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1.
ABSTRACT

This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.  相似文献   

2.

In this article, the authors describe the ways in which a set of policies has had what seem to be extensive and long lasting effects precisely because these policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. They describe and analyze the policies of the 'Popular Administration' in Porto Alegre, Brasil but, more specifically, they focus on the 'Citizen School' and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state, and education. This set of polices and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical and thick democracy. The reforms being built in Porto Alegre are still in formation, but the authors argue that they have crucial implications for how we might think about the politics of education policy and its role in social transformation.  相似文献   

3.
《Africa Education Review》2013,10(2):189-204
Abstract

In 1999 the South African Department of Education issued guides for the Representative Councils for Learners established in terms of the South African Schools Act, 1996 (Act 84 of 1996). This article examines the usefulness of these guides in promoting democracy and education for citizenship in South African schools. The guides are located in the context of theories of participatory democracy, representation, and education for citizenship, and of the democratic strengths of the People's Education Movement of the 1980s. In this context, it is argued that the main tendency of the guides is to undermine democratic participation, and that their favoured conception of education for citizenship is minimalist. The article emphasises the need for a more maximalist approach to citizenship education, and for more scope for participatory democracy in schools.  相似文献   

4.
ABSTRACT

Using William Golding’s Lord of the Flies as a stimulus, researchers from Norway, Pakistan and the United Kingdom explored the potential of a literary text to encourage intercultural dialogue. The innovative research method used was to combine Literature Circles and Google Documents to provide a platform for asynchronous online exchange between three cohorts of students in higher education. The authors’ analysis of the data suggested differences between those students who regarded the text as a living document speaking directly to their personal experiences of citizenship issues and those for whom the novel remained a historical document, removed from their lived experience. The authors contend that this research can contribute original and significant insights to the literature on teaching citizenship through literary texts such as the relationship between text choice and context, models of international collaboration at the higher education level and contrasting approaches towards citizenship and reading.  相似文献   

5.
ABSTRACT

This paper considers the current context and looks ahead to the opportunities that may now exist to develop education for citizenship. The place of citizenship in Key Stages 1 and 2 is discussed in the light of the National Commission's recommendations, the Dearing review of the curriculum and OFSTED's inspection framework. Questions about what is happening in schools are then raised. Answers to these questions were pursued through case‐studies of ten schools. An account of the findings under nine headings is presented and key issues summarized.  相似文献   

6.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.  相似文献   

7.

This article arises from a research project examining the understanding of 'citizenship' amongst trainee teachers in UK primary and secondary schools. The study covers attitudes to a broad range of social, political and moral issues and examines how these affect the students' perception of the socio-political dimension of their future professional role. Tracking a group of students through their postgraduate training year highlights the relationship between the individual's political world-view and their response to the school experience. One of the key findings is the high degree of political disengagement and cynicism about the operation of democracy in the UK; this is particularly strong amongst the youngest students, those coming to adulthood during the 1990s. Although the majority of students are positively inclined to fostering 'good citizenship values' in schools, there was much confusion over what it means to be 'a good citizen'. The concept of 'citizenship' was felt to be tainted with negative imagery, although a sense of 'being part of a community' was thought to be vital for social cohesion. In addition to this, a small minority of students displayed social attitudes and values incompatible with a pluralist, tolerant society. The teacher education experience did not appear to have given students a clear picture of what to teach or how to teach it, and both the pressures of the National Curriculum and the changing climate of schooling, favouring a more 'traditionalist' approach, may result in a greater unwillingness to tackle challenging issues.  相似文献   

8.
ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.  相似文献   

9.
In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution.  相似文献   

10.
Abstract

Globalization significantly influences the very notion of citizenship that is no longer universally seen as only a nation-related concept. Therefore, the discourse of global citizenship is getting more attention in programmatic educational texts and curricula. This study investigates how teachers use the conceptual framework of global citizenship in the social studies classroom, and what curricular devices and pedagogies social studies teachers use to address aspects of global citizenship. The study demonstrated that social studies teachers frequently use information about international issues in their classrooms, and there is a tendency to incorporate global and international perspectives into citizenship education. However, educators need more rigorous assistance to teach emerging types of citizenship. The study demonstrates that despite the fact that participants rarely use the term global citizenship in their instruction, they provide rationales that correspond to the notion of global citizenship.  相似文献   

11.

The authors argue that teacher education reform is becoming increasingly aligned to the imperatives of the capitalist marketplace. They describe current initiatives in California that attempt to reclaim schools and teacher education as sites for democratic socialist struggle.  相似文献   

12.
ABSTRACT

The authors argue that there will be a critical mass of women in leadership positions in kinesiology and across higher education for substantial gender-based mentoring to take place in the 21st century. First, the current state of women in higher education leadership, trends in mentoring, and the reasons it is important for women who have aspirations to advance in their careers are examined. The authors argue that it is important to have access to gender-based guidance and support that are critical to successful leadership into the future. The authors advocate for a focused, purposeful type of mentoring supported by relational-cultural theory and narrative practice. Men will continue to be important mentors for women, but the authors argue that, at the same time, women also need to have access to the perspectives of other women who have forged the way into higher education administration.  相似文献   

13.

This account is based on case study data collected in two first phase schools (5-8 years) in England. The focus is the response of parents and teachers to a supposed opening up of schools through increased parental involvement in schooling. With acknowledgement of appropriate education policy and critical educational research, the authors argue that government policy depoliticises both educational outcomes and parent-teacher relations. The idea of the 'open' school dominates the data; it emerges as a metaphor of convenience and is pivotal in the way in which parents and teachers use it to explain and sustain parent-teacher relations of a mutually acceptable kind. Value is placed by both parties on an atmosphere of open communication, informality and routine. In the process of parent-teacher relations the advantage lies with the teachers, and parental empowerment is something of a myth. The metaphor of 'openness' is not questioned by parents and teachers, and it covers a process where trading is taking place between routine parental needs and the professional power and control of the teachers. There are clear indicators in the data which show that what drives parental involvement in these schools is teacher priorities coupled with some parental compliance, under the cover of the 'open' school, and not government policy imperatives.  相似文献   

14.

This paper asks whether it would be better not to talk about morality in schools. The issue is raised through a consideration of changes in public discourse and especially in educational discourse, where categories such as ''personal, social and health education'' and ''citizenship education'' are more salient than ''moral education''. Drawing on John Wilson's arguments, the paper considers claims for the indispensability of the concept of morality. It is argued that such claims, in Wilson's own writings, are applied to both an ''individual'' and a ''social'' conception of morality. Contrary to Wilson, the paper argues that the ''wisest strategy'' for public education is to take the social conception of ''morality in the narrow sense'' as a central focus.  相似文献   

15.

Education Action Zones (EAZs) were launched in the United Kingdom in 1998 as 'the standard bearers in a new crusade … to modernize education in areas of social deprivation, and hailed as a third way in education.' In the light of the authors ' ongoing evaluation of a single EAZ, the article examines the extent to which the ambitious claims made by government have been realised. It assesses the extent to which EAZs can be viewed as part of the British twentieth-century theme in education of tackling inequality. It demonstrates that EAZ policy was riddled with tensions and paradoxes arising out of the eccentric mix of neo-liberal, social democratic and Third Way approaches to addressing educational inequality. The article concludes that EAZs suffered from three types of error: concept, process and outcomes, and hence were a mission impossible. The authors argue that EAZs may, hopefully, be a lesson in making the vision of resolving education inequality possible.  相似文献   

16.
In this essay, Bruce Maxwell, David Waddington, Kevin McDonough, Andrée‐Anne Cormier, and Marina Schwimmer compare two competing approaches to social integration policy, Multiculturalism and Interculturalism, from the perspective of the issue of the state funding and regulation of conservative religious schools. After identifying the key differences between Interculturalism and Multiculturalism, as well as their many similarities, the authors present an explanatory analysis of this intractable policy challenge. Conservative religious schooling, they argue, tests a conceptual tension inherent in Multiculturalism between respect for group diversity and autonomy, on the one hand, and the ideal of intercultural citizenship, on the other. Taking as a case study Québec's education system and, in particular, recent curricular innovations aimed at helping young people acquire the capabilities of intercultural citizenship, the authors illustrate how Interculturalism signals a compelling way forward in the effort to overcome the political dilemma of conservative religious schooling.  相似文献   

17.
ABSTRACT

This article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers.  相似文献   

18.
Increasingly over the past 50 years, the mission statement of schooling in dominant US-American discourse has coalesced around a Great Equalizer narrative of education; that is, it has identified schools as the primary means through which individuals can achieve social mobility. In this article, I employ a Gramscian framework to describe how this dominant yet illusory definition of purpose disorients well-intentioned educational actors and often pits them unwittingly against each other. I show that as a result of a false narrative about what schools do for society, a fragmented common sense has arisen amongst teachers, politicians, scholars and activists to the detriment of a collective theory of change. To guard against fragmentation and avert educational actors' consent to a hegemonic social order, I argue that the first step toward collective resistance is acknowledging the limited impact schools have on the socioeconomic layout of society. Accordingly, educational actors hoping to ameliorate inequality must agree upon more realistic—and less tangible—cultural goals for schooling, such as inculcating critical citizenship and fostering civic participation.  相似文献   

19.
ABSTRACT

This paper explores how middle-class distinction is produced in a primary school by focusing on four different ‘scenes’. Using Bourdieu’s notion of distinction, this paper shows how children are educated on matters of middle-class taste. I argue that privilege is produced through food education in different formats. This taste education goes beyond what one should merely eat and consume. It is situated within a middle-class nostalgia for rural ‘villageness’. While this type of distinction is not in and of itself problematic, this paper discusses the implications for when these ideas are taken up in policy, and expected of all schools. I argue educators need to be aware of how these values are being rolled out as universal values, expected of schools in diverse areas. Educators should pay attention to how middle-class distinction and privilege is produced and reproduced in schools, in order to create a more inclusive food education.  相似文献   

20.
ABSTRACT

This paper explores the role played by women activists and educators in mobilising community education to support new opportunities for women's activism in the context of Myanmar's political transition. Recent political reorientations in Myanmar which have resulted in a civilian-led democracy emerging from a repressive military regime, have facilitated increased international contact. Myanmar women activist-educators are rejecting hierarchical relationships and the sterile reproductions of idealised female citizenship evident in some training practices and are promoting a conceptualisation of feminist education. I reflect on the dynamics of this feminist activism, including the adaptation of feminist concepts and terminology, as articulated by activists, and I explore responses to the new avenues for women's engagement which are opening up in the first inter-election cycle.  相似文献   

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