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Learning through South–South development: Cuban-African partnerships in sport and physical education
Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed. 相似文献
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pment must be solved by the whole world. We do not agree that peace and development were already being realized, for it ign 相似文献
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Ronelle Carolissen Poul Rohleder Vivienne Bozalek Leslie Swartz Brenda Leibowitz 《Equity & Excellence in Education》2013,46(4):495-510
The term “community” holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term “community” in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project. 相似文献
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Play fighting is a common form of play reported among species of mammals, birds, and some other taxa. The competition present in play fighting revolves around gaining some advantage, such as biting a partner without being bitten. The behavior simulated during play fighting need not be restricted to that present in adult serious fighting, but can involve competitive interactions derived from amicable behavior, such as sex and social grooming, or from nonsocial competition, such as predation. What unifies play fighting, irrespective of the functional behavior being simulated, is that it involves some degree of reciprocity, or turn taking, that requires that the competition be attenuated by cooperation. However, there are several different ways in which cooperation can be inserted into playful interactions, and these vary in use across different species. The moderation of competition with cooperation forces animals to monitor their own actions and those of their partners, and this common feature appears to be one vehicle through which the experience of play fighting in the juvenile period can train animals for greater psychological resilience. The monitoring and contextual adjustment of actions influences the development of executive functions of the brain, which, in turn, leads to the development of more adaptable adults. 相似文献
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Alex Standish 《Curriculum Journal》2014,25(2):166-186
Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded. 相似文献
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This article uses the biographies of three German teachers to explore nineteenth century German immigrants' efforts to provide education which upheld their ethnic traditions and prepared their children to take their place in the British colony of South Australia. Lutheran schools, German state schools and private schools initially performed these functions in both rural and urban areas. Once compulsory schooling was introduced in 1875, however, German state schools were marginalised as English became the only language of instruction in the rapidly expanding state school system, and many private schools closed. Rural Lutheran schools maintained their role as nurseries of the church but also accommodated the demand for English language and culture by using state school courses of instruction in many subjects. In essence, by 1900 schools were no longer the key sites for the maintenance of German language and culture in South Australia 相似文献
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Anna Vikström 《Journal of Science Teacher Education》2008,19(3):211-233
Within the framework of variation theory, 7- to 12-year-old students’ ways of understanding cellular respiration and photosynthesis
were investigated against the background of their teachers’ teaching. Eighteen students were selected by the teachers and
interviewed by the researcher. Lessons were observed and video recorded, and stimulated-recall interviews with the teachers
were conducted. The students’ understanding of the function of oxygen and sugar in plants was described in four categories.
The study concludes that young students can develop complex understanding if opportunities to learn are presented. The opportunities
depended mainly on the language used by the teachers, such as metaphors, pointing out critical aspects of the object of learning.
The study has implications for the relationship between teachers’ competence and students’ learning. 相似文献
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The South Africa Schools Act requires every child to “attend school from the first school day of the year in which such learner reaches the age of seven years until the last day of the year in which such learner reaches the age of 15 years or the ninth grade, whichever comes first” (Republic of South Africa, 1996). This paper addresses three questions in relation to this. First, to what extent has this legal requirement been met? Second, what are the trends in relation to achieving universal access to compulsory education? And third, what are the factors related to and characteristics of those learners of compulsory school age who are not attending? To address these questions, we have made use of the Statistics South Africa dataset, Community Survey 2007. Our analysis suggests that the size of the compulsory age population who are not attending school may be slightly higher than some government sources have suggested. The trend associated with access remains consistent, with the only major change over the past 10 years being the improved levels of enrolment of six and seven year old children. With regard to the factors related to and the characteristics of children who are not attending school, our analysis reveals that certain sub-populations have higher non-attendance ratios: coloured boys; children whose parents, particularly mothers, have died; children born outside South Africa; children who have moved in the past five years; children with disabilities; and children living in some specific rural communities. A number of broad but interrelated factors may account for children not being in school: disability; family structure; children living in households that are eligible for social grants but are not receiving them; and geographic and racial characteristics. To be poor in South Africa may mean exclusion from the mainstream of the economy, but it does not necessarily mean exclusion from access to basic state services like enrolment in schooling or social grants. Children not attending are not only likely to be living in households that are excluded from participation in the mainstream economy, but are also on the fringes of state services; they may also be on the fringes of households. The paper concludes with recommendations for further research to identify reasons why children in these vulnerable sub-populations are less likely to be enrolled. 相似文献
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Linda Chisholm 《比较教育学》2015,51(3):401-418
At first sight, there is not much to compare, or any reason to compare, German and South African curricular frameworks. The history, nature of their respective transitions, level of development and educational legacies are very different. But the fall of the Berlin Wall and ending of apartheid brought both within a common neo-liberal global framework. A significant literature in comparative education points to increasing homogeneity in education systems and their curricula, while another points to how states and societies transfer, borrow, absorb or deflect such ideas in a manner that confirms difference and diversity, linked to historical specificity. The article probes these questions by comparing the history curriculum changes and their implications in both Germany and South Africa from 1990 to 2010 using a framework derived from Hayden White. It argues first that while the transitions in the 1990s were notably dissimilar, the international testing movement a decade later helped to precipitate common responses in the adoption and strengthening of standards in the early 2000s. However, despite this apparent convergence, the nature of standards developed differed substantially and these differences were linked to respective histories of history education in the transition. This article argues secondly that history curricula of both East and West Germany and a unified Germany had fully elaborated knowledge-focused curricula until the 2000s when competences were introduced. South Africa's 1997 curriculum did not build on past curricula, but its outcomes became hybridised artefacts before being abandoned in 2009 when the period of superficial convergence of form between the two countries came to an end. The article uses a combination of primary and secondary documents. 相似文献
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《International Journal of Educational Development》2000,20(4):287-304
Policy-makers have placed great faith in education as a means of transforming and developing South African society. Recent policy documents specify occupational, professional and academic roles and competences for teachers. These documents require a significant shift to “extended” professionalism. Do these roles and competences resonate with current classroom realities and practices? This question was addressed by mapping the practices of “effective” teachers onto research schedules based on the six major roles prescribed by policy. In practice, teachers assumed roles that were more in accord with personal value systems, local cultures, and contexts. Some significant disjunctions at the interface of policy and practice raise serious questions about policy assumptions. “Tissue rejection”, a not unlikely possibility, would jeopardise the curriculum edifice upon which transformation and development depend. Worse, historically unequal schools could become more so. 相似文献
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Shan Simmonds 《Gender and education》2014,26(6):636-652
The United Nations Millennium Development Goals (2000?2015) are clearly embedded in South Africa's education policy documents. However, they are not adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) ? promoting gender equality and empowering women ? and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa's curriculum-making has promoted gender equality and the empowerment of women during the promotion of the 2000–2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making. 相似文献
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一、Listen and choose.二、L isten and num ber.三、L isten and circle.(1)A.D oing the dishes.B.D oing m y hom ework.(2)A.Cooking dinner.B.Eating dinner.(3)A.A nsw ering the phone.B.A nswering the questions.(4)A W riting a letter.B.W riting an e-m ail.(5)A. 相似文献
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Sekao David Engelbrecht Johann 《International Journal of Science and Mathematics Education》2022,20(7):1431-1453
This study aims to investigate the perspectives of primary school teachers in South Africa, who participated in a Lesson Study (LS) project, on this professional development process and about their professional learning. The study followed a mixed approach, with data collected through a questionnaire, followed up by interviews. A novel approach in this study was to source teachers’ experiences of the individual stages of LS as well as of the integrated process. Teachers’ perspectives on LS were categorised into 5 themes: collaboration — commitment and the free rider effect, confidence issues, teachers’ knowledge and skills, misconceptions about the LS approach, and external issues including concerns over time of teachers and learners, systemic challenges and school management. Using teachers’ individual and focus group inputs in the questionnaire and the interviews, we report about their experiences.
相似文献19.
Nazir Carrim 《Cambridge Journal of Education》1998,28(3):301-320
This article traces the desegregation of South African schools, particularly within the Gauteng region, from 1990 to 1996. It argues that there is a discernible shift from ‘race’ to ethnicity in the educational discourses of South Africa and that at school level the response to ethnicity has been predominantly assimilationist. Attempts to move towards a more multicultural way of operating are affected by conceptions of identity as stereotyped, homogenised and generalised, leading to ‘bad’ multicultural approaches being adopted. Simultaneously, within official enunciations at national level, a consistent anti‐racist stance is emphasised in order to ‘redress’ apartheid's legacies. I argue that such initiatives are limited due to their structurally functionalist underpinnings and their failure to address the complexity of identities contained within the classifications of ‘black’ and ‘white’. I argue that, on both the macro and the micro level, questions of identity and difference are central in developing a school (and societal) environment that is not only free from racism, but other forms of discrimination too. 相似文献
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《International Journal of Educational Development》1998,18(3):247-254
In 1994 South Africa embarked on a process of major reform of an education system that had existed to support and maintain apartheid. Two of the key principles behind these reforms were greater equity and democracy. However, although not formally having a structural adjustment policy, since 1994 the South African government has had close ties with the World Bank and has increasingly adopted the type of free market macro-economic policies that it favours. This article examines tensions in South African educational policy caused by existing policies favouring state initiated redistribution of resources and power on the one hand and the wider context of a mounting emphasis on limiting public expenditure and increasing private provision on the other. It concludes by asking whether South African education would benefit by borrowing from the World Bank to invest in human resources and argues that the potential dangers outweigh the potential benefits. 相似文献