共查询到20条相似文献，搜索用时 515 毫秒
1.
This article uses data from longitudinal, ethnographic research to examine how, six years after attending literacy classes, 12 adults in rural El Salvador used literacy, their perceptions of the temporary and longer-term psychosocial and economic benefits of literacy education, and their memories of literacy classes. The findings support prior research highlighting the unpredictable consequences of literacy education. Although some personal changes were ephemeral, learners nevertheless identified long-term psychosocial and interpersonal benefits, which they attributed mainly to the rituals of social interaction they practiced in literacy classes. These findings underscore the social dimensions of literacy education. 相似文献
2.
Hanna Kivisto 《Critical Studies in Education》2018,59(3):313-329
Building on the definition of critical education residing in the crossroads of cultural politics and political economy, this theoretical article offers an inquiry into the intersection between critical education research and the central ritual of contemporary capitalism – capitalisation. This article outlines four current approaches in education research literature to the corporatisation of education. This article argues that the approaches must rely implicitly on one of the two major theories of capitalism: modern neoclassical economics or Marxist political economy, even when the approaches are built on cultural and sociological arguments. Without an explicit engagement with the concept of capital and capitalisation, the approaches risk appearing theoretically weak and reliant on moral assumptions. In this sense, critical education literature would be strengthened by engagement with international political economy (IPE) literature. This article proposes to redress this lacuna in the literature by mobilising Jonathan Nitzan’s and Shimson Bichler’s theory of capital as power to better understand the corporatisation of education. 相似文献
3.
Ilkka Kauppinen 《Globalisation, Societies & Education》2013,11(1):1-22
This article is based on the idea that if we are witnessing an on-going shift towards the transnational phase of capitalism, this objective structural change should also be taken into account in higher education studies. In this sense, this article reflects the increased scholarly attention into the relationship between globalisation and higher education since the 1990s. The main purpose of this article is to contribute to these discussions by developing dialogue between global capitalism theories and the theory of academic capitalism. In order to achieve this, William Robinson's concept of the transnational capitalist class (TCC) will be amended to include also the informational fraction. Furthermore, the causal history of TRIPS (Agreement on Trade-Related Aspects of Intellectual Property Rights) will be used as an illustrative example of how transnational corporations have stimulated the emergence of academic capitalism at transnational level. First, I will discuss the theory of academic capitalism. Second, I will introduce and amend the concept of the TCC. Third, I will present my conclusions. 相似文献
4.
刘瑛 《华中科技大学学报(社会科学版)》2005,19(5):80-83
印刷出版业与资本主义初期发展之间存在着紧密的互动关系.新教和科学人文主义是资本主义得以确立和发展的必要条件,而印刷出版业在新教和科学人文主义的传播和发展中起着重要的作用,且印刷出版业对资本主义初期发展有间接的协助关系.除了间接关系之外,印刷出版业本身也就是资本主义发展的一部分,并为摧毁封建主义和促进资本主义的初期发展起到了直接的作用. 相似文献
5.
David Hayes 《Asia Pacific Journal of Education》2016,36(1):73-91
English is widely regarded as an essential skill for the globalized economy by governments around the world which devote considerable resources to its teaching in formal education, though often with limited success in terms of achievement levels. Thailand is a case in point. Set against the putative benefits of acquiring proficiency in English, concerns have been raised that the spread of English has a negative impact, threatening the vitality of the first languages and cultures of its learners. Examining whether these concerns are valid in Thailand, this article reports on a study amongst Thai university students which investigated their perceptions of English alongside their first language, Thai. Results indicate that these Thai students subscribe to the notion of English as a tool for personal economic advancement but that the position of Thai as the language of national identity remains unchallenged. 相似文献
6.
7.
Jae Jung Song 《Globalisation, Societies & Education》2013,11(1):136-159
This article discusses how in South Korea, English-medium international schools, initially established to educate foreign residents, have recently transformed themselves into private providers of global education for South Koreans. The article explains the social, economic and political circumstances under which the South Korean government has allowed this transformation to take place in response to the forces of globalisation as well as to South Korean elites' educational demand. The article argues that English-medium international schools are elite-class reproducing institutions. The role of English, one of the major imperatives of global capitalism, will also be discussed, as this language has been impinging on South Korea's education and labour market. 相似文献
8.
Ilkka Kauppinen 《British Journal of Sociology of Education》2015,36(2):336-353
This article draws attention to the relative lack of theoretically and methodologically elaborated approaches to understand and explain the complex relations between transnationalization of higher education and globalization seen especially from the point of view of global capitalism. The main aim of this article is to contribute to the construction of a theory of transnational academic capitalism (TAC). A theory of TAC argues that those networks, practices and activities that are blurring the boundaries between higher education, markets and states are increasingly becoming transnational without supposing that this transformation implies that local and national levels are insignificant in studying TAC. In this respect, focus is especially on methodological starting points of a theory of TAC. It is argued that a theory of TAC should be based on sociological relationalism and qualified methodological transnationalism. 相似文献
9.
钟建梁 《闽西职业技术学院学报》2005,7(1):73-77
通过对人本理论的剖析,针对当前高校后勤的社会化大势及后勤管理的薄弱环节,分析在后勤管理中应用人本理论的重要性及要明确处理好的几个关系;探讨在个人需要、激励、用人和决策等方面如何更好地调动和发挥个人的主动性、积极性和创造性,营造一支人性化的有凝聚力和活力的后勤集体。 相似文献
10.
吴立云 《山东商业职业技术学院学报》2013,13(4):80-81
在“微”时代的社会背景下,人文精神成为育人的重要部分,也是大学英语改革的要求之一。本文阐释了人文精神的重要性,并且从广义和狭义两个方面简单探讨如何在大学英语教学中传递人文精神,呼吁教师们在课堂教学中关注学生人文精神的培养。 相似文献
11.
Alaster Scott Douglas 《欧洲师范教育杂志》2017,40(2):157-170
This article offers a critical examination of the use of teachers’ standards for student-teachers in teacher education in England. Using an illustrative data example of student-teachers working in a school department setting, benefits of a cultural historical activity theory analysis are forwarded. The example highlights shortcomings in the current education of student-teachers which is in transition owing to changes in English teacher education policy. Focusing heavily on meeting required teachers’ standards, the school teaching practice in the research example does not encourage student-teachers or teachers to develop their understanding of teaching. Neither is the context of the teacher education work taken into account nor personal views of participants. Ways of analysing experiences recognising the influence of schools in affecting the kinds of learning available to student-teachers are needed in England in order to increase understanding of the benefits and drawbacks of different approaches to school-based teacher education. 相似文献
12.
通过问卷调查和情感教学实验，结果表明学科情感时外语教学效果有明显的促进作用，并针对这一研究结果，以中国的传统情感教学思想及人本主义和二语习得理论为依据，论证了大学外语教师不仅要研究教材和教法，而且要认识情感时认知过程的影响，实现认知和情感的统一。在此基础上，文章探讨了该研究的教学启示。 相似文献
13.
郑亚君 《苏州教育学院学报》2010,27(4):110-112
近年来,高职生因人文精神缺失而导致的各种问题日益引起社会关注.英语教育在培养人文精神方面具有一定优势,高职英语教育应坚持工具性与人文性并重,在课程体系、教材编写和使用以及教学设计等方面进行改革,使学生在掌握英语实践技能的基础上,不断提高人文素养,以获得持续、全面的发展. 相似文献
14.
基于英语专业本科生文、史、哲等文化知识欠缺,分析、解决问题能力和合作学习能力有待提高的现状,在英语教学中运用了合作学习方式进行了课文文化背景介绍实践。实践表明:合作学习可以有效提高学生综合素质和能力,提高他们与人交往的能力,提高学习时效。 相似文献
15.
邱宇 《海南广播电视大学学报》2014,(3):119-122
传统意义上的英语作业仅仅是教师为巩固课堂教学内容而布置给学生的课外练习。调查结果显示,传统的英语作业观已经无法适应不断深化的课程改革要求。因此,建立以人本主义为指导的新英语作业观已经势在必行。基于最近发展区理论和人本主义教育思想,从作业设计目的、内容和形式三个视角来论述初中英语作业有效性问题,为广大一线英语教师提供问题思考与学习借鉴。 相似文献
16.
王丽 《中国科教创新导刊》2009,(28):156-156
面对大学生人文素质状况和高校外语教学人文精神弱化的现象,在21世纪的英语教学中,充分发挥英语语言的人文教育功能,加强对学生人文素质的教育具有重要的地位与作用。这既顺应了英语教学改革的趋势,又符合21世纪我国高等教育全面推行素质教育的战略目标。 相似文献
17.
18.
James Avis 《International Studies in Sociology of Education》2013,23(3):272-289
Young people who are not in education, employment or training (NEET) are construed by policy-makers as a pressing problem about which something should be done. Such young people’s lack of employment is thought to pose difficulties for wider society in relation to social cohesion and inclusion, and it is feared that they will become a ‘lost generation’. This paper draws upon English research, seeking to historicise the debate whilst acknowledging that these issues have a much wider purchase. The notion of NEETs rests alongside longstanding concerns of the English state and middle classes, addressing unruly male working-class youth as well as the moral turpitude of working class girls. Waged labour and domesticity are seen as a means to integrate such groups into society thereby generating social cohesion. The paper places the debate within it socio-economic context and draws on theorisations of cognitive capitalism, Italian workerism, as well as emerging theories of antiwork to analyse these. It concludes by arguing that ‘radical’ approaches to NEETs that point towards inequities embedded in the social structure and call for social democratic solutions veer towards a form of comfort radicalism. Such approaches leave in place the dominance of capitalist relations as well as productivist orientations that celebrate waged labour. 相似文献
19.
从人本主义的视角出发,素质教育应具有平等性、系统性、个体性、先天性、发展性、基础性和开放性等特征。基于人本主义原则设定多元化教学目标和创设多样化教学手段,能将素质教育贯穿在"备学生"、英语课堂教学设计和教学手段创新等具体环节当中。基于人本主义原则创设高中英语课堂环境并把握课堂导入模式创新、素质教育课堂活动创设和开放式作业设计等关键环节,将有助于素质教育落到实处,使素质教育贯穿于"教与学"的全过程之中。 相似文献
20.
This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy agenda with its focus on personalisation. The article argues that frameworks widely used for goal setting and action planning by UK educational practitioners, in particular SMART targets or goals, have yet to be rigorously examined in the light of relevant theory and practice. Doing so is important given contemporary emphasis on the dimensions of the learner experience regarded by ‘learning to learn’ practitioners as underpinning effective learning in the modern classroom. The article draws from social cognitive theory and achievement goal theory, including Zimmerman's criteria for appropriate goals, to suggest an alternative framework for goal or target setting – ‘well-formed outcomes’, a construct from the field of neuro-linguistic programming (NLP). In comparison with SMART targets, the authors argue that well-formed outcomes offer a more rigorous and holistic approach, by taking greater account of the learner's identity, affective dimensions (feelings and emotions), social relations and values, as well as encouraging mental rehearsal. 相似文献