共查询到20条相似文献，搜索用时 15 毫秒
1.
Kate E. Kedley 《Sex education》2013,13(4):364-377
Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US English Language Arts (ELA) classrooms, and how institutionalised heteronormativity positions students within normative categories of sex, gender and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. Merely addressing lesbian, gay, bisexual, transgender, queer (LGBTQ) issues in the field of teaching reading, writing and literacy is an incomplete strategy. To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text. For sustained challenges to institutionalised norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and this paper offers specific methods for disrupting mainstream narratives in ELA classrooms. 相似文献
2.
KARSTEN KENKLIES 《Journal of Philosophy of Education》2019,53(3):547-559
Why does anyone become a teacher, and why a student? Education in its contemporary form has evolved into a subsystem of society in which professional ‘teachers/ educators’ are confronted with an ever‐changing group of people called ‘pupils/students’; and the individuals in both groups now have to deal with this institutionalised confrontation. Neither one nor the other decision—to become a teacher or to become a student—seems to have much to do with a specific other person, and it certainly does not have much to do with the actual person(s) that one is related to by becoming a teacher or by becoming a student in a specific institution. However, if pedagogical relations were as depersonalised as suggested, why is it that teachers as well as students hold very different relations to different students and teachers—relations that are more or less ‘deep’, ‘affectionate’, ‘successful’? And how are we to perceive education outside of formally institutionalised contexts (or those special relations that occur even within formalised contexts but transcend them)? Is there another type of pedagogical relationship? And what would be the reasons for entering into a pedagogical relationship other than becoming and being made a part of a subsystem of society? Why do two people gravitate towards each other, freely recognising each other as teacher and student? Attempting to answer those questions, the following paper revisits some historic positions, being conscious that those answers are also part of the answer to a much greater question: What is education? 相似文献
3.
Joseph Cunningham 《Journal of Philosophy of Education》2013,47(4):537-547
Leading Frankfurt School theorist, Herbert Marcuse, possessed an intricate relationship with higher education. As a professor, Marcuse participated in the 1960s student movements, believing that college students had potential as revolutionary subjects. Additionally, Marcuse advocated for a college education empowered by a form of praxis that extended education outside the university into realms of critical thought and action. However, the more pessimistic facet of his theory, best represented in the canonical One Dimensional Man, now seems to be the dominant ideology in the contemporary college experience. With the rise of the corporate university, knowledge is commodified and praxis is supplanted by rampant consumerism. Once a haven for critical theory, the college experience has been overtaken by capitalism, substantially limiting the revolutionary potential for college students in favour of an institutionalised, one dimensional university. 相似文献
4.
我们到底需要什么样的教育？当我们把教育定位在只是＂脱贫致富＂的手段的时候,我们的教育实际上没有得到应有的发展,因为它没有重视＂人＂,没有从文化特色和具体情况出发来发展教育。要解决这一问题,需要提出＂共生教育＂理念。所谓＂共生教育＂,解决两个问题：一个问题是人类自身的生长同它外部世界的良性发展形成一个共生互补的系统。另一个问题是在与其它民族、其它文化相处以及对待自己的文化和现代化发展这些问题中形成的文化＂共生＂。一个是自然＂共生＂、一个是文化上的＂共生＂。这两个问题解决好了,我们才有可能解决我们的教育问题。 相似文献
5.
Hayo Siemsen 《Science & Education》2011,20(3-4):245-291
Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider ??normal?? (and thus unrecognizable in introspection) in science education. But what is ??normal?? in Finnish culture cannot be considered ??normal?? for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach??s Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated ??cognition/knowledge theory??). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the ??successful?? ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education. 相似文献
6.
教育功能及其演进 总被引：2，自引：0，他引：2
蒋士会 《广西师范大学学报(哲学社会科学版)》2003,39(2):99-104
教育功能就是教育系统内部各要素之间及教育系统与外部之间相互联系和作用的能力。教育功能分为对内功能和对外功能两大方面。从教育的历史演进来看，古代教育功能，僵固单一；近代教育功能，日益分化；现代教育功能，逐渐完备；未来的教育功能将更加细化。 相似文献
7.
手机作为新的信息载体,其独特的手机文化越来越受到人们的重视。本文通过对手机文化的阐述,分析了手机文化对大学生群体的影响,结合其特征提出了四种利用手机文化进行高校思想政治教育的有效途径,同时,提出了三种遏制手机文化消极影响的途径,拓展了新时期高校思想政治教育载体的内涵、功能和形态,增添了高校思想政治教育信息化的特色,增强了思想政治教育的有效性和时效性。 相似文献
8.
社会的和谐，是建立在众多社会基本组织和谐的基础之上的。学校是社会的基本组织机构之一，承担着促进年轻一代和谐发展的重任。从这个意义上说，建设和谐校园不仅关系到学校自身的发展，更关系到整个社会的稳定与发展。和谐校园是体现和谐教育理念的实践载体，和谐教育的建构应落实在和谐校园的创建上。 相似文献
9.
The origin of universal shadow education: what the supplemental education phenomenon tells us about the postmodern institution of education 总被引：1，自引：0，他引：1
Prodigious growth in out-of-school, private educational activities meant to supplement formal schooling is observed worldwide. Why has shadow education expanded, and what does it mean for the future of education in postmodern society? Illustrated by the historical development and recent changes in the Japanese shadow education industry, it is suggested that shadow education follows the institutional logic of formal education. And as this logic has become more homogenized and expansive globally, so have the forms and goals of shadow education. Because of its focus on learning and achievement, which are central to formal education, it is predicted that shadow education will be increasingly incorporated into the broader culture of education. 相似文献
10.
发挥宿舍文化功能完善宿舍育人体系 总被引：1，自引：0，他引：1
文圣瑜 《齐齐哈尔师范高等专科学校学报》2010,(3):19-21
宿舍文化建设是高职院校学生管理工作的一项基本内容.良好的宿舍文化对校风学风建设有着极大的促进功能,并对提高学生素质教育有重要意义.文章通过探究如何利用宿舍文化的功能,以期真正实现宿舍＂教育育人、管理育人、服务育人＂的目标,从而推动高职院校的学生工作. 相似文献
11.
Jonathan Kasler Yousef T. Jabareen 《International Journal of Inclusive Education》2017,21(12):1261-1275
Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle. 相似文献
12.
《Chinese Education & Society》2013,46(2):48-53
As we analyze our country's social and economic development, the following sets of contradictions stand out in the picture of this development. These include: (1) the contradiction between the expansion of population and the growth of per capita income, (2) the contradiction between a high employment rate and a low rate of production efficiency, (3) the contradiction between a sense of common wealth and well-being and the expansion of the gaps between people's incomes, and (4) the contradiction between the policy of opening up to the outside world and the construction of spiritual culture. There are many ways to solve these contradictions, but, under the system of socialism, in addition to organizing production and the people's lives in a reasonable way, the fundamental way out of the potential impasses seems to be nothing more than strengthening the education system and developing the cause of education. When education is done well, and our people's quality is enhanced generally, then the expansion of the population would not just be an explosion in consumption; rather, it would mean an expansion in technique and skill, and an enhancement in the labor productivity and efficiency rate. Our common wealth and well-being will then also be based on ability and contribution. Then, too, we will be able, under the conditions of opening up to the outside, to absorb truly and correctly the essence of foreign cultures to help us in building up the spiritual culture of socialism in our country. Therefore, we believe that it is a mark of true foresight and acumen that the party center designated the development of education as a strategic focal point for our country's growth in the current period and for some time into the future. The "Resolution of the Central Committee of the Communist Party of China on Reforming the Education System" pointed out that we must give the enterprise of education a tremendous boost in its development as the foundation of the nation's overall economic development. Furthermore, this resolution stipulated that the growth of the state's annual expenditure in the area of education must be kept at a higher level than the growth of the normal and regular fiscal income of the state. It also stipulated that there should be a year-to-year increase in the per-student annual average educational expenses. These very important decisions will propel with great force the development of our nation's enterprise of education and will allow it to have a greater and greater impact on our country's economic revival and recovery, its social growth, and its scientific and technological progress. 相似文献
13.
ZHANG Shuang 《Frontiers of Education in China》2012,7(2):195
Shimenkan is a remote and mountainous village in Weining county, Guizhou province, an area traditionally populated by Miao ethnic minority. The arrival of Christian missionaries just over 100 years ago began Shimenkan’s transformation from an illiterate school-less place, to a “revered site of Miao education.” Today, Shimenkan has returned to being the worst performing part of Weining county in terms of educational attainment. By investigating and analyzing the impact of Christianity on Miao school education and community education, this paper will discuss how Miao students are coping with cultural aspects of education and community amidst social change, and the impact of the cultural context on their academic achievement. Where foreign culture meets local demands, little resistance to cultural education exists. In such circumstances, outside culture is likely to be accepted in the community, and may generate positive outcomes. 相似文献
14.
江净帆 《黑龙江教育学院学报》2007,26(3):24-26
文化转型是社会文化发展过程中有实质性的文化变迁。它会导致社会的价值观念的改变以及社会文化发展方向性的变化,文化转型有着深刻的社会政治经济原因。教育是文化的一个子系统,必须关注社会文化转型及其相关的因素,并根据文化的发展和自己的文化功能准确定位,只有这样才能更好地发挥其自身的文化和社会功能。 相似文献
15.
人教版语文课程标准实验教科书(1—9年级)中少数民族文化要素分析 总被引：1，自引：0，他引：1
语文具有特殊的文化素质教育功能。人教社语文新教材涉及的中国少数民族文化内容较丰富,其呈现方式具有多元化、灵活性的特点,且图文并茂。这种改革具有重要的导向意义和教育意义,但也存在少数民族文化在教材间分布不均衡、涵盖面还有待扩大、系统性和整体性还不够等问题。因此,要强化多元文化整合教育、进一步优化语文课程目标与课程设计、确立多元文化教育的理念和意识。 相似文献
16.
论学校教育中网络文化更新功能的缺失——由网络成瘾引发的教育思考 总被引：1，自引：0，他引：1
21世纪是网络与网络文化高度发达的世纪。但是,人类在享受网络带来的便捷、高效的同时,网络成瘾对社会的危害也越来越严重。学校教育在网络成瘾问题中负有不容推卸的责任,问题的根结在于学校教育中网络文化更新功能的缺失。其原因可从网络文化本身和学校教育两个方面加以解释。在笔者看来,戒除网瘾的最佳办法就是给青少年学生进行免疫预防——在学校教育中对网络文化进行不断更新。 相似文献
17.
提高大学生中国优秀传统文化素质,就必须确立正确的舆论导向,并将中国优秀传统文化教育纳入教学计划,就要在高校思想政治理论课中渗透中国优秀传统文化教育的内容。要充分发挥课堂教学的教育主渠道作用,使课堂教学与课外阅读相结合;要创造良好的校园文化环境并作为载体,使大学生时时处处感受中国优秀传统文化的氛围和熏陶;要大力支持和组织好以优秀传统文化教育为中心的校园文化活动;要重视并促进教师的人格垂范作用,以此带动大学生中国优秀传统文化素质的提高。 相似文献
18.
根据教育内外部关系原理，本文试着以福建省为个案，结合福建当时的历史背景，以福建科举的历史发展为脉络，着重分析影响福建科举历史演变的外部因素，试图从教育外部的政治、经济、文化、地理四个方面对福建科举做出一个较为系统的外部原因分析，为整个科举事业发展演变的教育外部关系原因提供个案参考，并希望以史为鉴，使广大有关人士更多地关注当代教育的外部影响因素。 相似文献
19.
郑静婉 《襄樊职业技术学院学报》2010,9(1):125-127
文化传承是教育的主要功能,中国传统文化在中国的教育得到传承,同时也对教育产生了各种影响,有正面的也有负面的。中国传统文化是一个“宝藏”,我们不能全部抛弃也不能全盘吸收,要有选择的继承发扬,发扬中国传统文化,发展现代教育,是我们的主要任务。 相似文献
20.
随当今的民族教育文化在经历了数千年的历史涤荡之后,在经济体制改革的背景下,受到西方多元文化的冲击,正在慢慢地发生着变化,原来的固有的范式正在慢慢的消解,在这个过程中,教育文化与其他各文化间的矛盾冲突也体现在了教师、学生的信仰危机与教育文化的堕落。这种文化的消解是对原有文化的一次革命,教育文化在经历了这种文化的消解、沉淀、融合、重构之后,必然会以一种崭新的姿态表现出来。 相似文献