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PAT DAVIES 《比较教育学》1996,32(1):111-124
This paper explores a number of special alternative arrangements for adults to access higher education in England and Wales, France and Germany and examines the impact on these arrangements of the relationship between the state and higher education in the three countries. The similarities and differences are analysed along two key dimensions: complexity-simplicity and rigidity-flexibility and the absence of clear statistical data in all three countries is accounted for by the way in which the various stakeholders justify their actions. Finally, Weiler's theory of compensatory legitimation is drawn on to assess the effectiveness of the policy innovations and to explain why the noise around them has been louder than the numbers involved might warrant. 相似文献
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BRONWYN DAVIES 《Gender and education》1997,9(1):9-30
ABSTRACT This paper is set out in three parts. The first is a theoretical discussion about the ways in which we become gendered through the particular discursive patterns made available to us in our culture(s). The second provides a detailed analysis of a classroom in which the teacher, Mr Good, is working with the boys in his class to try to get them to take themselves up as literate in ways that might more usually be eschewed by boys who achieve hegemonic masculinity. The third part develops a definition of critical literacy that follows from the first two parts and which is relevant to the teaching of literacies to boys. 相似文献
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This article explores gender, social class and ethnic issues in parental involvement in students' choices of higher education. It draws upon interviews with students and their parents, who were a small group of an Economic and Social Research Council-funded study of students' higher education choice processes in the UK. Gender was highly significant in several respects, illustrating changes in higher education over the last 20 years, whereby more women than men now enter higher education. Most of the interviewees were female. They were mothers and daughters who were thinking about higher education. The article explores first how gender is inflected in choice processes--from whether students choose to involve their parents in the study, to their parents' characteristics, to the forms of involvement revealed. Different facets of involvement are considered--interest, influence and support, investment and intrusion. Secondly, the article provides illustrations of girls' collaborative approaches to the choice processes, in which some of their mothers also engage. This is contrasted with boys' perspectives and those of fathers who were interviewed. This illustrates how gender is woven through social networks across the generations. Parental involvement varied in terms of gender, educational and social backgrounds, or notions of 'institutional' and 'familial habitus'. Finally, the authors reflect upon why gender is salient in how young people and their parents think about their involvement in choosing universities and relate this to changes in higher education policies and practices. 相似文献
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This essay reflects upon the themes that emerged from the seminar "Teaching and Organization of Studies in the Virtual and Classical University: Conflict and/or Mutual Reinforcement", for which the articles appearing in this issue of Higher Education in Europe were originally prepared. The reflections are organized around four major themes: (i) the acceleration of change in higher education owing mostly to the ICTs; (ii) complementarity and contrast between virtual and classical universities; (iii) institutional responses to change; and (iv) quality issues. Various agendas for further attention are proposed. 相似文献
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