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1.
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.  相似文献   

2.
In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.  相似文献   

3.
In this article, I respond to the work of Gert Biesta regarding the question of what education should be for. He maintains education ought to be oriented towards the ‘good’ rather than measurement, accountability and efficiency. While sympathetic to such claims, I nonetheless question his avowal that discussion of the purposes of education needs to entail reflection upon tripartite processes of qualification, socialisation and subjectification. I also argue that the concept of subjectification presented by Biesta is elusive. He says educators cannot plan to produce it in students. He also suggests there is an unhelpful surplus of reason in education that constrains possibilities for subjectification. According to Biesta, education partly reproduces ‘rational communities’ that stifle the emergence of human uniqueness and inhibit persons from challenging accepted social orders. In response to this, I argue there is currently a deficit rather than a surplus of reason in education concerning the common good. Following MacIntyre, I claim that educational institutions should support students to learn how to think for themselves and act for the common good. I conclude that such utopian thinking about the purposes of education may be needed, now, more than ever.  相似文献   

4.
In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’  相似文献   

5.
Educating for citizenship is most often associated with a discourse of liberalism in which knowledge, skills and values of equality, rights, justice and national identity are taught. A competing neoliberal discourse with values of self-improvement, responsibility and entrepreneurialism is now quite pervasive in educational policies and practices, shifting goals and processes of education for citizenship. In Tanzania, neoliberalism's influence is evident in the private provision of schooling and pedagogy and curriculum oriented toward skills development. Neoliberal policies have created an opening for non-governmental organisations (NGOs) to fill a need by providing secondary education as well as technical and entrepreneurial skills in efforts to make graduates more employable. This paper examines how an NGO entrepreneurship education programme integrated into formal secondary education in Tanzania articulates new goals and values of citizenship. In this model, learning is tied to markets; becoming a successful citizen includes acquiring business skills; and citizenship values include economic sustainability and self-reliance. This model of entrepreneurship education produces a paradox in educational goals for citizenship in that it aims to secure rights to education and provide for material needs while it also subjects young people and schools to economic and social risks tied to flexible and unstable markets.  相似文献   

6.
Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers’ professional judgement.  相似文献   

7.
Abstract

This article critically examines bilingual, intercultural education policies and practices in El Salvador and Mexico. In the context of legacies of assimilation and neoliberal homogenization, certain kinds of citizenship become prioritized over others. This is visible where performances of local identity clash with state mandates about educational content and the language of school instruction. I address the effects of state agendas in schools on the politics of multiculturalism and argue that the absence of state commitment to bilingual, intercultural education undermines democratization efforts by marginalizing certain types of citizens more than others. By considering ethnic minority education in both El Salvador and Mexico, I analyze in a comparative perspective the ways that indigenous people have been rendered invisible as citizens unless they are willing to assimilate in the arena of formal education.  相似文献   

8.
Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states’ economic competitiveness. This globally accepted policy “hypernarrative” is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of “purpose”: the socialisation function; the development of human capital; and “subjectification” which focuses on individual creativity. While principally conceptual in nature, the article draws on the Scottish policy context in exemplifying the analysis, concluding that there is a tendency towards socialisation and human capital functions, at the expense of subjectification purposes.  相似文献   

9.
By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems – what we identify as a comparative curriculum code.  相似文献   

10.
Abstract

This article discusses how the purpose of Education for Sustainable Development (ESD) is reflected within the perception of teachers and educational stakeholders in Vietnam and whether a difference exists between the two respondent groups’ perspectives. Biesta’s three functions of education, qualification, socialization, and subjectification, are considered to be the theoretical outline for analyzing perceptions of the respondents. The empirical material for this analysis consists of interviews in Vietnam with secondary teachers and educational stakeholders. The perspectives of the two groups regarding the purposes of ESD somewhat overlap: central interests in ESD discourse are to qualify students with knowledge, skills, and competences, and to teach them how to behave in sustainable ways. In other words, qualification and socialization, not subjectification, are major concerns of the respondents. This reflection, to some extent, reveals Vietnam’s sustainable development priorities and the role education should play.  相似文献   

11.
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed.  相似文献   

12.
Wiel Veugelers 《Compare》2007,37(1):105-119
Dutch society and educational policy see citizenship education as being an important task of education. The first section of this paper discusses the concept of citizenship and citizenship education, and analyses educational developments in the Netherlands. Following on from this introduction the second part of the paper puts forward a critical democratic pedagogy of citizenship education. With this proposed democratic pedagogy in mind, the third and final part of the paper goes on to analyse the discourses and developing practices of citizenship education in the Netherlands, and proposes a number of new possibilities.  相似文献   

13.
‘Chinese’ is an ambiguous term, depending on whether it is taken to describe a political, linguistic, or cultural entity. While the term has often been considered to represent a politically and culturally homogeneous national identity in recent decades, this article aims to challenge this notion by examining the characteristics and practices of nationalistic education in Hong Kong since 1945. It explores how national identity has been interpreted by different Chinese states over time through different educational policies and practices. Focusing on the evolution of nationalistic education in three phases, this article presents a detailed account and analyses different nationalist narratives over six decades. It describes how different political forces define themselves and come to terms with what are often dual or competing national identities. Historical examples illustrate the challenges in policies and practices of nationalistic education.  相似文献   

14.
The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a citizenship education mega policy narrative is composed by citizenship educational guidelines that have become influenced by other market-driven educational policies, and is not only present in Chile but has also been influenced by policies coming from countries such as England and the US. Therefore, the discussions that emerge from these counter stories on the nature of this mega narrative and the ways through which teachers can confront it through their teaching, and the implications that all this has for the field of citizenship education, do not only fill a gap in Chilean research but also contribute to discussions on counter and mega narratives in the field of citizenship education within a wider international scope.  相似文献   

15.
This paper argues against a trend of human rights education, where human rights are taught in the form of citizenship education. In my view, citizenship education and human rights education cannot be taken as replaceable for each other. Underpinning the idea of citizenship is a distinction between ‘politically qualified’ and ‘politically unqualified’ persons. This distinction implies a violation of human rights in the name of social solidarity and security. This paper will argue that citizenship education could imply discrimination/exclusion although it claims to promote solidarity and human rights. Furthermore, the qualification of having rights is not dependent on citizenship but simply in human life itself. Three educational implications are discussed. Firstly, human rights and citizenship education cannot be seen as equivalents. Secondly, educators should be alert to the dangers of possible exclusion implied in citizenship education. Finally, this paper proposes different suggestions for human rights and citizenship education separately.  相似文献   

16.
ABSTRACT

This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases.  相似文献   

17.
Lee Jerome 《Compare》2018,48(4):483-499
Contemporary citizenship education tends to focus on the development of skills through real experiences, which has led to a relative neglect or simplification of knowledge and understanding. This article outlines a framework for analysing citizenship curricula drawing on Young’s notion of ‘powerful knowledge’ and ‘knowledge of the powerful’ and on Shulman’s account of subject knowledge, which includes substantive concepts and epistemic criteria. These ideas are used to analyse the citizenship curricula in the four nations of the UK and Ireland to assess the extent to which they provide an adequate account of knowledge and understanding of citizenship. The article concludes that it is important to reconsider the relationship between the genuinely educational aspects of citizenship education (where ‘powerful knowledge’ opens up new and diverse understandings) from the normative aims, which are more akin to a form of socialisation (where ‘knowledge of the powerful’ closes down certain possibilities).  相似文献   

18.
Nowadays education in the madrassahs (Muslim schools) is constantly being placed under the spotlight, such as being considered as seedbeds for terrorism. This article takes a critical look at some South African madrassahs with the aim to find out what these educational institutions do and whether or not the possibility for radicalisation and extremism exists. It concludes with an argument for democratic citizenship education to be taught in the madrassahs.  相似文献   

19.
Momentum is continuing to grow in the circulation of neuroscientific discourse, informing aspects of how we live but affecting too how we think about education and learning. Neurologically informed intrusions into education frequently align with psychology which has until now largely adopted a ‘medical model’, supporting policies and practices which ultimately invoke psychopathology and arguably render individual young people more vulnerable to various forms of social and educational exclusion. This paper urges caution in respect of understandings of educational neuroscience that focus on individual deficits and diagnoses. Rather it holds in mind the broader historical context for neuroscience and its implications for our understandings of what it is to be human in the twenty first century and thereafter for education and learning. Theoretical resources from critical and affective neuroscience but also critical educational psychology are brought together specifically to support the principles of inclusionist policies and practices in education.  相似文献   

20.
Reflections on citizenship education in Australia,Canada and England   总被引：1，自引：2，他引：1  
In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English).  相似文献   

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