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1.
ABSTRACT

In this article, we develop a genealogy of international education studies’ tenets of culture shock and skills deficit. To trace their emergence, we map the discursive shifts which underpinned cultural anthropology’s involvement in the administration of US colonial, domestic, and international affairs respectively in the early 1900s and 1950s. These shifts are concomitantly linked to the formation of the field of intercultural communication, of which popularisation in the form of Hofstede model of “cultural distance” has structured international education when turning from a Cold War tool of total diplomacy to an export industry. Taking the development of international education in Australia as a case study, we demonstrate how the shifts in the disciplinary fields aforementioned are best understood as an anti-racist strategy, which mobilisation of the concept of culture has led to the paradoxical evacuation of the heuristic of race from the lexicon of intercultural contact between “Asian” international students and presumably white host institutions.  相似文献   

2.
This article looks at adult women's experiences of literacy and literacy learning in a remote area of Western Nepal. As part of a research degree at Sussex University, I spent eight months living in a small village community where an American aid agency was implementing a development programme, comprising of a literacy class with follow-up income-generating activities for women. Drawing on an “ideological” approach to literacy research, I investigated how women and men of differing ages and economic backgrounds used literacy in their everyday lives. My research aimed to move away from the simple polarisation of women and men, traditional and developed, to analyse what meanings of literacy and gender were shared or disputed between different groups of people and how they reacted to literacy interventions by a foreign aid agency.By looking at three main kinds of literacy practices which so-called “illiterate” women participated in—existing everyday practices such as religious reading; new everyday practices such as account keeping introduced by the aid agency; and the literacy class which ran every evening in the village—this article analyses how women reacted to different kinds of literacies and what they gained from attending a literacy class. Everyday literacies tended to be seen as separate or even in opposition to the literacy class or new practices since they were learnt informally in the home. Many new literacy practices, such as form filling or keeping minutes, were viewed by both men and women as symbolic of the agency's authority but not necessarily useful. The literacy class introduced women to new roles as “class participants” and more participatory methods of teaching, but they preferred the kind of education seen in local schools so encouraged the teacher to adopt chanting methods and mirror the hierarchical teacher–pupil relationship.Though the women contested the dominant model of literacy and gender presented to them by the aid agency—that reading and writing would help in their existing role as mothers or wives or were useful for income generating—they wanted to become “educated” by attending the literacy class. They felt they gained a new identity through becoming literate and valued the additional social space that the class gave them as a group of women from differing backgrounds. Certain new practices like creative writing, though imposed by the aid agency, were welcomed by women at the class as enabling them to have a new voice.  相似文献   

3.
Abstract

After the Civil War (1861–1865), the United States faced a problem of “reconstruction” similar to that confronted by other nations at the time and familiar to the US since at least the Mexican–American War (1846–1848). The problem was one of territorial and political (re)integration: how to take territories that had only recently been operating under “foreign” governance and integrate them into an expanded nation-state on common structural terms. This paper considers the significance of education in that process of state (re)formation after the Civil War, with particular attention to its role in federal territories of the US West. Specifically, this paper analyses the role that education-based restrictions on citizenship, voting rights and office-holding played in constructing formal state power in the cases of five western territories: Hawaii, Indian Territory, Oklahoma, Arizona and New Mexico. A focus on the significance of education in these cases both advances and challenges literature on the “hidden” and decentralised structure of national policy-making in the US. It adds to that literature by illuminating how education served as an indirect tool of national policy in the West, effectively shaping the structure of power in other policy domains. At the same time, by focusing on the US West, the present analysis challenges the idea that national governance in the US was particularly “decentralised” or “hidden”. It highlights instead: (1) the role of colonial racialism in shaping national responsibility and authority for education in the US; and (2) the significance of education as both an alternative and a corollary to war in establishing US colonial power.  相似文献   

4.
The British government interned 24,000 men and4000 women of “enemy” nationality living in Britain in the spring of 1940. Some were Nazis but most anti‐Nazi Jewish refugees. Using oral histories, supplemented by documentary sources, this paper explores the experiences of these refugees, especially their educational experiences. It describes how, with little outside assistance, the refugees developed a rich cultural and educational life in the empty space of the internment camps, creating “universities”, technical schools, children's schools, newspapers, lectures, concerts, and art exhibits. Emphasis is placed on the refugees ‘ educational and cultural agency, or activism; on the educational impact of age, gender, and other forms of diversity; and on the refugees’ use of education to help them cope with wartime changes in their social and political status and in their personal identities.  相似文献   

5.
Abstract

Since women struggled to access higher education during the colonial era, tackling gender imbalances post-independence became a major focus for Kenya and South Africa. The aim of this article is to demonstrate that affirmative action has not guaranteed gender equity in South African and Kenyan higher education systems. the author argues that, although higher education is generally available to all in both countries, women still struggle with access and “success”. This is besides the existence of post-independence higher education policies and parallel gender frameworks meant to bolster women’s access. The article uses a critical and thematic exploration of secondary literature, theory and data. The article contends that the unresolved gap between policies and the reality of the lived experiences of women exacerbates inequalities. It is suggested that both countries refocus and recalibrate existing policies and remedial action measures in order to ensure that academically deserving women are able to access and participate meaningfully in higher education.  相似文献   

6.
This article challenges the common-sense observation that Japanese and American education have been moving in “opposite directions” in recent times. Drawing on postcolonial discourse studies and cultural studies, the article extracts from this observation an Orientalist binary epistemology that continues to set discursive limits on the way Japanese and American observers make sense of each other's education. It is argued that the predominance of this Orientalist binary paradigm in comparative discussions of Japanese and Anglo-American education has resulted in the unfortunate lack of scholarly efforts to take full account of the common global structural changes in education driven by neo-liberal and neo-conservative impulses. As a crucial step towards the critical, reflexive engagement with the continuing colonial legacy, this article proposes a structurally oriented research paradigm that enables us to discuss localised and nationalised differences in education changes within the common frame of global structural changes in economy, state and education.  相似文献   

7.
As the percentage of youth of color in the nation's public schools continues to increase, so, too, does the urgency of preparing a predominantly white, female, middle class teaching force to work with racially and culturally diverse youth. Drawing upon an ethnographic study of an urban, youth-serving HIV/AIDS prevention and supports center, this article describes how two white women staffers engaged culturally responsive modes of care, support, and advocacy in order to address young people's emotional, developmental, and educational needs. Since both women performed motherly personas as they cared for and supported youth at the center, this article builds upon their experiences to develop “further mothering”—an adaptation of the “other mothering” tradition of black women—as a possible heuristic for analyzing white women educators’ culturally responsive work with black youth.  相似文献   

8.
Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research.  相似文献   

9.
This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the “metaphysics of presence” (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The article specifically examines literature that has impacted mainstream Christian and “secular” religious education in South Australia from the 1970s until today. The article concludes by proposing a new approach to racial, cultural, and religious difference in religious education—one that begins to understand religious education's engagement with Others in terms of ethical questions, deliberation, and a radical openness to what is unforeseeable. It argues for the need for religious educators to begin to actively and deliberatively engage with “who” and “what” has traditionally been absent from multireligious approaches to religious education.  相似文献   

10.
九一八事变后,日本帝国主义积极策划在我国东北成立所谓“满洲国”,以便进行殖民统治,并以此应付世界公正舆论的谴责。为了达到“长治久安”的目的,日伪当局打出孔孟旗号,抛出“王道政治”的统治思想,在恢复中国封建纲常伦理的旗号下,日伪统治集团对东北沦陷区的妇女进行“洗脑”,力图用封建礼教思想和殖民统治理论对其实施教化和改造,从而使广大沦陷区妇女顺从日伪殖民当局的统治,但是,这并没有阻挡住大多数妇女觉醒的脚步。  相似文献   

11.
Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.  相似文献   

12.
Joyce Goodman 《Compare》2000,30(1):7-19
This article focuses on the way women in the network surrounding the British and Foreign School Society Ladies Committee used constitutional, familial, religious and educational languages to claim an authoritative role for themselves in the development of education for non-Western women and girls. It highlights some of the ambiguities of colonial power for British women educators, which were implicit in women's self-representation of themselves as authoritative and their depictions of the non-Western female 'other'. It argues that in the two-way relation of metropole and periphery, the notion of the universal 'rational' mother employed within the network constituted an early 'professionalisation' of motherhood in relation to non-Western women, which worked to confirm the authority, responsibility and the 'Britishness' of British women themselves.  相似文献   

13.
Public mass schooling was the major instrument used by the Americans in the performance of their mission to “civilize” Filipinos. Free primary education was implemented right after the islands’ annexation in 1899 and was a critical component (alongside armed force) of the programme for their “pacification”. For the elite, education formed a route into collaborative involvement in the management of the colonial state. By the second decade of colonization, Filipinos were managing the civil service, participating in elected institutions and installed as mayors and governors. Like that of the Spanish, American colonial governance was profoundly reliant on the collaboration of members of the haciendero class, and thus implicated in the maintenance of long-established social and political hierarchies. But what did the maintenance of that status quo imply for ordinary Filipinos, now increasingly educated and literate in the language of the colonial power? Specifically, to what extent did this combination of socio-economic stasis and educational progress contribute to spurring early labour migration? This article investigates how far labour migration was seen to be, or functioned as, a mechanism for maintaining social and political stability in the American colonial period. It examines how this phenomenon was related to the free and English-based mass education programme undertaken out of an urge to fulfil what Kipling – writing of the American colonial enterprise – termed “the White Man’s Burden”.  相似文献   

14.
Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars.  相似文献   

15.
Despite boasting its self-characterization as the “land of the free,” US American “freedom” is, at times, tainted with historical amnesia, hypocrisy, and inhumanity. This article examines today's socio-political climate by drawing from de Tocqueville's (2003) prediction that American democracy is a tyranny of the majority. Because tyranny relies on gaslighting and dismissing facts, no definitive portraiture of freedom is made; therefore, the tyrannized wonder whether they are truly living within freedom or, instead, in collective submission to its illusion. This article examines this phenomenon in order to investigate how whiteness (re)produces conditions of disillusionment and tyranny. By employing hermeneutics of whiteness as a methodology, the authors investigate how whiteness infiltrates thoughts/epistemology, speech/rhetoric, emotions/emotionality, and nationalistic symbols/semiotics. The authors analyze implications for US education and offer a plea for all to consider.  相似文献   

16.
Abstract

The widening of access to higher education for mature students has been placed on the policy agenda by the government, in part as a response to demographic changes which will reduce the number of young graduates entering the labour market. This article examines the current position of students in the over 30 age group in UK universities with reference to their entrance qualifications, degree attainment and first destinations on leaving university. It compares the experience of men and women in this age group with young students in the conventional undergraduate population and questions whether a university degree is sufficient to overcome the barriers to the labour market experienced by older graduates. Finally it challenges the access model of equal opportunity implicit in the government's White Paper on Higher Education.  相似文献   

17.
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18.
The presence of the Little Rock Nine at Little Rock's Central High in September 1957 as a result of Brown vs. the Board of Education evoked anger, fear, and even panic among some parts of the white community, and many white women and girls responded with near hysteria. This article seeks to answer why. What was it about integration that provoked such a response from many Whites, and especially from white females? By briefly examining both the history of white racism and the socio-political context of the 1950s, this article argues that what Little Rock Whites, and in particular white females, were responding to was the fear of miscegenation. Yet this was not exactly the same fear of miscegenation that had spread throughout the South in the post-Civil War period in which white woman were supposedly at peril from the “black male rapist.” This fear of miscegenation, it is argued, had a new twist and that new twist came from the white women and girls themselves. Based on an analysis of the actions of individual white female Central High students from the perspectives of race, class, and gender, this article argues that not only were race relations in a state of flux but so were gender and class relations, giving Little Rock's “sweet little (white) girls” a pivotal role in the events surrounding the desegregation of Central High.  相似文献   

19.
This article draws on three Canadian research studies to question conventional understandings that access to adult literacy education is a simple matter of providing programs. In the face of women's experiences of violence, commonly overlooked barriers limit “access.” Different forms of violence, their frequency, and the prevalence of medicalizing discourses about violence are examined. Effects of violence on women's attempts to get to programs, complete courses they begin, and learn successfully, are introduced. Educators are challenged to design literacy programs that will support learning and create conditions to counteract the early “training” which tells women they cannot learn.  相似文献   

20.
There is a “puzzle” in the literature on the intergenerational transmission of schooling, where twin studies emphasize the importance of fathers’ schooling, whereas IV-studies often emphasize the importance of mothers. We provide new evidence on this “puzzle” using register based Swedish data on the largest sample of twins used so far in the literature. In contrast to previous twin studies, our results confirm the importance of mothers’ schooling. We also provide the first twin-based evidence of possible role model effects, where our estimates suggest that mother's schooling matters more than father's schooling for daughters schooling. One additional year of mothers’ schooling raises daughter's schooling by a tenth of a year, which is similar to some of the previous IV-based estimates in the literature. Finally, we bring in new US twin data that for the first time allows a replication of previous twin-based estimates of the intergenerational transmission of schooling in the US. The results show no statistically significant effect of mothers’ and fathers’ schooling on children's schooling. Our results have implications for assessing the efficiency of policies that subsidize the schooling of men and women and are in contrast to most previous findings in the twin literature.  相似文献   

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