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Emilia Szekely 《教育政策杂志》2013,28(5):669-685
AbstractWe defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency – these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments – but from the perspective and imperative of sustainability – why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments’ prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development. 相似文献
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Charity Cayton Karen Hollebrands Samet Okumuş Ethan Boehm 《Journal of Mathematics Teacher Education》2017,20(1):75-100
This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning. 相似文献
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Emilia B. Halac María Reinoso Marcelo Luda Fernando Marte 《Journal of Cultural Heritage》2012,13(4):469-473
The painting Proas Iluminadas (Illuminated Bows) by Benito Quinquela Martín is studied by Raman spectroscopy in order to analyse the technique and the pigments employed by the artist: ultramarine blue, carbon black, cadmium-sulphure based compounds for the hue of yellow, orange and red; also zinc white, barium yellow, massicot yellow and viridian were observed. The importance of using different excitation laser lines in the analysis of mixtures of pigments is highlighted. The Raman mapping analysis of cross section samples shows the way the artist composed the ground layer: a lead white stratum over a calcite one. It also allows distinguishing between a mixture of components and strata superposition, both presenting the same appearance under an optical microscope. This paper provides information about the materials and techniques used in a period of Argentine art not studied before from this point of view. 相似文献
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Emilia C. Lopez 《Journal of educational and psychological consultation》2013,23(4):263-265
We support role changes for educational and psychological consultants who work with children and youth with disabilities as they make important transitions. Principles derived from critical pedagogy and disability studies could provide the theoretical framework for the proposed shift in roles that change the basis on which consulting services are provided. Rather than needs-based services that focus on helping individuals with disabilities cope with deficits, this article supports an empowering person-centered, strength-based orientation tied to perceptions of the individual as competent and complex. We offer recommendations for transition consultants, researchers, and practitioners that could result in more widespread implementation of the principles of critical pedagogy and disability studies. 相似文献
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Stephen D. Truscott Emilia Lopez Marian C. Fish 《Journal of educational and psychological consultation》2013,23(1):2-15
The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself. 相似文献
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Amnon Boehm 《Higher Education》2008,56(6):659-684
The research examines factors that affect the involvement of university faculty members in social planning activities. It
examines the impact of philanthropic views compared with the exchange relations approach, both on personal and organizational
levels, as well as the contribution of several characteristics of the relationship between faculty members and institutions. 相似文献
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Jennifer Adams Bal Chandra Luitel Emilia Afonso Peter Charles Taylor 《Cultural Studies of Science Education》2008,3(4):999-1019
This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou.
Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices
and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the
Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses
and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries,
science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic
Western-oriented aspirations of an elite group who are “living hybridity but talking scientism.” The discussants explore their
autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which
are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science
classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the
WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical
logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural
reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with
those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.
相似文献
| Jennifer AdamsEmail: |
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Anna Emilia Berti Isabella Baldin Laura Toneatti 《Contemporary educational psychology》2009,34(4):278-288
A total of 150 students, from 8 to 25 years, were interviewed about ordeal1 in the Middle Ages, after reading a shorter and simplified version of a text used in previous research on this topic (e.g., [Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, Jr., S. Foster, & E. Yaeger (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Lanham: Rowman and Littleffeld]). Unlike previous studies, at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present. With age, there was an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent. 相似文献