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The University's Uncommon Community 总被引：1，自引：0，他引：1
Suzy Harris 《Journal of Philosophy of Education》2012,46(2):236-250
In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering questions concerning the kind of higher education that would be valuable and relevant to a healthy democratic society. His thesis is outlined and the implications of this for the university set out. The article examines MacIntyre's notion of community, which he elaborates in relation to medieval religious worldviews, and argues that whilst his conceptualisation is more intellectually and educationally coherent than some others, it is ultimately too restrictive. The article argues instead for a recognition, within education, of what is uncommon. This may open greater possibilities for keeping alive the serious questions that we must constantly attend to, beyond and within our communities, secular or religious. 相似文献
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Richard J. Hazler Dina L. Miller Jolynn V. Carney Suzy Green 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):133-146
Bullying and harassment by school peers has received increasing attention as their relation to personal problems and more extreme forms of violence has become better recognized. Emphases of empirical studies have focused on characteristics and behaviours of both school bullies and their victims. There is a need to place these traits and actions into the context of the situation in which they occur, in order to expand the research and allow for the development of more sophisticated and comprehensive educational, prevention and intervention programmes. A total 251 professionals (teachers and counsellors) participated in this empirical study on the ability of professionals to differentiate between bullying and other forms of conflict. Participants were asked to judge the severity of 21 scenarios depicting different combinations of situational characteristics and also whether they constituted bullying situations or not. Results indicated that physical threat or abuse was seen as more severe than verbal or social/emotional abuse, and professionals more often rated physical conflicts as bullying even when they did not fit the definition. The repeated nature of an abusive relationship and an unfair match between participants were bullying situation characteristics found to be related to the responses of more and less effective situation evaluators. Implications for pre- and in-service training of educators were considered based on study results and previous research. 相似文献
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The relation between attitudes to aging and cultural values is a complex one. This study contrasts attitudes to aging among Pacific Islander students with attitudes in a comparable Australian sample. Australian society is represented as ageist, whereas Pacific Islander cultures are reported to be age-inclusive. Attitudes were assessed using the Reactions to Ageing Questionnaire, and data also were collected on levels of intimate contact with older people, said to be related to attitude. A comparison of Australian with Pacific Islander data showed no difference in attitude or degree of intimate contact. Within the Pacific Islander sample indigenous Fijians had significantly more positive attitudes than did Indo-Fijians and significantly more intimate contact. Indo-Fijians, but not indigenous Fijians, also were significantly more negative in attitude than Australian students. Educators aiming to incorporate gerontological knowledge and to challenge ageism in the curriculum should not assume student attitudes are congruent with traditional cultural beliefs. They need to be knowledgeable about and sensitive to differences among various cultural groups within the student population, especially where those students will have the health care of the old in their hands in the future. 相似文献
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Geoff Romeo Suzy Edwards Sue McNamara Ian Walker Christopher Ziguras 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):329-339
This paper reports on a research project that investigated the use of touchscreens by children in early childhood and junior primary settings by introducing touchscreens in five classrooms in Melbourne. Several methods to obtain information about how children interacted with the touchscreens were used including observation, journals and field notes, and interviews. The research identified five key themes, relating to developmental issues, input device preference, technical issues, individual differences in children's use of the touchscreen and issues of collaboration. 相似文献
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Suzy D'Enbeau 《Journal of Applied Communication Research》2013,41(4):420-438
How organizational members subjectively understand the characteristics of policy design processes can generate different policy outcomes. This case study of a multidisciplinary university team charged with designing and implementing sexual violence response policy articulates two policy-practice orientations: (a) unidirectional orientation (policy → practice); and (b) bi-directional orientation (practice ← → policy). These orientations suggest that how members discursively construct the relationship between policy and practice is subject to interpretations that impact policy implementation. The tension between these orientations amplifies dilemmas of communication and agency that influence what policy text can do and who can do policy. This study offers practical guidance for universities working through policy-practice challenges. 相似文献
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Suzy Harris 《International Studies in Sociology of Education》2013,23(1):71-86
Abstract Under neo-liberal modes of governance, new forms of partnership are emerging. This article begins by looking at the notion of partnership and the dominant model of partnership operating under New Labour in the United Kingdom, through a discussion of two cases of partnership working. I argue that the dominant model of partnership is primarily concerned with promoting the modernising agenda, and is instrumentalist and economically driven. As a result, the potential for partnership, in terms of democratic renewal and participation, cannot be realised. In the final section I argue that we need to conceptualise partnerships as learning partnerships, through which collaborative working could provide opportunities and spaces to resist the narrow instrumentalism of the neo-liberal agenda. 相似文献
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Suzy Tutchell 《The International Journal of Art & Design Education》2023,42(2):261-277
This article tells the story of a university community engagement project that began in the late spring of 2020 when the world went into lockdown. Increased concern over women's welfare and well-being was brought into question in relation to those who are vulnerable with complex needs and had suffered societal-induced hardships. In conjunction with an innovative women's community project, this study considered the value of art-based online support as a platform from which to offer a non-judgemental and mindful space with a focus on identity and empowerment. The study is based on weekly art drop-in online workshops for vulnerable women and considers the value of hybrid ‘spaces’ as a pedagogical and practical model of communicative support and collective care. Findings from this community-engaged project highlight the responses and shifts within subjectivities through situated art experiences. As art educators, it offers us an understanding of the potential for cumulative and affective artmaking to build communities of care as an inclusive and emancipatory learning tool. 相似文献
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This article focuses on a seminar‐conference held in Hawaii in 1936 on the “educability” of native peoples. The seminar‐conference was convened by New Zealand anthropologist Felix Keesing and Yale education professor Charles Loram and supported by the Carnegie Corporation, among other organizations. Conference delegates—who came from across the Pacific, including the U.S. mainland, Australia, and New Zealand, and from as far as South Africa—joined to discuss the future of colonial education. The residential conference, which lasted several weeks, resulted in published proceedings and the establishment of extensive transpacific networks. One in a series of international congresses on education that took place during the interwar years, the 1936 Hawaii conference offers unique insight into the transnational dialogue among academics, education practitioners, colonial administrators, and, in some cases, Indigenous spokespeople, concerning the modernization of colonialism and new forms of citizenship in the era of progressive education and cultural internationalism. 相似文献