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1.
Sam Byrd 《International journal of qualitative studies in education》2013,26(1):99-100
The author participated in the Border Studies Program in the fall semester of 1999. He carried out his field study as a volunteer at Casa Vides in El Paso, Texas. Grounded in the same philosophical principles as the Catholic Worker movement, Casa Vides serves as a shelter for immigrants who are involved in political asylum proceedings in the United States. Because all of the residents of the intentional community of Casa Vides experienced militarization in their home countries and on the Mexico-U.S. border, this ethnography examines the themes of ''community'' and ''militarization'' and the dynamics between the two. 相似文献
2.
The author undertook a field study at the Centro de los Trabajadores Agrvcolas Fronterizos (Center for Border Agricultural Workers, or CTAF) in El Paso, Texas, while she was a student on the Border Studies Program in the fall of 2000. This ethnography treats the theme of the connections between institutionalized racism and the suppression of historical memory, with specific reference to the Bracero Program. It also examines what roles ''outsiders'' can play in progressive political movements. 相似文献
3.
Graham Badley 《Teaching in Higher Education》2013,18(4):443-455
This paper is an attempt to construct, rather than reveal or discover, a link between research and teaching. The constructed link is offered as one that is pragmatically useful to those in higher education who wish to bring teaching and research more into balance. However, before constructing what I call a really useful link between teaching and research based on the process of inquiry, I look at several ways in which a relationship between the two is currently perceived. These I have called 'a marital relationship', 'an impending divorce' and 'a scholarly relationship'. I also examine Barnett's view of the relationship which he entitles 'a holy alliance'. 相似文献
4.
Mike Cole 《International Studies in Sociology of Education》2013,23(3):315-333
In this article, the author begins by examining the ubiquitous concept of 'globalisation' - a key theme of the New Labour Government. He question whether developments named as such are as widespread as proclaimed and whether the assumptions underlying the concept are misleading and occlude more than they reveal. The author concludes that, rather than 'globalisation' being viewed as a new epoch, the global movement of capital, which informs and underpins the globalisation thesis, might more accurately be described as an ongoing process, one which began 400-500 years ago. 'Globalisation', however, he suggests, is used ideologically to justify the New Labour programme, or the 'Third Way', which has two major anchors; competitiveness and modernisation. The former entails an economy in which everyone works, where the need for the untrammelled expansion of the free market is promoted as natural and inevitable and where there is the requirement for flexibility in the labour market and for low wages, in the context of the diminution of the welfare state. Since Keynesian demand management has been abandoned, one of the few strategic levers available to the New Labour Government to achieve these ends is to police the education and training of the workforce in the economy and in the educational market-place. This is all carried in the spirit of the 'essential modernisation' of British capitalism. 相似文献
5.
《Chinese Education & Society》2013,46(3):212-215
Middle-level education and citizen's education [see glossary] in the Border Region has in the past suffered from serious problems of dogmatism and old-fashioned orthodoxy, thus departing from and even opposing the needs of the Border Region and of the Border Region peoples. The senior cadre meeting of the year before last and the third meeting of the Government Committee in the spring of last year pointed out a clear and correct policy: for the purposes of the War of Resistance Against Japan and of service to the Border Region peoples, the education of cadres comes first, citizen's education second. That is, we must change those aspects of education that are not relevant to carrying on the War of Resistance and not relevant to the Border Region and its people, thus making education fully compatible with revolutionary San-min chu-i [Three People's Principles] (which is to say, the New Democracy) and with the spirit of the Ten Great Policies,* and suitable to the present needs for construction in the Border Region. The Conference on Rectification of Studies in Middle-Level Schools during the first half of last year and the rectification movement in the various Middle Schools during the second half of last year generated criticism of old-fashioned orthodoxy and dogmatism; this is a great step forward and is a key transformation of middle-level education in the Border Region. 相似文献
6.
《师资教育杂志》2012,38(2):149-159
The effectiveness of a dyadic relationship between student teacher and individual child, referred to as 'mentoring', is examined. Interviews between student teacher and teacher educator revealed that student teachers benefited from the experience in their understanding of children, especially those at risk. They also improved interpersonal and teaching skills. These effects could be enhanced by supervisor guidance. 相似文献
7.
Jack Demaine 《International Studies in Sociology of Education》2013,23(2):125-140
The last half-century of sociology of education is littered with the debris of functionalist theories about social reproduction, inequality and class. This article discusses 'progressive 'and 'conservative 'readings of arguments about social reproduction and explores the consequences for the sociology and the politics of education with reference to supposed 'influence ' and 'audience'. New Labour's embrace of the school effectiveness/improvement movement and the introduction of the Sure Start programme illustrate that while 'social reproduction' is still a concern for sociologists of education, policy-makers have more 'practical' concerns. 相似文献
8.
Elizabeth Frazer 《牛津教育评论》2013,39(1-2):5-22
This article considers the current context for renewed concern about 'political education' worldwide and in the UK. The concept 'political education' is analysed, as are normative and positive questions about the relationship between education and political outcomes. The article goes on to consider the history of and reasons for UK exceptionalism as regards this aspect of educational policy-explanations for British antipathy to political education are sought in aspects of British political institutions and political culture. 相似文献
9.
10.
李大钊是中国共产党的主要创始人和领导人之一,对早期马克思主义中国化作出了重要历史贡献。他参与发起思想启蒙运动,为马克思主义中国化创造了基本前提;他积极传播马克思主义,推动马克思主义与中国工人运动相结合,并发起创建中国共产党,为马克思主义中国化奠定了理论和组织基础;他注重理论联系实际,初步阐述实现中华民族复兴的基本构想,完成了马克思主义中国化的最初飞跃。 相似文献
11.
《Journal of Further & Higher Education》2012,36(2):109-118
This article aims to explore the relationship between gender and 'race' when teaching a course on 'race', class and gender to women's studies students at a university. It will explore how the racial background and gender of the lecturer may affect the relationship she has with the students and how they see her role as a teacher of 'race' and gender. It will examine how teaching can be and is related to our personal subjective experiences such as our gender, 'race', class, sexuality and age. Whilst most students welcomed the opportunity to discuss issues around 'race' and racism, for some (mostly Black and Asian students) this was often seen as a painful experience based on past experiences. For others (mostly white women) the opportunity to discuss and hear about the experiences of Black and Asian women was something they valued. The article goes on to argue that teaching students about sensitive subjects such as 'race' can be affected not only by the personal experiences of the lecturer, but also by their racial identity and their gender. Indeed, such identities can also affect how students feel about such subjects and how they, in turn, experience their learning. 相似文献
12.
Lee W. Andresen 《Teaching in Higher Education》2013,18(1):23-31
The author replies to an attack, made by Rowland et al. in Teaching in Higher Education 3(2), on the practice and profession of university teaching development (also known as 'academic development' and 'educational development'). It argues that by omitting reference to Scholarship, Rowland has confused his subject-matter, since the so-called 'dichotomy' between research and teaching on which the argument is based has been transcended since Boyer's work. It argues that teaching development is a legitimate second-order practice in the same family as literary and artistic criticism and similar fields. It appeals for a close collegial relationship between teachers and teaching developers, based on mutual respect, understanding and appreciation of each other's contribution to the academic enterprise. This is necessary in the face of the onslaught of the corporate managerialism that has (on his own admission) triggered Rowland's work. Written from an Australian perspective, the paper contributes to a dialogue about vital contemporary issues in Higher Education. 相似文献
13.
Christine Winter 《International Studies in Sociology of Education》2013,23(2):153-175
This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers. 相似文献
14.
The author participated in the Border Studies Program in the fall of 2000, and during that time she conducted a field study at the Center for Environmental Resource Management in El Paso, Texas. Most of her time was devoted to a project that built composting toilets in two communities on the periferia of Ciudad Juárez. The author's work on this environmental project provided her a lens into social interpretations of the two sides of the Mexico-U.S. border. This ethnography looks at language dichotomies - the social construction of difference - in order to analyze how stereotypes functioned in the maintenance of structural inequalities. 相似文献
15.
黑格尔法哲学试图从特殊性和普遍性的角度分析市民社会和国家的关系。他将市民社会看作是从家庭到国家的一个中间阶段,在这个过程中追求特殊利益的个人因为受到普遍性的约束而结合形成国家。文章通过解析黑格尔有关市民社会与国家的关系的论述,分析个人与国家在这一关系中的矛盾与和解。同时,结合马克思对黑格尔法哲学的批判,分析黑格尔市民社会理论的合理性与不足。 相似文献
16.
Richard Pring 《牛津教育评论》2013,39(1-2):71-87
This paper gives an account of the 'political understanding' of education, that is, the relationship of power and authority between government, teacher, parent and pupil. This political context of education is usually neglected in accounts of political education, and yet the one affects the other, especially where political education, more broadly conceived, is concerned with controversial areas of social life, which is a central concern of the humanities. 相似文献
17.
Dave Hill 《International Studies in Sociology of Education》2013,23(3):257-288
This article examines some impacts of neoliberal education policies during the current period of the intensification of neoliberal capital. Section 1 examines the relationship between education and capital, identifying three plans capital has in relation to education. It sets out some of the major aspects of neoliberal policy developments in schooling and further education. Section 2 describes, analyses and evaluates the research methodology used in developing this article, locating the methodology within the debate between 'methodological purists' on the one hand, and 'committed research' on the other. The research for this article, within the 'research for social justice' paradigm, is rationalised. Section 3 examines the impacts of neoliberalisation on education workers' securities - their pay/ salaries, conditions of employment, stresses and pressures at work, and their work identity and status. It also examines the impacts on the rights and powers of education trade unions. The article ends, in Section 4, by briefly calling for resistance to the global neoliberal capitalist agenda in schooling and education. 相似文献
18.
Michael W. Apple 《International Studies in Sociology of Education》2013,23(1):61-80
In the United States and a number of nations, one of the most powerful dynamics of educational 'reform' involves the movement toward home schooling. The national media have spoken glowingly about it and the number of children being schooled at home is growing rapidly. In large part, this is stimulated by the circulation of anti-statist discourses and by the continuation and expansion of claims about school failure. In these accounts, the sources of educational problems are multiple: teacher education institutions produce teachers who are unprepared academically and unskilled in teaching the 'basics'; state funded (public, in the US sense of the word) schools have been taken over by 'progressive' models of teaching that are unworkable; these same schools do not teach 'traditional' cultural and religious knowledge, beliefs, and values; and public schools do not listen to conservative parents and are much too bureaucratic. Supporters of home schooling are usually religious fundamentalists who have increasing power in the USA and elsewhere. They have formed a national coalition and have joined in a tense rightist hegemonic alliance with neo-liberals and neo-conservatives, an alliance that seeks to reconstruct our common-sense about education and about all things social. The article shows how the movement toward home schooling has become more extensive and more dangerous than has usually been thought. In the process, home schooling is situated within the larger conservative and authoritarian populist ideological, religious, and social movements that provide much of its impetus. Connections are suggested with other protectionist impulses and connections are made to the history of and concerns about the growth of activist government. Finally, the article points to how it may actually hurt many other students who are not home schooled. 相似文献
19.
《牛津教育评论》2013,39(3-4):379-391
This paper examines the relationship between policy formation in the United States and educational policy researchers. The experience of one independent 'think tank', namely, Policy Analysis for California Education (PACE), located within universities, illustrates how research might inform policy and how it might not be victim to the problems, well rehearsed in the literature, of poor dissemination. Fruitful links between policy research and policy formation require close attention to the sources, channels and format of dissemination, to the nature of the message and to the characteristics of the policymakers. 相似文献
20.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献