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1.
Abstract

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education.  相似文献   

2.
ABSTRACT

Lesbian women's experiences of education frequently occurs within a contradictory public relationship: their identity ‘woman’ is usually ‘visible’ whilst their identity ‘lesbian’ remains generally ‘invisible’ ‐ both in educational settings and within wider educational discourses. By drawing upon examples of self‐understanding of lesbian identity this paper discusses the meanings and connections between these two identities from the perspectives of lesbian women themselves. The inclusion of self‐understanding of lesbian identity as a central feature in exploring the relationship of lesbian women and education permits a discussion of both lesbian oppression and lesbian agency. I will discuss this with reference to my recent study of lesbian women and education. The inclusion of self‐understanding of lesbian identity illuminates the complex relationships which exist between individual identity meanings and those which are socially constructed and maintained within an educational system based upon the ideology of heterosexism.  相似文献   

3.
ABSTRACT

This paper seeks to contribute to the thinking on feminism’s past and present entanglement with the university and strives to imagine its future. Through a close reading of the opening passage of Derrida’s essay ‘Mochlos, or The Conflict of the Faculties’, I trace ‘a university responsibility’ which does not lead to a subject conceived as self-identical. Drawing on the works of Hemmings, Scott and Wiegman, I argue that we must assume responsibility which will make us, feminism and the university tremble. This paper argues that envisioning feminist responsibilities as tremendous will allow us to conceive feminism as non-identical to itself and beyond the prerequisite of the sovereign (feminist) subject. Taking tremendous responsibilities will, as Hemmings proposes, help us create feminist narratives which will be potentially more politically transformative.  相似文献   

4.
Abstract

In this article, I trace lines of materialist pedagogies in the history of women workers’ education following feminist interpretations of Spinoza’s assemblage of joyful affects. More particularly, I focus on the notions of laetitia [joy], gaudium [gladness] and hilaritas [cheerfulness] as entanglements of joy and trace their expression in practices and discourses inscribed in archival documents that I have reassembled around the theme of women workers’ education. My reading of Ethics follows a range of feminist thinkers that have engaged with Spinoza’s ‘ethics of joy’ in education and beyond. The article draws on extensive archival work with personal auto/biographical documents and public essays of women workers/educators/writers in Paris and New York that span the period between 1830 and 1950. What I argue is that it is the experience of creative and radical education that has created a platform for workers to re-imagine themselves in the world with others.  相似文献   

5.
ABSTRACT

Transnational academic mobility is often characterized in relation to terms such as ‘brain drain’, ‘brain gain’, or ‘brain circulation’ – terms that isolate researchers’ minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more ‘nomadic political ontology’, where the body is ‘multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings’ (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse.  相似文献   

6.

Following the Learning for Life (Ministry of Education 1989) reforms in New Zealand, enacted in the Education Amendment Act 1990, and the development of an equivalent full‐time student (EFTS) funding system and student loan scheme, a taskforce was established to investigate the feasibility of a capital charge scheme for tertiary institutions, with responsibility also for examining the issue of governance. In late 1995 the New Zealand Vice‐Chancellors’ Committee in 1995 ‘became concerned that there were proposals for change in the relationship of universities to Government being developed at the officials level’, decided to be proactive in reviewing proposals on governance and commissioned Graham Scott, former Secretary to the Treasury, to write a paper on the ownership and governance of New Zealand universities. In essence, Scott in association with his colleague Simon Smelt (Scott and Smelt 1995) argue that the Crown is actively seeking ways to contain or reduce its financial risk. On this basis they argue for a private ‘not‐for‐profit’ trust model which, they maintain, would reduce the risk and performance concerns of the Crown while at the same time increase the commercial freedom of universities. This paper reviews current debates on governance and ownership of New Zealand universities, commenting upon the trust model and recent attempts to develop a model of ownership monitoring for TEIs (tertiary education institutions). It begins by contextualizing the discussion in terms of both structural adjustment policy and New Zealand's model of public management, before focusing on two opposing models of devolution. The paper then proceeds to review the governance of higher education in New Zealand against the background of the shift from so‐called ‘state control’ to ‘state supervision’, focusing on public sector reform, the contitutional consequences of privatization, and the issue of ‘representation versus technocracy’ arising out of the consideration of the ‘not‐for‐profit’ model of governance.  相似文献   

7.
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8.
ABSTRACT

The view that education has a role to play in resolving the conflict in Northern Ireland is examined, first by looking at the notions of reconstructionism and cultural pluralism. The religiously segregated school systems are then examined, and the various attempts at intervention are described under the headings, ‘Curriculum change’, ‘Integration’, and ‘Inter‐school co‐operation’. Finally a new research and development project called Inter‐school links is described.  相似文献   

9.
ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

10.

The recently released Young People's Participation in Post‐compulsory Education and Training document, usually referred to as the Finn Committee Report, completes an education policy triad in Australia involving schooling, higher education and technical and further education (TAFE). This paper is particularly interested in examining the policy nexus between higher education and TAFE. While the philosophical continuities are clear, the underlying ‘logics’ of the two arenas pull in different directions, creating policy tensions and contradictions. In particular, the assumptions about mass tertiary education underlying the Finn Report conflict with the entrepreneurial ‘universification’ of higher education set in train by the recent restructuring of the higher education sector. This paper traces the competing logics of these trends and discusses their implications for higher education.  相似文献   

11.
Teaching family matters is a matter of some political controversy. The New Right—both government and ‘pro‐family’ political pressure groups—seeks to reinforce and revive the traditional nuclear family through education, especially for family life. This is a response to what is perceived as the ‘problem of the family‘—the increase in ‘working mothers’ in lone or two‐parent families, and lone‐parent families as a result of divorce, separation, teenage or underage sex. These changes in the family have indeed occurred. The New Right blames previous administrations, in the liberal/social‐democratic consensual mode, for their creation. But no postwar government was committed to transforming the privacy of the family but to equality of educational opportunity between the sexes as a means of improving job opportunities. Such measures left the family untouched. If the ‘problem of the family’ is to be solved, more attention, from educators amongst others, must be given to the ways in which women as parents are denied equal work opportunities because of the need to bring up the children in the privacy of the family, supporting the work of schools. Family life or moral education should aim to leach about equality of adult responsibility for both work and family.  相似文献   

12.
Abstract

Researchers in science education recognise the importance of information processing capacity as a constraint on the abilities and achievements of science students. This constraint has been referred to as ‘mental capacity’ or ‘working memory capacity’, with the latter leading to the so‐called ‘working memory overload hypothesis’. However, rarely have researchers in this area been explicit as to the nature or theory of the mental capacity or the working memory system to which these terms refer.

In this paper we outline two possible models which have proved useful in studies of information processing in other domains. The first model (of mental capacity) developed by Pascual‐Leone and his colleagues has been applied in science education with varying degrees of success. The second model (of working memory) developed by Baddeley and his colleagues has been very successful in accounting for a wide range of cognitive activity, although it has not been applied to science education hitherto. We conclude that consideration of elements of the working memory framework may well prove fruitful in science education.  相似文献   

13.
ABSTRACT

Vygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean school children, I show that what starts as dialogue shared only with the family through joint activity becomes, in the classroom, generalization that can be shared with a whole culture through narrative.  相似文献   

14.
This paper considers the significance of the term ‘skills’ in recent policy documents concerning the future developments of post‐16 education. This paper argues that the skills debate, as outlined in Success For All and 21st Century Skills, comprises two dominant discourses: it is considered necessary for youngsters to gain skills for their personal employability and the nation's increased prosperity; and the acquisition of skills by students is judged vital for social inclusion and a coherent society. The documents present these dual objectives as being inextricably linked. Treating the signifier ‘skill’ as a metaphor helps expose the ideology behind the Labour Government's thinking on further education (FE). Skills are used to symbolize something of material worth, with a specific exchange value; a tangible product, like a natural resource; social capital; or education and learning. This paper deconstructs these four metaphorical uses of the term skills, within an analysis of Success For All and 21st Century Skills.  相似文献   

15.
Abstract

The massification of higher education in Australia since the early 1990s has foregrounded issues of access and participation for a range of ‘non‐traditional’ students. Such issues can unsettle academics’ normative assumptions of the learning behaviours of the traditional, ‘ideal’, university student and highlight normative beliefs and practices about teaching and learning. This can be seen most acutely in regard to the increasing numbers of students with disabilities, especially students with ‘hidden’ disabilities such as psychiatric disabilities and learning disabilities. The impacts of these disabilities go to the very core of the business of the academy: cognition, intellectual ability and academic success. Using Smith's (1999) notion of ‘cultural cartography’, this article takes a sociocultural approach to investigate and give voice to the responses of a small number of students with a ‘learning difficulty’ at a regional university about problematic aspects of their teaching and learning experiences. This demonstrated that the after‐effects of access and equity admission polices can play out in deeply personal ways for individual students when normative, behaviourist notions of ability and achievement continue to prevail within higher education environments. Although non‐traditional students are now permitted to enter the academy, this occurs at some personal cost to their feelings of belonging and self‐esteem, and can result in students taking on deficit or helpless positions within the academy.  相似文献   

16.
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap.  相似文献   

17.

Among the chief characteristics of the post‐industrial society are ambiguity and paradox. In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship.

The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions.

In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds. Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a more effective and efficient public sector.

The above mythologies are examined in the light of past, present and proposed developments in Australian higher education, with particular note being taken of the establishment of the Bond University in Queensland.  相似文献   

18.
Abstract

There seems to be some confusion in the literature regarding what a collection of evidence about teaching should be called. In some instances it is referred to as a ‘profile’ (see for example, Gibbs, 1989), in others a ‘dossier’ (see for example Shore et al, 1986) or portfolio. For simplicity I use the term ‘portfolio’ to describe a collection of data on teaching. A summary of this information can then be used in conjunction with a curriculum vitae and is termed a ‘teaching profile’. This paper will examine some of the current writing on teaching portfolios, and the use of teaching portfolios at the Queensland University of Technology (QUT), Australia. While they are recognized as invaluable dossiers of professional information per se, the author promotes their use, more particularly, as powerful tools for personal, professional development.  相似文献   

19.

This paper treats the OECD report on Irish education Investment in Education published in 1965 as a ‘cultural stranger’ and assesses its contribution to Irish educational policy up to the present. Widely regarded as a major modernizing force in Irish society, this report is perceived to have confronted, penetrated, and changed the insular paradigms governing Irish educational policy, in particular replacing the personal development with the human capital paradigm as the institutional rationale for education. The influence of Investment in Education is situated within the economic reconstruction that commenced in the late 1950s, and the lack of contestation and the role of interest groups within the state apparatus and beyond are analysed. The expansion of the human capital paradigm to incorporate commercial, vocational, and market interpretations of schooling and the impact of these on the structuration of consciousness within the educational policy‐making community are described. The conclusion locates these developments in Irish education within their comparative context.  相似文献   

20.
Abstract

This paper will argue that academic programmes which emphasise personal and/or professional growth create a ‘responsibility’ on their part to continue to support learners’ development following graduation.

The paper will present preliminary evidence gathered from recently graduated Master of Business Administration (MBA) learners which reveals that unless support is continued, in time learners will revert back to previous practices of learning and behaviour in the course of their work, thus undoing the benefits that the programme has sought to introduce.  相似文献   

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