Students in service of the state: Uncoupling student trips abroad and global competence     

《International Journal of Educational Development》2020

Student exchange programs and trips abroad are consistently portrayed in scholarship as a strategy for promoting students’ global competence. Through a thematic document analysis of a mandatory course developed by the Israeli MOE for students embarking on trips abroad and additional sources, I explore the discourse used to portray these trips in the Israeli context, showing an alternative model that places the state rather than students at the center of these programs. Although from an education perspective this discourse is distinct, political science scholarship suggests the goals it embodies could be embedded across many national contexts, albeit more discretely.  相似文献   

Crossing the boundaries of imagination: The role of a public library exhibition in global learning for student teachers and teacher educators     

《Teaching and Teacher Education》2020

In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities.  相似文献   

Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case     

《Teaching and Teacher Education》2020

Despite embracing GCED themes, the Lebanese National Curriculum faces multifaceted challenges rooted in conflict. The 1997 curriculum is still in effect with revision attempts encumbered. Interviews with 56 public school teachers in Lebanon confirm prevalent knowledge transmission practices of prescribed civics content and lack of support for progressive teaching and critical dialogue. Findings suggest few teachers prioritise GCED constructs, while most promote nationalistic citizenship notions contributing to marginalisation. Moving forward, teacher education should develop teaching practice and mindsets for sustainable GCED with the intent of emancipating teachers and students from the limitations of national curricula.  相似文献   

基于多源数据的大学排行榜公信度测评指标体系研究          下载免费PDF全文

周沫 《上海教育评估研究》2020,9(6):32-37

近几年,国内外大学排行榜呈现多样化趋势,社会关注度普遍提升。大学排行榜对高校发展发挥了重要作用。本文选取国内外8 个大学排行榜作为研究对象进行公信度研究,从权威性和客观性、可信赖度、社会关心程度、影响力4个维度,具体采用9个测评指标,运用主成分分析法等多角度研究构建大学排行榜公信度测评指标体系。以期为我国“双一流”建设、大学内涵式发展、学生与家长择校保障等方面提供一种有效的方法。  相似文献   

我国大学校长公开遴选程序的完善          下载免费PDF全文

张金伟 《上海教育评估研究》2014,3(1):32-35

教育部于2011 年12 月启动了公开选拔直属学校校长试点工作,这次勇敢的尝试改变了之前我国单一的任命制校长选拔模式。如何进一步完善大学校长的遴选办法,已经成为我国建设现代大学制度不可或缺的部分。遴选程序是遴选方式的直接表达和现实依托,其完善程度直接关系到遴选结果。本文将以合理化为原则探讨公开遴选程序的完善,以期能够为我国大学校长遴选制度的完善提供理论储备和实践依据。  相似文献   

从国家公共卫生系统的视角看美国国立卫生研究院的历史演变     

李昱涛 《河南师范大学学报(哲学社会科学版)》2004,31(2):72-76

公共卫生科研是公共卫生工作中的重要环节,人类与各种疾病斗争的历史经验都证明了它在人类发展史上的重要作用。本文从国家公共卫生系统的视角回顾全世界最重要的公共卫生科研机构——NIH的历史演变进程,将NIH一百多年的历史划分成五个阶段,并得出了一些对我国公共卫生科研工作的启示。  相似文献   

加强科技政策引导推动我国公共安全科技发展     

孙海鹰  冯波 《科学学与科学技术管理》2005,26(9):118-122

通过对我国公共安全治理现状和“风险社会”理论的分析,阐述了公共安全科技对于我国公共安全治理的重要意义,并且在借鉴美国反恐科技政策的基础上,提出了我国政府运用科技政策来引导和推动公共安全科技发展的思路与措施。  相似文献   

我国统筹区域发展之路探索研究     

黄伟  张阿玲  张晓华 《科学．经济．社会》2005,23(2):47-51

区域经济发展一直是困扰我国经济持续健康稳定发展的一大难题,如何协调各区域间的经济关系,使各区域的经济在保持适度差距的情况下能得到迅速有效的发展,是我国政府目前面临的一个重大研究课题。从西部大开发到振兴东北老工业基地和“统筹区域发展”的提出,探索一条适合我国区域经济协调发展之路的努力始终没有停止过。本文通过对我国过去区域发展的简单回顾和当前区域经济形势的分析,从区域间经济关系出发,探索适合我国区域经济协调发展的道路,说明良好的区域间合作交流互补关系,是我国今后在统筹区域规划发展中需要关注的问题。  相似文献   

Pan-African solidarity in South Africa: An empirical public opinion analysis     

《Int J Intercult Relat》2023

Social cohesion issues, such as xenophobia and racism, are major societal challenges for South Africa. What can be put forward to address these challenges? By drawing together separate threads of literature from Pan-Africanism and common ingroup identities, the study puts forward the Pan-African Solidarity thesis: low levels of supranational identification with Africa undermines social cohesion in South Africa and low supranational identifications are caused by local ideational/socio-psychological factors as well as cluing from political elites. This thesis is unique, mass identifications with Africa are understudied and little is known about how people in the country identify with the continent. In order to validate this Pan-African Solidarity thesis, the article will answer three important questions: (i) are mass identifications with Africa in South Africa low?; (ii) are attachment to an African identity associated with anti-minority views?; and (iii) what is driving mass identifications with Africa? An IPSOS funded attitudinal dataset fielded in four of the country’s nine provinces was used to answer these questions. Results provide empirical support for the Pan-African Solidarity thesis and found that a continental identity was related to intolerance of different outgroups (e.g., racial minorities, refugees and cross-border migrants). This is consistent with the expectations of the Common Ingroup Identity Model. But the study also makes original contributions to the literature, finding that the formation of continental identifications is informed by South Africa’s history of white settler colonialism. Cross-border contact, retrospective sociotropic evaluations, pro-black sentiment and trust in national elites were identified as determinants of citizens' identification with Africa.  相似文献   

Does service learning affect the development of intercultural sensitivity? A study comparing students’ progress in two different methodologies     

《Int J Intercult Relat》2021

Numerous studies have highlighted Intercultural Sensitivity (IS) as a key competence in an increasingly multicultural society. This study examined the extent to which a cohort of first year undergraduate students enrolled on the same Didactics course, and in two different training modalities – Service Learning (SL) and non-Service Learning (non-SL) – developed IS. It was based on a quasi-experimental design of repeated pre-test and post-test measures, comparing the two groups. The sample consisted of 233 Spanish students at higher education institutions, and data was collected using the Intercultural Development Inventory (IDI). The SL group displayed significantly higher levels of IS in all factors except in the denial/defence and minimization stages. Results indicated the effectiveness of SL regarding specific subscales within the IDI instrument. The findings add new depth to our understanding regarding which teaching methodologies contribute to the development of IS and to the training of active citizens in Spanish university students. The discussion focuses on the need for intercultural service experiences to promote IS. The results have broad implications for policymakers and educators who are interested in enhancing transformative educational experiences and effective teaching methodologies for developing students’ IS in higher education.  相似文献