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1.
The question: “What is an appropriate role for AI?” is the subject of much discussion and interest. Arguments about whether AI should be a human replacing technology or a human assisting technology frequently take centre stage. Education is no exception when it comes to questions about the role that AI should play, and as with many other professional areas, the exact role of AI in education is not easy to predict. Here, we argue that one potential role for AI in education is to provide opportunities for human intelligence augmentation, with AI supporting us in decision-making processes, rather than replacing us through automation. To provide empirical evidence to support our argument, we present a case study in the context of debate tutoring, in which we use prediction and classification models to increase the transparency of the intuitive decision-making processes of expert tutors for advanced reflections and feedback. Furthermore, we compare the accuracy of unimodal and multimodal classification models of expert human tutors' decisions about the social and emotional aspects of tutoring while evaluating trainees. Our results show that multimodal data leads to more accurate classification models in the context we studied.  相似文献   

2.
Using the political‐economic analysis of globalisation and education as well as a culturalist approach to education policy borrowing, the paper analyses the role of local actors, specifically, national newspapers and the Ministry of Education, in mediating the potentially homogenising curricular policy pressure of globalisation exerted through the PISA league tables. Using the recent Japanese education policy debate as a case study, the author demonstrates how the Japanese media interpreted the PISA 2003 findings in a way that resonated with the specific cultural, political, and economic context of the time and how the Ministry used the findings to legitimise otherwise highly contentious policy measures. Questioning the conventional interpretation that the PISA 2003 shock caused the Ministry to redirect its controversial yutori (low pressure) curricular policy, the paper reconstitutes the Ministry as an active agent that capitalised on an external reference (PISA) to re‐establish its political legitimacy in a time of increasing neo‐liberal state‐restructuring.  相似文献   

3.
《History of education》2012,41(1):38-56
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4.
Northern Ireland has achieved political stability and its devolved government is now tackling public policy issues neglected during periods of sectarian violence. Notwithstanding the prevailing political optimism, one legacy of the conflict is a deeply divided society. This is particularly manifest in the education system where around 90% of children attend either state (controlled) schools (de facto Protestant) or Catholic (maintained) schools, with integrated schools accounting for less than 6% of the school population. In an attempt to address this duplication of services, in the context of 85,000 empty desks, external funders have piloted an initiative entitled The Shared Education Programme (SEP) where schools working in cross‐community partnerships deliver shared classes and activities in order to improve education outcomes. This paper attempts to: quantify the educational returns for pupils participating in the SEP; articulate the qualitative reconciliation benefits from the perspective of teachers, parents and pupils; and, locate the findings of the research in the ongoing policy debate about restructuring education provision in Northern Ireland at a time of budget retrenchment and declining school rolls.  相似文献   

5.
This paper assesses the significance of articles in the Scottish Government Yearbook, 1976‐92, for understanding of educational issues in that period. Experienced writers contributed 20 such articles on schooling, training, tertiary education, the Technical and Vocational Education Initiative, parental choice and devolved management. All are important for aspects of education systems in the United Kingdom, either because they concern distinctively Scottish approaches or they explore common themes across Britain and beyond. Many draw upon the history and cultures of Scottish and English education, to place educational policy in as broad a social context as is possible within the compass of 10 to 40 pages. The Yearbook has now metamorphosed into a quarterly, Scottish Affairs. It has played a distinctive role as an annual of record and debate to serve the present decade.  相似文献   

6.
The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context.  相似文献   

7.
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are forever destined to experience conflict based on cultural chasms in the guise of a ‘clash of civilisations’. This article highlights the tension between two perspectives on education: education as a force in cultivating intolerance and education as a panacea for intolerance. While not negating the potential for education to remedy social ills, we consider the extent to which education can produce change in the opposite direction. In the following pages, we present a context for our discussion of in/tolerance by providing an overview of the double‐edged, or Janus‐faced, qualities that both education and globalisation possess. We then draw on social‐psychological, anthropological and sociological literatures in bringing together three theoretical constructs—moral exclusion, the genocidal continuum and symbolic violence—in examining how intolerance is created and reproduced within educational settings. Following this overview, we present three vignettes to exemplify the teaching of intolerance in different historical and geo‐political contexts, namely, Nazi Germany, Rwanda and Israel. Finally, we conclude with recommendations that pay particular attention to the kind of education that that teaching of tolerance necessitates.  相似文献   

8.
This paper makes the argument that new global spatialities and new governance structures in education have important implications for how we think about education policy and do education policy analysis. This context necessitates that researchers engage in new methodologies to ensure that there is a suitable link between their research problem and the methods utilised for its investigation. To this end, I suggest that network ethnography can be conceived as a ‘threshold’ methodology; a new way of looking at social relations in changing times with attendant methodological benefits and shortcomings. Here I constitute the network ethnographer as cyberflâneur, who, like the nineteenth-century flâneur is lured by and attentive to the ‘new’, where they embrace the convergence of space and new technologies to become a well-positioned observer of contemporary policy processes. In focusing on the cyberflâneur, this paper aims to provoke debate amongst policy sociology researchers about how we can reflect on and modify our practice to ensure we are contributing to meaningful research in the twenty-first century.  相似文献   

9.
Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. In this paper, we explore contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalisation (or privileging) of boys. We turn then to explore the relationship between material realities and gendered subjectivities. Overall, we argue that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context.  相似文献   

10.
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11.
In this essay, David Meens examines the viability of John Dewey's democratic educational project, as presented in Democracy and Education, under present economic and political conditions. He begins by considering Democracy and Education's central themes in historical context, arguing that Dewey's proposal for democratic education grew out of his recognition of a conflict between how political institutions had traditionally been understood and organized on the one hand, and, on the other, emerging requirements for personal and social development in the increasingly interconnected world of the early twentieth century. Meens next considers Dewey's ideas in our contemporary context, which is dominated by a neoliberal ideology that extends the economic logic of Smithian efficiency to all domains of modern social and political life. He argues that the prevalence of neoliberalism poses two challenges to Deweyan democratic education: first, Dewey's emphasis on general education and a resistance to specialization is economically inefficient; and second, Dewey's strong, democratic conception of the “the public” is anathema to the neoliberal vision of the public as a conglomeration of individual agents. These challenges, he concludes, significantly stack the deck against Deweyan education by ensuring that the latter will be neither economically practicable nor widely understood.  相似文献   

12.
理想信念教育是大学生思想政治教育的核心。本文总结了＂90后＂大学生理想信念的现状,指出对＂90后＂大学生进行理想信念教育不仅要充分发挥高校思想政治理论课的主渠道作用,而且要不断加强新形势下的高校实践育人工作,构建学校与家庭、社会的德育合力。  相似文献   

13.
This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science experience. Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education and environmental education. Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge.  相似文献   

14.
Abstract

This article is the first part of a debate with David Hargreaves about the ideas expressed in his article ‘Diversity and choice in school education: a modified libertarian approach’. It discusses the difficulties of using cost‐benefit analysis in education, examines in detail some of the documents on which Hargreaves's argument is based and traces the development of policy on school choice. It is argued that policy on choice must be understood within a consideration of the wider social and political context in which that policy has arisen. The article then documents the various new forms of selection that have accompanied increased choice and considers problems of social segregation. The article concludes with suggestions on how the system might be reformed.  相似文献   

15.
Martin Carnoy 《Prospects》1980,10(3):265-283
In 1974, the World Bank published a study entitledEducation Sector Working Paper which set forth its policy in the field of education. This study, the second the Bank had published, was widely read, analysed and discussed for some time after its publication and had a considerable influence on thinking in education and development at the international level. Prospects devoted four articles to the paper: one book review and three controversies (Vol. V, No. 2, 1975, p. 285; Vol. V, No. 4, 1975, p. 457–78; Vol. VI, No. 2, 1976, p. 209–20). Thus, the discussion in our pages, in which the Bank participated, lasted nearly a year.Now the Bank has brought out another eagerly awaited policy paper on education which is to guide its thinking and action in the coming years. Its publication is an event of international importance and its impact will certainly be considerable.The following article by Martin Carnoy is the first in a seriesProspects will publish reviewing the policies of the Bank as expressed in theEducation Sector Working Paper, and by extension, the foreseeable impact of these policies on the world of education in general. Martin Carnoy's paper is critical: readers familiar with his work (seeProspects, Vol. VIII, No. 1, p. 3–19) will know that his viewpoint on the international aspects of education diverges considerably from that of the Bank and of most international governmental and non-governmental agencies.The debate is open again. Specialist in the economics of education, economic development and political economy. Among his many publications in related fields are Education as Cultural Imperialism, Economic Change and Educational Reform in Cuba, 1955–1974,and Education and Employment.  相似文献   

16.
This introduction to a special issue of Environmental Education Research explores how environmental education is shaped by the political, cultural, and economic logic of neoliberalism. Neoliberalism, we suggest, has become the dominant social imaginary, making particular ways of thinking and acting possible while simultaneously discouraging the possibility and pursuit of others. Consequently, neoliberal ideals promoting economic growth and using markets to solve environmental and economic problems constrain how we conceptualize and implement environmental education. However, while neoliberalism is a dominant social imaginary, there is not one form of neoliberalism, but patterns of neoliberalization that differ by place and time. In addition, while neoliberal policies and discourses are often portrayed as inevitable, the collection shows how these exist as an outcome of ongoing political projects in which particular neoliberalized social and economic structures are put in place. Together, the editorial and contributions to the special issue problematize and contest neoliberalism and neoliberalization, while also promoting alternative social imaginaries that privilege the environment and community over neoliberal conceptions of economic growth and hyper-individualism.  相似文献   

17.
This paper offers an overview of the 20th century historiography of the 1902 Education Act. The Act and its educational consequences have been systematically reflected upon by historians of education in every decade since the 1950s. Eaglesham's ground-breaking and detailed study of the Act roughly marked its half-centenary. In the mid-1970s, its three-quarters centenary was marked by an important debate within the annual conference proceedings of the British History of Education Society, between Simon and Cruickshank. In the 1980s, the work of Reeder pushed this debate forward and later in the 1990s, Daglish offered new insights into the political background of the period. This article is concerned with how the story of the 1902 Education Act has been told by historians of education, how this story differs, and whether, in the light of more recent research, any new versions of the story might contribute a further dimension to our historical understanding.  相似文献   

18.
Encouraging debate on inclusion and equity can meet with awkward silences, particularly across disciplinary boundaries. In disability studies, for example, it can be difficult to build dialogue with other disciplines; as a consequence, the different disciplinary groups within the field of education often end up working in their own "equity" silos. In this essay Valerie Harwood addresses this concern by drawing on Hannah Arendt's emphasis on the importance of opinion together with Michel Foucault's work on truth-telling and critique. Following Arendt's emphasis on opinion and the political, Harwood makes the case that political acts in education require that we recuperate the importance of opinion and to take account of how truth functions in our contemporary context.  相似文献   

19.
In this paper I respond to Ajay Sharma’s Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight that our subjectivities are negotiated based on the desires of the similar and competing discourses we are exposed to, and the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitrations with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate that science education is not neutral, objective or unproblematic. Building on Gill and Levidow’s (Anti-racist science teaching, 1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse that we rarely articulate the underlying political or economic priorities of science; science’s appropriation of other cultural ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.
Alison SammelEmail:
Alison Sammel   received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyse how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. Prior to her employment at Griffith University, Alison was employed as the Chair of Science Education at the University of Regina, Saskatchewan, Canada. It was here she began working with local Indigenous communities to authentically incorporate Indigenous Ways of Knowing into Science Education.  相似文献   

20.
The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also include program standards for schools and districts and system standards. This article describes how the Standards were developed within a political context, through a process with political aspects and includes political intents. It closes with recommendations about why and how science education researchers might engage in the political process. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 711–727, 1998.  相似文献   

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