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1.
Values education in Asian societies is commonly underpinned by an ideology of communitarianism that seeks to promote the needs and interests of ‘others’ over the ‘self’. An example of an Asian country that promotes communitarian values through its values education curriculum is Singapore. By reviewing the moral and citizenship education curricula in Singapore, the present article points out that the accent is on ‘others’ rather than the ‘self’. Noting that communitarianism has often been linked to Confucian values in Asian societies, this article offers a Confucian viewpoint of the self and moral self-cultivation. It further argues for a form of values education that balances the ‘self’ with ‘others’ through active learning, self-reflection and self-evaluation. The Singapore experience provides a useful case study on the influence of communitarianism and the potential of Confucianism on values education in an Asian context.  相似文献   

2.
This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value inculcation and factual knowledge has been supplemented recently by policy and discourse emphasizing student engagement. The authors link their analysis to larger political changes that have been taking place in Singapore. They argue that the push for more participatory forms of civics education parallels an ongoing shift in the ruling party's political ideology from economic pragmatism to a communitarian ideology that emphasizes citizens' responsibility. From the point of view of political rationality, promoting active student engagement in civics education can be seen as governmental efforts to build a strong civil society through early socialization into civic responsibility and voluntarism. Viewed as a technology of power, engagement is also seen as a new biopolitical intervention aimed at regulating political participation.  相似文献   

3.
新加坡的道德价值取向   总被引：3，自引：0，他引：3  
新加坡政府对于社会道德建设一贯给予高度重视。在强调对儒家伦理等传统道德继承与发扬的前提下,以国家白皮书形式提出了自己的共同价值观,继而提出了家庭价值观。共同价值观体现了新加坡的道德价值倾向,在提出共同价值观的同时,新加坡提出亚洲价值观与西方价值观的对立。  相似文献   

4.
The imperative of continuous improvement has now become normative in education policy discourse, typically framed as setting ‘aspirational’ targets for pupil performance as a prerequisite for gaining competitive advantage in the global economy. In this context, teachers, leaders, teacher assistants and other practitioners working in schools across England have been under increasing pressure to raise standards. This article focuses on how values are deployed in reculturing and regulating practitioners to develop identities and work orientations which are congruent with the policymakers’ agendas. G.H. Mead’s concept of ‘cult’ values illuminates the process of fostering homogeneity with the dominant policy discourse through an inclusion/exclusion dynamic. Interview data collected in two primary schools revealed a significant convergence of practitioner discourse with policy objectives. Delivering improvement affects how practitioners talk about their work and see themselves as educators. The ‘cult’ of continuous improvement appears to inhibit a critical approach to the implementation of education policies by school practitioners in their everyday work.  相似文献   

5.
Since Michelle Fine's writing on the missing discourse of desire in sex education, there has been considerable prompting among sexuality educators and feminist scholars to incorporate talk of pleasure into sex education curricula. While the calls for inclusion continue, few have actually examined the curricula for a pleasure discourse or explored how it is contextualised within sex education curricula. In this paper, we analysed curricula used in the USA in the past decade. A qualitative thematic analysis revealed that the discourse around pleasurable sex was often linked to a range of dangerous or negative outcomes including not using condoms, rushing into sex without thinking, regretted sex, and pregnancy or STDs. When the discourse around pleasure was included in sections on ‘knowing one's body’, this discourse took a medicalised, scientific tone. Pleasurable sex was also presented in more positive ways, either linked to marriage in Abstinence Only Until Marriage curricula, or within a more feminist discourse about female pleasure in comprehensive sex education curricula. Our research indicates that a discourse of desire is not missing, but that this discourse was often situated as part of a discourse on safe practice and there, continues to equate pleasure with danger.  相似文献   

6.
This article presents an ongoing study of educational policy enactment in Singapore lower primary English classrooms. It explores how teachers react to and interpret educational reforms in their classroom practices against a backdrop of traditional cultural values. Using a prescribed coding scheme, the article presents the instructional organisational patterns and participation structures of the lessons. Through a systematic analysis of the enacted curricula, the paper examines classroom practices as well as teaching and learning activities in Primary 1 (7–8 years) and Primary 2 (8–9 years) English lessons in Singapore. The results suggest that there are cultural clashes between major educational reforms which emphasise independent/critical thinking and ‘Asian values’ which promote respect for authority and conformity.  相似文献   

7.
ABSTRACT

Higher education in Asia is massifying at an exceptional pace and scale. In this paper, I ask how practices and discourses which inform the internationalization of Singapore’s higher education can provide opportunities for developing cosmopolitan learning that it claims to provide. Cosmopolitan learning is closely related to cross-border student mobility and plays an important role in shaping the international students’ identities, aspirations and worldviews. Based on a recent study in Singapore of a group of international students from various parts of Asia and Europe, this paper attempts to bring the theoretical and grounded realities of cosmopolitan learning in an Asian context into the fore. The aim of the paper is to provide a useful frame for rethinking the purpose of international education for cosmopolitan learning in an increasingly interconnected world that is strewn with ambivalence, and what that means in the context of Singapore as an erudite nation-state critical to building Asian education hub aspirations.  相似文献   

8.
In the past, many Australian state schools avoided teaching about values explicitly. However, the Australian government released Australia’s first official values education policy in 2005: the National Framework for Values Education in Australian Schools (NFVEAS). This framework represents a local manifestation of the recent international values education movement. This study contributes to an exploration of what, and who, the government’s construction of Australian values privileges. It uncovered the dominant discourses inherent in the framework through a critical discourse analysis, framing it in relation to the 16 key values education approaches identified in the literature. The data revealed the document’s strong privileging of conservative values education discourses, particularly civics and citizenship education, values inculcation and character education. In practice, some Australian schools have been disrupting this move to conservatism by taking more critical and postmodern approaches. The paper argues for such alternative practices and policy that is more diversified and student-centred.  相似文献   

9.
《教育政策杂志》2012,27(1):46-67
ABSTRACT

Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, ‘British Values’ (BV) curriculum policy forms part of the British Government’s Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on ‘British’ values, but the analytic framework and findings have wider global significance.  相似文献   

10.
Abstract

Nationalism is a key resource for the political work of governing Scotland, and education offers the Scottish National Party (SNP) government a policy space in which political nationalism (self determination) along with social and cultural forms of civic nationalism can be formed and propagated, through referencing ‘inwards’ to established myths and traditions that stress the ‘public’ nature of schooling/education/universities and their role in construction of ‘community’; and referencing ‘outwards’, especially to selected Nordic comparators, but also to major transnational actors such as OECD, to education’s role in economic recovery and progress. The SNP government has been very active in the education policy field, and a significant element of its activity lies in promoting a discourse of collective learning in which a ‘learning government’ is enabled to lead a ‘learning nation’ towards the goal of independence. This paper draws on recent research to explore recent and current developments in SNP government education policy, drawing on discourse analysis to highlight the political work that such policy developments seek to do, against the backdrop of continuing constitutional tensions across the UK.  相似文献   

11.
Many higher education institutions have assumed the role of diffusing knowledge, values, attitudes and behaviours that favour sustainability. A key objective in such work is training university teachers to apply sustainability criteria to their respective disciplines. While university teachers' active participation is essential to achieving this goal, their ideas about and predispositions towards introducing sustainability into curricula are not always understood or appreciated. In this paper, we report on a questionnaire survey at the University of Valencia, Spain, on the current baseline situation for introducing sustainability across the university's curricula. We also report on a measure to periodically review the situation, including progress of and/or decline in introducing sustainability into diverse subject areas, focusing on a series of indicators grouped under the common name ‘π Indicator’. Key findings from the survey include the widespread support for introducing sustainability across the university's curricula; however, as might be expected, significant differences occur in how questions are addressed by staff from various disciplines, including how they relate to departmental perceptions, interpretations and performance of sustainability‐related teaching.  相似文献   

12.
Abstract

Changes in education and agriculture in South Africa indicate that agricultural extension practitioners should facilitate continuous learning among farmers. This requires that extension practitioners acquire new skills. To provide these skills requires a critical examination of agricultural extension curricula in the light of South Africa's educational, agricultural and rural development policies with a view to rewriting extension curricula. An initial theoretical examination of extension education in the light of South African education policy yields seven learning outcome indicators encapsulating theory and practice in: 1) theory and practice in problem solving; 2) collect, analyse, organize and critically evaluate information relevant to his extension responsibilities; 3) theory and practice in Participatory Technology Development and innovation; 4) theory and practice in systems (systems thinking), including beyond farm systems; 5) theory and practice in learning facilitation; 6) theory and practice in participatory ‘curriculum’ (extension outcomes, content and process) development; and 7) theory and practice in learning and learning styles. Tertiary institutions and other stakeholders can use these indicators to examine and continuously adjust curricula to ensure extension practitioners are equipped to deliver relevant support to farmers as the agricultural landscape changes.  相似文献   

13.
This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation.  相似文献   

14.
In Asia, we are witnessing an era where the pendulum of power is swaying towards the East with the rising economic strength of China and India. Singapore is at the ‘crossroads’ between the East and West of these most populous nations on earth. Although Singapore may appear the most Westernised country in Asia, she is nevertheless a multicultural Asian society. Having the most open economy in the world, Singapore is affected by the process of globalisation. This takes on an added dimension and speed as nations compete for talent and find ways to internationalise and transform their education for sustainable competitive advantage. Singapore's education system, regarded as one of the best performing in the world, offers a unique opportunity to explore the issues where East and West culture, values and systems meet. This article discusses and highlights what happens when East and West converge. In particular, the discussion will focus on the themes of East and West schism, globalisation and Singapore's aspirations to be a global hub, rankings and branding in education, and the use of the English language.  相似文献   

15.
ABSTRACT

The Central and State Training Institutes of India constitute a discrete sector of vocational training for the central and local government personnel of the nation. As part of the Overseas Development Administration's upgrading programme for the institutes, their libraries and their librarians’ training needs were assessed. A prime training need identified was the Introduction of the ‘user education’ concept to the librarians to enable them to undertake a modern, proactive role integrated into the curricula of the institutes. A course of ‘User education design and delivery methods’ was planned and taught to institute librarians in Delhi and Mysore in 1990. A further enhanced course was delivered in Delhi in January 1993. A ‘User education manual for librarians’ is being written for delivery at the final course to be held in India In January 1994.  相似文献   

16.
This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses – ‘plot analysis’ and ‘discourse analysis’ – can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots – the heroic plot and the victimised plot – were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education.  相似文献   

17.
Recent integration discourses in Europe locate problems of equality, gender, and sexuality among migrant youth. Educating and testing the values of future citizens is supposed to guarantee their conformity with ‘western’ and ‘modern’ values. By analyzing educational reform discourses in multicultural Luxembourg, the paper aims to challenge these contemporary narratives in two ways: (1) In a historical analysis, the paper traces conservative reform resistance in the case of sex education which is often overlooked due to the focus on migrants; (2) In placing sex education’s reform legitimation and resistance within (a) broader educational reform discourses of inequality and citizenship and (b) contemporary narrations of the reforms and their taboos, the paper reconstructs how liberals and conservatives join an alliance over sexuality education of ‘the Other’. The sociological–historical discourse analysis critically questions the ethnicization of sexuality by disclosing its homogenizing use to cover conservative resistance within the citizen’s community.  相似文献   

18.
This paper analyses Buddhism as a philosophy of education as opposed to a religion to offer an alternative model of lifelong education. The three trainings of Buddhism ‐‐ ethics, meditative stabilization and special wisdom ‐‐ are described and their implications for education are considered. The special case of Tantric Buddhism offers a further development in Buddhist discourse on the education of desire, a critical new area of educational inquiry required if we are seriously to address the current environmental crisis. The paper presents Octavio Paz's ideas concerning the differential development of Asian Buddhist culture and Western Protestant culture in terms of their relations to the signs ‘body’ and ‘non‐body’, and concludes with his Utopian vision of the future.  相似文献   

19.
ABSTRACT

Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula.  相似文献   

20.
Abstract

Relying on developmental studies of reasoning about the good life, a model of moral education that integrates the good and the right is put forth. It is claimed that while Kohlberg's justice reasoning provides a justifiable aim for such curricula, how individuals attribute value will also significantly affect their moral actions. The notion of a ‘critical period’ for moral education during adolescence is also presented.  相似文献   

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