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1.
The present study analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. It shows that a ‘logic of induction’ has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own. The analysis explores the influence of the global educational agenda, the empirical connection between the logic of induction and the mechanism of emulation, and the territorial aspects of educational inequalities. Emulation plays a main role inasmuch as the logic of induction leads targeted groups to compare their adverse situation with more privileged groups, which actually legitimizes inequalities. A brief statistical summary completes the study, showing that educational inequality has remained unchanged as far as urban–rural ratios (in Brazil and Chile) and regional disparities (in all three countries) are concerned.  相似文献   

2.
This paper introduces a new measure of educational inequalities based on cognitive achievement data, and uses it to examine achievement inequalities in mathematics between groups of students enrolled in basic education in Brazil. The groups of students are defined by their race, sex, socioeconomic status (SES), and region of residence. The Brazilian system of basic education currently produces poor results with respect to both quality and equity. The paper recommends that Brazil should work, concomitantly, to improve the achievement levels of its students and to close the cognitive gaps observed among different groups of students. Placing emphasis on just one of these goals is not an adequate public policy at this time. Proposals for carrying out these reforms can be classified as input or management strategies and are briefly discussed.  相似文献   

3.
ABSTRACT

Today, young adults from lower-income backgrounds are pursuing educational trajectories that would have been distant dreams for their parents. In many Global South countries, this expansion has followed a neoliberal logic in which private universities purport to provide students skills and increased earning capacity, and employers the necessary human capital to compete in global markets. This article examines these processes in Brazil, where federal policies have contributed to a dramatic growth in private, for-profit higher education in recent years. Building on ethnographic research in São Paulo’s expansive peripheries, our analysis examines three inter-related themes: higher education and life aspirations; intersectional identity construction; and political/community engagements. We argue that while neoliberal ideologies and policies are a key component of Brazilian higher education, many first-generation college students actively – and critically – challenge everyday oppressions and create new life possibilities in the context of enduring inequalities.  相似文献   

4.
Conventional political wisdom has it that educational expansion helps to reduce socioeconomic inequalities of access to education by increasing equality of educational opportunity. The counterarguments of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI), in contrast, contend that educational inequalities tend to persist despite expansion because those from more advantaged social class backgrounds are better placed to take up the new educational opportunities that expansion affords (MMI) and to secure for themselves qualitatively better kinds of education at any given level (EMI). This paper sets out to test the predictions of the MMI and EMI hypotheses against empirical data for the case of Britain where higher education expanded dramatically during the 1960s and again during the early 1990s. The results show that quantitative inequalities between social classes in the odds of higher education enrolment proved remarkably persistent for much of the period between 1960 and 1995, and began to decline only during the early 1990s, after the enrolment rate for the most advantaged social class had reached saturation point. Throughout this same 35 year period, qualitative inequalities between social classes in the odds of enrolment on more traditional and higher status degree programmes and at ‘Old’ universities remained fundamentally unchanged. In short, social class inequalities in British higher education have been both maximally and effectively maintained.  相似文献   

5.
A large and burgeoning literature has established that mastery goal orientations yield positive cognitive and behavioural educational outcomes. Less research has focused on the psychological antecedents of adopting mastery goals. The present study draws upon prominent psychological theories of ac motivation, specifically the expectancy-value theory of Eccles, Wigfield and colleagues (Wigfield and Eccles 2002), to explore possible antecedents of students’ mastery goals. Based on this theoretical framework, our study focused on children’s perceptions of their competencies in English and maths and how these related to intrinsic value and mastery goals for English and maths. Questionnaires were used to gather data about Year 6 (N=60) participants’ perceived competence, intrinsic value and mastery goal orientation, and correlational analyses established the direction and strength of the relationships between the perceptions. Participants were targeted for follow-up interviews (n=17) according to a matrix of low and high competence perceptions and mastery goals, with students selected from within each of six focal groups. Interview responses were reported according to emergent themes, from which we describe how the constructs under consideration relate to one another and highlight implications for educational practice.  相似文献   

6.
ABSTRACT

Accounts of neoliberalism in education frequently evoke a universal trend, with insufficient attention to context, as well as routinely presenting the ‘pre-neoliberal’ as the ideal. This paper argues that studies of neoliberalism, concentrated in the global North, frequently ignore the distinctive forms and histories of neoliberalism in the global South, as well as its connections to other logics of power, which are illustrated using examples of schooling in Brazil. The differing weight of neoliberal politics and policies across geopolitical boundaries suggests caution in casting neoliberalism as a unique institutional setting for contemporary educational inequalities or attributing all educational conservatism to neoliberalism. A conceptual contribution is provided by proposing a multi-scalar approach to educational inequalities, in which educational sites, events and practices are considered in terms of nexus.  相似文献   

7.
Many have argued that educational research does little to change (and may actually reproduce) the social-structural inequalities shaping the quality of high-poverty urban schools. Building from this premise, this paper asks: How can university-based scholars of urban education do research that encourages, produces, or informs change in urban schools and the conditions that shape them? I examine two broad aspects of urban educational research: the questions we ask and the methods we use. In both cases, I critique the dominant paradigm of technical rationality—one in which school failure is approached as a localized technical problem unveiled through neutral, objective, and experimental research methods. In contrast, I propose a paradigm of “political rationality” (Klees, Rizzini, & Dewees, 2000, Children on the streets of the Americas: homelessness, education and globalization in the United States, Brazil and Cuba. New York: Routledge) that approaches school failure and research practice as political issues situated within and shaped by social relations of power. Innovations in urban education research that reflect the logic of political rationality include: more contextualized and politicized analyses of urban schools, and the expanded use of engaged, collaborative, and participatory research methods. Drawing on this work and my experience implementing a participatory research project, I propose a framework for activist research in urban education, and critically evaluate the limits and possibilities of such work to effect change in urban schools.Kysa Nygreen is a UC President's Postdoctoral Fellow in the Community Studies Department, University of California, Santa Cruz, CA 95064, USA.  相似文献   

8.
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9.
Using a distinction first proposed by Alain Touraine between historic and social movements, Ghanem's review of grassroots initiatives in Brazil argues that, despite differences in composition and aims, movements such as the landless rural workers, indigenous groups, and the women's movement in Brazil have attempted to shift the current socioeconomic order toward a new equilibrium – a process that is, however, not yet complete. In Ghanem's view, these movements are best described as historic movements. Addressing their educational aims, the author finds that they tend to fall into two types: (1) the self-provision of knowledge related to the set of problems that gave rise to their movement in the first place; (2) the striving for access to knowledge that is due to them as citizens and yet not given to them by the state. Often, social movements in Brazil are obliged to offer educational services through their own resources, services which are characterized by precarious conditions and which make the right to quality education still a distant dream.  相似文献   

10.
After half a decade of concerted government efforts to provide equal educational opportunity through comparable educational provisions, Botswana's basic education system is atypical of those studied in such developing countries as India, Swaziland, Nigeria, Egypt, Chile, Brazil and Thailand. The system defies conclusions of studies previously conducted in developing countries that, compared to student characteristics, school characteristics account for a relatively higher proportion of the variance in student achievement. Using the organizational approach, and the variance components analytical approach (Hierarchial Linear Models) to the study of school effects, the partitioning of the variance between the school and student characteristics resembles that reported in the United States and Britain. Up to 88% of the variance in achievement lies within schools, while only 12% lies between schools.  相似文献   

11.
This article analyses the new educational mandate for Latin America, exploring its repercussions on the design and development of certain educational policies. In particular, it concentrates both on the anti‐poverty educational agenda (at a global level) and on targeted educational policies (at a regional, national and local level), analyzing, on one hand, their interaction and, on the other, their limits, opportunities and omissions. Within this framework, the article is organised as follows. First, it presents the current anti‐poverty educational agenda, analysing its thesis and foundations. Second, it discusses the repercussions of this agenda on Latin America, explaining the emergence, spread and logic of action of targeted educational policies. The third and fourth sections focus on a particular model of educational targeting, initially explaining the features of the programme (called Bolsa Escola) and then presenting an assessment of its impacts from an educational standpoint. Finally, to conclude, it analyses the shortcomings and omissions of both targeted educational policies and the global anti‐poverty agenda.  相似文献   

12.
This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument that education is strongly linked to certain rewards in the labour market comes under pressure, increasing social dissatisfaction with education and skills wastage could be expected, as already noted in part of the political economy literature. This literature, however, has tended to conclude from such observations that educational expansion cannot deliver equality. The paper contributes to the debate by focusing on the opportunities created by current trends for the reorganisation of the relationship between education, the economy and society.  相似文献   

13.
This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that “good” and “poor” readers differed in reading self-concept and metacognitive measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation revealed that the findings were stable over time. Since the period between the two studies is the time during which students make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of various groups of students: those in “Gymnasium” (high educational track), “Realschule” (middle educational track), and “Hauptschule” (low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium students in the second study could be predicted from their results obtained during elementary school.  相似文献   

14.
This paper depicts how an Afro-Brazilian carnival group turned community development organization addresses socioeconomic inequalities by educating a traditionally marginalized population as part of their larger goal of the preservation of black culture and full citizenship. Specifically, it examines the theory and practice of interethnic pedagogy, a unique approach to critical pedagogy specifically focused on incorporating the experiences and values of subaltern groups. Through ethnographic passages and analysis it examines their work in formal education at Escola Criativa Olodum in Salvador, Bahia and shows how Afro-Brazilian teachers, students and administrators engage in learning experiences while they strive to understand and redefine their own educational processes and outcomes. Lastly, through the lens of racial formation theory, it attempts to explain how these educators and activists periodically adjust their methods and considers their potential impact on Brazilian society.Judith King-Calnek has over 20 years experience of research in Brazil. She holds a Ph.D. in comparative education and anthropology from Columbia University Teachers College as well as two master’s degrees (curriculum and teaching and anthropology and education) from the same institution, and a BA from Pomona College. She taught anthropology at Manhattanville College in Purchase, NY, and presently teaches anthropology, history and theory of knowledge at the United Nations International School, where her children are students. Other publications have focused on differentiating curriculum for the gifted, world hunger, distance teaching, and evaluations of U.S. funded non-formal education projects overseas. In addition to her teaching and researching, Judith King-Calnek pursues her long time love of Brazilian music and jazz as a radio programmer and producer in the New York area, for which she has received numerous awards. She is fluent in Portuguese and Spanish.  相似文献   

15.
ABSTRACT

English education policy has increasingly focused on the need to intervene in an intergenerational cycle of poverty and low attainment. The accompanying policy discourse has tended to emphasise the impact of family background on educational outcomes. However, as the capacity of parents to secure positive educational outcomes for their children is closely linked to the quality of their own education, low attainment is rather more closely connected to what happens in schools than this focus suggests. Pupils from groups known to be at increased risk of low attainment are also known to be at increased risk of involvement in the disciplinary processes of schools. This paper draws on the findings of a small-scale qualitative study to highlight some of the limitations in the educational provision accessed by Secondary age pupils involved in school exclusion processes. The assumptions and tensions at practice level that underpinned this provision are also discussed. In the conclusion it is argued that a much stronger focus on the learning of these pupils could improve their attainment and contribute to a reduction in social and educational inequalities in the future.  相似文献   

16.
This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals’ induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed.  相似文献   

17.
Abstract

The health of ageing populations is a real concern across the world so that the concept of active ageing has been advocated as a framework for appropriate educational policies and programmes to support people as they grow older. The other elements discussed here are health and healthy life expectancy (HLE) acknowledging that as people age, they may suffer from a range of chronic illnesses. How strong is the evidence that improving access to, and involvement in later life learning is an effective strategy for improving health and can it help with health problems? Reviewing some of the available evidence, we found that studies are frequently not comparable, that they frequently confuse concepts of health and well-being and do not always demonstrate causal effects. We also question whether later life learning can be successful in reducing lifelong socio-economic inequalities although some targeted interventions are beginning to appear in different countries. We conclude that it is important to rethink attitudes to active ageing if current gains in healthy LE are to continue.  相似文献   

18.
Critical educational researchers in the United States and elsewhere are missing something essential in their inattention to considerable support among Black urban women for market-based educational reforms, including vouchers. While the educational left has engaged in important empirical and theoretical work demonstrating the particularly negative impact of educational marketization on the disenfranchised, not enough attention has been paid to the crucial role the educationally dispossessed have actually played in building these otherwise conservative reforms. Engaging with Michael Apple’s arguments concerning processes of identity formation within conservative movement-making, we can begin to conceptualize the importance of subaltern groups in market-based educational reforms. Yet ethnographic work conducted with Black voucher mothers, school officials, and community leaders in Milwaukee, Wisconsin, shows that this subaltern process of conservative formation does not always occur in the manner theorized by Apple and his colleague Anita Oliver, in which ideologically relatively unformed parents and families are “pushed” to the Right by an intransigent state. Although the conceptual tools they provide are the foundation of our ability to imagine a more compelling theorization of dynamics and social actors in Milwaukee, significant conceptual—not to mention empirical—work remains to be done. In this essay I renovate Apple and Oliver’s arguments concerning conservative modernization in order to make them more resonant with the processes of race, gender, subaltern identity formation and agency evident in my ethnographic field research with low-income African-American women choosing vouchers for their families in Milwaukee, Wisconsin. Aided by critical, feminist, and post-structural theorists both within and outside educational disciplines I assess the utility and limitations of Apple and Oliver’s framework in explaining the mobilization around ‘parental choice’ and vouchers in Milwaukee. Based on my conceptual and empirical findings, I retheorize pro-voucher African-American politicians, community leaders, and poor and working class women (and their families) as representative of a subaltern ‘third force’ in conservative formation. Their tactical investments in fleeting conservative alliances and subject positions, I argue, are likely to play an increasingly significant role in educational and social reform both in the United States and elsewhere. Thomas C. Pedroni is an assistant professor of secondary social studies methods, educational foundations, curriculum theory, and qualitative research methodology at Utah State University. His recent research has centered on issues of identity formation and subaltern agency among urban low-income predominantly African-American and Latino parents within otherwise largely conservative coalitions for publicly financed private school vouchers. His research interests also include the development of composite critical and post-structural approaches in educational theory and research, the identification of persistent exclusionary power/knowledge regimes in state-level educational reforms, and the analysis of the increasing colonization of the global educational sphere by neo-liberal and managerial forms.  相似文献   

19.
This paper broadly addresses the question of whether university students whose major does not require expertise in logic can improve their ability in deductive reasoning by taking an introductory course in logic. In particular, our study aims to evaluate a course in deductive logic offered by one of the authors in a department of elementary education. Two experiments were conducted by using a pretest-posttest design with an experimental and a control group as well as a follow-up test after 6 months on the experimental group. The results of the analyses showed that the course mainly succeeded in strengthening students’ general logical ability in the experimental group and these gains were retained 6 months later in the follow-up test. Promises and constraints of the study are discussed in the educational context. The names of the authors are listed alphabetically.  相似文献   

20.
ABSTRACT

The article argues that chronic unemployment has become the main context of youth policies in Spain and Brazil. Our point is that the current structural crisis of the capitalist system eventually provokes chronic unemployment. To be precise, both business and international organisations have endorsed structural adjustments and austerity policies that have destroyed productive forces through expropriation and exploitation in many countries, thus expanding chronic unemployment despite youth policies claiming otherwise. In Spain, two public policies try to circumvent the adverse situation of many youth, namely: the Quality of Education Act (LOMCE) and the Youth Guarantee Scheme. Brazil follows the same logic of these policies through initiatives such as the High School reform and Projovem program. However, in both countries the structural crisis threatens the future of young generations despite these fashionable policies exclusively targeted to them.  相似文献   

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