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1.
This paper outlines the contribution made by the United Nations Environment Programme (UNEP) towards enhancing the integration of sustainable development concerns in Africa through its initiative, the Mainstreaming Environment and Sustainability in Africa (MESA) Universities Partnership, during the United Nations Decade of Education for Sustainable Development (UNDESD). The paper underscores Africa’s wealth and diversity of natural resources while illuminating sustainable development challenges facing the region in order to highlight the need for African universities to respond appropriately. It furthermore outlines the role of education in sustainable development and attempts to contextualise higher education in Africa by exploring universities’ (historical and current) role with regard to ESD. The paper goes onto describe the MESA partnership and list the programme’s key milestones by outlining ESD innovations in African universities, as well as by examining ESD in terms of its global impact and influence on policy to date.  相似文献   

2.
The First World War ended with the collapse of the Austro‐Hungarian, Russian, German and Ottoman Empires. In planning for the peace negotiations the allied governments considered not only the European boundaries but especially the national aspirations and future development of the peoples of the Balkans, the Caucasus, the Middle East, Africa and East Asia. American President Woodrow Wilson created a secret commission of academics and experts to prepare studies that would inform and support the American peace negotiators. Almost all of the studies on education, covering education in Austria, Prussia, Albania, the Ottoman Empire, Central Africa, Japan, and the education of minorities in Western Europe, were prepared by Paul Monroe, professor of history at Teachers College, Columbia University, with various assistants. There was a certain logic to Monroe's selection, since he had edited the five‐volume Cyclopedia of Education, published 1911–1913, and was connected to a worldwide network of educational experts who had contributed to that project. Monroe's reports, like most of the expert reports prepared for the American commission, are in part compilations of ‘objective’ information, such as educational statistics, legislation and policies. But at crucial points they develop critical analyses of existing structures and define a proposed role for education—a kind of educational self‐determination—in what we might call nation‐building in parts of the collapsed empires and in the preliminary steps towards de‐colonization in other parts. While Monroe's ideas about the role of education could play only a small part in contributing to the plans for the Treaty of Versailles, they had a continuing impact in shaping American efforts in international education in the 1920s. Monroe himself played a large part in bringing American educational ideas to bear on modernization efforts in China, the Middle East and other developing areas in the 1920s and 1930s. This paper is part of a larger biographical project on Paul Monroe and the spread of American influence in international education.  相似文献   

3.
This article examines relevant government policy documents on education and culture and discovers that Nigerian education authorities do not ‘discriminate’ against art and culture in its articulation of educational policies per se, but lack of administrative machinery or political will has resulted in the deprivation of the Nigerian child in the process of creative activity in early childhood development. The article argues that lack of creative ability in our educational products is perhaps a major setback in the nation's quest for industrial and technological development. In this article a new art curriculum for elementary schools is. advocated as a means of engaging the young child in order to attain functional educational skills necessary in the world of work.  相似文献   

4.
The article’s focus is the relationship between culture, indigenous knowledge systems (IKS), sustainable development and education in Africa. It analyzes the concept of sustainability with particular reference to education and indigenous knowledge systems. In particular the article analyzes the documents from the World Summit in Johannesburg in 2002 as well as from the United Nations Decade of Education for Sustainable Development. Moreover, the article discusses South Africa’s Curriculum 2005 (C 2005) launched by the African National Congress (ANC) by focusing on the dilemmas of exclusively introducing Western-based scientific knowledge in a cultural context based on indigenous epistemology. The article concludes by calling for more research into the viability of indigenous knowledge systems as a potential tool in sustainable development.  相似文献   

5.
The Japanese government provided various political opportunities for non‐governmental groups and individuals in Japan to ‘jointly propose’ policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for sustainable development (ESD) movement, and the crystallisation of a broader proposal that led to the initiation of the UN Decade of ESD (2005–2014). In this paper, we trace the history of these two outcomes, arguing that the opportunities, developed through the coordination of non‐governmental groups by government, took place within, rather than broadened or confronted, the government’s scope of interests. While the paper illustrates how the government’s continued support was crucial to the development of the ESD movement and the UN Decade, and the movement has met with considerable achievements thus far (via its collective challenges to conventional education in a sustainability context in Japan), we argue that recognition of the political opportunity structures that affect the movement’s further development remains crucial. In particular, we argue for close attention to the significance of a corporatist framing of this emerging civil society movement in Japan by the national government, and call for further political and historical analysis of ESD movements and their relations with government, around the world.  相似文献   

6.
The UN Decade of Education for Sustainable Development (DESD) charges educators with a key role in developing and ‘securing sustainable life chances, aspirations and futures for young people’. Environmental Education (EE) and ESD share a vision of quality education and a society that lives in balance with Earth’s carrying capacity, even as they differ in terms of expectations of how that vision is realized, and what might need to be balanced. Rather than treat EE and ESD as sparing partners or fellow travellers towards the same destination, this paper analyses EE and ESD from the perspective of transformative educational goals. Using these goals as a benchmark transcends immediate problems with either form of education, while also helps to clarify policies and practise formations, appropriate to a diversity of educational contexts.  相似文献   

7.
This paper argues that in the pursuit of influencing inclusive education development, definitions of inclusion have been promulgated that remain a distant concept in the minds of the most significant partners in this process, i.e. teachers and schools. This is despite best efforts to share ideas for sustainable change based on such definitions. Based on the author’s experience of being a researcher in an inclusive education project in South Africa and subsequent attempts to influence sustainable development at a secondary school in the project, it is argued that a demystification of the term ‘inclusion’ or related terms such as ‘inclusive education’ is necessary to the process of engagement with schools to bring about more sustainable change.  相似文献   

8.
The United Nations Decade of Education for Sustainable Development signals an unparalleled opportunity to link education with sustainability. But in the age of corporate globalization, will education bow to the external pressures that have always sought to subordinate it to vested interests, or will it reach beyond these narrow confines to the larger interests of the public good? The answer to this question rests with our understanding of sustainable development. A contested term, sustainable development can mean business as usual in a highly corporatized world or it can mean promoting the civil commons – co-operative human constructions that protect and/or enable universal access to life goods. The former understanding includes academic imperialism – capital accumulation on a world scale through academic means. The latter understanding includes the deep co-operation inherent in the civil commons, which leads not only to truly sustainable development, but also to sustainable globalization.  相似文献   

9.
In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher‐student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo‐American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies.  相似文献   

10.
The first part of this paper argues that higher education (HE) institutions have an obligation to nurture sustainable development awareness. This is viewed against the UK Government's recommendation and guidance on sustainable development education. In particular, this focuses on the Government's sustainable development education specification for design education and the challenge this poses to UK tertiary design education. The concluding part of this paper discusses the emergence of new design dialogues, which are grappling with the task of synthesising the precepts of sustainable development with the ‘act of designing’. This has led to discourse on the need for defining viable strategies that invent new forms of design education and practice and for the provision of new professional choices to students. This paper takes into account the evolution of language in this educational subject area, from ‘environmental education’, to ‘environment and development education’, to ‘education or learning for sustainability’. The desired outcome of learning for sustainability is often expressed as ‘responsible global citizenship’. At the moment some of these terms are interchangeable. For my purposes, the term ‘sustainable development education’ will be used though out, unless for historical accuracy or specific reasons.  相似文献   

11.
Universities have an integral role in the development of communities. This is underpinned by the notion that universities possess a social responsibility to be agents of change in relation to society’s socio-economic, political, and environmental issues. In Africa, the quest for sustainable development necessarily engages a consideration of the different forms of knowledge available. This is as a result of the rich and varied patterns of beliefs, behaviour, and values that permeate the continent and have persisted despite colonialism. In this paper, we assert that there is much to be gained from engaging Indigenous knowledge through scholarship and public responsibility. Through a qualitative case study design based on relational dialogues with academic researchers and university managers, we emphasize the attributes associated with constructing and acting upon Indigenous knowledge at one university in Zambia and the ways in which Indigenous knowledge can contribute to sustainable development through a community engagement remit. This work also seeks to centre African research and researchers in the discourse on higher education in Africa.  相似文献   

12.
Teacher education has been undergoing significant transformations worldwide in recent decades, and China has made continuous efforts in its quest for world-class teachers. This paper aims at a comprehensive investigation of the complex policy process in China's national initiatives to nurture a world-class teaching force, with qualitative findings from a case study. It focuses on policy initiatives in China's unique sociocultural context, system transformations and developmental challenges from a rational prospective. Meanwhile, the challenges of institutional change and the limitations to change are examined within two frames – the contextually less amenable to change and the institutionally remediable. Policy implications for teacher education reform in the future are illustrated within these two frames. Lastly, this paper concludes that, along with its rising status, in terms of excellence in educational performance and students' academic achievement as shown in PISA 2009, China provides an alternative model for building a world-class teaching force and this may have multiple implications for the international community in an age of globalisation.  相似文献   

13.
This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education.  相似文献   

14.
The International Union of Pure and Applied Chemistry (IUPAC) and UNESCO have proposed that the International Year of Chemistry, 2011, should make a strong educational contribution to the goals of the UN Decade of Education for Sustainable Development. This emphasis is absolutely necessary because education for sustainability remains practically absent nowadays in many high school and university chemistry curricula all over the world. Behind this lack of attention to the current situation of planetary emergency, there are several obstacles that we analyse in this paper. We firstly discuss an extended conception of “pure Chemistry”—object of chemists’ research and teaching- the object of which would just be to increase knowledge: moral problems should only appear in connection to the use of the applications of science by, generally, nonscientists. This belief that genuine scientific activity lies beyond the reach of moral judgment is logically transferred to teaching, voluntarily limited to the transmission of the corpus of knowledge. Consequently, the challenges of sustainable development, with so many social implications, are put aside. After questioning this and other obstacles, we develop the possible contribution of chemistry and chemical education to the construction of a sustainable future, in accordance with the goals of the International Year of Chemistry.  相似文献   

15.
This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment.  相似文献   

16.
Ali A Abdi 《Compare》2001,31(2):229-244
With the integration of the education system in liberated South Africa, social development expectations should be justifiably high, especially for the country's long-oppressed black majority. The concretisation of these expectations is being, or will be, determined by a myriad of converging and diverging possibilities and difficulties. This article focuses on the problems of education and development in post-apartheid South Africa, with a sustained emphasis on the importance of looking beyond the current political triumph. The new areas of constant and consistent focus must become, the author proposes, the disturbingly uneven terrains of educational attainment and long-term socio-economic development. By stressing the urgency of these cases, the article highlights actual possibilities as well as the magnitude of hindering factors in educational development that are still affecting millions of lives in the new South Africa. The article ends with a call for the pragmatic reconstitution of South Africa's development education actualities to make this country a prosperous space for all South Africans now and into the future.  相似文献   

17.
This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. The NEF was a movement connecting lay enthusiasts for educational reform with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. Use is made of Bourdieu's concepts of field, forms of capital and habitus to analyse the strategies of agents at the conferences and their relation to developments in the disciplinary field. The NEF is also considered from the perspective of social movement theory as a non‐class‐based movement of opposition. Seven international conferences on education are discussed plus others in South Africa and Australia. The themes are discussed and their social composition is analysed both in terms of the countries represented and the participation of members of the academy. The origins of the NEF are traced from the Theosophical Fraternity in Education and the leading roles of Beatrice Ensor and Elizabeth Rotten are considered in the framework of habitus. Discussion of the work of Ferrière, the third founder of the NEF, reveals a distinction between philosophical and moral conceptions of education and ones associated with positivism. The location of psychology in this binary is also revealed. Accounts of the conferences held in the 1920s reveal a strong commitment among the leaders of the NEF to the fostering of international understanding and a world consciousness through education and Support for the League of Nations. This and other elements of the NEF's ideology are characterized as a heretical discourse. Tensions between members of the academy and the other participants are highlighted and the heterogeneity of the audiences are identified as a source of strength as well as friction. The following section addresses the change of emphasis of the NEF in the 1930s in response to the worsening international situation and the involvement of leading figures from the academy. The NEF's position on research in education and the need to bring teacher training into the academy was made explicit at the conferences held in South Africa, Australia and New Zealand. These involved bureaux of education research, which were financed by American foundations, and the combination of the NEF's network with this money is considered in terms of the field's development and the consequences for the competition for prestige and other forms of capital. The conclusion reviews the extent to which these conferences contributed to the development of the field and to the necessity for historical accounts of its development to take account of the dimensions analysed by Bourdieu's conceptual framework.  相似文献   

18.
The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was created. The key encourages a holistic view of sustainable development, where economic, environmental and social factors are not treated as separate entities. It was designed to reflect the goals of the United Nations Decade of Education for Sustainable Development (2005–2014) with research on environmental education and education for sustainable development in mind. The key has seven characteristics: values, opinions and emotions about nature and environment; knowledge contributing to a sensible use of nature; welfare and public health; democracy, participation, and action competence; equality and multicultural issues; global awareness; and finally, economic development and future prospects. Using the key, a variety of signs and indicators that provide a space for teachers and schools to deal with issues of sustainable development were identified.  相似文献   

19.
《Cultura y Educación》2013,25(4):417-433
Abstract

Luis C. Moll, Puerto Rican by birth, is one of the most prominent researchers in Latino education in the United States. His avant-garde works on Hispanic children's linguistic development and bilingual literacy are well known and renowned for their implications in the research on the impact of culture and education on human development. He is also one of the most notable advocates of Vygotskian theory in the Hispanic world, and his labor in this field has played an important role as a meeting point between United States' and Hispanic scholars. This interview examines his formation as a researcher: the intention is to provide an account of his educational and human trajectory, as well as to relate those projects he is involved in at the moment and that can be considered the result of such trajectory.  相似文献   

20.
The world becoming a global village is a recurrent notion, but for the learner, where to situate oneself intellectually and culturally remains a crucial issue. The challenges are complex for former colonized states of Africa in the quest of a national identity after colonial rule. The transition from a national educational programme to a (more) recognized internationalized programme, the International Baccalaureate Diploma Programme, is a demanding task. Yet, to achieve this necessitates going beyond one's geographical location and assimilating a dominant culture through knowledge. The paper presents a review of the existing research on the International Baccalaureate Programme and its impact on local students' identities and knowledges in former colonized states in Africa with a focus on Mauritius, a former French and British colony. While also arguing that the International Baccalaureate functions in the matrix of the Westernized knowledge industry, privileged knowledges and identities in the International Baccalaureate Diploma Programme are discussed.  相似文献   

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