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1.
Caroline Dyer 《Compare》2013,43(5):601-621
Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across the ‘mainstream’, ‘alternative’ and Open Learning traditions, but examples from around the world show that each broad approach comes with identifiable ‘terms of inclusion’ that, in different ways, reproduce and/or challenge pastoralists’ marginalisation. Achieving political commitment to addressing the scale and extent of pastoralists’ education deprivation is not unimaginable, but contingent on significant reappraisal of mobility as a livelihood strategy and of the legitimacy of pastoralism as a sustainable contemporary livelihood.  相似文献   

2.
This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young’s concept of ‘powerful knowledge’ as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta’s conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of ‘powerful knowledge’ can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject.  相似文献   

3.
In 2010, the Ministry of Education and Culture (MEC) in Cyprus introduced a ‘new’ national curriculum for all public schools of the Cypriot republic. The overarching purpose of this study is to examine how the ongoing educational reform in Cyprus could set a different ideological framework, within which intercultural education may be developed and implemented. To this end, it provides a number of important insights into the intercultural dimension of the ‘new’ national curriculum by exploring the formal and the ideological levels of the curriculum. More specifically, it indicates the ways in which the ideological curriculum has been formed by the complex and often counteractive discourses of monoculturalism, multiculturalism and interculturalism due to the socio-historical context of Cyprus. The conclusions of this study assert that further research should be conducted to examine the implications pertaining to teachers’ practice and student learning with regard to intercultural education.  相似文献   

4.
Following the birth of South Africa's democracy there has been an increasing number of foreign students entering the country. In the main, students from a very unstable African continent see South African tertiary institutions as a beacon of hope in achieving academic capital. Due to their monetary value, foreign students are welcomed into educational institutions, creating the perception that foreigners are academically and socially included. However, spatial access is not necessarily synonymous with inclusion. This article captures the experiences of inclusion, exclusion and marginalisation of a cohort of African international students at a private higher education institution in Johannesburg, South Africa. The study argues that the nature of educational inclusion is more multi-faceted than bi-directional with issues of power, overtly or subtly affecting student experience. Students’ constructs of inclusion extend beyond formal acceptance and presence in lecture venues, to experiences of marginalisation, exclusion and alienation by both staff and peers. These experiences reinforce the students’ vulnerability in terms of academic success as well as social acceptance. Management teams at educational institutions have the responsibility to provide adequate support to foreign students who view themselves as ‘strangers in a new world?…?’  相似文献   

5.
This article addresses how capacity is conceived of and understood in youth media/civic education programming, and how beliefs about agency, development, relationality and youth manifests in the discourses, programmes, and practices of organizations operating youth media programmes. Through attention to a youth media and development programme in rural Nicaragua, the article addresses a key gap in theorizing how capacity operates within discourses and related practices that constitute ‘youth media’ and, in particular, it critically investigates how youth media discourse rests on an assumed foundation where capacity is defined as agency, empowerment or voice. This article situates youth media production within modernist discourses about education, development and ‘change’, in order to re-conceptualize agency through a mobilities framework that more fully attends to the complex and affective moments in youth media discourses.  相似文献   

6.
Neriko Musha Doerr 《Compare》2013,43(2):224-243
The discourse of immersion is prevalent but little analysed in the field of study abroad. Linked generally to learning-by-doing, this discourse has significance for ‘intercultural education’. Based on text analyses of three guidebooks on study abroad, this article suggests four effects of the discourse of immersion: It justifies study abroad as different from, if not better than, classroom learning and tourism. It emphasises the difference between students’ home and host cultures and constructs each society as internally homogeneous. It constructs study-abroad students’ home societies as globalised and their host societies as immobile and parochial, creating a hierarchy when globalisation is valorized. Finally, it exoticises the learning-by-doing ‘teachers’ – the host people – by portraying them as parochial ‘cultural others’. This article suggests an uneven process where the call for production of ‘global citizens’ through study abroad constructs host societies as parochial and risks reproducing a colonialist hierarchy of exoticism through intercultural learning-by-doing.  相似文献   

7.
This article explores the gendered ways in which issues of ability and exceptionality are presented in Governor-General award-winning Canadian children’s literature. In much of contemporary feminist thought, there is a strong focus on intersecting oppressions with gender as a central analytic lens. However, ability is still largely absent. Our aim is to bring ability to the forefront in an analysis of gendered representations in children’s literature. We therefore discuss gender, inclusion, and children’s fiction; detail our use of feminist discourse analysis; and present findings from our literature analysis, making connections to societal discourses of inclusion and gender. We conclude that educators must assist students in becoming aware of gendered and abled discourses, discussing their meanings, and deconstructing their hegemonic ideals. Without such critical discussions, the marginalisation of girls and individuals with exceptionalities will continue to be pervasive in children’s literature and, by extension, society.  相似文献   

8.
Within Higher Education, current changes in levels of funding available and the increasingly diverse profiles of students participating have placed a greater emphasis on the need for institutions to provide more ‘flexible methods’ of delivery. In addition to traditional face-to-face, collaborative environments, the widespread use of information and communication technologies allows individuals around the globe to participate in collaborative learning. Dillenbourg emphasizes the need to differentiate the ‘notion of culture’ in the context of intercultural group learning, with that of developing a common ground or ‘micro-culture’ through which to successfully interact. The importance of building a micro-culture is echoed by Ashcraft and Treadwell, as the basis for successful collaborative learning. This article highlights the experiences of a university based, intercultural, mixed methods research project at Master's degree level, where student researchers with diverse backgrounds, worked collaboratively to create a tentative conceptual framework, in order to map research trends at the 2010 American Educational Research Association conference. This article suggests that collaborative learning in intercultural groups, rather than benefiting from one approach over another, can actually be enhanced by the combining of methods, resulting in a deeper learning experience for those participating. Furthermore, in the initial stages of negotiating and re-negotiating collective understandings and meaning, face-to-face collaboration can provide a basis for deeper learning and understanding in subsequent online collaboration, as experienced by the intercultural collective research group, which is the case study of this article.  相似文献   

9.
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education.  相似文献   

10.
As intercultural competence among young people is one of the educational missions at European schools, teachers should themselves be able to deal constructively with cultural diversity, as well as encouraging and shaping intercultural learning processes in their classes. This article focuses on the intercultural competence of physical education teachers. ‘Intercultural competence’, often used as a ‘container term’, will be theoretically founded in reference to the challenges physical education teachers meet. Based on these theoretical assumptions, a special education course was developed and conducted with physical education teachers to further their intercultural competence. With a mixed-method approach, i.e., a systematic interlocking of qualitative and quantitative data, the efficiency of the course has been empirically proved: knowledge competence and methods competence as sub-competencies of intercultural competence are enhanced while educational beliefs and acculturation attitudes as performance indicators are changed.  相似文献   

11.
Sexuality policy is currently changing at global, national and local levels. This move is affecting the sexuality education discourses in education policies around the world. However, the changes are not always translating into a direct re-thinking of approaches, and in some cases result in a push for more conservative policy. This paper provides a discourse exemplar for understanding the broad range of sexuality education discourses currently at work in education policies and policy movements internationally. It is intended for use in sexuality education policy research, conception and practice. The different constructions of ‘the child’ at the core of the various discourses are examined, including the ways in which the different discourses attempt to ‘save’ these children from perceived sexuality problems through education. The article posits that such rhetorical children should not ‘stand in’ for the needs of actual children in sexuality policy, without being explicitly acknowledged as constructs.  相似文献   

12.
Launched in January 2010, the MySchool.edu.au website, which ranks and compares schools on the basis of standardised literacy and numeracy tests, has been the subject of intense media coverage. This article examines 34 editorials focused on MySchool, published from October 2009 to August 2010, and identifies three key narratives in operation, those of distrust, choice and performance. It argues that these narratives work together to reinforce and promote neoliberal educational discourses at the heart of what Michael Apple has termed the ‘conservative modernisation’ of education and other social services. Together, the dominant narratives position MySchool and the ensuing newspaper-generated and published league tables as the solution to problems of poor performance, ‘bad’ schools and ‘bad’ teachers in the face of times characterised by self-interested teachers and governments keen to shirk their responsibility in the education arena.  相似文献   

13.
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.

Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?

Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.

Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes.  相似文献   

14.
The ‘intercultural’ is now omnipresent in most departments of teacher education in Europe and elsewhere. It can be implemented under the guise of, amongst others, multicultural, transcultural, global and/or development education. In this paper, I problematise post-intercultural teacher education. The context of this study is that of Finnish education. Famed worldwide for its ‘miraculous’ educational system, Finland is rarely talked about for dealing with diversities in education. In this article, I explore the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. I taught the course myself and decided that since only 8?h would be devoted to the issue of interculturality, the course would have to help the students to learn to develop quickly critical competences towards the many and varied approaches to diversities that are ‘available on the market’. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. Set in Israel, the documentary follows a class in a multicultural school in Tel Aviv during the second Gaza War in 2008–2009. I hypothesise that the documentary, which is often conflictual, would help me to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice.  相似文献   

15.
This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality.  相似文献   

16.
This article focuses on the importance of engaging with children's voices in school settings in order to understand and deal with marginalisation. Engaging with the views of children and young people is an essential part of the process of developing inclusion. It can be viewed as an approach to inclusive education, which predominantly places emphasis on the views of the learners rather than on other organisational aspects within a school context. The study reported here is from a collaborative piece of research in one primary school classroom where practitioners, children and the researcher worked together in order to identify areas of concern within the particular context, in order to address marginalisation. The benefits, as well as the complexities of engaging in such processes are discussed. Furthermore, the study has led to the development of a framework for promoting inclusion that is presented here. The framework can be used to guide a systematic way of collecting evidence that will facilitate the process of understanding and dealing with marginalisation, and promoting inclusion, that can be incorporated into the daily work of practitioners.  相似文献   

17.
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world.  相似文献   

18.
Education reform continues around the globe, though questioned and critiqued in relation to goals of democratizing educational decision-making. Newspapers are one site of contestation and negotiation where struggles over global reform discourses are contextualized in ‘obvious’ and ‘natural’ local language. In this article, I argue that gender discourses are a powerful heuristic employed to push particular education agendas and particularly gendered ones that do not necessarily reflect education reform goals for democratizing educational decision-making or improving equity. I analyzed Argentina's education reform in two national newspapers from 1 November 2001 to 1 November 2002 to reveal the role of gender in reform mediation at the national level. The findings and their interpretation illustrated how educational institutions and actors were situated in a gendered hierarchy with responsibilities and authority. Evoking masculine and feminine roles, representations, and identities in everyday ‘natural’ language lent a familiarity to seemingly abstract and neutral global education reform goals, replicating context-specific educational decision-making processes.  相似文献   

19.
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom.  相似文献   

20.
《比较教育学》2012,48(1):11-26
This article develops a critical discourse analysis of Australian youth and community policies, examined through a discussion of theoretical debates about citizenship and vulnerability. Informed by a Foucauldian genealogical approach, it explores citizenship, not in terms of rights and universal categories, but in terms of relational, situated and dividing practices. Two major relationships are examined: the relationship between local communities and citizens, including the relationship between space and citizenship; and the relational construction of virtuous and vulnerable citizens. Vulnerability can refer to negative difference and weakness and it can denote a compassionate disposition and openness to difference. It is argued that in neo-liberal policy discourses vulnerability becomes tied to a ‘conversion narrative’ that renders social–structural marginalisation an individual responsibility and re-inscribes developmental explanations of social exclusion. This analysis of Australian policy discourses opens up questions regarding transnational citizenship and vulnerability that warrant further comparative and empirical investigation; and it invites a rethinking of the theoretical framing of youth citizenship, which has implications for conceptualising and conducting comparative youth studies in education.  相似文献   

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