Social justice and curriculum renewal for Samoan students: an Australian case study     

Karen Dooley  Beryl Exley  Parlo Singh 《International Journal of Inclusive Education》2013,17(1):23-41

This paper examines the construction of ‘socially just’ curriculum renewal initiatives for Samoan students in a low socio-economic secondary school. Basil Bernstein's concept of recontextualization is used to investigate the implementation of Queensland's Social Justice Strategy at the school level. Interview data provided by the school's first two ‘social justice coordinators’ is analysed, focussing on the categorizations of students and discourses operative within the reform initiatives. Shifts in what counted as socially just curriculum for Samoan students are documented. The focus is on the varying strength of the boundaries of cultural categories (i.e. ‘Samoan’) and on tensions over the emphasis on the cultural knowledge of community representatives and the professional knowledge of school educators. The findings make explicit implications for the distribution of discursive resources to the Samoan students and, hence, life chances in a world in which English is a tool needed by young Australians irrespective of their cultural background.  相似文献   

Sunshine Dialogue II     

Karen E. Markoe  Joseph G. Flynn 《Tertiary Education and Management》2013,19(1):21-27

Abstract

The ideal of bildung as a goal for higher education and research (HER) in European Union member states is losing ground to more pragmatic goals such as innovation and growth. This shift in the policy perspective about the role of science in society has given rise to a system of multi layered governance which in turn is progressively giving rise to the emergence of a new normative regime for the HER sector. This normative regime involves the blurring of boundaries between the public and the private and the introduction of social accountability as a criterion for evaluating scientific knowledge. The paper concludes that the elision of the boundary between private and public disguises real problems about defining who owns what particularly in the light of the increasing commercialisation of public funded science. Further, the limitation of social accountability to select groups of actors who can afford to pay for influencing research raises questions about the ability of the new governance regime for HER to achieve the democratic aims that it purports to pursue.  相似文献   

Overseas flying faculty teaching as a trigger for transformative professional development     

Karen Smith 《International Journal for Academic Development》2013,18(2):127-138

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The conflicts and contradictions of working in a mass higher education system     

Karen Smith 《Perspectives: Policy and Practice in Higher Education》2013,17(4):97-101

Education must be a force for opportunity and social justice, not for the entrenchment of privilege. We must make certain that the opportunities that higher education brings are available to all those who have the potential to benefit from them, regardless of their background (DfES, 2003 Department for Education and Skills. 2003. The Future of Higher Education, London: The Stationery Office. Cm 5735 [Google Scholar] : 67).

We will continue to widen participation in higher education and encourage students of all backgrounds with academic potential to go to university (Queen’s Speech, 15 November 2006).  相似文献   

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program     

Stephanie Holmes  Adrienne Redmond  Julie Thomas  Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.  相似文献   

Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads     

Karen Krol  Jeroen Janssen  Simon Veenman  Jos van der Linden 《Educational Research and Evaluation》2013,19(3):205-237

In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks.  相似文献   

Myths,Risks and Sexuality: The role of sexuality in working with people     

Karen Buckley  Paul Head 《Sex education》2013,13(1)

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Barriers and facilitators to health behaviour change and economic activity among slum-dwelling adolescent girls and young women in Nairobi,Kenya: the role of social,health and economic assets     

Karen Austrian  Althea D. Anderson 《Sex education》2013,13(1):64-77

Adolescent girls and young women in urban slum areas in developing countries face a myriad of challenges regarding education, sexual health, livelihoods and gender-based violence. One way of understanding how these challenges interact with each other is through the Asset Building Framework, which posits that girls need a combination of social, health and economic assets in order to make a healthy transition from childhood to adulthood. This study sought to examine barriers and facilitators to health behaviour change and economic activity for girls within the context of this framework. It involved a combination of focus group discussions and in-depth interviews with 128 young women who were in the age range of 18–25 years, living in various slums in Nairobi, Kenya. We found that economic assets reduce young women's dependence on others (especially parents and relationships with men) so that they are able to make positive changes in health behaviour. Social networks, self-esteem and financial literacy all played important roles in positively positioning girls to make the transition to economic activity safely and successfully. We suggest that programmes that seek to improve girls’ and young women's health behaviour or economic activity include elements of asset building within all three categories of assets.  相似文献   

Don't ask; don't tell: a flawed approach to technology standards in higher education     

Desi Larson  Karen M. Dutt-Doner  India Broyles 《Technology, Pedagogy and Education》2013,22(2):123-141

Abstract

This discussion explores challenges that college of education faculty members in the United States encountered when developing and implementing technology standards for students. The goal of this research project was to gain an understanding of faculty members' experience with technology, particularly in the context of implementing standards in response to the National Council for Accreditation of Teacher Education requirements for teacher education academic programs. Findings of this qualitative, naturalistic research project revealed a number of faculty concerns regarding technology in teaching and standards for students, including technology's impacts on communication and relationships in teaching, and anxiety around technology use. The discussion concludes with implications for practice and suggestions for further research  相似文献   

Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education     

Alana Barton  Karen Corteen  Julie Davies  Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41

Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness.  相似文献