Capital as power and the corporatisation of education     

Hanna Kivisto 《Critical Studies in Education》2018,59(3):313-329

Building on the definition of critical education residing in the crossroads of cultural politics and political economy, this theoretical article offers an inquiry into the intersection between critical education research and the central ritual of contemporary capitalism – capitalisation. This article outlines four current approaches in education research literature to the corporatisation of education. This article argues that the approaches must rely implicitly on one of the two major theories of capitalism: modern neoclassical economics or Marxist political economy, even when the approaches are built on cultural and sociological arguments. Without an explicit engagement with the concept of capital and capitalisation, the approaches risk appearing theoretically weak and reliant on moral assumptions. In this sense, critical education literature would be strengthened by engagement with international political economy (IPE) literature. This article proposes to redress this lacuna in the literature by mobilising Jonathan Nitzan’s and Shimson Bichler’s theory of capital as power to better understand the corporatisation of education.  相似文献   

Recycling,crafting and learning – an empirical analysis of how students learn with garments and textile refuse in a school remake project     

Hanna Hofverberg  Ninitha Maivorsdotter 《Environmental Education Research》2018,24(6):775-790

Creative remake assignments using garments and textile refuse are common educational projects to promote environmental and sustainability actions. However, very little empirical research has been carried out on the learning processes of remake projects. In this article, the aim is to examine how students learn with garments and textile refuse when engaging in a remake project. The exploration is conducted in a Swedish crafts class, educational sloyd, as a case. Practical epistemological analysis and the concept of transactant are used to analyse and be attentive to the learning process. The findings show how students transact with the idea of a product, the material’s capabilities and the remake techniques. Further, the transactants show what participates and makes the learning process turn in specific directions, which is further discussed in the paper. Based on this empirical research, we may increase our understandings of how the learning processes is made in the remake project, and that knowledge can help us understand, and thus improve the quality of remake projects in relation to the environmental and sustainability aims.  相似文献   

The twenty-first century counsellor: An emerging role in changing times     

Fred Bemak  Fred J. Hanna 《International journal for the advancement of counseling》1998,20(3):209-218

A significant number of personal, social, cultural, and economic forces are encountering each other in our global environment. In order to maintain professional responses which reflect changing times, counsellors and counsellor education programs must attend to international, sociopolitical trends in an interdisciplinary context. In this article, the authors identify trends and recommendations relevant to the future of counselling.  相似文献   

Book reviews     

Peter Sachsenmeier  Alec M. Ross  Lloyd Trott  Elaine Reuben  William John Hanna  Philip G. Altbach  J. Bruce Francis  L. R. B. Elton  Thomas Eisemon  Samuel E. Kellams 《Higher Education》1976,5(3):337-350

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The long-term kinetics of conceptual development: The case of +=− and contextual differentiation     

Hanna Arzi 《Research in Science Education》1985,15(1):112-121

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THE SOCIAL IMPLICATIONS OF CABLE TELEVISION: RESTRUCTURING CONNECTIONS WITH SELF AND SOCIAL GROUPS     

Nossek  Hillel; Adoni  Hanna 《Int. Journal of Public Opinion Research》1996,8(1):51-69

The present study deals with the social implications of cablebroadcasting and explores the possible links between the spreadof global media and the development of individualistic and globalisticorientations. The study examined the function of televisionin strengthening individuals' cognitive and affective connectionswith their own selves, with social groups such as primary andethnic groups, with their society (the nation-state), and withthe global community. The beginning of the cable era in Israelcreated a unique situation which made possible the comparisonof two research populations, subscribers and non-subscribers,which were similar in all background variables, yet differentin their television supply. The main conclusion of this studywas that there are differences between the two groups in termsof their assessments of gratifications obtained from television,and concerning the strengthening of their connections with varioussocial groups and with their own selves. Moreover, there isa clear difference in the structure of the assessments of thetwo groups as presented graphically in two SSA maps-among thesubscribers there is a well defined region of variables relatedto the connection with the global community, while among thenon-subscribers these variables are scattered among variablesrelated to connections with other social groups. In addition,our data suggest that the gratifications obtained from televisionfor the self are complimentary to the gratifications relatedto connections with the global community.  相似文献   

A Longitudinal Study of Two Early Intervention Strategies: Project CARE   总被引：8，自引：0，他引：8  

Barbara Hanna Wasik  Craig T. Ramey  Donna M. Bryant  Joseph J. Sparling 《Child development》1990,61(6):1682-1696

65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention.  相似文献   

Exploring the possibilities of gender equality pedagogy in an era of marketization     

Hanna Ylöstalo  Kristiina Brunila 《Gender and education》2018,30(7):917-933

In this article, we research and revisit our own experiences of gender equality work to determine the societal and discursive power relations that have shaped gender equality. We conducted our study in Finland, a ‘Nordic model of gender equality’, but we argue that these results have worldwide relevance, especially since Nordic models of gender equality and education have been exported globally. By combining earlier research, our own extensive experience of conducting gender equality work, and previous literature on feminist pedagogy, we examine the possibilities of what we call ‘gender equality pedagogy’ in an era of marketization. To develop the concept of gender equality pedagogy, we ask how combining an analysis of gender equality work with feminist pedagogy can help to acknowledge and utilize power relations. We suggest that understanding gender equality work as a form of pedagogic practice might help overcome some of the barriers that gender equality work has encountered for decades.  相似文献   

Fifty years of comparative education. Edited by Michele Schweisfurth     

Helen Hanna 《British Journal of Educational Studies》2016,64(3):400-401

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A private matter? Religious education and democracy in Indonesia and Israel     

Mirjam Künkler  Hanna Lerner 《British Journal of Religious Education》2016,38(3):279-307

The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies. The comparison further suggests that in Indonesia the inclusion of a secular curriculum in religious schools in the 1970s should be seen as one of the factors promoting the production and dissemination of ‘rationalist approaches to religion’ and brought religious actors on board of democratisation, while in Israel the exclusion of a secular curriculum from religious schooling has undermined civic commitments among ultra-Orthodox Jewish citizens and as such weakened Israeli democracy. The article is based on public opinion data, data from the Ministries of Religion and Education, and court decisions in both countries.  相似文献