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1.
Anne Cockcroft Neil Andersson Deborah Milne Khalid Omer Noor Ansari Amir Khan Ubaid Ullah Chaudhry 《International Journal of Educational Development》2009
There is speculation about madaris in Pakistan as sources of terrorists and about levels and reasons for enrolment, but a dearth of empirical data. We studied madarsah enrolment among 53,960 representative households; 853 focus groups of parents discussed enrolment choices. In 2004, 2.6% of all children (3.8% of school-going children) aged 5–9 years attended a madarsah. Children from urban and less educated households were more likely to attend a madarsah, but there was no difference by sex of the child or household vulnerability. Parents chose madaris because they offered an Islamic education. Our findings challenge misconceptions about madaris in Pakistan. 相似文献
2.
东亚传统是本地区在全球化时代文化选择的不容回避的基本背景,在东亚共有传统和认知的基础上,重构适合自身和全球社会共同利益的东亚价值观,不仅利于提升东亚各国和人民在"东亚"这个"想像的共同体"内的文化共性和认同,促进东亚内部多方面的对话与合作,也堪为东亚为建设"和谐世界"贡献的一种积极的"东方式"文化交往理念.本文同时指出,东亚价值观的当代重构应立足于东亚共有传统和价值系统,积极吸收世界不同文化的优秀成果,并通过参与世界文化的整体性建设为全球文化提供普世性内容,从而验证和焕发其生命力并在世界范围内得以弘扬. 相似文献
3.
This paper explores the distinction between ‘secular’ and ‘Koranic’ schooling and literacy in South Asia. It begins by tracing an archaeology of the distinction between secular ‘literacy’ and religious ‘illiteracy’. It locates the emergence of the distinction in the colonial census of the 19th century, in the development of ‘English’ education, and the responses within madrasa schools. The second part locates these debates and their on-going importance within a contemporary ethnographic setting. It examines the relevance of the distinction in relation to women's literacy practices. The paper argues that both secular and religious literacy practices are significant for women's status and well-being, and illustrates the centrality of religious reading and learning in Bangladesh. The paper challenges the conventional distinction between religious and secular schooling and literacy, noting their complementary and overlapping nature. 相似文献
4.
丰华琴 《南京晓庄学院学报》2003,19(1):79-85
中亚地区的伊斯兰复兴是当代世界伊斯兰复兴的一部分。由于历史变迁的原因 ,中亚地区的伊斯兰复兴与中东和西亚地区的伊斯兰复兴存在着明显的差异。本文从中亚伊斯兰复兴的历史地理条件入手 ,分析中亚伊斯兰复兴的原因、特点、影响 ,并与中东、西亚的伊斯兰复兴运动作适当的比较 ,说明伊斯兰教对中亚五国的政治与经济的发展和对地区格局变化的深刻影响 相似文献
5.
Richard G. Kraince 《Prospects》2007,37(3):345-356
This study explores the role of public Islamic higher education in promoting better relations between various religious communities
in post-authoritarian Indonesia. Based on field research conducted between December 2005 and March 2006, it documents how
progressive Islamic education leaders have advanced a tradition of critical intellectualism in efforts toward the “renewal”
of Islamic thought. This report provides an analysis of how this tradition has served as a foundation for educators seeking
to promote democratization and address issues of social cohesion. It examines some of the core values expressed by educational
leaders as they have aspired to transform the most prominent State Institutes for Islamic Studies (IAIN) into genuine universities.
The study also highlights the conservative backlash against public Islamic higher education and other purveyors of progressive
ideas within Indonesian society.
Dr. Richard G. Kraince directs Ohio University’s Inter-Religious Dialogue Project. He conducted field research on Islamic higher education in Indonesia as a Fulbright New Century Scholar in 2006. He was previously a visiting Fulbright research fellow at Syarif Hidayatullah State Institute for Islamic Studies in Jakarta as well as a Program Officer for the Asia Foundation’s Islam and Civil Society program. He recently completed a two-year study of Islamic education in Malaysia for the National Bureau of Asian Research. Dr. Kraince is currently finishing a book on the impact of Islamic social and political activism on Indonesia’s democracy movement. He is a United States citizen and has an academic background in the field of higher education. 相似文献
| Richard G. KrainceEmail: |
Dr. Richard G. Kraince directs Ohio University’s Inter-Religious Dialogue Project. He conducted field research on Islamic higher education in Indonesia as a Fulbright New Century Scholar in 2006. He was previously a visiting Fulbright research fellow at Syarif Hidayatullah State Institute for Islamic Studies in Jakarta as well as a Program Officer for the Asia Foundation’s Islam and Civil Society program. He recently completed a two-year study of Islamic education in Malaysia for the National Bureau of Asian Research. Dr. Kraince is currently finishing a book on the impact of Islamic social and political activism on Indonesia’s democracy movement. He is a United States citizen and has an academic background in the field of higher education. 相似文献
6.
In the Netherlands, the constitutional freedom of education offers the opportunity for the growing number of Muslims to establish state-funded Islamic schools. At the moment there are 46 Islamic primary schools; a number of schools are in the process of being established and there is still a need for an additional 120 such schools. Right from the start Islamic education has been a highly controversial issue. Events such as 9/11 and the murder of Dutch filmmaker Theo van Gogh have fueled the discussion, which turned from open-minded and accommodating to critical and even demonstrably negative. This article focuses on Islamic schools in the Netherlands: how they have evolved, their objectives, their achievements, and the problems they have encountered – and continue to encounter. Specific attention is paid to a number of empirical studies that focus on the functioning of Islamic schools. 相似文献
7.
Hyejin Kim 《Globalisation, Societies & Education》2019,17(3):310-323
Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity. 相似文献
8.
Randa Elbih 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):156-173
Contemporary global events, such as the wars in Iraq and Afghanistan, the unresolved conflict in the Middle East, and the pessimistic relationships with Muslim countries, pose challenges for Muslims living in the United States in all walks of life. In addition, Muslims encounter daily struggles to live within a society that follows considerably dissimilar beliefs, norms, and way of life. Therefore, Islamic schools and other organizations emerged in response to those challenges. There are several debates in the literature about Islamic schools; among those debates is whether Islamic schools segregate Muslim students, inspire religious intolerance, and rejection of social pluralism's ideals. In addition, there are debates of whether Islamic schools are capable of developing a strong Muslim identity skilled to tackle future challenges. Discussing these debates is considered the first step to critically tackling the challenges meeting Islamic schools, their relevance, and their continuity in a way that benefits Muslim generations and the American society. Furthermore, such debates draw attention to the impediments facing the success of these schools and the possible strategies to resolve problematic issues. This article explores each of these debates in detail. 相似文献
9.
东南亚的医学教育:出现的问题、挑战和机遇 总被引：1，自引：0，他引：1
东南亚的医学教育正在快速地变革。2003年,新加坡国立大学医学教育研究室对该地区实施院校定制的开放式问题的问卷调查。本文介绍了返回问卷的30所医学院校在课程管理、教学方法、学生评价方式、教师培训与教学评价等方面的概貌和他们的主要目标、所面临的挑战与优势。 相似文献
10.
于锦恩 《徐州师范大学学报(哲学社会科学版)》2012,38(4):94-98
民国时期江苏省政治地位重要,经济实力雄厚,文化教育发达。这期间有三类江苏人与东南亚的华文教育关系密切:革命者亡命东南亚从教,其中有的人在国外暂避一段时间,又回到国内继续从事革命事业,有的人则终老东南亚;志愿者远赴东南亚支教,这类学历较高的专业教师,通过亲属乡邻关系,在东南亚传播中华文化,培养侨生的生存能力;当政者考察东南亚谋教,他们通过多方调研,帮助政府确定华文教育的大政方针,为华校的教材建设贡献心智。这三类人都对东南亚的华文教育作出了重要的贡献。 相似文献
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12.
In a context of globalisation and the rapid expansion of low-paid ‘global’ jobs, formal schooling is no longer perceived as contributing to the acquisition of skills that are appropriate or even relevant to active engagement with the new opportunities. Based on empirical material from a village in Bangladesh, this paper explores the role of madrasa education in challenging the dominant paradigm of learning embedded in formal secular schooling. Despite charges of low quality and traditionalism, local narratives reveal how madrasa learning is used to negotiate and transform inequalities, both in material and social terms. Madrasa education is cheaper, and addresses issues of poverty, but the narratives also emphasise learning the Arabic language, seen to facilitate male overseas migration to the Gulf countries, a channel for upward social and economic mobility. In a context of global competition that supports individualism, a focus on character and morality as represented through an Islamic identity, alongside communitarian values, is seen as important for maintaining a degree of social cohesion and is hence socially valued. Reading and reciting the Quran are also viewed as essential traits for a woman, enabling her to appropriately socialise her children in the absence of her migrant husband. One finds here a simultaneous process of contestation and resistance, seeking successful occupational trajectories and social recognition for men, while at the same time contributing to the reproduction of gendered inequalities. 相似文献
13.
Nadeem Memon 《British Journal of Religious Education》2011,33(3):285-298
In the 70 year history of Islamic schools in North America, there is yet to be an accredited teacher education programme to train and professionally equip Islamic school teachers with an understanding of an Islamic pedagogy. Arguably, there has been an imbalance of energy placed on curriculum development projects over the considerations of teacher training. From my experience working as a teacher trainer/education consultant for Islamic schools for the past 10 years, it is evident that the underlying assumption for many school administrators is that a State/Ministry certified teacher who is Muslim will know how to teach ‘Islamically’. The aims of this paper are to first establish some semblance of what it means to teach Islamically or, more accurately, to teach through an Islamic pedagogy. From this framework, the crux of the paper is to present findings from a series of focus groups with Islamic school educators about their teacher training needs. The findings of this study establish the need for a formal teacher education programme in Islamic pedagogy within an established faculty of education. Such a programme would achieve three major ends in cultivating the stewardship of Islamic schools in North America: 1. Define and establish Islamic education as a valid and relevant pedagogical model that can contribute to the broader discourse of alternative, faith-based education; 2. Standardise the pedagogy and curriculum of Islamic schools based on the principles of education in Islam and to make both contextually relevant; 3. Contribute to raising the standards of Islamic schools through a teacher education programme at credible faculties of education where ongoing research and development will also be supported. 相似文献
14.
何跃 《云南师范大学学报(哲学社会科学版)》2006,38(3):195-202
太平洋战争初期，英、荷在东南亚的殖民统治被摧毁，法国在印度支那的殖民统治也名存实亡，英、法、荷从各自的利益和实际情况出发，制定了战后重返东南亚的殖民计划。在重返东南亚问题上，英、法、荷三方都想维持战前在东南亚的殖民地格局，惟恐一方的殖民地崩溃带来连锁反应，因此，重返东南亚时，三方合作大于冲突。当英、法、荷重返东南亚后，面对日益高涨的民族独立运动，在对待东南亚殖民地的去留问题上，三方冲突大于合作，导致英、法、荷在撤离东南亚的不同结局。 相似文献
15.
Information and Communication Technology (ICT) offers opportunities for governments to address key education challenges of quality, equity, and efficiency. While governments and educational institutions in developed countries may have taken up these opportunities, many developing countries in Asia and the Pacific region have often missed them out. This may be due to countries’ socioeconomic settings, approaches towards design and implementation of the ICT in education plan, and investment on research and development of ICT in education. This paper explores the current challenges of education in Asia and the Pacific and explains how these challenges may be overcome by the strategic use of ICTs when a holistic approach towards ICT in education is adopted. 相似文献
16.
冷战后,东北亚地区在安全方面的重要性不断上升。作为唯一的超级大国,美国将东北亚视为全球战略的重点地区,为防止地区大国崛起和对美国的挑战,美国在强化本地区双边军事同盟的同时,也在推动地区多边安全合作,企图将本地区国家全部纳入美国设置的安全框架内。 相似文献
17.
Helen Corr 《Cambridge Journal of Education》1997,27(3):355-363
This paper challenges the legacy of the historical myth of egalitarianism in Scottish education through a reconstruction of the different experiences of men and women teachers in the nineteenth century. The celebrated myth of the egalitarian and democratic tradition of Scottish education has almost entirely focused on men. It was asserted that the ‘lad o’ pains’ had equality of access to an educational ladder from the parish or burgh schools to a Scottish University. There was a prevailing belief that the Scottish education system was more meritocratic and superior to the English one. The paper also challenges the contention that the Scottish education tradition was more democratic than that in England. What was distinctive about the experiences of schoolgirls and of women teachers in Scottish culture and Scottish education? To what extent did females benefit from this so called democratic tradition in comparison with England? These questions are exploratory because studies of women are seriously neglected in the historical and sociological secondary literature about the educational tradition in Scotland. 相似文献
18.
Private tutoring in Eastern Europe and Central Asia: policy choices and implications 总被引：1，自引：0，他引：1
Iveta Silova 《Compare》2010,40(3):327-344
Private tutoring has become increasingly visible in Eastern Europe and Central Asia since the collapse of the socialist bloc in the early 1990s. Yet, this unprecedented growth of private tutoring, in its varied forms and arrangements, has remained largely unnoticed by policymakers in the region. Based on the data from the cross‐national studies of private tutoring in 12 countries, this explorative study examines factors driving the demand for private tutoring and discusses government responses to private tutoring in Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Lithuania, Mongolia, Poland, Slovakia, and Ukraine (research conducted in 2004–2005) and Kazakhstan, Kyrgyzstan, and Tajikistan (research conducted in 2005–2006). The article analyzes various policy contexts and examines challenges that confront education stakeholders and policymakers as they formulate their responses to the rapidly‐spreading and constantly‐changing phenomenon of private tutoring. Finally, the article discusses whether, and to what extent, the existence of regulatory mechanisms influences the scope, nature, and implications of private tutoring across the countries of Eastern Europe and Central Asia. 相似文献
19.
东南亚地区教师地位与教师专业发展的形势与策略——对联合国教科文组织报告的解读 总被引：2，自引：0，他引：2
为应对社会经济和技术飞速发展对教育质量提出的新要求,实现全民教育目标,东南亚地区各国注重教师地位的提高和教师专业性的提升,提升教师专业性也成为切实提高教师地位的重要途径。为此,东南亚地区各国应根据本地区形势采取有效的行动策略。 相似文献
20.
Education reform is increasingly based on emulating the features of ‘world-class’ systems that top international attainment surveys and, in England specifically, East Asia is referenced as the ‘inspiration’ for their education reforms. However, the extent to which the features identified by the UK Government accord with the situation within East Asia is problematic. This paper examines the relationship between the English representation and the ‘reality’ of East Asian education systems, using school autonomy as an illustrative example. We focus on Singapore, Hong Kong and Shanghai, which are cited extensively to legitimate policies providing greater autonomy for schools in England. We argue firstly that the English representation has been largely discursive and inaccurate; has failed to recognise the variations across the region; and has been selected to endorse the Government’s ideological preferences. Secondly, the scope, form and nature of school autonomy vary markedly, and are operationalised in each society in ways reflecting the prevailing sociopolitical priorities. 相似文献