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This study comprises a comprehensive attempt to reveal the power relations and conflicting interests within the local–global nexus of the Israeli public education system. The perceptions of different stakeholders were explored, in regard to the implementation of the International Baccalaureate Diploma Program as an example of a globally oriented curriculum. Vignette scenarios and mixed methods were utilized in order to survey various stakeholders including parents, school principals, Education Ministry officials, academics, and educational entrepreneurs. Findings indicate that the Israeli education system is somewhat trapped between different and opposing pressures that force transformations in conflicting directions. The Israeli case may serve as a reference point for future research, advancing the study of power relations and tensions between different values and diverse stakeholders in modern education systems, especially within societies engaged in active conflict. 相似文献
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Yuval Noah Harari 《中学历史教学参考》2021,(6):1-1
在7万年前,智人还不过是一种微不足道的动物,在非洲的角落自顾自地生活。但就在接下来的几千年间,智人就成了整个地球的主人、生态系统的梦魇。时至今日,智人似乎只要再跨一步就能进入神的境界,不仅有望获得永恒的青春,更拥有创造和毁灭一切的神力。但遗憾的是,智人在地球上的所作所为,实在没有太多令人自豪。 相似文献
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The European Union (EU) plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future integration which are embedded in its policies are significant. We explore and analyse the key EU education policy documents that refer to immigrants to identify the forms of citizenship attributed to various types of incomers by the EU. Our analysis demonstrates that the EU’s conception of refugee-migrants is more closely affiliated with the notion of ‘Global citizens’ rather than with that of ‘European citizens’. Furthermore, we suggest that the EU distinguishes and navigates between various migratory flows, namely internal-European, desired external-European and undesired external-European (refugee-migrants), each associated with a distinctive conception of citizenship as well as with related policy discourses. In the light of the migratory flows into Europe, the particularistic conceptions of citizenship shaping the EU’s educational policy carry considerable implications for the future integration of refugee-migrants in Europe. 相似文献
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Yuval Gozansky 《Sex education》2018,18(5):555-570
This article examines how non-fiction children’s television programmes portray bodily changes and sexuality at puberty. Engaging with the body and the sexuality of children in the broadcast media raises cultural and social challenges. Public concern about social morality and the ‘sexualisation of children’, sexual objectification and pornography, together with the construction of childhood as a naïve pre-sexual stage of life, have silenced children’s television when it comes to the subject of children’s sexuality. However, a few programmes have offered an alternative to this taboo. Based on a study of 30 non-fiction programmes submitted between 1964 and 2016 to Prix Jeunesse international festival for children’s media, this paper describes and analyses how these programmes present unique, thought-provoking and innovative ways of engaging with the culturally controversial issue of the body and sexuality on children’s television. 相似文献
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