analysis of these two project databases, the paper reviews recent national language policies and their effect on the social inclusion of migrants. In the second part of her article, the author interprets the process of language learning and social inclusion using poststructuralist theories of language and identity.  相似文献   

11.
Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues “yes,” based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education.  相似文献   

12.
The article aims to demonstrate that the impact of fiction on adult learning could be illuminated by a deeper engagement with research into empathy. It recognises that the lifelong learning literature acknowledges the importance of empathy in adult learning and that discussions of the role of fiction in adult learning often refer to fiction’s capacity to promote empathy. There is limited adult education literature exploring how fiction generates empathic feelings or how such feelings might lead to sustained changes in perceptions or actions. This article analyses an example of Hoffman’s work on empathy to illustrate the benefits of engagement with empathy research. This analysis leads to a consideration of fiction’s capacity to promote an involuntary empathy that can help adult learners develop deeper understandings of difference and of excluded groups. It also shows that an understanding of the factors that inhibit the development of empathy and enable individuals to justify the sufferings of others could be of value to educators. Finally it suggests that Hoffman’s examination of conditions that lead to empathic anger is helpful for educators wanting to use the potential of fiction to encourage and promote action in the cause of social justice.  相似文献   

13.
This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as ‘DECK’, and comprises the following major categories of the use of digital technologies to support learning: distributed thinking and knowing; engagement; community and communication; and knowledge building. Small-scale research to test the framework was carried out with 12 teachers in English primary and secondary schools. The methods involved mind mapping, ‘think aloud’ procedures and interviews. The framework was modified in the light of teachers' responses and offers a way of describing and thinking about the diverse uses of digital technologies to support learning in various contexts.  相似文献   

14.
This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning.  相似文献   

15.
《师资教育杂志》2012,38(3):283-301
This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes.

This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold.  相似文献   

16.
台湾终身学习社会的营造   总被引：1，自引：0，他引：1  
台湾终身学习社会的发展,得益于社会各教育机构与组织的贡献,这些机构与组织涵盖各级正规、非正规及社会教育机构,为民众提供了多元化的终身学习资源与服务。＂贯穿正规教育体制的终身学习＂、＂打破学校藩篱的社区学习＂、＂面向海外的远程学习＂反映了台湾终身学习社会的起源与发展过程。空中教育机构及社区大学是台湾终身教育的两大支柱,台湾通过＂非正规终身学习成就认证制度＂、＂社区大学与空中大学合作＂、＂两岸终身学习合作＂、＂融入国际的终身学习社会＂等途径建设起终身学习体系。  相似文献   

17.
Current research suggests that student engagement with academic schoolwork in secondary school classrooms is often insufficient. This issue is of relevance because student engagement is a prerequisite for acquiring knowledge and skills and is also a mediator of achievement and important life outcomes. In response to this, the present study evaluates a pedagogical model for stimulating student engagement in learning activities in secondary school contexts through an action research approach. This model is composed of five facilitators of engagement that, when considered in both the design and implementation of learning activities, can potentially contribute to stimulating behavioural, emotional and cognitive engagement in such activities. Nineteen Year 9 students of Spanish from a state school in England, their teacher and the researcher participated in two long-term, learning activities designed using the proposed pedagogical model. Data were collected over two school terms through qualitative student self-reports, interviews with students and their teacher and the researcher’s journal. Thematic analyses were used to examine the effects of the learning activities on student behavioural, emotional and cognitive engagement. The results seem to confirm that the application of the proposed pedagogical model could help promote thorough student engagement in learning activities. Findings also suggest that failing to support the model’s facilitators of engagement may have detrimental effects on overall student engagement in learning activities. The study contributes to the improvement of student engagement with academic schoolwork internationally by proposing an assessed pedagogical solution that could be implemented by secondary school teachers with relative ease.  相似文献   

18.
ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.  相似文献   

19.
Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children’s disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme’s conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching.  相似文献   

20.
The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号