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ABSTRACTThe paper explores the processes by which two Australian rural communities established Community Learning Plans (CLPs). It acknowledges the role of CLPs as contributors to social and economic change through influencing employment rates, income equity, social cohesion and reduction in poverty. In addressing the research question: What factors contribute to the effective development and implementation of a CLP in a small rural community? The paper reveals the importance of evidence and clarity of vision such as improved social and economic outcomes as core rationales for triggering the development of CLPs. The analysis of leadership and social capital resources drawn upon from trigger for a CLP through initiation, development and reflection to sustainable embedding in community, reveals the interplay between formal community leadership structures such as Council, community members, education, business, training and social services, and external actors as a predicator of communities’ ability to enact CLPs. Maturity of social capital resources and leadership processes and resources influence the development and implementation of plans in alignment with community needs and aspirations. The paper advocates for reward and recognition frameworks to help connect, engage and sustain stakeholder groups into community learning initiatives through providing relevance to their business or activity. 相似文献
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利益是人活动的内因,对利益的追求是经济社会发展的内驱力。职业教育集团因成员单位经济成分不同,在各自利益诉求上存在分歧。构建符合集团各方利益的运行机制才能促进集团可持续发展。在利益驱动视角下构建集团化办学运行机制要建立市场主导下的利益驱动机制,建立互惠共赢的人才培养机制,建立校企合作资源共享机制和政府引导下的保障机制。 相似文献
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Jennifer Sumner 《Interchange》2008,39(1):77-94
The United Nations Decade of Education for Sustainable Development signals an unparalleled opportunity to link education with sustainability. But in the age of corporate globalization, will education bow to the external pressures that have always sought to subordinate it to vested interests, or will it reach beyond these narrow confines to the larger interests of the public good? The answer to this question rests with our understanding of sustainable development. A contested term, sustainable development can mean business as usual in a highly corporatized world or it can mean promoting the civil commons – co-operative human constructions that protect and/or enable universal access to life goods. The former understanding includes academic imperialism – capital accumulation on a world scale through academic means. The latter understanding includes the deep co-operation inherent in the civil commons, which leads not only to truly sustainable development, but also to sustainable globalization. 相似文献
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David Kennedy 《Educational Philosophy and Theory》2019,51(3):275-285
AbstractThis article examines the current state of foreign language education in Japanese universities as illustrative of the troubling conditions facing the liberal arts (i.e. the transformative arts) in a globalized neoliberal milieu. The utopian ideal in education has always insinuated, at the least, a pedagogy that inspires personal agency, creative investment, challenge to power and social change. This imagining of incalculable futures, however, has been undermined by the seemingly inevitable and confluent forces of a networked world, represented most forcefully by the socioeconomic reductionism of neoliberal globalism. In the context of contemporary Japanese higher education, these forces are joined by Japan’s uniquely ambivalent relationship with the ‘outside’ world, and manifested in the rigid conceptualizations that motivate deeply problematic government and institutional initiatives for the ‘globalization’ of higher education. Within the frame of Bernard Stiegler’s work on transindividuation (psychosocial transformation), this article critiques these influential practices as fundamentally antithetical to the challenge of engaging Japanese learners of foreign languages in sustainable ‘economies of contribution’—economies which foster critical engagement and which open paths to transindividuation. The article concludes by arguing for a radical reimagining of the landscape of foreign language pedagogy in Japan and for a repositioning of learners from ‘short-circuited’ semiotic consumers to ‘long-circuited’ semiosic participants. 相似文献
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Mahlapahlapana Themane Hlabathi Rebecca Thobejane 《International Journal of Inclusive Education》2013,17(4):369-383
ABSTRACTThis paper reports on teachers as change agents to implement inclusive education in some rural secondary schools in South Africa. The study followed a qualitative case study research methodology. Eight teachers were recruited to form part of the study through a purposive sampling strategy. Data were collected through interviews, observations and document analysis. The study found that: (a) teachers were resilient in the face of lack of resources to implement inclusive education, (b) teachers did their best despite lack of capacity to implement inclusive education, (c) teachers showed the willingness to effect change, and (d) when they collaborated with others, they achieved more. These findings have at least four implications for teacher education: One that institutions should train teachers to survive with meagre resources. Two, professional development initiatives should be planned to capacitate teachers on inclusive education. Three, teacher education institutions should develop programmes that include models of teacher agency such as the one displayed by these teachers. Four, teacher education should develop programmes that teach teachers how to collaborate with parents and other stakeholders to make inclusive education possible. 相似文献
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张雪丽 《贵阳学院学报(社会科学版)》2013,(2):52-55
作为职业教育发展的主力军,职业教育教师（以下简称职教教师）是职业院校不可或缺的重要资源和核心能力。对职教教师的内感报酬激励是保证职业教育可持续发展的一个重要环节,目前职业院校采用的激励方式具有一定的积极因素,但是随着社会经济的发展,这些方式存在高离散、低密集的不足,影响了激励所产生的“内感报酬”对职教教师的影响。通过对职教教师的“内感报酬”需求现状进行分析,提出以职教教师小规模群体为激励对象集合,开展激励,以提高激励所产生的“内感报酬”的效果。 相似文献
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Richard A. Huber 《The Journal of environmental education》2013,44(3):21-25
Abstract Two recent developments are likely to have a significant impact on the future of EE: (1) education reform initiatives based on the National Science Education Standards and (2) the development of promising Internet resources for teaching environmental sciences. This article urges the EE community to recognize that the time is ripe for environmental educators to embrace these developments. We examine several Internet-based resources that are used as tools for implementing standards-based reforms and promotion of EE's goals in K-12 classrooms. 相似文献
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When the United Nations General Assembly authorized holding the World Summit on Sustainable Development (WSSD) in Johannesburg, it was hardly a secret – or even a point in dispute – that progress in implementing sustainable development had been disappointing since the 1992 Earth Summit in Rio de Janeiro. With poverty deepening and environmental degradation worsening, what was necessary, the General Assembly said, was not a new philosophical or political debate, but rather a summit of actions and results (United Nations, 2002). We can question the WSSD accomplishments and whether the subsequent actions and results will contribute in meaningful ways to sustainable development. However, I think it is more important for science educators to ask: What are the implications of WSSD for science education? Why is science education not more intrinsically linked to the goals of human rights, democracy, and social justice? What are the ways in which science education ought to be connected to issues of sustainable development? In essence, where are the footpaths to/from science education? I investigate such questions in this position paper, while arguing that an education in science ought to enable learners to: (a) understand how the natural world works, (b) understand how human systems are interacting with natural systems, (c) assess the status and trends of crucial natural systems, and (d) promote and follow a long-term, sustainable relationship with the natural world. These are the very ways in which an education in science (i.e., science education) ought to be connected to issues of sustainable development. 相似文献
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Charlene Tan 《Globalisation, Societies & Education》2019,17(4):536-547
ABSTRACTThis article analyses and compares the motivations and (re)actions of the education authorities and parents in South Korea and mainland China towards schooling reform. The focus is on two policy initiatives – Free Semester Programme in South Korea and Comprehensive Practical Activity Curriculum in China. Applying the theoretical constructs of sensemaking and sensegiving, it is contended that the policy actors in both countries mutually influence each other in their calculated responses to prevailing educational challenges and policy measures. The examples of South Korea and China illuminate the power of resources, processes and meanings as an integral part of sensegiving and sensemaking. 相似文献
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素质教育是适应国际国内的客观形势,对教育现实提出的新要求,也是教育理论及实践自身发展的要求。素质教育的主要内涵就是要坚持全面发展的教育,教育的对象应面向全体,强调终身性和可持续性,尊重学习者的个性和差异性,充分发挥学习者的主动性和创造性。素质教育的落实需要正确认识素质教育的含义和要求,继续进行课程及教学改革,提高教师的专业素养。 相似文献
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Monique Leivas 《Educational Action Research》2019,27(1):40-56
ABSTRACTIn times of globalization we are facing a crisis of care. The invisibility of relations of domination and oppression against nature, women and girls, as well as the elderly, generate inequalities and structural problems that increase the unsustainability of life on the planet. The uncertainty towards the future, generated by climate change, pollution and scarcity of water resources, is leading us towards war or revolution – a revolution that requires the involvement of the new generations to transform reality and confront contemporary problems. In this sense, it is necessary to educate, raise awareness and empower girls and boys in citizen participation, in overcoming gender inequalities and in the development of fairer and more sustainable practices and behaviours. The participatory action-research experience with social cartography ‘From the Body to the City’, promoted by the Institute of Innovation and Knowledge Management – INGENIO (CSIC-UPV) in collaboration with the primary school CEIP Vicente Gaos of Valencia (Spain), developed together with the students of 4th primary grade, intended to reflect and act collectively on our territories from the principles of transformative education and global citizenship. 相似文献
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Jo Ann Oravec 《Technology, Pedagogy and Education》2013,22(1):55-70
Abstract Privacy studies may be seen by some teacher educators as being ‘anti-technology’ in their character, with the potential to dim the enthusiasm of future teachers for new technological initiatives. However, privacy is taking on new significance in an age of the Internet and advanced information technologies, as the examples and sources outlined in this article demonstrate. Privacy issues have a strong influence on various pressing international political and economic concerns, and thus add important dimensions to curricula. Some technological developments (such as encryption) also provide hands-on dimensions to privacy topics that are likely to whet the interests of many students. Teacher educators can work to introduce privacy notions to future teachers in ways that will enhance both their information technology studies and their understanding of other curricular areas (including citizenship, business, and social studies). As described in this article, privacy exercises, scenarios, and hands-on laboratory sessions were provided in several teacher education courses in the United States. What teacher educators do in relation to privacy studies will help determine the future character of discourse and the direction of technological development pertaining to privacy. 相似文献
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在经济全球化背景下,发达国家发展职业教育形成了一些宝贵经验,如以可持续的社会发展需求为动力,以多元化的开放运行的职教体系为依托,以创新性的科学研究成果为基础,以互动性的国际职教合作为平台.这些经验对于我国职业教育发展具有重大的借鉴意义. 相似文献
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Primarily developed as an alternative to narrow measures of well-being such as utility and resources, Amartya Sen’s capability approach places strong emphasis on people’s substantive opportunities. As a broad normative framework, the capability approach has become a valuable tool for understanding and evaluating social arrangements (e.g. education policies and development programmes) in terms of individuals’ effective freedoms to achieve valuable beings and doings. This paper explores the recent emergence of ‘capability’ in Australian education policy, specifically in the Australia in the Asian Century White Paper. We explore capability as a framing device and reveal how its various meanings are at odds with the scholarly literature, specifically Sen’s conception of capability and its implications for social justice in and through education. The analysis shows that the social justice intent of a capability approach appears to be overtaken in the White Paper by an emphasis on outcomes, performance and functionings that seek to serve the nation’s economic interests more than the interests of students, especially the disadvantaged. 相似文献
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徐敏 《沈阳教育学院学报》2011,13(3):28-30
分析了生存教育的内涵,认为当今生存教育的功利性遏制了学生兴趣、束缚了学生的自由、磨灭了学生的创造性,提出了提倡灵活多样的教学方法,重视共同意识的培养,树立新的学生观,加强师生、生生之间情感交流等促进生存教育可持续发展的策略。 相似文献
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在培智学校开展可持续发展教育,是智障儿童参与社会建设、发展与进步的有效途径,对其未来生活品质的提高、公平参与社会活动、学会生存,掌握生存技能、更好履行公民义务有着重要作用.文章从可持续发展教育的产生出发,客观分析了在培智学校开展可持续发展教育的依据与重要性,进而探讨可持续发展教育对培智学校现有教学目标、内容与方法的挑战,从而为在特殊学校开展可持续发展教育提供借鉴. 相似文献
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《British Journal of Educational Studies》2012,60(1):89-104
ABSTRACT In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that ‘education’ is a ‘contested’ concept: that is, it is held that education is invested – as it were, ‘all the way down’ – with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability in seeking a single unified account of the concept of education. Following a brief re-visitation of Peters’ analytical influences and approach and some consideration of recent ‘post-analytical’ criticisms of analytical educational philosophy on precisely this score, it is argued that much of the case for the so-called ‘contestability’ of education rests on a confusion of different concepts with different senses of ‘education’ that proper observance of well-tried methods of conceptual analysis easily enables us to avoid. 相似文献
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This paper presents data gathered in interviews with 29 informants in Xishuangbanna Dai Autonomous Prefecture of Yunnan, China – an administrative region with Theravāda Buddhist religious identity. The data highlight tensions between the traditional faith-based education provided by Theravāda Buddhist temple schools and secular state education. The paper concludes that a negotiated balance between traditional faith-based education and the state education system would best serve the interests of the ethnic minority in the region. 相似文献
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论加强特殊教育立法的必要性与可行性 总被引：3，自引：1，他引：3
本文是关于制定特殊教育法的必要性与可行性的初步研究。文章从受教育是残疾人生存与发展的基本权利,法律对于保障残疾人受教育权的特殊作用,残疾人受教育权利实现的现实困境以及我国现行特殊教育法律法规存在的不足等方面论证了制定特殊教育法的必要性;从残疾人权益保障的国际进程,促进教育公平、构建和谐社会的执政理念,经济发展为保障残疾人受教育权奠定的物质基础,人们对残疾人受教育权的认识水平,特殊教育实践以及制定特殊教育法已有的法律资源等方面分析了制定特殊教育法的可行性。提出为更好地保障和促进残疾人的受教育权利,为保证特殊教育的持续发展,将特殊教育立法提上议事日程不仅必要,而且迫切。 相似文献