The Neoliberal Educational Agenda and the Legitimation Crisis: Old and new state strategies   总被引：2，自引：1，他引：2  

Xavier Bonal 《British Journal of Sociology of Education》2003,24(2):159-175

In the context of globalisation and hegemonic neoliberalism, the state's ability to legitimate the economic system and its own policies cannot be assumed as a positive automatic effect. The economic and political conditions that once framed state action have changed, and it is reasonable to think that the emergence of a new accumulation regime implies also a shift in the traditional strategies used by the nation-state to legitimate its policy-making. This paper reviews how the neoliberal educational agenda develops a new political rationality that changes the traditional forms in which the state has managed its legitimation crisis. In addition, the paper argues that context-based factors, nationally specific, show that this political rationality may not be uniformly applied among different nation-states. The case of semiperipheral countries provides some evidence on the necessary combination of old and new strategies developed by the state to legitimate a neoliberal agenda.  相似文献   

Project news     

Xavier Roqu  Nstor Herran  Tania Durt  Sharon Grant  Sandra Knapp  Blanca Len  Daniela Zappi  Clifford S. Mead 《Endeavour》2002,26(4)

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The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry     

Wayne Melville  Todd Campbell  Xavier Fazio  Anthony Bartley 《Journal of Science Education and Technology》2012,21(6):835-850

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Problematizing the Practicum to Integrate Practical Knowledge     

Wayne Melville  Todd Campbell  Xavier Fazio  Antonio Stefanile  Nicholas Tkaczyk 《Research in Science Education》2014,44(5):751-775

This article examines the influence of a practicum teaching experience on two pre-service science teachers. The research is focused on examining a practicum in a secondary science department that actively promotes the teaching and learning of science as inquiry. We investigated the process through which the pre-service science teachers integrated their practical knowledge, and examined this in the context of the quantified reformed instruction they enacted. Using a mixed methods design, we have quantified these pre-service science teachers’ practice using the Reformed Teaching Observation Protocol (Piburn et al. 2000), in concert with a narrative methodology drawn from in-depth interviews. Our analysis of the data indicates two important conclusions. The first is the importance of a consistently reformed image of science education being presented and practiced by both science teacher educators and cooperating teachers. The second is the recognition that a consistently reformed image may not be sufficient, of itself, to challenge pre-service teachers’ views of science education. Pre-service teachers appear to be heavily influenced by their biographies and own science education. Consequently, it appears the extent to which a pre-service teacher identifies problems of teaching and learning, and then works toward possible resolution, influences their progress in shaping reformed views of science education.  相似文献   

Private actors and the right to education     

Maria Ron Balsera  Delphine Dorsi  Andreu Termes  Xavier Bonal  Antoni Verger  Javier Gonzalez Diaz 《Compare》2016,46(6):976-1000

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National Workshop on Recent Advances in Mathematics 22–25 January 2004     

J. Thomas  V. N. Sivasankara Pillai  E. Xavier  C. P. G. Vallabhan 《Resonance》2003,8(10):98

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On global absences: Reflections on the failings in the education and poverty relationship in Latin America     

Xavier Bonal 《International Journal of Educational Development》2007

This paper explores some of the aspects of the relationship between education and poverty as it has been constructed by international organisations and national governments in Latin America. The analysis is carried out from two separate angles. On the one hand, the paper highlights the main failings that underlie the positive and hoped-for relationship between investment in education and the reduction of poverty. On the other, it demonstrates how a good number of these failings can be attributed to an underestimation of the inverse relationship, i.e. the effects that poverty has on education. Though this analysis can be understood from a general perspective, evidence from Latin America is used to illustrate the consequences of these global absences.  相似文献   

Data Aggregation and Dissemination of Authority Records through Linked Open Data in a European Context     

Xavier Agenjo  Francisca Hernández  Andrés Viedma 《Cataloging & classification quarterly》2013,51(8):803-829

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Proposal for national targets in the framework of the European reduction goal for early school leaving     

Xavier B. Lastra-Bravo  Alfredo Tolón-Becerra  José A. Salinas-Andújar 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(5):569-601

According to the European Commission’s “Europe 2020” strategy, the early school leaving (ESL) rate in European Union (EU) Member States must be reduced to a maximum of 10 per cent by 2020. This paper proposes a nonlinear distribution method based on dynamic targets for reducing the percentage of early school leavers. The aim of this method is to provide policymakers with alternatives in terms of transferring the EU-wide headline target to individual national targets. Weighting was based on four indicators: ESL rate, unemployment rate, expenditure on education as a percentage of the gross domestic product (GDP), and expenditure on schools per student. As a result, nine possible scenarios for ESL reduction have been constructed for each of the EU Member States in three groups: the whole EU up to June 2013 (EU27), EU Member States which joined before 30 April 2004 (EU15) and EU Member States which joined after 30 April 2004 (EU12). This method allows the European policy to be translated into specific national targets that would converge in the aggregate goal.  相似文献   

Fatigue does not conjointly alter postural and cognitive performance when standing in a shooting position under dual-task conditions     

José Luis Bermejo  Xavier García-Massó  Thierry Paillard 《Journal of sports sciences》2018,36(4):429-435

This study investigated the effects of fatigue on balance control and cognitive performance in a standing shooting position. Nineteen soldiers were asked to stand while holding a rifle (single task – ST). They also had to perform this postural task while simultaneously completing a cognitive task (dual task – DT). Both the ST and DT were performed in pre- and post-fatigue conditions. In pre-fatigue, participants achieved better balance control in the DT than in the ST, thus suggesting that the increased cognitive activity associated with the DT improves balance control by shifting the attentional focus away from a highly automatised activity. In post-fatigue, balance control was degraded in both the ST and DT, while reaction time was enhanced in the first minutes following the fatiguing exercise without affecting the accuracy of response in the cognitive task, which highlights the relative independent effects of fatigue on balance control and cognitive performance.  相似文献