The purpose of this contribution is to consider what the significance of the new discussion taking place around humanism is for the ways in which we think about development and education. It attempts to hold the idea of development in a frame in which we can think more constructively and less instrumentally about the place of education within it. It attempts a restatement of the idea of development that draws on the consensus about its meaning that is emerging out of the SDGs, and that also brings to bear the discussion concerning new humanism. What is this new humanism? the article asks. What is it a response to? To what are scholars and commentators in the development arena, particularly people such as Hans d'Orville, reacting in their emphasis on the urgency of the moment?
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This paper attempts to offer an alternative framework for assessing education delivery in South Africa. Its purpose is to develop an analytic approach for understanding education delivery in South Africa in the last 11 years and to use this framework to pose a set of strategic questions about how policy might be framed to deal with delivery. The paper begins with a quick review of the country's achievements and challenges in education and shows that a failure to produce a high quality education system remains the country's primary challenge. The broad approach that is taken is to suggest that dominant approaches for understanding this lack of performance underplay the specificity of the country's context and specifically so its apartheid legacy. This legacy, it is argued, continues to be determinative in shaping, and accounting for the character of current social behaviour in the country, including the performance of children in schools. 相似文献
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PROSPECTS - The purpose of this Viewpoint is to argue for an enlarged understanding and approach to the question of inequality and education. While much of the current discussion is correctly... 相似文献
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Crain Soudien 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,32(1):261-275
The 14th World Congress of the World Council of Comparative Education Societies (WCCES), held in Istanbul in June 2010, was
entitled “Bordering, re-bordering and new possibilities for change in education and society”. It opened with this address,
in which the author explores how the idea of a norm works for education using key benchmarking mechanisms such as the Global
Monitoring Report (GMR). Aside from the issues of equality and access to education, the question of quality is at the heart
of debates almost everywhere. From the very beginning of comparative education as a field right up to where we find ourselves
today, an abiding concern has been how we might learn from the education systems of others to improve our own. Critical, for
the purposes of this discussion, is the assumption that we have reached a point in educational development in these mechanisms,
in what we value and for which we will hold each other accountable, where we give no status to hierarchy. The author is essentially
interested in the question of whether we have a sufficiently robust universal understanding of “value” and quality. 相似文献
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为应对不断深化的全球化,世界很多国家都在推进工具性教育的发展,教育界随之出现了支持全球化和反对全球化的不同声音。本文认为,全球化是一个从某些力量释放的历史进程中成长起来,并在各种力量纷争、妥协中达至一定程度的结果。工具性教育过于强调个人主义的狭隘性决定了它不能应对全球化带来的挑战,因此我们应该推行民主教育,它的目标是寻找好的社会。 相似文献
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