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This article presents an exploratory study to determine the status of multicultural counseling training in counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). 相似文献
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Teaching across cultures as a result of a Fulbright Senior Fellowship is a life-changing event for many Fulbright Fellows. This American author experienced powerful classroom dynamics in teaching her library science students at the University of Botswana during her 1999–2000 Fulbright. Her attempt to restructure a traditional lecture class to a student-centered learning environment created classroom dynamics that forced her to examine her pedagogical beliefs for their evident weaknesses. This ethnographic study reports on her teaching experiences and her analysis of what she discovered in the process, findings that continue to impact her study of teaching and learning. 相似文献
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Hoover Dam, located on the Arizona-Nevada border and damming the Colorado River, is a well-known and often-visited place. The meanings people assign to such a structure articulate key environmental, economic and technological ideologies. An exploration of those meanings is important for understanding the forces that shape public perception and environmental policy. Specifically, this essay examines the official rhetoric of Hoover Dam from an ecofeminist perspective. Through a critical reading of the educational displays, films, plaques and other texts as well as the physical structure of the dam itself, three rhetorical strategies used in the dam's official presentation are identified. First, the Bureau of Reclamation presents the Colorado River as a chaotic, feminine entity in need of masculine control. Second, the river's rhetorical status as an Other encourages audiences to identify with the subject position of nature's master and thereby participate in the pleasures such an identity offers. Third, the Bureau uses the prevalent “common sense” of Native Americans as environmentally sensitive in combination with an “historical” Native American voice to establish the dam as both environmentally sound and a logical step in humanity's progress toward economic development and dominion over nature. 相似文献
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JULIE MCLEOD 《Gender and education》1998,10(4):431-444
This article argues that we need to understand feminist interventions- in education and other social domains- as both emancipatory and disciplining. While it is acknowledged that feminist reforms have made many positive and desirable changes in education, this article addresses the impact of these reforms from another perspective. It analyses the normative ambitions and the utopian hopes of feminist education and suggests that the Foucauldian concepts of 'technologies of the self' and 'governmentality' offer new and fruitful ways for theorising the relation between (feminist) strategies of social, educational and personal reform. These arguments are explored in dialogue with a historical case study of 1970s feminist pedagogical reforms in Australia. The article interprets pedagogical strategies based on sex-role socialisation models as developing techniques for regulating and remaking the self and as productive of feminist truths about gender identity and difference. These pedagogies articulated feminist ambitions to reform the sex role and to produce non-sexist, self-monitoring and androgynous pupils. Such attempts to remake gender illustrate some of the ways in which feminism, while a critical social movement which has achieved genuinely emancipatory outcomes, is also necessarily a governmental and normative practice. Finally, this article underlines the imperative for properly historical and self-reflexive accounts of familiar and favoured narratives about the promise of feminism. 相似文献
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This eight-year cross-sectional study measured the self-esteem, reading and mathematical attainments of eight cohorts of Year 2 and Year 6 children over the period of the introduction of the National Curriculum and assessment procedures into primary schools (the first cohort was pre-national curriculum: the others were post-national curriculum). All Year 2 (N=1513) and Year 6 children (N=1488) in five randomly selected primary schools within one Local Education Authority (LEA) comprised the sample to which the Lawseq questionnaire (Lawrence, 1982), Mathematics 7 or 11 (National Foundation for Educational Research, 1985, 1987a) and The Primary Reading Test Level 1 or 2 (France, 1981) was administered. Self-esteem means for Year 2 shows a downward trend in the first 4 years of the study followed by an upward trend in the second half of the study with the mean of Cohort 8 being slightly below that of Cohort 1. Self-esteem means for Year 6 fluctuated for the first 5 years followed by a steady rise until the mean for Cohort 8 is 2.17 above that of Cohort 1. An analysis of variance showed there were significant differences between both years groups with cohorts focused around the introduction of the national tests having significantly different scores than other cohorts (Year 2 significantly lower: Year 6 significantly higher). Overall, there were significant positive correlations between the children's self-esteem and all their attainment scores. When the correlation coefficients were computed separately for the pre- and post-national test groups differences emerged. There were no significant correlations for the Year 2 pre-national test cohorts but for the post-national test groups all the correlations were significant. For Year 6 all correlations were significant. Discussion centres on the possible link between national testing and self-esteem. 相似文献
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ROBERT A. DAVIS JAMES C. CONROY JULIE CLAGUE 《Journal of Philosophy of Education》2020,54(5):1471-1488
This essay examines a longstanding and recurrent metaphor in the representation of schools in modern society: the school as factory. Tracing this figure to the rise of philanthropic schools provided by factory owners from the early stages of the British industrial revolution, the essay surveys its uses both in the historical sources and in later critical-theoretical analyses commonly informed by the work of Michel Foucault. While acknowledging the frequent validity of the metaphor in specific historical conjunctures, the essay also questions its overapplication past and present, to the exclusion of other symbolic constructions of the school with deeper origins and wider salience for the practice of education. The essay concludes with a reminder that the reproduction of governing metaphors in the historical and cultural study of educational institutions should always be treated with philosophical caution. 相似文献
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