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1.
Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with disabilities. HIV/AIDS has reduced many young people’s rights to access education, to live a full and healthy life, and to have a life as a child. This article focuses on attempts to continue to empower young people to protect themselves from HIV by exploring the dynamics around HIV-related education in schools, in particular by examining the role that young people’s knowledge can play in improving curricula and thus reducing HIV/AIDS rates. The authors draw on qualitative research in a total of eight schools in Kenya, Tanzania, and South Africa. Preliminary findings suggest that pupil consultation and dialogue can be used to inform thinking on the curriculum for HIV education.  相似文献   

2.
Abstract

Drawing on research in deliberative pedagogy, this paper will develop in depth one piece of a larger project that envisions peace education as an essential component of youth ministry. The paper proposes a sacred pedagogy that engages theological concepts through deliberative, democratic discussion, teaching young people skills in engaging across difference as well as habits of deliberative theological thinking for a lifetime of spiritual growth. The specific example of engaging the problem of how we image Jesus will serve as an illustration of the potential for a series of curricular materials for use in congregational youth settings.  相似文献   

3.
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning.  相似文献   

4.
This paper presents findings from focus group interviews conducted in Swedish government group homes for young people with a history of psychosocial problems, substance misuse and criminal behaviour. Participants were asked to reflect on a newly developed sex education curriculum located within a harm-reduction paradigm prior to its implementation. In addition to appreciating the proposed 10 sessions, young people positively evaluated the proposed dialogical and norm critical teaching style as likely to facilitate productive discussion about sexuality. Findings will contribute to future implementation of the sex education curriculum across a range of institutional settings. Results also highlight the democratic aspects of involving vulnerable young people in matters that directly concern them, and underline the importance of properly contextualised forms of sex education.  相似文献   

5.
ABSTRACT

South African schools are tasked with providing sexuality education through the Life Orientation curriculum as a means of challenging continued high rates of HIV, unwanted pregnancy and gender-based violence. While in theory schools are well positioned to provide appropriate knowledge for reproductive health and navigating sexual challenges within a gender justice framework, research on sexuality education in South African schools indicates that this is not the reality in practice. This paper draws on a growing body of qualitative studies, with both educators and learners in South African schools, to understand the issues undermining the goal of a critical and social justice pedagogy of sexuality in Life Orientation classrooms. We argue that sexuality education has been deployed to regulate and discipline young sexualities, reinforce and perpetuate gender binarisms and heteronormativity, re-establish global northern family values of the nuclear family within a pro-family discourse, and represent continued assumptions of adult authority in a civilising mission over young people. We suggest that the failure to make critical use of Life Orientation is linked to the dominance of ‘expert’-based didactic pedagogy, and argue the possibilities of sexuality education as a productive space for young people’s active participation and agency in making meaning of gender and sexualities.  相似文献   

6.
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.  相似文献   

7.
Australian Government policy initiatives to increase young peoples' participation in higher education are pursued in this paper. It argues that pedagogy and curriculum have a direct influence on student engagement. The interrelationships between pedagogical practices, curriculum based on a well-being framework, and the shaping of subjectivities and aspirations of young people in a region characterised by socio-economic challenge are explored. This 2-year case study used action research by university academics, school-based teachers and school students in an R-12 school in the northern suburbs of Adelaide, South Australia. Findings drawn from narratives, field notes, student work samples and professional conversations, situate well-being as central to young people's self-awareness of their aspirations. The themes of: Pedagogies and learning activities; Relationships, caring and connections, and; Places, spaces and belonging help to arrange the argument that concludes that young people living in low socio-economic areas do have aspirations for the future. Furthermore, the educational implications highlight the significance of the role of the teacher within the social and emotional domains which connect student life-worlds within their particular contexts, building cultural capital and broadening capabilities, self-awareness, aspirations and achievement.  相似文献   

8.
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.  相似文献   

9.
This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers' classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.  相似文献   

10.
The past twenty years have seen a dramatic change in the research of history education and its meaning in the Western academic world. Basically, there are three productive research directions: (1) a growing interest in cultural studies; (2) an exploration of various educational paths towards shaping a historical consciousness; and (3) cognitive and psychological research. Situated within the second group, but drawing on knowledge that has been gathered in all three research areas, this article focuses on the need to foster a political-critical dimension in the context of history education. The author proposes the implementation of a pedagogy of subversion in history teaching practices. Seeking to unsettle the students’ mind and ignite their intellect, this pedagogy supports the strengthening of political-moral thinking through the use of particular history content and teaching practices that take into account youthful rebellion and typical juvenile desire to fix the world. Adolescent resistance to education can thus be harnessed as a content tool, providing an object for the student to contend with personally as part of his or her maturation and individuation process. The desired outcome of such pedagogical practices is the development of an effective historical consciousness that enhances autonomous thinking, reflective skills and empathetic capabilities among young people. The future use of these capabilities is the ultimate aim of all education towards democratic citizenship.  相似文献   

11.
In September 1999, over 3000 Australian students in 115 schools representing all schooling sectors participated in the Australian component of the IEA Civic Education study. In this paper, the focus in particular is on Australian students’ democratic values and on their attitudes towards participation and social action. The results suggest that while Australian students have a well-developed set of democratic values, they adopt a passive rather than an active style of engaging in conventional citizenship activities. They will participate formally through voting and they will pursue issues where they see some community benefit but they do not see themselves exercising an effective presence in the formal political system. The implications of these results are discussed in relation to the characteristics of citizens needed in a democratic society and the role that schools can play in adopting curriculum and pedagogy that will engage young people in the development of their civic knowledge.  相似文献   

12.
In this article I synthesise and apply elements of political and reading theory to demonstrate how central themes in learners’ lives (such as freedom, faith, autonomy, equality, rationality and rights) can be read and interpreted differently. I suggest that policy and pedagogy for citizenship and democratic education informed by research into reader response can shift the locus of control not simply from state to citizen but towards an understanding of the transaction between the two. To promote ethical participation I propose changes to the ‘text’ of the curriculum and the ‘reading’ stance of learners so that learners are liberated to bring legitimate moral and religious conviction to their readings of state‐sponsored values. I conclude that young citizens are respected and freedom is protected when educational readings become more nuanced and move beyond the polarities of freedom and restraint, autonomy and heteronomy, public and private, aesthetic and efferent, faith and reason, secular and religious or even democratic and faith‐based.  相似文献   

13.
There is widespread system response to the perceived needs of education for twenty-first century, where learning-to-learn is privileged and schools are organised to prepare young people for work. One casualty of such skills-led teaching is deep thinking about curriculum questions and the knowledge contents of teaching in relation to the needs, motivations and experiential knowledge of students. In this paper we argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The paper shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher. This paper supports subject specialism in teaching in a manner that respects the social and cultural capital of young people and their role in knowledge creation together with the emancipatory significance of gaining epistemic access to disciplinary knowledge.  相似文献   

14.
Sex education is the cornerstone on which most HIV/AIDS prevention programmes rest and since the adoption of Outcomes-Based Education (OBE), has become a compulsory part of the South African school curriculum through the Life Orientation learning area. However, while much focus has been on providing young people with accurate and frank information about safe sex, this paper questions whether school-based programmes sufficiently support the needs of young people. This paper is based on a desk-review of the literature on sex and sexuality education and examines it in relation to the South African educational context and policies. It poses three questions: (a) what do youth need from sexuality education? (b) Is school an appropriate environment for sex education? (c) If so, what can be said about the content of sex education as well as pedagogy surrounding it? Through reviewing the literature this paper critically engages with education on sex and sexuality in South Africa and will argue that in order to effectively meet the needs of youth, the content of sexual health programmes needs to span the whole spectrum of discourses, from disease to desire. Within this spectrum, youth should be constructed as “knowers” as opposed to innocent in relation to sex. How youth are taught as well as how their own knowledge and experience is positioned in the classroom is as important as content in ensuring that youth avoid negative sexual health outcomes.  相似文献   

15.
Situated at the intersection between child-led visual methods and sex education, this paper focuses on the potential of youth-led video making to enable young people to develop guiding principles to inform their own sexual behaviour. It draws on findings from a video-making project carried out with a group of South African young people, which engaged them in identifying and tackling critical issues of HIV and AIDS. By analysing one of the youth-generated videos using critical visual analysis, we conclude that youth-led video making can be an effective tool to allow young people to talk about their interests and concerns and to develop guiding principles for their own sexual behaviour. This tool is especially relevant to young people whose needs are not being met by the current sexual health curriculum and can be a fun medium through which to engage participants in ensuring that sex education needs are met.  相似文献   

16.
This paper presents the main goals and themes, as well as a critical analysis, of an ambitious new reform of Mexico’s secondary-level program for civic education. It begins with a brief historical review of the modern Mexican secondary school, as well as a thematic analysis of the new published curriculum and study program, which puts heavy emphasis on the development of democratic citizenship skills and habits. The paper then draws on interview research to highlight some of the challenges that national and local actors have identified for the program’s successful implementation. Because the new program espouses a progressive democratic pedagogy in the absence of a supportive democratic political culture, an appropriate structure of school governance, or adequate training for in-service teachers, many actors expressed skepticism about whether the reform could meaningfully take hold.  相似文献   

17.
高师“学科教学论”课程内容重构之研究   总被引：2，自引：0，他引：2  
"学科教学论"作为教师教育职前培养阶段的一门重要专业课,对于基础教育师资培养的质量至关重要。对"学科教学论"的学科性质、设课目的、作用和地位进行再认识,可以看出当前重新构建其课程内容的必要性和紧迫性。"学科教学论"课程内容的构建应遵循目的的明确性、理论的指导性、技能的基础性、实践的根基性、发展的持续性五项原则。我们以"化学教学论"为例,从整体结构到章节细目提出具体构建方案,为"学科教学论"的课程建设和教师教育的发展提供一个研讨、交流的案例。  相似文献   

18.
Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relational ways of being an educator are vital to support the creation of lifelong learners, not merely school completers. Flexible learning programmes offer a model of re-engagement in which relational ways of being an educator are prioritised. This article explores key aspects of trauma-informed practice and relational pedagogy in a network of flexi schools in Australia. Relational pedagogy can redress the impact of trauma and social exclusion experienced by young people. In flexi schools educator identities are challenged and changed by a willingness to explore and understand the impact of trauma on young people's development and capacity to learn. A commitment to trauma-informed practice and relational pedagogy requires educator identities to be co-constructed and negotiated in relationship with young people and colleagues. These shifts in educators' sense of identity in the flexi schools context are explored.  相似文献   

19.
This article offers a critique of the quality of theorising underlying proposals on curriculum and pedagogy in the Cambridge Primary Review. Despite its strengths, the review is seen as omitting consideration of three major areas in primary education: gifted pupils, teacher effectiveness research and the private sector. Questions are raised about the review's use of evidence about a broad and balanced curriculum and about ability grouping. The proposals for curriculum are seen as backward-looking and bureaucratic, while its treatment of religious education is judged to be overly deferential and inadvertently sustaining indoctrination. Its proposals for pedagogy give undue emphasis to a particular form of constructivism, dialogic teaching, whilst ignoring theories of social/cultural reproduction. It is concluded that the review missed an opportunity to propose three more radical and innovatory reforms: to increase school autonomy in curriculum matters; to theorise pedagogy so as to include learning beyond the school; and, to integrate recent findings from educational effectiveness research into theorising pedagogy.  相似文献   

20.
In China, puberty education seeks to provide young people with a healthy outlook toward life. The curriculum covers physiology, reproduction, physical changes during puberty, sexually transmitted diseases, HIV/AIDS, drug abuse, socialist sexual morality, love and friendship, and protection of adolescents' legal rights. Since premarital sex is uncommon among adolescents in China and teen pregnancy is not a social problem, the curriculum does not emphasize contraception and safe sex.  相似文献   

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