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PENG Hong-bin 《教育理论与实践》2008,(22)
从20世纪60年代开始,科学观出现了文化转向,整个人文社会科学研究开始走向对文化的关注。人是文化的动物,教育管理的核心是对人的管理,教育管理也凸现文化转向。今日教育管理理论却走上了一条构筑大帐篷的道路。这种多元综合实质就是教育管理文化转向的体现。教育管理的文化转向具有一系列的表征,在教育管理观、管理组织、管理职能、管理的民族性和研究方法上有所显现。 相似文献
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浅谈教育文化与文化教育的互动 总被引：1，自引：0，他引：1
李婕 《甘肃广播电视大学学报》2004,14(3):54-57
教育文化是文化传统对于教育的积淀和渗透，文化教育是教育活动对于文化的拓展和提升，通过分析教育文化和文化教育的互动传承．提出了教育文化创新和文化教育振兴的现实命题。 相似文献
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Kysa Nygreen 《Equity & Excellence in Education》2016,49(2):202-214
This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity. It identifies three pillars of their approach—a social theory, a theory of change, and a theory of knowledge— and argues that these were not reducible to a set of practices or methods; rather, they constituted a coherent paradigm of educational justice. This paradigm differs in significant ways from the neoliberal justice paradigm that currently dominates education reform and policy. By examining points of tension between these two competing paradigms, this article seeks to accomplish two aims. First, it aims to deepen our understanding of how underlying paradigms of educational justice shape the work of educating, organizing, and reforming schools. Second, it aims to expose the cultural specificity, or non-universality, of the neoliberal paradigm in order to challenge its hegemonic status in education reform and policy. 相似文献
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从学科的研究对象、研究目的、研究方法3个方面具体分析教育装备学与教育技术学的异同,对一些概念进行界定。作为教育装备发展史的一个研究课题,这些概念的界定是十分必要的。 相似文献
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郭辉 《青海师范大学学报(哲学社会科学版)》2010,32(5):136-139
本文从人口和语言环境、文化和社会环境等方面比较了中国与加拿大双语教育的社会人文环境,旨在通过对中加双语教育社会人文环境的比较,把握二者的共性与特殊性,探讨作为二者存在基础的人文社会因素。理性地借鉴加拿大双语教育的经验教训,以发展符合中国国情、具有中国特色的双语教育,并推动中国双语教育研究和实践的科学发展。 相似文献
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倪玲玲 《三门峡职业技术学院学报》2003,2(3):25-27
中国是一个拥有五千年文化历史的大国,有着悠久的文化传统和独特的教育传统。在实现现代化的过程中,如何弘扬文化传统,如何充分利用其积极因素推进教育现代化,就成了教育界关注的问题。本文试图从教育文化学的角度,探索继承和弘扬文化传统与教育现代化的关系。 相似文献
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Anna-Lena Østern 《Zeitschrift für Erziehungswissenschaft》2013,16(3):43-63
This article aims at describing a Norwegian contemporary context as basis for developing a perspective on aesthetic education. The Norwegian concept for Bildung is ‘dannelse’ or ‘danning’. The notion of cultural literacy will be considered as one contemporary conception of Bildung in a Norwegian context. The article consists of three parts. In the first part recent developments of the understanding of what ‘danning’ implies in Norwegian educational context are presented, with special focus on the dynamics between the general and the individual. As the second part of the article a study of arts and culture in Norway is presented briefly. In the third part Gunther Kress’ (Literacy in the new media age, 2003; The conference reading images: multimodality, representation and new media, 2004; Contemporary issues in educational studies and research. An exploration in the frame of a social semiotic multimodal theory of meaning-making, 2012) theory of multimodality, and the concept ‘literacy’, including cultural literacy is introduced. Cultural literacy is suggested to be a concept describing ‘danning’ from the perspective of late modernity. The fourth part of the article comprises the presentation of a few research and development projects focusing on arts, culture and aesthetic education in Norway—with a side glance to Sweden and Finland. The examples illustrate more concretely what an aesthetic education might be. The competence of the teacher is underlined as a prerequisite for qualified teaching of arts subjects, as well as for teaching with an aesthetic perspective as a leading thread in all teaching. Through the focus on meaning making, the aesthetic approach may contribute to the qualification of a conception of ‘danning’ as cultural literacy. 相似文献
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George Watley 《Globalisation, Societies & Education》2015,13(3):315-338
Compulsory education experiences are not commonly thought to shape future consumer behaviour, except for defining social and cultural differentiation. This article will illustrate how Caribbeans in Northamptonshire, England used compulsory education, even by antithesis, to thwart institutional and social views of Caribbean inferiority through various manifestations of consumption. The article will commence with a brief overview of educational issues that affected Caribbean people in Britain generally in the 1960s onwards, especially in terms of the institutional structures they were fighting against. It will then move on to illustrate how local Caribbean people resisted cultural hegemony individually and collectively. Various forms of isolation combined with educational experiences indoctrinating inferiority on to Afro-Caribbeans occurred at multiple points and through multiple prisms which will be delineated throughout this article. 相似文献
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提升"师范大学教育力",是新时代中国经济社会高质量发展对师范大学教育发展提出的更高要求。基于学科视角与方法论视角的概念界定方式,"师范大学教育力"在广义上可以界定为:师范大学所具有的"教育力",即师范大学在文化、制度、资源、科研、教学与课程等方面所形成的对学生的影响力、感召力、吸引力、协同力与整合力。根据师范大学的本体属性,"师范大学教育力"在狭义上可以界定为:师范大学所具有的"教师教育"的"力",即师范大学在教师教育中所表现出的文化引领力、制度保障力、资源提供力、专业投入力与人才培养力。"师范大学教育力"概念的提出是对"教育力"研究的理论深化和对教师教育实践的深刻反思,可进一步厘清新时代师范大学在我国教育体系中的独特地位与价值,为我国教师教育改革与发展提供理论指导与实践引领。 相似文献
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Dong Zhao 《Diaspora, Indigenous, and Minority Education》2014,8(2):59-74
This study discusses the educational constraints facing Muslim Hui students and the measures that should be pondered by the Chinese government to address these constraints. Three key research questions are addressed: (1) How does the mainstream Han, Confucian, or the state ideology interact with Hui students’ culture? (2) In what ways do ethnic boundaries and educational uniformity affect the engagement of ethnic minorities in education as well as the larger society? (3) What are the major educational constraints faced by Hui migrant students of Muslim background? Through the mixed-methods research design, I find that the yearning of Muslim Hui Chinese students to achieve educational success and social mobility is limited by social, cultural, and educational factors that regard them as the “other”; they still face issues of marginalization—educationally, socially, and culturally—that delay them from achieving higher educational success. 相似文献
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转型性社会背景下,中西文化间的交流日渐密切与频繁,这为构建社会主义新文化形态提供了基础性条件。当前的教育改革应充分重视传统文化中蕴含的具有当代价值的因素。本文尝试揭示传统文化的教育价值,并对基于传统文化的当代教育改革进路从宏观理念、中观制度和微观过程三个层面的教育理念、教育目的、教育体制、教育评价、教育内容和教育方式六个方面提出一些建议性的思考。 相似文献
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Roger Säljö 《Scandinavian Journal of Educational Research》2013,57(3-4):259-271
The relevance of psychological knowledge to education and learning has been recognized for long time. Educational psychology was thus, one of the first subdisciplines of applied psychology to emerge on the academic scene, and most scholars in the area — internationally as well as in the Nordic countries — have had a firm grounding in psychology. For a couple of decades or more during the second half of this century, educational psychology held a central position within education in most of the Nordic countries. Research within this field has been varied and vigorous. However, although psychological theories should be seen as important intellectual resources, it must be recognized that the relationship between a general discipline such as psychology and a particular area such as education is complex. Important problematics inherent in this relationship are illuminated and discussed in the contribution by Säljö on Sweden. It is argued, that recent attempts to develop a cultural psychology, explicitly recognizing the socio‐cultural nature of learning and other psychological processes, promise to pave the way for conceptions of human activities that are relevant to human concerns in general. The second article in this section, on Finland, contrasts with the first by focusing on educational research performed during the last few decades. This article describes trends in the content and methodologies of this research. The developmental orientation has been very strong in Finnish educational psychology during the whole of the post‐war period. Early research was highly influenced by a differential‐psychology approach, whereas later research has adopted social, motivational and cognitive frameworks. This article discuss the influential theoretical trends and developments. 相似文献
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This article summarizes the case for adopting a cross-cultural comparative approach to the study of educational administration and leadership. In the first section, we state the main arguments for strengthening a societal cultural approach to educational administration and leadership. The second and third sections outline why culture is a useful concept for analysis and comparison in educational administration, and briefly review the concept of culture itself. The fourth section outlines an influential approach for investigating the influence of culture, that of Hofstede, and suggests that his framework provides a worthwhile starting point for educational researchers. The final section notes a number of important issues which researchers need to consider when exploring the influence of societal culture on educational administration. In summary, we suggest that a cross-cultural comparative approach to educational administration and leadership can expose the value of theory and practice from different cultural perspectives which may then, in turn, inform and influence existing dominant paradigms. 相似文献
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Culturally appropriate education focuses on educational competence needed in a global world and respect for different world views of learners and teachers from different cultural contexts. The relationship between gene, brain, and culture is complex and dynamical. Cultural experience and learning sculpts the anatomy and function of the human brain and shapes human behavior. This neuroplasticity is the basis of educability in human beings. Education reform should reflect cultural diversity and embed teaching practices into the cultural history of a nation and should promote positive inclusion of minority and indigenous history so as to maximize successful adoption by teachers and parents. This tenet is at the core of the concept of “culturally appropriate education.” Successful educational reform and pedagogy require that teachers become culturally and neuroscientifically literate. 相似文献
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《International Journal of Educational Development》2006,26(1):111-122
This article examines the uptake of reflective practice, as one of a number of educational discourses, by student teachers in a new Bachelor of Education degree in the United Arab Emirates (UAE). In a recent article, Pat Richardson [2004. International Journal of Educational Development 24(4), 429–436], argued that reflective practice is incongruent with the values of ‘Arab-Islamic’ culture and is therefore not an appropriate approach to promote in teacher education in the UAE. Here we argue that such a view relies on a limited reading of the concept of culture and reduces individuals to cultural ‘dupes’. We also present evidence from student teachers that, far from endorsing the inappropriateness of reflective practice in the UAE context, shows Emirati women wholeheartedly embracing—and doing—reflective practice. 相似文献
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Edward Brockenbrough 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):28-44
Although queer students of color face multiple obstacles to safe and full participation in numerous educational contexts, cultural and scholarly narratives that emphasize their vulnerabilities can lead educational stakeholders to overlook, and thus miss opportunities to capitalize on, the agency that these students possess to negotiate the barriers to their academic success. To counterbalance discourses on youth as at risk or in crisis, this article explores how a body of critical scholarship known as a queer of color critique can serve as a heuristic for educational research on the agentive practices of queer students of color. Situated largely outside of educational studies, a queer of color critique—much like critical race theories, disability studies, and similar discourses on difference—can organize analytic works across subfields of educational scholarship into a more coherent educational research agenda on queer of color difference while also contributing to broader critiques of homophobia, racism, and other threats to social justice in education. 相似文献
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M.V. Klarin 《Russian Education & Society》2016,58(4):299-312
The article presents an analysis of educational theory in light of the challenges confronting education in the twenty-first century. The author examines how our ideas about the methods for managing the transmission of culture, the subject of education, and the consequences of these changes for the theory of education have changed. The author reviews the challenges to general educational theory: multiculturalism, decentralized management of the content of the transmitted cultural experience, the holistic alignment of educational outcomes, the new subject orientation, the new context of education, changing teacher roles, and professional teacher training. Special attention is given to research into innovations in continuing education around the world (including in Russia and the Commonwealth of Independent States [CIS]) and the paradoxes of these approaches, which are responsible for the development of a new theory of continuing education. 相似文献
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近年来,虽然我国高等教育取得了快速发展,但是我国高等教育服务供给仍存在比较突出的问题。本文以生产-消费为视角对我国高等教育服务供给中的教育消费者选择制度进行了研究,发现,教育消费者对高等教育消费存在着选择空间,但是教育消费者的选择是失灵的,这种失灵对我国高等教育的有效供给产生了重要的影响。据此,本文提出了完善我国教育消费者选择制度的建议。 相似文献