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1.
Social Class,Ability and Choice of Subject in Secondary and Tertiary Education in Britain 总被引：2，自引：0，他引：2
《British Educational Research Journal》2003,29(1):41-62
This article examines the impact of family background (social class, cultural and economic capital) and ability on the choice of subjects in secondary and tertiary education in Britain. Using a framework that integrates rational choice perspectives and cultural reproduction theory, we assume that children take their parents' social position as a reference for their own choices, and are guided mainly by the amount of economic and cultural capital that is available within the family. Using longitudinal data from the 1958 British birth cohort (N =13,245), the empirical analysis shows that children from higher social class backgrounds achieved a higher standard in both humanities and scientific subjects in primary and secondary school. Furthermore, children of the professional class were relatively likely to choose the prestigious subjects of medicine and law in university, independent of ability. Both absolute and relative levels of ability were relevant to the choice of subject at degree level, as it was found that people chose subjects that they were relatively good at compared to other subjects. This concept of ‘comparative advantage’ gives additional insight into field‐of‐study choices, but does not explain the gender segregation across disciplines. 相似文献
2.
June Bianchi 《The International Journal of Art & Design Education》2011,30(2):279-292
Recent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education and welfare. The significance of global development education within a holistic curriculum acknowledges the increased awareness of the interconnected nature of our relationship with each other and with the planet we share as world citizens. The arts have a strong track‐record in addressing such key issues – challenging hierarchical paradigms which reinforce prejudice and stereotyping, the arts encourage reflexive processes and critical engagement with diversity and pluralist perspectives. This article investigates curricular approaches to the global dimension within education in relation to theoretical perspectives and policies, presenting an intercultural art case study as a model of practice in engaging diverse participants in reflection on their own and others' experiences across a range of socio‐cultural contexts. Current political shifts reaffirming the centrality of the discrete disciplines over cross‐curricular practice could potentially undermine a more holistic approach to education. The article argues that policy and practice, implemented in response to changing political and philosophical ideology, must nevertheless maintain a commitment to fostering interdisciplinary values of cultural awareness. Such practice must form part of an inclusive internationalist educational vision, impacting on social cohesion. 相似文献
3.
对2011年人大复印报刊资料《成人教育学刊》所转载论文进行统计分析,回顾这一年来,我国成人教育理论研究所呈现的特点是,一批学术期刊在本研究领域中的学术地位仍然保持稳定,其学术影响力有显著提升,所载论文采用的研究方法继续呈多元化趋势,研究领域进一步拓展和深化。成人教育理论研究着重从多视角探究成人教育的本质和内涵。成人教育作为构建终身教育体系和学习型社会的重要载体,适应我国社会经济发展的新形势,必须进行新的功能定位,成人教育转型发展势在必行。我国成人教育理论研究的未来走向：研究方法趋向多元,定性研究仍为主体;成人高教备受关注,转型发展成为焦点;开放大学成为热点,实践框架亟待构建;终身学习逐步升温,终身教育逐被取代;比较研究稳中有进,研究视域紧跟形势。 相似文献
4.
There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are significant and meaningful in distinguishing the two teacher groups and in predicting participation status. 相似文献
5.
张勉 《天津职业院校联合学报》2007,9(2):101-103
成人高等教育是传统学校教育向终身教育发展的一种教育制度,是我国教育体系的重要组成部分,不仅是一种学历补偿,也是提高全民族科学文化水平的重要措施。成人教育是终身教育、终身学习思想的最好体现。在新的形势下,传统成人教育的教育模式和教学方法已经滞后,课堂教学存在许多弊端,如教学手段、教学方法、学生出勤、课堂秩序、教师的专业化水平等问题。因此,完善教学管理制度,优化成人课堂教学管理,调整管理策略以适应优质课堂教学的需要,就显得尤为重要。 相似文献
6.
Paul Gooderham 《International Journal of Lifelong Education》2013,32(6):441-455
The starting point for the paper is that dropout is a frequently observed problem for adult education practitioners not least of all for part‐time, examination‐orientated studies. Although it is often maintained that the field of adult education has failed to develop any sound theoretical understanding of the causes of dropout a number of theories are identified, each of which has been shown to have some degree of validity. These theories may grouped into three categories: psycho‐social theory, interactionist theory and external constraints theory. What has been absent, though, is any attempt to organize these theories into a comprehensive framework. One possible framework is suggested and thereafter tested on the basis of data derived from a survey of dropout in upper secondary education at a Norwegian college of adult education. Employing a mix of non‐linear logistic analysis and linear regression analysis further support is provided for viewing both the interactionist and external systems perspectives as affecting attrition. However, contrary to the supposition made, these explanations appear to operate independently of one another. Additionally the analysis suggests that whereas the contribution of the former to an overall explanation of dropout is pervasive, the contribution of external systems theory is more limited. Therefore, the importance of practitioners developing skills in managing interaction patterns within the institution is emphasized. 相似文献
7.
文化创新是一个民族进步的灵魂,也是我国成人教育事业发展的不竭动力。它开创了成人教育的新局面、凸显了成人教育的文化功能、拓展了成人教育的发展空间并直接促进了成人教育教学工作。成人教育则从文化的传播、科学技术文化的创造和普及、文化创新主体的培养等方面对文化创新产生影响。 相似文献
8.
Colin Griffin 《International Journal of Lifelong Education》2013,32(2):183-187
This article provides a critical sociological analysis of trends and perspectives pervasive during the emergence of North American adult education (1919–1970). In discussing transitions during the first 50 years of what is considered modern practice, it draws on Webster E. Cotton's (1986, On Behalf of Adult Education: A Historical Examination of the Supporting Literature. Boston, MA: Center for the Study of Liberal Education for Adults) periodization model—modified a few years later—to organize people, politics, and ideas as categories shaping North American adult education. In exploring this complexity, the article reflects on the perennial difficulty of answering the question ‘What is adult education?’ Following brief considerations of periods one (1919–1929) and two (1930–1946) in the field’s emergence, the article focuses on period three (1947–1970) in more detail, providing critical perspectives on field expansion during the perceived corporate age of adult education. It considers how adult education and constituent higher adult education were each affected as the field of study and practice negotiated the knowledge–culture–language–power nexus where it sought presence and place. Then, comparing the historical example of post-World War II North American adult education and the contemporary example of lifelong learning in neoliberal times, the article concludes by considering how cultural change forces have placed educational formations into reactive modes over time and tides. 相似文献
9.
John Preston 《International Journal of Lifelong Education》2013,32(4):335-350
Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education. 相似文献
10.
Colin Griffin 《International Journal of Lifelong Education》2013,32(2):109-110
Abstracts English The aim of the paper is to argue for a curriculum model approach to problems of development in adult and lifelong (or continuing) education contexts. The advantages of such an approach are outlined : relating theory to practice and social policies to educational processes; exploring professional role‐structures and their effect upon received curriculum assumptions in the adult sector, particularly the traditional needs‐meeting, remedial and compensatory elements of such assumptions. The significance of recent theoretical and policy developments in adult and continuing education is reviewed in these terms and some distinctions made between alternative implicit models of the lifelong curriculum. It is suggested that adult education, as presently constituted, might, itself, be an obstacle to the development of an integrated lifelong education curriculum. In order to elucidate this a number of curriculum concepts, familiar enough in the general theory of education, are considered in the less familiar context of adult and lifelong education: typologies of curriculum models are used to explore some issues of development in this context (e.g. objectives, provision, process, action, research models etc.) Ideas of a ‘core’ curriculum, and of the ‘hidden’ or ‘latent’ curriculum, together with curriculum development and evaluation are also considered. The existing state of the adult and continuing education curriculum is then analyzed within such a conceptual framework. The disposition of professional roles is described, together with the curricular implications of the structure of provision (the University Extra‐Mural Departments, the WEA and the LEA sector). The ideas of ‘flexibility’ and ‘access’ are critically reviewed as a function of professional (rather than political) ideologies, and the adult‐lifelong curriculum is analyzed in terms of administrative criteria on the one hand and educational process and social action on the other. A prevailing orthodoxy of continuing education is elucidated in curriculum terms, and contrasted with the curriculum implications of lifelong models. For example, such models stress the functional interdependence of learning stages in an ‘intrinsic’ rather than a ‘remedial’ way, whereas much thinking about adult and continuing education in Britain is concerned with compensatory responses to failures of early educational experience. In conclusion, it is argued that, in curriculum terms, the development of a continuing or a lifelong education system is by no means as straightforward as is sometimes supposed, and that the obstacles lie primarily within the nature of present curriculum assumptions as much as the more obvious material obstacles to development. Adult education, as it is presently organized, articulates the same kind of curriculum assumptions as initial education. The curriculum assumptions of lifelong education, however, are much more concerned with education in terms of social control and knowledge‐content than with access to professional provision which reproduces curriculum models of initial education sectors. 相似文献
11.
成人教育为区域社会发展服务研究 总被引：3，自引：2，他引：3
知识经济的出现，加速了全球一体化和区域化的双向驱动，成人教育与区域社会将形成相互依存、相互促进、相互交融的密切关系。本文在研究这种关系中成人教育地位的基础上，阐述了成人教育发挥自身功能、提高服务质量，以主动适应区域社会发展需要的理论意义和实践模式。 相似文献
12.
Robin Mello 《International Journal of Research & Method in Education》2013,36(2):263-285
This study focuses on a group of working class adult students' experiences and reactions to their encounters during a foundational series of university courses required of all preprofessional education students. It finds that sharing stressful events and personal information during analytical discussions led to the development of a collegial learning community and added to participants' respect for difference and diversity. The study also finds that these non‐traditional undergraduates viewed their own academic learning experience, as well as their role as college students, through a standpoint of struggle and distress. However, their future professional goal, being a teacher, was defined from an opposite point of view. Education and learning as a profession was viewed as a liberating experience, a way out of poverty and other stressful conditions. The dissonance between these two perspectives is explored from a variety of theoretical perspectives and the discussion ends with a call for more inclusive and flexible university programs that support working class and non‐traditional students' perspectives and needs. 相似文献
13.
Juha Suoranta 《International Journal of Lifelong Education》2013,32(4):357-369
At present, the Western world is characterized by several profound crises which have meant many redefinitions of people's lifeworlds. If the crises are not a question of material reproduction but of cultural reproduction, it is imperative to know how people interpret their ordinary lives and what their conceptions of the good life are. In this article the question of the good life is dealt with from two different perspectives. The first source of discussion comes from theoretical texts. The second sources of discussion, or empirical illuminations, are adult learners' written narratives about their conceptions and meanings of the good life and how they tell about it. In conclusion, the future of adult education on the basis of preceding discussion will be considered. 相似文献
14.
Louisa Allen 《International Studies in Sociology of Education》2013,23(1-2):163-180
This article is concerned with some of the theoretical and methodological complexities of collecting young people's preferences for sexuality education content and using them to inform educational practice. Data are drawn from focus groups and questionnaires undertaken by 16–19‐year‐olds. Participants' suggestions often reflect dominant discourses of sexuality circulating in wider society, providing insight into social norms and cultural contexts in which they live. Suggestions do not reflect dominant discourses in any simple way, but involve a complex interplay of these and subordinate meanings of sexuality. When working within a methodological framework that values and centres young people's perspectives, these proposals can be problematic. As dominant discourses of sexuality often reinforce social inequalities, programme implementation of young people's suggestions may perpetuate these. How to reconcile a commitment to a methodological paradigm that prioritises young people's perspectives with the creation of sexuality education which promotes social justice is discussed. 相似文献
15.
British South Asians and pathways into selective schooling: social class,culture and ethnicity 总被引：1，自引：0，他引：1
Tahir Abbas 《British Educational Research Journal》2007,33(1):75-90
This article is a theoretical and empirical study of the ways in which different South Asian groups, Bangladeshi, Indian, and Pakistani, achieve entry into the selective education system, taking into consideration the factors of social class, ethnicity and culture. In‐depth interviews with 42 South Asian school pupils from three single‐sex selective schools (one independent and two grammar), 47 South Asian school pupils from three secondary modern schools, and 25 South Asian parents are used to interpret perceptions, attitudes towards, and experiences of selective school entry. It is found that that certain working‐class South Asian parents possess strong middle‐class attitudes towards selective education, irrespective of their ability to facilitate it as a function of their financial, cultural, or social capital. Middle‐class South Asians were not only highly motivated but also possessed the economic, social and cultural capital to ensure successful selective school entry. In general, social class status was the strongest factor in the likelihood of gaining entry into selective schools. This research contributes to the literature on selective education as well as on the intricacies of the British South Asian educational experience. 相似文献
16.
HEMMO SMIT FROWINE DEN OUDENDAMMER ERIK KATS & JAAP VAN LAKERVELD 《European Journal of Education》2009,44(2):257-270
Although there is a tendency to develop policy plans on adult education at a European level, there are still large differences between the various EU countries. These national policy contexts depend on historical, cultural, economic and political factors and can have a profound impact on the way adult education is shaped and developed within a country. Two examples of such policies are presented to clarify this point. In the Netherlands, there is a strong emphasis on the vocational side of adult education. This is for a large part the result of the introduction of the Law on Adult and Vocational Education ( Wet Educatie en Beroepsonderwijs ) in 1996. The non vocational branch of the sector was rather marginalised by this new law. In Belgium, there has been a great effort to support, develop and streamline non vocational adult education. The special Flemish government decree ( Decreet betreffende het sociaal-cultureel volwassenenwerk ) of 2003 was very important in that regard. This decree regulates all aspects of non vocational education or socio-cultural work, including funding and quality assurance. Although the Flemish decree could be seen as a good practice of upgrading non-formal adult education through legislation, it could also be considered a typical Flemish case, rooted in the traditions of adult education in Flanders. 相似文献
17.
18.
何爱霞 《现代远程教育研究》2013,(6):70-76
成人教育是我国终身教育体系的重要构成和学习型社会的强力支撑。成人教育工作者作为成人教育活动的核心力量,其自身的专业水平直接关系到成人教育应对当前各种机遇和挑战的能力。因此,无论从成人教育理论还是从实践发展的视角来看,成人教育工作者专业社会化都是一个新兴而重要的研究课题。所谓专业社会化,是指个体习得一定的专业知识、专业技能、专业态度、专业价值以逐步胜任其专业角色的过程。通过对四位资深成人教育工作者的质的研究发现,成人教育工作者专业社会化是通过职前教育、在职培训、终身自我导向学习和反思性实践等多重路径共同实现的,而非单一路径在发挥作用。总体而言,职前教育和在职培训在成人教育工作者专业社会化历程中具有奠基性的意义和作用,终身自我导向学习可以说是成人教育工作者专业社会化的有效阶梯,而反思性实践则堪称成人教育工作者专业社会化的羽翼。另外,成人教育自身的实践性较强、以及我国成人教育学科建设与理论研究发展滞后等原因,又导致了我国成人教育工作者专业社会化路径的特殊性。 相似文献
19.
Linda Dale Bloomberg 《Journal of Jewish Education》2013,79(2):181-200
Little empirical research is currently available on Jewish distance learning, a nascent but growing field of practice. By way of qualitative case study methodology, this research explored the learning experience of a group of adult learners participating in a Jewish education Master's degree program that is offered by way of videoconferencing technology. A key finding was that the learning community constituted an informal learning context, fostering openness to new perspectives, appreciation of collaborative learning, and critically reflective thinking. The study sheds light on the unique cultural vestiges that enhance Jewish learners' shared spirit or desire for community, and their motivation and ability to create it in a distance learning program, as well as on what facilitates and/or hinders learning. The principle recommendation was that to enhance learning, educators in videoconferencing programs should work toward making the learning community a visible entity, and should facilitate collaborative learning opportunities for students both within and across sites. 相似文献
20.
Social work introductory textbooks reflect myriad practical interests, pedagogical concerns, and theoretical considerations. However, they also present students with accepted views, dominant perspectives, and main discourses of knowledge. In light of this centrality, the present article examines the representation of the concept of “social class” in introductory textbooks as a way to look at the construction of the concept in social work education. Based on the content analysis study of 50 introductory textbooks, the article suggests that social work education has overlooked or even denied the relevance of social class. Class differences, as part of other categories of power such as race, ethnicity, and gender are crucial factors in explaining diversity and inequality. As social justice is one of the main premises of social work, the question of how to prepare students to deal with class issues as future practitioners seems to be very important, especially in light of increasing social class gaps. 相似文献