共查询到20条相似文献，搜索用时 15 毫秒
1.
Elena Minina 《Globalisation, Societies & Education》2018,16(4):435-452
ABSTRACTDrawing on the case of Russia’s post-Soviet education reform, the paper explores the interaction between borrowed reformatory solutions and culture codes in the process of neoliberal educational modernisation. Through the examination of the concept of ‘commercial service’ the article shows how bottom-up societal resistance is maintained and normalised in the real-life language of the reform debate among policy-makers, teachers, parents and the general public. Building on policy-as-discourse studies, the analysis unpacks specific conceptual frames behind societal interpretation of educational commercialisation. The article finds that the public debate is stalled by an extreme polarisation and a seeming intractability of such conceptual categories as ‘money’, ‘commerce’, ‘moral upbringing’, and ‘the soul.’ It further argues that instead of mediating borrowed and domestic social meanings, the official reform narrative serves to strengthen the polarisation of opinions, while leaving under-conceptualised a number of important links between market values of competitive individualism, material profit and entrepreneurship and domestic values of egalitarianism, collegiality, moral education and non-materialist values. The article concludes with a discussion of the role of the state in transmitting borrowed policy ideas to the public and the interplay between grassroots resistance and national education policies. 相似文献
2.
Tatiana Khavenson 《牛津教育评论》2016,42(2):178-199
In this paper, we try to unravel some of the unintended and intended academic effects associated with post-Soviet educational reforms by focusing on three cases: Estonia, Latvia and Russia. We have chosen this comparison because a unique ‘natural experiment’ in the three countries allows us to compare the changing academic performance on an international test of a largely similar population in the three countries—Russian origin students attending Russian-medium schools—subjected to three variations of post-Soviet reforms. We find that relative to students in Russia, Russian-medium students in the Baltics made significant gains in the Programme for International Student Assessment (PISA) test. In Latvia, these appear to be an unintended effect of somewhat ‘softened’ state language policies, the conditions surrounding minority rights, and the general context of maintaining social cohesion. In Estonia, the (later) relative gains of Russian students appear to an intended effect of locally grown educational (and language) policies and increased, more effective cooperation with Russian medium schools to further improve PISA performance in a relatively high scoring, PISA-focused country. 相似文献
3.
Over the last decades, migration across Europe has continued to increase. Consequently, offering educational support for migrant students in the schools of host countries has been an extensively debated issue across Europe and further afield, especially in countries with a history of immigration. However, less is known about how education systems in the ‘new’ immigration countries have responded to the needs of recently arrived migrants. This article focuses on language support measures set up for migrant students in state-funded schools in the Republic of Ireland and Spain – both multilingual countries with more than one official language and with a heterogeneous migrant population. In reviewing educational policy and practice in these jurisdictions in the areas of language support for migrants, this article seeks to contribute to the debate on challenges involved in supporting language acquisition by migrant students in formal educational settings. 相似文献
4.
For the past decades international organisations and governments have promoted and implemented analogous education policies on the grounds that education is the key factor to foster development and fight poverty. This article sets the context of these educational programmes and analyses their discourse on poverty in Argentina and Chile. Then, it shows how they institutionalise strict surveillance, institutional denigration of the poor and professional scepticism. In general, the conclusions underpin one hypothesis that leads the analysis: eventually, these targeted education policies ‘pedagogise’ poverty alleviation in that they aim to ‘instil flexible identities’ into the poor rather than open channels for social inclusion. 相似文献
5.
Norbella Miranda Silvia Valencia Giraldo 《Changing English: An International Journal of English Teaching》2019,26(3):282-294
ABSTRACTThis article examines the ideologies present in Colombian official policy for English language teaching (ELT) and traces the links between governmental planning for state-funded schools and school pedagogical practices. Building on analysis of interviews with policy agents, policymakers’ pronouncements, documents and classroom observations, the article contends that instead of working towards educational equity, official policy actions are creating a new breach amongst state-funded schools, that is, between schools that are ‘focalised’ and others that are not. The national high-stakes exam for school leavers and the strategy of presenting policy goals and outcomes as a constant challenge perpetuate the knowledge-based economy ideology in the policy documents and pose a limit to teachers’ and schools’ decisions. The paper concludes with a call for a clear analysis of the material contexts of the ELT policy by policy actors at the macro-level and teacher agency that leads to student language learning despite policy constraints. 相似文献
6.
Astrid Codana Alcántara Angelina Sánchez-Martí Jordi Pàmies Rovira 《European Journal of Education》2023,58(1):151-165
European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Europe. We present findings from a systematic review of scientific articles published during the period 2010–2020. The main findings indicate that language and nationality are equated in European discourses and that public policies are promoted accordingly. These articulations draw on models that alternate between assimilationism and multiculturalism. Both assimilationist and multiculturalist approaches are detrimental to the supposed objective: that of promoting multilingualism. Thus, it is urgent that a consensus be reached, and certain public policies and educational practices promoted which are respectful of linguistic diversity, since the future social cohesion of our multicultural societies depends on this. 相似文献
7.
Claudia Matus 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):235-248
This article draws attention to the uses of affect to produce specific subjectivities and moralities in educational policies. It highlights the connections between specific ideas of the educated subject, the family role presented in governmental educational policies in Chile, and the ways these ideas are linked to the subjectivities and communities which the market requires to function. My argument is that with different intensities, affect regulation has become a strategic component of a government that articulates the relation between ‘right ways to behave at home’ and ‘school success’. As a result, affect makes conservative cultural dispositions look natural. I use discourse analysis to show how these policies use affect to control and monitor behaviors and personal relations, as well circulating cultural logics and ideological structures. I analyze one particular document to show how affect does not work through meanings per se; rather, it circulates productive ideas of families, students' behaviors, and social and cultural frames to organize a ‘good life’. 相似文献
8.
Cui Bian 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):475-494
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
9.
This article analyses the influence of the European Union’s educational policies on the implementation of devices for the recognition and the validation of informal and non-formal learning within public policies on education and training for adults in European Union Member States. Portugal and France are taken as examples. The European Union’s statements have influenced the development of devices for recognizing adult competences, regardless of the social, cultural and economic specificities of each country. However, sociocultural and sociopolitical characteristics influence the conditions under which recognition devices and the methods of their experimentation and generalization emerge, and are the vector of conflicts of interests between macro- and micro-sociological levels. There is at the same time a ‘culture of convergence’ impelled by the European Commission, and a process of adaptation in matters of cultural and territorialised practices, which aim to avoid marginalization. Data are drawn from official documents and interviews with people in charge of training institutions. 相似文献
10.
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. 相似文献
11.
Jozef Miškolci 《International Journal of Inclusive Education》2016,20(2):199-213
The fall of Communist regime in 1989 and the dissolution of Czechoslovakia in 1993 significantly affected the educational system of today's Slovakia. As a sovereign state, Slovakia has ratified the Convention on the Rights of Persons with Disabilities obliging its signatories to practise ‘inclusive education’. This article explores the current educational policies of the Slovak Republic in light of this obligation. Using the official statistical data the article argues that the current state educational policies have not succeeded in meeting the objective of practising inclusive education, as the proportion of students educated in segregated special educational provisions has been consistently rising over the last decade. This article attempts to identify particular aspects of the current educational policies which might have contributed to this phenomenon. 相似文献
12.
Assurance of citizens’ social rights and minimization of social differences have been central tenets that have framed the educational policy of Finland and the other Nordic welfare states. Equality has been on the official agenda in educational politics and policies since the comprehensive school reforms of the 1960s and 1970s. However, the conceptualization of equality has fluctuated, reflecting the political climate in which the policy statements have been created. In this article, we analyse Finnish curricular documents concerning upper secondary education from the 1970s to the 2010s in order to find out how the aims of educational equality are presented. Drawing on different conceptualizations of equality and social justice, as well as feminist theorizations of intersectionality, we scrutinize how gendered, classed and ethnised patterns are emphasized, challenged or muted in documents. Through the longitudinal data of this study it is possible to analyse the growing impact of this neo-liberal educational restructuring into Finland, which has a reputation for equal education and excellent records in the Programme for International Student Assessment tests. Hence, we ask how the Finnish society as an imagined community is reflected in the documents of different decades. 相似文献
13.
Democratic societies today face increasing diversity, including religious diversity, and are finding that interfaith engagement possesses potential to bring out the worst and the best of human responses and, correlatively, that such engagement can either assist in or undermine the social cohesion of these societies. This article employs Triune Ethics Theory (TET) and Australian Values Education data in order to appraise the impact of interfaith engagement on human behaviour. TET’s notion of imaginative mindsets is utilised to show that interfaith engagement can impel either vicious or communally-orientated imagination, leading in turn to very different results, towards undermining or fostering social cohesion. Observational data drawn from the Australian Values Education Program (AVEP) relating to a situation of interreligious conflict is utilised to show that, even in those sites with a recorded history of ‘vicious imagination’, carefully planned pedagogical interventions to facilitate interfaith engagement can produce positive results that accord with social cohesion. 相似文献
14.
Focusing especially on biographical competencies that are gained through the experience of migration and socialisation in a certain country or cultural context, this article analyses how professionals define and deploy these ‘migration-related competencies’ when it comes to employment in the field of adult education in Austria. By means of selected example cases individual strategies are discussed vis-à-vis institutional frameworks of adult education and processes of exclusion towards migrants in general. Considering questions of representation and othering, the circumstances under which the utilisation of migration-related competencies is experienced as beneficial or problematic are examined. Furthermore, educational institutions of the majority society display different modes of recognising and acknowledging migration-related competencies. In a context, in which the official acknowledgement of these practices by institutions and transparent policies towards diversity orientation are lacking, the possession and demonstration of migration-related competencies has shown to be a highly ambivalent and individualised process. 相似文献
15.
16.
Cathy Luna 《International Journal of Inclusive Education》2013,17(2):157-178
In this paper, I examine and critique the construction of ‘learning disabilities’ at an Ivy League university in the USA. Drawn from a study of the experiences of learning disabled labelled Ivy undergraduates, this paper focuses on the language practices, assumptions, and power relationships that characterize the University discourse within and against which these diverse learners shape their educational lives and identities. Using discourse analysis techniques, I analyse University policies and practices to illuminate the complex, disempowering discourse about what it means to be ‘LD’ at the University. I conclude with possibilities for constructing an alternative discourse about learning diversity. 相似文献
17.
Here we examine New Labour’s education policy concerning social justice and the organisation of educational provision with reference to social capital as policy vocabulary. The central focus is on policy discourses and practices in relation to networking between schools and other partners. We identify three policy phases for reducing inequalities and social exclusion, while supporting human capital formation: (1) EAZs in the late 1990s; (2) refocusing on specialisation and beaconisation, 2000–2003; and (3) transformations signalled by the diversity and choice agenda of the White Paper 2005, academies and trusts. We detect a drift in policy targets and aspirations from the early idealised ‘new and exciting’ kinds of educational participation and democracy, returning to more traditional professionalist arrangements in specialisation/beaconisation, and currently moving in the direction of post‐democratic governance in the academies programme, while doing little to challenge processes of stratification of educational institutions or outcomes. We develop the argument concerning the ‘post‐democratic’ turn in education policy by exploring the possibilities and limitations of policy‐making which deploys social capital vocabulary and mechanisms, ending with the paradox of social capital as a theory of democracy articulating with ‘post‐democratic’ educational structures. 相似文献
18.
This article aims to understand how ethnicity is discursively framed in national policies in China and Vietnam and argues that policy discourses affect how the ‘problem’ of ethnicity and educational inequalities is framed and how these inequalities can be addressed. The analysis shows how both Marxist and market-economy governing rationalities frame ethnic minority groups as lower status than the majority group and in need of either socially evolving to the communist ideal or assimilating into the global economic market, respectively. Using Fraser’s multi-dimensional approach to analyse discursive formations of inequality, we show how these policy discourses produce a non-ethnic economic citizen with socialist tendencies that negates cultural or social recognition and political representation. We conclude that researchers and policymakers need to consider how ethnicity is discursively framed to understand and address inequalities. 相似文献
19.
For centuries, Switzerland has been a multilingual country (which currently has no less than four official languages.) Furthermore, one of those languages, German, is characterised by bigraphism (i.e. the coexistence of two different type styles). This article discusses the role played by language and writing systems in the great educational scheme that was designed to create a shared national identity among Swiss people – despite the friction caused by cantonal and local idiosyncrasies, different cultural backgrounds, and deep-rooted traditions. It focuses on the timespan from the mid-nineteenth century to the end of the First World War, a period during which nation-states were formed all over Europe. The findings show how language and writing systems were intertwined with local, cantonal and national identities in a state (Switzerland) that had no uniform national language. It was through the use of language and writing that ideas of ‘us’ (herein, the Swiss) and ‘others’ (herein, the non-Swiss) were constructed, disseminated and perpetuated. 相似文献
20.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献