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1.
ABSTRACTThe rule of law presents a new path for understanding and handling religious affairs in contemporary China. The field of religious education is no exception and current legislation has to be improved so that China’s religious education can be further promoted. This research examines the legislation and legislative regulations governing China’s diversified and dynamic religious education, which includes professional religious studies, religious education embedded in ethnic education, missionary religious education, religious education included in general education, and education on religious policies and regulations. It argues that how to understand and implement the principle of separation of education and religion stands out as the core issue, as China requires a more dialectical and pluralistic religious education. 相似文献
2.
Damian Breen 《British Journal of Religious Education》2009,31(2):103-115
The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South‐Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour’s, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim and Sikh children. Approaches to religious education at Our Saviour’s combined with weekly shared activities with the neighbouring school resulted in improved inter‐ethnic relations in the surrounding community, as children from both schools began socialising after school hours. This article draws on ethnographic research to give a case study of the ways in which Our Saviour’s employed a responsive approach to single faith schooling by engaging with religious and ethnic diversity as a means of promoting dialogue. 相似文献
3.
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
4.
关于少数民族女童学校教育特殊性的初步分析 总被引：4，自引：0，他引：4
少数民族女童教育是我国义务教育中的难中之难,如何认识影响少数民族女童教育发展的因素是重要的和迫切的问题。影响少数民族女童学校教育发展的外部因素有经济发展水平、地域环境、宗教信仰、文化传统与习俗和语言文字等,内部因素有教育目标、办学形式、师生状况、课程设置、教材和教学设备等。 相似文献
5.
少数民族大学生作为民族院校的重要组成群体,由于从小受到特殊生活环境、教育环境以及民族风俗习惯和宗教信仰的影响,在进入大学生活之后其民族观具有不同于一般大学生的特点,注重对少数民族大学生民族观教育的实际特点进行研究,探索切实有效的民族观教育途径,有助于培育其马克思主义的民族观。 相似文献
6.
Wei WANG 《Frontiers of Education in China》2018,13(2):216
In the past four decades, marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures. In response, a growing number of scholars have focused on issues related to education and ethnicity in China. This article describes and analyzes how these scholars researched education and ethnicity between 1990 and 2014. Six research themes are identified: educational policy, multicultural education, minority cultural heritage in school, ideological-political education, multilingual education, and teachers and teacher education. The final section discusses how education scholars could improve future research on education and ethnicity in China. 相似文献
7.
Maali Mohammed Jassim Alabdulhadi 《British Journal of Religious Education》2019,41(4):422-434
ABSTRACTWith widespread media coverage of religious ‘extremism’, there is a great deal of interest in how religious identities and principles of tolerance – or intolerance – are learned and manifested. The current study investigates the extent to which high school Islamic Education textbooks reflect Islamic religious tolerance, and how this topic presented. A content analysis for religious-tolerance topics was conducted in the Islamic Education textbooks in Kuwaiti high schools; the results show that tolerance is mentioned much more often than intolerance, but there is still room for improvement. 相似文献
8.
Michalinos Zembylas Loizos Loukaidis Marios Antoniou Petroula Antoniou 《British Journal of Religious Education》2019,41(3):286-298
The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot educational system – an example of a confessional setting in which Greek Orthodox Christianity is the only religion being taught in schools. This article describes a qualitative case study research – which is part of a larger, 1-year project – that explores the understandings of religion and interculturalism as well as the pedagogical perspectives on religious education of six Greek-Cypriot primary school teachers. The findings show how the possibilities and obstacles of teachers’ epistemic switching could inform larger debates concerning the entanglements between critical religious education pedagogies and religious doctrines, especially within confessional educational contexts. 相似文献
9.
当前,我国的教育改革已经步入“攻坚期”和“深水区”,与其他地区相比,少数民族地区在“深化教育领域综合改革”方面,将面临更大的困难和挑战。青海省果洛州“吉美坚赞民族职业学校”通过其独特的教育思想、教育体制、教育内容和教学手段等多维度的改革与创新,成功破解了民族教育发展的诸多难题,使学校成为全藏区最具影响力和最具特色的学校之一,树立了我国少数民族地区教育改革与创新的优秀典型。吉美坚赞民族教育改革与创新的探索与实践,体现了国家教育改革与发展的基本精神,符合民族地区和少数民族实际,不仅在我国藏区教育改革与发展方面积累了弥足珍贵的丰富经验,而且也对我国其他少数民族地区如何深化“教育领域综合改革”具有普遍的借鉴和启发意义。 相似文献
10.
Despite ongoing efforts to promote ethnic, racial and socio-economic integration, segregation continues to challenge education administrators and legal scholars. Privileged parents seeking to avoid integration employ various strategies such as attending private schools or buying houses in neighbourhoods with good school. This paper offers a combined empirical and legal research of another such strategy: the resort to religious schools. The research is conducted within one specific context, that of Israeli Religious State Schools. The empirical study examines whether “Torani” religious state schools (a category of religious schools that offer enhanced Jewish studies and a strict religious environment) induce socio-economic segregation. The findings indicate that “Torani” schools are indeed socio-economically segregated and serve children from higher socioeconomic class than regular religious state schools. It also shows that “Torani” schools are less reflective of their surroundings than regular religious state schools, and are more likely to be established by privileged parents in poor areas, where they are dissatisfied with the local state schools. The legal research offers an explanation of how legal regulation can determine whether religious schools will become a means for avoiding integration. Specifically, it points to three areas in which “Torani” schools are regulated differently than regular religious state schools – the rules regarding the establishment of new schools; the rules concerning school funding; and the rules concerning student enrolment – and argues that special treatment meant to protect religious interests is responsible for making “Torani” schools socially segregated. 相似文献
11.
美国教育史上出现过三种文化冲突:宗教冲突、语言冲突、种族冲突.美国为消除差异性,倡导一种文化,在实践中都宣告破产了.在当代,美国奉行多元文化主义,尊重差异性,为解决文化冲突提供了一个历史范本. 相似文献
12.
试论教育中的少数民族文化传承面临的问题与挑战 总被引：1，自引：0，他引：1
我国教育中的少数民族文化传承面临的问题和挑战主要有三个方面：一是全球化背景下教育中的民族文化传承面临的挑战,主要表现为文化冲击对教育中的民族文化传承的挑战和文化冲突对教育中的民族文化传承的挑战;二是教育中的民族文化传承与生活世界的分离,主要表现为生活世界的民族文化传承教育逐渐弱化和科学世界的民族文化传承教育非生活化;三是学校教育中的民族文化传承的缺失,主要表现为忽视民族文化传承课程的设置和教学,忽视全部教育活动中的民族文化传承教育和忽视民族文化传承教育的师资培训。 相似文献
13.
余文武 《黔南民族师范学院学报》2008,28(5):31-34
研究基于对民族教育的胚胎的审察,来探究教育不变的合理性内核;而对无字之书的教化传统的审视,则意在深究教育习俗的穿透力如何促成民族社会的良性运行。 相似文献
14.
当前国内外形势错综复杂,敌对势力利用民族、宗教问题不断对我国实施渗透,企图利用民族高校少数民族学生集中的特点,与我争夺青年。民族高校要进一步强化马克思主义民族观教育工作,丰富教育内容、创新教育形式,增强教育的针对性和实效性,切实肩负起促进民族团结、维护国家统一和社会稳定的重任。 相似文献
15.
陆瑜 《民族高等教育研究》2020,8(1):42-46
作为美国历史较久远的一个少数民族团体,美国全国有色人种协进会在为非裔美国人和其他少数民族获得政治、经济等社会权利方面发挥了重要的作用。协进会下属的教育委员会制定了四项重大策略:增加资源使用的公平性,为进入大学学习和就业做好准备,提高教学水平和改善学科教学质量。在此基础上,提出了帮助非裔学生在教育上获得更加优质资源以取得较好学业成就的五大重要举措。作为一个多民族国家,如何更好的发展少数民族教育是我国教育工作中的一项重要任务,学习和借鉴美国的相关经验对于我国发展自己的民族教育事业有着极其重要的意义和作用。 相似文献
16.
This paper studies an under-researched area – teachers’ role in peacebuilding in conflict-affected contexts – through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers’ perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation was employed to analyse data gathered from: interviews with and classroom observations of teacher educators; focus-group discussions with and a questionnaire completed by pre- and in-service teachers; and analysis of teacher education and school curriculum texts. While teachers expressed a nuanced understanding of the conflict drivers in society and appreciated the significance of education in peacebuilding, they subscribed to assimilationist approaches to social cohesion, which were aligned with curriculum texts and promoted official nation-building agendas. Additionally, teachers saw issues of social cohesion as peripheral to the core academic curriculum. Teachers’ identity was integrally linked to their religious affiliations. 相似文献
17.
阐述了云南民族地区社会分层与教育机会获得的概况,运用结构方程模型原理,系统研究了义务教育机会获得影响云南民族地区社会分层的内在机理,结果表明:城乡结构、单位性质、民族类别及性别属性的制度性因素存在显著性差异,而其中职业职务、工作财产、教育投入、人际关系、政治面貌及宗教信仰的先赋性因素显著性呈现递增的趋势,进而累积在义务教育资本周转后的后致性因素发展中。 相似文献
18.
论体验教育的合理性及其展现 总被引：1，自引：0，他引：1
舒志定 《宁波大学学报(教育科学版)》2007,29(4):35-39
随着课程改革的推进,体验与体验教育受到了重视。不过,对体验教育提出了不同的看法,认为体验教育强调人的主观性,这与教育的科学性原则相冲突,因而对体验教育持否定的看法。其实,否定体验教育的观点值得深思。提倡体验教育的实质,是要转变了认识教育的思想路径,从受教育者意识活动的意向性特征阐析教育,体验是人的意向性结构的自觉构建,是培养自我意识的基础与环节。 相似文献
19.
Nathan D. Brubaker 《Teachers and Teaching》2013,19(2):159-180
Understanding how authority is negotiated in teacher education classrooms can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about how authority is negotiated in different classroom contexts, particularly in teacher education settings. This qualitative study examined how authority was negotiated in an undergraduate teacher education course in which I – as the teacher of the course – involved students in actively determining the content, method, and assessment of the course through jointly constructing the course curriculum. Using self-study methodology to understand more deeply the problems embedded in my practice as a beginning teacher-educator, I generated themes from the data using the constant comparative method. The findings suggest that deriving legitimacy from mutually recognized sources, working from shared purposes, and confronting students’ deeply rooted familiarity with authoritarian teaching practices present potential frameworks for negotiating authority in teacher education – while illuminating the challenges of teaching democratically in authoritarian contexts. Such insights are important for helping future teachers experience alternatives to conventional teaching while accounting for the complexity of learning to bring democratic values to life in classrooms at all levels. 相似文献
20.
Lynn Davies 《Compare》2005,35(4):357-371
A focus on conflict and education is one of the most pressing concerns of the current times, and yet the role of education in the perpetuation, or the mitigation, of international conflict is curiously underplayed and under‐researched. This paper looks firstly at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some ‘possibilities for hope’, such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. It is argued that comparative and international education has a highly important role in establishing patterns of educational contribution to peace or conflict, and in dissemination of research to act as a lobbying force to influence education policy and practice. The paper outlines eight priorities, including alternative international studies focusing on ‘achievement’ in peace education; cross‐cultural or longitudinal studies of impact of peace education and war education; and tracer studies of why young people join fundamentalist organisations. 相似文献