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1.
Democratic citizenship education in the information age must concern itself with the goal of nurturing future generations
with the capacity to make appropriate use of the changes driven by the advances of ICTs so as to activate political and social
democracy. Using Australia and South Korea as case studies, this paper discusses the role that citizenship education can and/or
should play in producing democratic citizens in the information age. This paper analyses and compares the recent curricula
and educational policy developments in citizenship education in Australian and South Korea. More specifically, the paper attempts
to identify what implications the advances of ICTs have and what future tasks they impose for the field of democratic citizenship
education. Key Words: democratic citizenship education, information age, ICTs, South Korea, Australia, school curriculum,
educational policy 相似文献
2.
In the wake of South Africa's first non-racial elections in 1994, the new Minister of Education launched a national process which would purge the apartheid curriculum of its most offensive racial content and outdated, inaccurate subject matter. At a first glance these essential alterations to school syllabuses sounded reasonable and timely, given the democratic non-racial ideals of the new government. However, these syllabus alterations had little to do with changing the school curriculum and much more to do with a precarious crisis of legitimacy facing the state and education in the months following the national elections. The haste with which the state pursued a superficial cleansing of the inherited curriculum is explained in terms of the political constraints, conflicts and compromises which accompanied the South African transition from apartheid. 相似文献
3.
《Critical Studies in Education》2013,54(1):13-32
Abstract How does a self‐managing school meet the needs and aspirations of the most disenfranchised members of its community? What responsibilities should reside with the state and the education system in the quest for more equitable schooling outcomes? In the neo‐liberal state, responsibility for addressing educational disadvantage has largely been devolved to schools within centrally determined curriculum frameworks and accountability mechanisms. But there are disturbing signs that these new arrangements are not working in the interests of the most marginalised students and their families. This article explores the nexus between school‐based management and educational equality with particular reference to Indigenous students in a disadvantaged Australian school community. It reaffirms the need for well‐resourced and vibrant education bureaucracies as an integral component of a responsible approach to school‐based management. 相似文献
4.
《The Journal of educational research》2012,105(3):210-217
ABSTRACT The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators’ experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers’ and administrators’ experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform. 相似文献
5.
In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These
students face many barriers to education, and appropriately educating this diverse student population presents many challenges
to schools and education departments. We argue that a whole of school approach that includes school structures, culture and
pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures
and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework,
South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties,
and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian
primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform
for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles
and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms. 相似文献
6.
Daniel Reyes-Guerra Marianne R. Russo Ira E. Bogotch Maria D. Vásquez-Colina 《School Leadership & Management》2014,34(4):414-437
School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university–school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates force educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability within a conceptual model for partnerships between schools, districts, universities and the governing bodies that regulate them. 相似文献
7.
Recent Australian experience of decentralisation in education has many parallels with contemporary movements in a number of other western democratic nations. Within the State of Victoria, Australia, all schools have developed, at local community level, school charters which address the school’s goals, policies, priorities, curriculum, and standards. This article reports an analysis of one component of almost 300 schools’ charters; namely codes of conduct for student behaviour. The results indicate a need for schools to emphasise a closer connection between students’ rights and their responsibilities. Secondly, the many schools intending to implement an assertive or authoritarian approach to discipline are failing to balance their planned use of punishments with corresponding rewards and recognition. Thirdly, the political relevance of the style of discipline develop chosen by local school communities appears incompatible with an education likely to develop democratic citizens. 相似文献
8.
ABSTRACTAssessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers. 相似文献
9.
This paper reports preliminary survey findings of Western Australian and South Australian teacher perceptions of the impact of NAPLAN on curriculum and pedagogy in their classroom and school. The paper examines how teachers perceive the effects of NAPLAN on curriculum and pedagogy and whether these perceptions mediated by the teacher’s gender, the socioeconomics of the school, the State and the school system in which the teacher works. Teachers report that they are either choosing or being instructed to teach to the test, that this results in less time being spent on other curriculum areas and that these effects contribute in a negative way to the class environment and the engagement of students. This largely agrees with a body of international research that suggests that high-stakes literacy and numeracy tests often results in unintended consequences such as a narrow curriculum focus, a return to teacher-centred instruction and a decrease in motivation. Analysis suggests there is a relationship between participant responses to the effect of NAPLAN on curriculum based on the characteristics of which State the teacher taught in, the socioeconomic status of the school and the school system in which they were employed (State, Catholic, and Independent). 相似文献
10.
Barath Biputh 《Compare》2010,40(3):279-291
This paper tracks the development of the Integrated Quality Management System in South African schools after the dismantling of apartheid in 1994. We argue that the quality processes that are now in place emerged in response to the autocratic school inspection systems that preceded them but did not sufficiently address the impact of educators’ experiences of the preceding systems. In the new democratic environment, it was important that new systems recognized the need for educator and school development. But given the breakdown of the culture of teaching and learning in South African schools, it is also not surprising that there was a concern that the new systems should ensure accountability. We analyse interviews with teachers to argue that the new system presents a tension between accountability and development processes which results in surface compliance rather than genuine engagement. 相似文献
11.
David Gurr 《Educational Research for Policy and Practice》2007,6(3):165-186
School education in Australia is a complex interplay between federal and state governments, and between government and non-government
schools. This article explores the supervision of schools in Australia through school accountability systems. Utilising publicly
available documents a systematic analysis of the state and territory systems for government schools is provided. It is a paper
that attempts to document rather than critique school accountability, although a conceptual framework utilising contractual,
moral and professional accountability is used to analyse the different accountability processes reported upon. Contractual
and moral accountability is supported by most systems, whilst there is potential to foster professional accountability in
only two systems. Fostering professional accountability is important because this is where the internal motivation of teachers
helps to drive school improvement. When compared to leading-edge systems, Australian accountability systems are lacking in
judgements on teaching practice in individual classrooms, and the use of sophisticated measures of learning and value-added
analysis. 相似文献
12.
P. Taylor Webb 《教育政策杂志》2013,28(2):189-208
This discussion reconsiders issues of educational accountability. To do so, I report on a qualitative case study of a public elementary school that identified how a model of educational accountability threatened to punish educators through a sophisticated network of surveillance. Data indicated that district personnel used standardized tests to monitor teachers in attempts to coerce them into accepting normalizing judgments of their practice. The study also described the surveillance within the school, including strategies by curriculum developers, reading facilitators, parents, and the principal to monitor teachers’ work. The analysis examined the effects surveillance had on participants and described the ways teachers amplified the effects of surveillance in the school. The analysis rethinks such punitive accountability practices and suggests replacing them with opportunities for teacher education and teacher learning. 相似文献
13.
Anne Graham Sharon Bessell Elizabeth Adamson Julia Truscott Catharine Simmons Nigel Thomas 《教育政策杂志》2019,34(6):789-811
ABSTRACTStudent participation at school is receiving heightened attention through international evidence connecting it to a range of benefits including student learning, engagement, citizenship and wellbeing, as well as to overall school improvement. Yet the notion of student participation remains an ambiguous concept, and one that challenges many deeply entrenched norms of traditional schooling.Informed by understandings of ‘participation’ linked to the UN Convention on the Rights of the Child, this article takes the Australian state of New South Wales (NSW) as a case study to explore how student participation is currently articulated in educational policy. It reports the findings of an analysis of 142 state and federal government policy-related documents, along with qualitative interview data from nine policy personnel. The findings suggest that students are conceptualised within these policies in contradictory ways, interpretations of participation are diverse yet frequently instrumentalist, and there is little conceptual coherence across the educational policy landscape in NSW in relation to ‘student participation’. The findings are discussed in light of international interest around student participation. The analytical framework used in this analysis is proposed as a possible tool for critically examining the place and purpose of student participation at school, regardless of jurisdiction.Abbrevations: NSW = the Australian state of New South Wales; UNCRC = United Nations Convention on the Rights of the Child; SRC = Student Representative Council 相似文献
14.
《Ethnography and Education》2013,8(3):333-344
Although standards and accountability continue to be at the centre of education policy in England, there has been a shift in emphasis encouraging practitioners to take ownership of and deliver a broader curriculum. This article explores specific projects in one primary school that highlight the way in which staff are embracing, extending and appropriating policy within their own setting. While standards and accountability are still firmly controlled by government policy-makers, the case study demonstrates that practitioners can use their agency to make innovative input into the curriculum and its delivery at grass-roots level. 相似文献
15.
Community participation in school management—and in hiring and firing of teachers in particular—has been actively advocated as an effective reform to improve school and teacher accountability in the Global South. This paper examines whether such reform functions in practice as suggested in theory, drawing on the findings of a case study of community schools in rural Zambia. Using the concept of the ‘context of practice’, efforts have been made to understand the local meanings of community participation in school management rather than that of the central government or development partners. Such analysis illuminates the important roles that local economic and cultural capital, complex cultural norms and unexpected micro politics play in shaping the way parents and communities are actually willing and able to participate in school management, and how these issues influence school and teacher accountability. The findings also underscore the difficulty that teachers face when attempting to respond to the local demands, especially in the context of grossly inadequate resources being allocated to them by the state. The paper concludes by arguing, first, that community management of schools in Zambia was an unfunded and unclear policy that shifted financial responsibility to already marginalized rural communities and, second, that direct hiring relationships between parents and teachers will dilute the importance of the political accountability of the state to ensure quality education for all. 相似文献
16.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
17.
AbstractAlthough social acceptance of gender and sexuality diversity is growing in Australian society, in schools, visibility and inclusion of knowledge pertaining to those who are gender- and/or sexuality-diverse, such as lesbians, gay men and transgender people, remain marginalised. This may be due, in part, to a belief that parents are opposed to such content inclusions in their children’s education; yet, virtually no Australian research supports this belief nor have parental perspectives on gender and sexuality diversity inclusion been specifically examined. This paper draws on a broader research study that examined New South Wales parents’ perceptions about the visibility of gender and sexuality diversity and the inclusion or exclusion of related content in school curriculum. It focuses on one particular focus group comprised of only mothers who lived in a specific enclave of Sydney known for its gender and sexuality diversity. The discussion highlights their awareness of gender and sexuality diversity and the dynamics surrounding it; and their perceptions of local school approaches to, and limitations around, gender and sexuality diversity in school curricula, policy and practices, despite potential support for it. 相似文献
18.
Merilyn Gladys Carter Valentina Klenowski Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611
The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. 相似文献
19.
Alison Wrench Cathryn Hammond Faye McCallum Deborah Price 《International Journal of Inclusive Education》2013,17(9):932-947
Australian Government policy initiatives to increase young peoples' participation in higher education are pursued in this paper. It argues that pedagogy and curriculum have a direct influence on student engagement. The interrelationships between pedagogical practices, curriculum based on a well-being framework, and the shaping of subjectivities and aspirations of young people in a region characterised by socio-economic challenge are explored. This 2-year case study used action research by university academics, school-based teachers and school students in an R-12 school in the northern suburbs of Adelaide, South Australia. Findings drawn from narratives, field notes, student work samples and professional conversations, situate well-being as central to young people's self-awareness of their aspirations. The themes of: Pedagogies and learning activities; Relationships, caring and connections, and; Places, spaces and belonging help to arrange the argument that concludes that young people living in low socio-economic areas do have aspirations for the future. Furthermore, the educational implications highlight the significance of the role of the teacher within the social and emotional domains which connect student life-worlds within their particular contexts, building cultural capital and broadening capabilities, self-awareness, aspirations and achievement. 相似文献
20.
Dr. Barnett Berry 《The Urban Review》1996,28(3):233-256
Most educational accountability systems draw upon relatively simplified indicators of student learning. Despite sufficient
criticism and evidence of their misuse, test scores continue to be emphasized—even though they have a deadening effect on
the very school district these accountability systems intend to primarily influence. This paper focuses on one of these low-performing
school districts. The case study of Sylvan One reveals that the influence of state policy is especially circumscribed in a
district like Sylvan's that is beset by such prevailing conditions as the politics of race, the culture of poverty, vacuums
in communication and leadership, and the uncritical mass of human resources. Each of these conditions limits change and reform
dramatically. Account-ability and reform must focus on a rigorous curriculum and well-understood standards—but only in the
context of this community, replete with its problems ofrelationships, resources, andracism. These are the “three Rs” that are tantamount to creating and sustaining reform. And this approach is more about political
development than anything else. Recommendations for moving beyond the traditional policymaking tools of mandates and inducements
are suggested, recognizing that policy may at best promote equality, but not necessarily excellence and equity. 相似文献