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1.
Literacy as a social practice is integrally linked with social, economic and political institutions and processes. As such, it has a material base which is fundamentally constituted in power relations. Literacy is therefore interwoven with the text and context of everyday living in which multi-levelled meanings are organically produced at both individual and societal level. This paper argues that if language thus mediates social reality, then it follows that literacy defined as a social practice cannot really be addressed as a reified, neutral activity but that it should take account of the social, cultural and political processes in which literacy practices are embedded. Drawing on the work of key writers within the field, the paper foregrounds the primary role of the state in defining the forms and levels of literacy required and made available at particular moments within society. In a case-study of the social construction of literacy meanings in pre-revolutionary Iran, it explores the view that the discourse about societal literacy levels has historically constituted a key terrain in which the struggle for control over meaning has taken place. This struggle, it is argued, sets the interests of the state to maintain ideological and political control over the production of knowledge within the culture and society over and against the needs identified by the individual for personal development, empowerment and liberation. In an overall sense, the paper examines existing theoretical perspectives on societal literacy programmes in terms of the scope that they provide for analyses that encompass the multi-levelled power relations that shape and influence dominant discourses on the relative value of literacy for both the individual and society. 相似文献
2.
Nancy Taber 《Studies in Continuing Education》2013,35(3):289-301
Gender plays a significant role in the experiences of workers within organizations. This is particularly true for women in non-traditional roles as they constantly struggle with gender barriers that are so ensconced in certain organizations and in society as to be accepted without question. Using an autoethnographical account, I explore the implications of my experience as a woman in the non-traditional role of a military member. First, I will discuss the importance of speaking from a first-hand, subjective position, and will briefly explore how we learn to be men and women through socialization processes in current western society. Then I will focus on how I learned to be a military member in a male organization and will examine how women's bodies and emotions separate women from men. I conclude with a discussion of how learning about feminist theories provoked me to begin to make connections between my experience and larger societal issues that had previously been invisible to me. 相似文献
3.
Beta H. Banathy 《Performance Improvement Quarterly》1994,7(3):87-102
There is a growing realization that many of our social systems and organizations are out-of-syne with the new realities of the recently emerged post-industrial, information/knowledge age. These new realities are touching the lives of every individual, every family and community, the host of organizations of our public and private sectors. and our overall society. They affect the future of humanity as a whole. Questions arise. What are these new realities? What are the meanings of societal transformations? What is our role in facing the massive changes that confront us today? Are we only spectators of these changes? Are we their victims? Are we at the mercy of others who control these changes and the experts who design systems for us? Or is it up to us to shape; our future and create and recreate the systems to which we belong? What kind of capacities and capabilities should we develop that will allow us to design our own lives, shape our systems, and give direction to the evolution of our communities. our organizations, and our society? I have struggled and worked with these questions over the last three decades. They have been the focus of my research and teaching. I explore these questions in this paper in order to define an approach–the systems design approach–by which we can individually and collectively create a better future for ourselves, our families, our communities and our society while enhancing human performance, adding value to our organizations, and most importantly, creating just and ethical systems for future generations. 相似文献
4.
Catherine Casey 《International Journal of Lifelong Education》2013,32(6):620-634
A current turn of interest in notions of the ‘learning economy’ and the ‘learning society’ is fuelling discussions on promoting education, training and learning in contemporary organizations and workplaces. Although the education of workers has been variously theorized and practised throughout the 20th century, the current debates are marked by a prevailing economic perspective that places emphasis on constructing ‘learning organizations’ and on ‘human resource’ learning in service of organizational strategies for innovation and competitive advantage in economic activities. Critics point out that economic and managerial models scarcely attend to the human subjectivity of the learner‐worker and the worker's diverse learning interests. Broader socio‐cultural ends of worker learning such as lifelong human development and participatory citizenship in democratic society are very often overlooked. This article offers a critical discussion of current conceptions of learning organizations and learning workers. It argues that the prevailing focus on techno‐economic imperatives and of obscured managerial elite interests in organizations currently circumscribe and delimit learning in production organizations. It proposes that a more comprehensive approach to learning in organizations attends explicitly to the needs and interests of workers as learning persons. Taking a longer view, it proposes that organizational and worker learning may generate not only improved work practices but may regenerate links between lifelong learning, societal democratic citizenship and civilized organizations. 相似文献
5.
Bela H. Banathy 《Performance Improvement Quarterly》1997,10(1):249-264
There is a growing realization that many of our social systems and organizations are out-of-sync with the new realities of the recently emerged post-industrial, information/knowledge age. These new realities are touching the lives of every individual, every family and community, the host of organizations of our public and private sectors, and our overall society. They affect the future of humanity as a whole. Questions arise. What are these new realities? What are the meanings of societal transformations? What is our role in facing the massive changes that confront us today? Are we only spectators of these changes? Are we their victims? Are we at the mercy of others who control these changes and the experts who design systems for us? Or is it up to us to shape our future and create and recreate the systems to which we belong? What kind of capacities and capabilities should we develop that will allow us to design our own lives, shape our systems, and give direction to the evolution of our communities, our organizations, and our society? I have struggled and worked with these questions over the last three decades. They have been the focus of my research and teaching. I explore these questions in this paper in order to define an approach—the systems design approach—by which we can individually and collectively create a better future for ourselves, our families, our communities and our society while enhancing human performance, adding value to our organizations, and most importantly, creating just and ethical systems for future generations. 相似文献
6.
Ronald Pohoryles 《Higher Education in Europe》1991,16(4):70-79
This article examines the question of European integration from the vantage point of national education systems. Taking Austria and its education system as examples, it argues that even if Austria should join the European Community, it does not follow that its education system should be merged into a common education system. Just as the European Community is not the same thing as a united Europe, education systems are so closely linked to their individual countries that they should not be turned into supranational organizations, even if other national institutions lend themselves to this kind of integration. 相似文献
7.
Alan Tait∗ 《Higher Education in Europe》1994,19(2):82-93
This article describes the change of the Open University of the United Kingdom during the 1990‐1993 period from being a domestic to an international organization, with the expansion of its provision throughout the whole of the European Union and a range of other European countries, including Austria, Bulgaria, Romania, Russia, Slovakia, Slovenia, and Switzerland. As a case study, it raises issues about the development of universities from the unique organizations which they have been in European society to international organizations which understand their roles in business terms, and suggests that distance teaching universities, because of their industrialized nature and volume of activity, may become leading examples of this trend. 相似文献
8.
9.
蒋梦麟个人本位的教育价值观,是从其个人本位的社会政治观引申而来的。但是,这种个人本位的教育价值观,是以个人为教育的目的,同时将社会作为个人发展的手段,力求使个人与社会相得益彰。 相似文献
10.
Roger Kaufman Ryan Watkins Melvin Stith Don Triner 《Performance Improvement Quarterly》1998,11(3):32-44
Where are the world's organizations headed? What do they see as their primary destination and contribution? What do they commit to deliver and to whom? How rigorous are they in defining their destinations? What label do they use to describe statements of their intended future? To find the answers to these and other questions, we examined 26 of the leading organizations internationally as well as 60 leading organizations in the United States. Based on this sample of world organizations, we found indications that many organizations see some aspect of societal good as basic to their future, while many others regard their own organization's well-being as what is most important. We find no clear favorite for what organizations label their statements of purpose: most use “mission” while some use “vision,” and some use “values” or “philosophy.” Few of the organizations in our sample state their intended destination in measurable performance terms. From these data, we discuss the implications in terms of an increasing emphasis in the literature on organizations having to deliver outputs that contribute to external clients and society. We also note that purpose statements must be accompanied by appropriate actions to achieve those intentions. In addition, we discuss how this move toward socially-responsive organizations is impacting the role of the performance technologist. 相似文献
11.
从欧洲的三个国家看--大学与政府关系的变化 总被引：5，自引：0，他引：5
JefC．Verhoeven 《清华大学教育研究》2003,24(5):1-8
近十年来,西欧的政策呈现出放松管制、组织自治和标榜对个体公民更加关切的特点。这种政策态度在欧洲的高等教育界成了主流意识形态。本文想要展示的是,是否一些欧盟政府在管理高等教育方面采取了“后退”的作法,是否将制定高等教育政策作为自己的目标。欧洲政府的高等教育政策是否真的呈现分权化的特点?本文将对三个欧洲国家的高教政策进行讨论,它们分别具有不同的政策传统：法国(非常集权的政策传统)、英国(分权的政策传统)、比利时(集权的政策传统)。本文的研究结论是：到目前为止,法国的教育政策虽然还呈现集权的特点,但并不意味着高校完全没有选择它们发展方向的空间。而英国大学虽然仍独立于政府,但不止一次地被政府直接或非直接地推向某一特定方向。1989年以前,比利时(佛兰德区)保留着明显的集权的特点。而现在,高等教育政策已经不仅仅是政府的事情了,它比以往任何时候更成了私人机构的职责。 相似文献
12.
Andrea Principi Joop Schippers Gerd Naegele Mirko Di Rosa Giovanni Lamura 《Educational gerontology》2013,39(2):144-158
ABSTRACTThe purpose of this study was to investigate the impact of older volunteers’ available human, social, and cultural capital on their motivational forces to volunteer, measured through the Volunteer Function Inventory. A large European database of 955 older volunteers (i.e., aged 50+) was employed, and Seemingly Unrelated Regressions showed that older volunteers have different motivations according to different sets of individual resources. Furthermore, lower amounts of human and social capital (e.g., low educational level, poor health, being widowed, divorced or single) are associated with a higher propensity to volunteer to enhance one’s own self-esteem, to avoid thinking of personal problems, and for social reasons. These results have important implications for policy makers and voluntary organizations if they want to enhance volunteering among older people with less resources, i.e., that are more at risk of social exclusion. For example, according to the results of this study, policy makers could consider developing more tailored opportunities for involving older volunteers with low educational level, poor health, widowed, divorced, or single. They could do this by underlying that volunteering offers possibilities to satisfy motivational needs important to the, elderly, e.g., to increase self-esteem, to deal with personal problems in a better way, and to have satisfying social contacts. 相似文献
13.
Dorothy Veronica Smith 《International Journal of Science Education》2013,35(9):1273-1288
The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science curriculum of a societal shift to neo‐liberalism and an attendant policy shift to outcomes‐based education should be explicitly acknowledged; further, that the forms of curriculum that emerge from neo‐liberalism are unlikely to provide the engaging and inclusive science education needed today. To illustrate the impact of the neo‐liberal societal shift on science curriculum I compare an exemplary, inclusive and innovative science curriculum document from the 1980s with its outcomes‐based successor from the 1990s. I show that in this case the shift to the outcomes‐based form significantly restricted the possibilities for framing science education to respond to the local community, restricting a vision of science as a social institution; further, it framed each learner as an individual to the exclusion of community while reducing options for framing learning to meet individual needs. I argue that it is important for the future disciplinary well‐being of science, and for the well‐being of society on the whole, that both science and its scientists be seen as socially located. Science curriculum documents must initiate and support this perspective. 相似文献
14.
Jane Wilkinson Jill Blackmore 《International journal of qualitative studies in education》2013,26(2):123-136
Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed. 相似文献
15.
Thomas G. Burish 《Peabody Journal of Education》2013,88(4):16-18
Voluntary organizations exert great influence over how social norms and ethical codes are guided into action. As such, they have a significant impact on societal levels of social cohesion. Although social capital involves generalized trust becoming manifest as spontaneous sociability, social cohesion is determined by how that sociability is translated into autonomous action for the common good. In this model, social capital creates the potential for beneficent behavior through trust, whereas social cohesion is the product of that behavior. Herein, active participation in voluntary organizations often serves as the avenue through which these actions are both shaped and carried out. As such, these organizations can either create or diminish social cohesion through both their functions and their dispositions. 相似文献
16.
Lars Norqvist Eva Leffler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):235-256
This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term “youthful” for youth in action). 相似文献
17.
当前,城乡居民对社会服务的需求呈爆发式增长,在提供社会服务方面具有优势的非营利组织发展迎来了难得的历史机遇。然而,非营利组织只有大力开展社会服务体制创新和机制改革,才能拓展巨大的发展空间。而创新,不仅是服务本身的创新,也不仅是服务组织和体系的创新,而是要走向社会类型的创新,即建设服务型社会。其特征是:生活服务业成为社会事业的基础,社会服务成为社会团结的基本纽带,非营利组织成为实施社会服务的基本主体,服务型社会和服务型政府协力合作。 相似文献
18.
刘炳香 《历史教学(高校版)》2011,(3)
和平主义思潮是19世纪末20世纪初欧洲一道不可忽视的社会历史风景。这股思潮有深刻的社会历史背景:基督教和平主义传统、工业革命后中产阶级的社会政治诉求、法国大革命的影响等都是催生这股思潮的动力。这一时期的和平主义运动打破了国家的界限,形成了真正意义上的国际和平主义组织。国际和平主义组织的成立及其活动使危机频发的欧洲弥漫着一种和平气氛,直到1914年一战的爆发。对这一段历史的了解有助于我们更深入地认识欧洲的统一。 相似文献
19.
Research on Higher Education in Europe 总被引：1，自引：0，他引：1
ULRICH TEICHLER 《European Journal of Education》2005,40(4):447-469
Research on higher education grew in European countries from scattered individual activities towards a certain degree of visibility in the 1970s, largely as consequence of growing public problem awareness. In the 1980s, it experienced a set-back due to declining public interest in higher education as a key issue of societal policies. From the late 1980s onwards, research in this domain again drew attention and support in the wake of debates about the knowledge society, new modes of steering and management and the increasing internationalisation of higher education. However, growth and consolidation of this research were accompanied by a more rapid growth of policy-geared information collection and dissemination in the framework of evaluation, consultancy, expert commissions and the daily work of the growing number of higher education professionals. Research on higher education often does not have a solid institutional base and it both benefits and suffers from the fact that it is a theme-base area of research, drawing from different disciplines, and that the borderline is fuzzy between researchers and other experts on higher education. But a growth and quality improvement of research on higher education can be observed in recent years — certainly to some extent due to growing cooperation of researchers across Europe and to increasing cooperation in comparative projects. In the future, the first steps undertaken to establish study programmes for higher education experts could turn out be beneficial not only for the dissemination of research findings, but also for the quality of young researchers in this domain. 相似文献
20.
Anne C. Kroon Martine van Selm Claartje L. ter Hoeven Rens Vliegenthart 《Educational gerontology》2013,39(12):818-834
ABSTRACTAlthough workforce aging is among the major challenges facing developed countries, organizational communication about this issue has received little scholarly attention. Drawing on a content analysis of corporate media, we reconstruct how Dutch organizations (N = 50) framed older workers’ employability during the period 2006–2013 in diagnostic (problem-definitions) and prognostic (solution-definitions) terms, and we trace the influence of corporate media types and organizational characteristics on these frames. Results reveal that organizations frequently highlight problems on the macrolevel (societal) and the mesolevel (organizational), while most solutions are located on the microlevel (individual). Using multilevel modelling, we found support for the expectation that the issue is more strongly problematized in internal compared to external corporate media, and that problems related to individual older employees are most pronounced in public sector organizations’ communication. Our findings highlight diverse ways in which organizations can communicatively address factors that hamper older workers’ employability. 相似文献