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This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order. 相似文献
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Bob Lingard 《The Australian Educational Researcher》2001,28(3):1-46
This paper is a reflection on the current policy moment in educational research in Australia in the context of globalisation. Set against a consideration of the emergent structure of feeling, the paper draws on three case studies of research to draw out some lessons for educational researchers and the research community. The argument is put that the dangerous ‘we’ of AARE needs to support increased funding for education and for educational research and, for the latter, to support a range of funding sources, types of research, methodologies and dissemination approaches. Increasingly there are pressures upon such eclecticism because of governmental attempts to ‘instrumentalise’ relationships between educational research and practitioner needs as perceived by governments. While such research is necessary, there is also a need within a democratic polity for research framed by agendas set by researchers that critiques government-directed developments. The paper argues there is a complex relationship amongst researchers and educational policy and pedagogical practitioners and as such the concept of ‘impact’ as applied to educational research requires substantial theorising. Contemporary research policy has tended to inhibit the dissemination of academic research to educational practitioners, while educational policy has tended, inappropriately in the argument of the paper, to construct teachers as the mere recipients of policy and research done elsewhere. 相似文献
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Although there is now a considerable literature on gender inequality in education and employment, there is virtually no research on the Careers Service which provides a bridge between the two. Based on a national survey of all Careers Services conducted in 1987, this paper explores the significance afforded to gender discrimination and the nature and content of equal opportunities policies designed to counter it. It draws attention to the differences in meaning which the term ‘equal opportunities’ can have and to the changing context in which equal opportunities policies now operate. 相似文献
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Bob Powers 《Performance Improvement》1993,32(10):10-13
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