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31.
Abstract ... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391) In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all. 相似文献
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Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers’ meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers’ meaning making of becoming a teacher. Reflections gathered using autobiographical narratives and teaching metaphors, were prompted by video clips of practice during School Placement. Results suggest that pre-service teachers’ were initially drawn to the physical depiction of what a teacher looks like. Their meaning making then turned towards instances of dissonance between their prior meanings of what it is to be a teacher and their lived experiences of School Placement. These sources of dissonance challenged the pre-service teachers’ ongoing construction of their teacher identity. The findings of this paper are discussed in terms of relevant literature. 相似文献
33.
Joaquim BarbÉ Marianna Bosch Lorena Espinoza Josep GascÓN 《Educational Studies in Mathematics》2005,59(1-3):235-268
The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis
of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisation around
the limits of functions as it is proposed to be taught at high school level. The observation of an empirical didactic process will finally show how the internal dynamics of the didactic process is affected by certain mathematical and didactic constraints
that significantly determine the teacher’s practice and ultimately the mathematical organisation actually taught. 相似文献
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In two experiments, we attempted to analyze the effects of newspaper article headlines and summaries on final comprehension and recall. During the first experiment, the participants consisted of 117 high school students from the 9th grade, 68 from the 11th grade, 79 first year Psychology students from the Autonoma University of Madrid and 66 fifth year Journalism students from the Complutense University of Madrid. The subjects were randomly required to read a news report in one of the following experimental conditions: (1) the whole news article (headline, summary and text), (2) the headline and text, (3) the summary and text, and (4), the text only. The data from immediate and delayed free recall tasks were recorded. The results showed that the structure of the news article did not influence the recall and that there were differences among groups in the amount and quality of recall. The headline and the summary modified by the use of macrostructural criteria constituted additional elements introduced into the second experiment to provide a contrast with the original headline and summary. The results showed that an improvement in article recall did occur with the modified version in comparison with the original version. These two experiments have confirmed that the aims and criteria of journalists differ from those held by the authors of scientific texts and question whether the reading strategies applied are the same in both cases. 相似文献
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Colman L. Ó Huallacháin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):501-510
Since 1922 governments in the part of Ireland now called the Republic of Ireland have a policy of maintaining and spreading the Irish language. 26.6% of the population declared themselves speakers of Irish at the 1971 census, but probably only 0.98% live in areas where it predominates in everyday communication. No Irish-speaking area survives in Northern Ireland and there are no official figures available to indicate knowledge or use of the language. There has been considerable language development over the past hundred years: vocabulary extension has been steady though somewhat uncoordinated. The spelling and grammar standards of the Dublin Government's Translation staff (published between 1946 and 1961) have become accepted norms in both states. Under British rule teaching Irish in schools was permitted in 1878 and through the medium of Irish in 1904. In the state ruled from Dublin between 1922 and 1960 teacher training and school organisation aimed at establishing a completely Irish-language primary school environment both in Irish speaking and English speaking areas, but since 1965 this policy has been abandoned in practice. At secondary level English is now the sole medium of instruction in the vast majority of schools and the percentage of all-Irish-medium secondary schools is lower than at any time since 1924. The use of Irish at tertiary level is minimal. Administrative lack of commitment to the official policy is a plausible explanation of present trends in the Republic of Ireland. In Northern Ireland Irish is taught as a subject in 13% of the primary schools, 38% of secondary intermediate schools, 39% of grammar schools. There is one private all-Irish primary school. Irish is used as the medium of instruction for Irish language and literature courses at the New University of Ulster.
Zusammenfassung Seit 1922 verfolgen die Regierungen in dem Teil Irlands, der jetzt Republik Irland heisst, eine Politik der Erhaltung und Verbreitung der irischen Sprache. Bei der Zählung im Jahre 1871 erklärten sich 26,6% der Bevölkerung als irisch-sprechend, obwohl wahrscheinlich nur 0,98% in Gegenden leben, in denen Irisch als Umgangssprache vorherrscht. In Nordirland gibt es keine irisch-sprechenden Gegenden mehr und auch keine offiziellen Zahlenangaben über Kenntnis oder Gebrauch dieser Sprache. Im Laufe der letzten hundert Jahre hat sich diese Sprache beachtlich entwickelt. Ihr Wortschatz hat sich ständig, wenn auch etwas unkoordiniert, vergrössert. Die von der Übersetzungsabteilung der Dubliner Regierung festgelegten und von 1946–1961 veröffentlichten Regeln für Orthographie und Grammatik werden in beiden Ländern als Norm anerkannt. Unter britischer Herrschaft wurde Irisch als Schulfach im Jahre 1878 und als Unterrichtssprache im Jahre 1904 zugelassen. In der Republik Irland zielten zwischen 1922 und 1960 sowohl die Lehrerausbildung als auch die Schulorganisation darauf hin, nicht nur in irisch- sondern auch in englischsprechenden Gegenden die Primarschulen gänzlich auf die irische Sprache umzustellen. In der Praxis ist dieses Ziel jedoch seit 1965 aufgegeben worden. Auf der Sekundarebene ist Englisch jetzt in den meisten Schulen die einzige Unterrichtssprache, und der Anteil der Schulen mit Irisch als alleiniger Unterrichtssprache ist geringer als je seit 1924. Auf der Tertiarebene ist der Gebrauch der irischen Sprache minimal. Mangelndes Engagement der Verwaltung für die offizielle Politik mag als Erklärung der gegenwärtigen Trends in der Republik Irland gelten. In Nordirland wird Irisch als Schulfach in 13% der Primarschulen, 38% der mittleren Sekundarschulen und 39% der Gymnasien gelehrt. Eine einzige private Primarschule hat Irisch als Unterrichtssprache. An der Neuen Universität Ulster wird Irisch als Unterrichtssprache für Lehrgänge in irischer Sprache und Literatur benutzt.
Résumé Les gouvernements qui se sont succédés, depuis 1922 dans cette partie de l'Irlande appelée désormais République d'Irlande, ont eu pour principe de conserver et de développer la langue irlandaise. Lors du recensement de 1971, 26,6% de la population s'est déclarée de langue irlandaise, mais probablement il n'y a que 0,98% qui vive dans des régions où cette langue soit prédominante dans les communications de la vie quotidienne. Il ne subsiste aucune zone où l'irlandaise soit parlé en Irlande du Nord et il n'existe aucune statistique officielle relative à la connaissance ou à l'utilisation de cette langue. Le langage s'est considérablement développé au cours des cent dernières années: l'accroissement du vocabulaire a été constant malgré quelque défaut de coordination. Les critères orthographiques et grammaticaux du Bureau des Traductions du Gouvernement de Dublin (publiés entre 1946 et 1961) ont été acceptés comme normes tant en Irlande du Nord qu'en République d'Irlande. Sous le régime britannique, l'enseignement de l'irlandais dans les écoles a été autorisé en 1878 et l'enseignement en langue irlandaise autorisé en 1904. Dans l'état relevant du gouvernement de Dublin, la formation des enseignants et l'organisation scolaire, entre 1922 et 1960, visaient à établir un environnement de langue irlandaise au niveau de l'école primaire, tant dans les régions de langue irlandaise que dans celles de langue anglaise, mais depuis 1965 cette politique a été pratiquement abandonnée. Au niveau du secondaire, l'anglais est désormais le seul véhicule de l'enseignement dans une forte majorité des écoles et le pourcentage des écoles secondaires moyennes où l'enseignement est donné en irlandais est plus faible qu'il ne l'a jamais été depuis 1924. L'usage de l'irlandais dans l'enseignement supérieur est minime. Un certain manque d'engagement de la part de l'administration vis à vis de la politique officielle est peut-être l'explication plausible des tendances actuelles en République d'Irlande. En Irlande du Nord, l'irlandais est enseigné en tant que sujet dans 13% des écoles primaires, dans 38% des écoles secondaires moyennes, et dans 39% des lycées. Il existe une seule école privée irlandaise où tout l'enseignement est donné en irlandais. L'irlandais est le véhicule linguistique de l'enseignement de la langue irlandaise et des cours de littérature irlandaise à la New University of Ulster.相似文献
36.
Pádraig Ó Riagáin 《Educational Media International》2013,50(3):113-118
Abstract The scale and content of minority language programmes in State broadcasting services reflect (a) technical/operational, (b) language planning and (c) ideological considerations. These three elements form the environment within which broadcasting policy is formulated and within which, over time, it changes. Irish language broadcasting in Ireland is discussed from this viewpoint. 相似文献
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Tadhg Ó hAnnrachain 《国际体育史杂志》2013,30(10):1326-1337
This article examines the cultural importance accorded to sporting activity by Ireland's largest sporting organisation, the Gaelic Athletic Association, during the 1930s. Making use of the source material provided by a short-lived paper funded by the GAA, as well as the minutes of its central organisational bodies, it examines the paradigm of opposed Irish and British civilisations which underpinned ideas of the cultural role of sport. The article suggests that many of the attitudes evinced by the GAA actually derived from nineteenth century and contemporary British notions of team games and athletic competition. Nevertheless, by transforming sporting choice and preference into a badge of national identity, the article suggests that the GAA performed an important role within the touchy nationalism of the newly independent Irish Free State, and its conviction of its own importance helped fuel the elaboration of a genuinely distinctive variant of the European practice of sport. 相似文献
40.
Andrew Ó Baoill 《Journal of Radio & Audio Media》2014,21(1):163-176
Radio has been regulated in the United States by the Federal Communications Commission, and previously the Federal Radio Commission, since the 1920s. Now, community radio operators and producers find themselves operating within a range of regulatory frameworks, depending on the platforms (over-the-air or online) on which they place their content. This article reviews how the impact of copyright regulation on community radio is changing as that sector expands into internet distribution. The article draws on a number of case studies of U.S.-based community radio stations, and forms part of a larger study of the changing structure of that sector. A significant lesson from this case study is a better understanding of the manner in which community stations are not only negotiating the platforms on which they distribute their content, based in large part on regulatory constraints on different platforms, but also are often fringe actors in policy debates dominated by larger economic groupings, such as corporate broadcasters and recording industry lobby groups. 相似文献