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1.

Educational reforms and legislative initiatives in Australia and internationally during the late 1980s imposed new political solutions on to the problems experienced in educational settings. This paper aims to explore the significance of education to politics, through a brief history and reference to comparative studies. While schools in western democracies have always operated within a political context, the paper argues that the radical conservatism of the 1990s makes it even more important that educators take on an assertive policy role. One possibility is identified through reference to a research‐based procedure identified as ‘pragmatic policy development’.  相似文献   

2.
Abstract

This paper studies university students’ job‐selection criteria as an indicator of how socio‐economic forces have deconstructed the state‐supported value system in China in the course of reformatting a society in which money‐power has risen to combat not only political control but moral forces. The analysis is based on the surveys conducted by Chinese researchers in various institutes and different regions between 1990 and 1995. The study suggests the increasing importance of “a good income” in graduate job selection, which is a reflection of a set of new concepts competing with the official ideology. Growing market forces, translated into educational reform as “economic efficiency”, have undermined the effectiveness of political‐moral education. Because of the collapse of traditional values and the lack of new ethical standards of conduct, “money talks” has become a norm guiding social behaviours and personal relationships, and has helped form a force to resist the power of political‐moral education.  相似文献   

3.
Abstract

Homogeneous and heterogeneous grouping as well as research on either have not taken into account the implications of the pupils’ achievement motives. This theoretical contribution attempts to analyze why some pupils take advantage or disadvantage of being grouped in a homogeneous class — and why others take advantage or disadvantage of being grouped in a heterogeneous class. Suggestions for new grouping procedure in education are offered. The principles guiding the new procedure are that the pupils should be grouped in a way which releases and utilizes the potential positive influence of the motive to approach success — and avoids the possible negative effects of the motive to avoid failure. Is it possible to create such an educational setting?  相似文献   

4.
《师资教育杂志》2012,38(1):41-45
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5.

Race is the social expression of power and privilege, and new racial configurations take shape in conjuction with alterations in the political economy of American society. This article examines the relationship of educational policy to the emergence of a new conception of racism that has appeared in the post-civil rights era: colorblind racism. Colorblind policies are championed as fair and just, congruent with the egalitarian aspirations of the Civil Rights Movement that culminated in the passage of the Civil Rights Act in 1964. In rendering invisible the salience of race, the goal of colorblindness is to make advantage appear as a logical consequence of the natural order of things. The non-recognition of race as a form of political power tacitly enables the colorblind ideal to steer education policy toward the reinforcement of the dominant culture as the norm and the maintenance of hegemonic social arrangements. The insinuation of colorblindness into the culture of educational policymaking, and of No Child Left Behind in particular, suggests that substantive educational restructuring may not be part of the nation's racial agenda.  相似文献   

6.

This essay describes a written exercise of educational autobiography that is conducted with in-service teachers in a graduate course in the social foundations of education. When teachers reflect on their own schooling experiences through educational autobiography, they can see their own personal and professional development in a new light that can enlighten their current work in the classroom. The use of educational autobiography allows teachers a moment of reflection when they can connect their own experiences as students with their social and political work as educators.  相似文献   

7.
ABSTRACT

This article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers.  相似文献   

8.
Abstract

The introduction of new accountabilities and techniques of government for the purposes of educational reform have created new complexities and tensions for school leadership. Policies such as the publishing of league tables in the UK, high stakes testing in the US and the introduction of the My School website in Australia are particularly significant for school principals. In this article I appeal to the work of Foucault and Deleuze to provide an alternate approach to understanding how principals are constituted as subjects through a range of practices and discourses associated with the introduction of the My School website. I specifically draw upon Foucault’s notion of governmentality and Deleuze’s notion of societies of control to provoke new lines of thought into these government practices. I argue that it is through the performative in the education system that school principals are becoming perpetually assessable subjects.  相似文献   

9.
ABSTRACT

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.

Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital.

Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders.

Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded.

Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track.

Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.  相似文献   

10.

A number of industrialized countries around the world are in the process of creating new directions for education, focused on elementary and secondary schools and the preparation of teachers in universities. Those directions, it has been suggested, will enhance not only the education of children and adolescents, but will lead to expansive improvements in people's social and economic well-being and will advance our technological capacities. Teacher educators and K-12 teachers are now in the midst of coming to grips with a new approach to the education of prospective and veteran teachers. While I am not sanguine about earlier attempts to improve the quality of teacher education programs, I also believe the current emphasis on national standards for P-12 teachers and university faculty in the United States and elsewhere must be challenged and critiqued. Standards Based Teacher Education (SBTE) relies on a set of ideas and commitments that needs to be both understood and critiqued. The SBTE process has approved sets of aligned external standards that encompass specific kinds of performances, outcomes and dispositions, and are linked to accreditation requirements. The process of teaching in this system is based on a technical-rational approach to teaching, and largely ignores social, political, and philosophical understandings. The present paper provides an analysis of SBTE and its shortcomings, as well as suggesting an alternative vision for the preparation of teachers.  相似文献   

11.
Abstract

Educational systems can quite easily be described in terms of a context‐input‐process‐output model. Likewise systems of educational indicators ‐‐ i.e. statistics on key aspects of educational systems that are of evaluative relevance ‐ can be categorized as context, input, process and output‐indicators. Process‐indicators are the subject of this paper. The rationale for selecting the process‐indicators chosen here was to look for those school‐ and teaching characteristics that are positively associated with educational achievement. The research literature on school and teaching effectiveness is the most relevant for this. An attempt has been made to formulate a comprehensive model of school and teaching effectiveness and to use this as the basis for a list of the most promising process‐indicators. Some of the key process‐variables that are proposed include stimulating environmental factors, achievement oriented policies, educational leadership, amount of instruction, learning opportunities, structured teaching, collaborative planning and evaluative potential of schools. The problems of constructing and using process‐indicators based on these variables are discussed from the perspectives of macro‐, meso‐ and micro‐level applications of educational indicator systems.  相似文献   

12.

Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets.  相似文献   

13.
Abstract

This paper describes a university action research project which is developing culturally relevant courses for families of Asian heritage in East Lancashire. The authors describe the process of do, review and re‐application of new insights as courses are developed bilingually in the community and in the mother tongue, followed by more recent efforts to foster appropriate guidance and accreditation strategies which respect different culture values. The authors emphasise the importance of the first community based, non accreditation phase of the project in making links and building up mutual understanding of the issues involved. The focus throughout the courses is on ensuring a cultural perspective which is promoted by role model tutors and development staff who respond to a wide range of learner motives and starting points in order to facilitate progression and curriculum change in the mainstream.

The second phase adopts strategies which will enable closer links with mainstream provision. This is done by adopting a holistic approach to educational guidance, selecting sympathetic university staff to become involved in assessment procedures for new Foundation and Certificate level modules and also a whole family project which links schools, families and the university. The latter is in the form of a shared course between schools, university and participants to explore myths and expectations about university education. Whilst this activity is not in itself an accredited course, it is devised as a form of educational guidance activity but with the continued ethos of focusing on community concerns and relating to families on their terms through role models and culturally relevant activities. The paper concludes by emphasising the need for continuity of communication with communities if progress is to be made. The development of a ‘black’ perspective in mainstream accredited provision requires credibility, both in the community and in the university, and can only be achieved slowly over time.  相似文献   

14.

This article considers the current context for renewed concern about 'political education' worldwide and in the UK. The concept 'political education' is analysed, as are normative and positive questions about the relationship between education and political outcomes. The article goes on to consider the history of and reasons for UK exceptionalism as regards this aspect of educational policy-explanations for British antipathy to political education are sought in aspects of British political institutions and political culture.  相似文献   

15.
ABSTRACT

Nurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome.  相似文献   

16.
ABSTRACT:

The attitudes of individuals who engage in environmentally responsible activities (e.g., recycling, energy conservation, community projects, consumer boycotting, etc.) with either low, moderate, or high frequency were compared using semantic differential techniques. Results showed that evaluative dimension scores for “pollution,” “technology,” and “nature” yielded a multiple-R of .63 with the behavioral criterion. Attitude toward pollution was a strong predictor of involvement in anti-pollution activities. Also, strong beliefs in technology may diffuse environmental responsibility in a way analogous to the presence of other bystanders in interpersonal altruistic situations. Taken together, the results indicate that personal commitment to environmentally corrective behaviors is importantly determined by the person's evaluative response to widely publicized environmental topics. Further theoretical and educational implications are also discussed.  相似文献   

17.
Abstract

Activities of the two state boards having jurisdiction over community colleges in Illinois were determined by examining records and board minutes for the years between 1969 and 1975. It was possible to categorize most activities of these agencies into topics of a governance function, either control or coordination. It was found that about twice as much time and effort per board was devoted to control as compared to coordination. Moreover, of five problems confronting the boards, the data showed that four directly pertained to the coordinating function. Three of the problems—those upon which politicians were taking stands as ascertained from legislative records and by questionnaire to 20 legislators—were deemed political issues: financing, duplication of programs, and fragmentation of the system. Each of these issues was related to the legislative intent in mandating the boards. It is argued that a state agency (or agencies) with greater power to control the institutions may be necessary if competition among the institutions is to be handled within an educational system.  相似文献   

18.

Belgian educational policy for secondary schools was a national matter until 1989, although the polarized structure had already given rise to some decentralization. When educational policy became the responsibility of the Communities in 1989, it became clear that each Community would deal with their problems differently, even when confronting the same problems. The Communities did not abolish the influence of the polarized structure. Analysis of four key issues of educational policy in relation to secondary schools confirms the typical approach to the problems by each community. They gave different political answers to the problems of the protection of the position of teachers, of the quality of education, and local schools administration. Only the problem of the integration of immigrant children is being tackled similarly.

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19.

This article aims to describe the general framework of the teacher training system and its recent reform in Japan. As elsewhere, Japanese society is moving into an era of mass higher education provision. Since initial teacher training is provided by universities, the reform of teacher training is a part of the higher education restructuring that is also under way. At the same time, Japan is facing educational problems in compulsory education. The Educational Personnel Training Council of Japan is recommending reforms, which attempt to create a new type of teacher to cope with these educational problems. This opens the way for the Japanese state to develop more direct control over the curriculum and assessment of teaching staff in universities. The Ministry of Education is attempting to develop new control methods of 'Evaluative State' strategies. The reform of teacher education system exemplifies this shift.  相似文献   

20.
Abstract

Taking the political and scholarly debates about curriculum reform in the Federal Republic of Germany as a case in point, the article develops the notion of ‘compensatory legitimation’ as a theoretical construct for better understanding the political dynamics of making and implementing educational policy under conditions of conflict. Among various strategies of compensatory legitimation, special attention is given to the recourse to legal and constitutional norms, the utilisation of expertise, and the invocation of the discourse of participation.

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