共查询到20条相似文献，搜索用时 31 毫秒
1.
《International Journal of Lifelong Education》2012,31(6):657-672
ABSTRACTAdult education is a key component of worldwide collaborative efforts to achieve social justice aims, such as the UN’s Sustainable Development Goals. Such collaborative efforts require the involvement of all sectors, including non-governmental organisations (NGOs). In particular, given the prevalence of globalising and neoliberal influences on development, NGOs providing adult education programmes must navigate complex political and financial hurdles in addition to cultural differences. To evolve our understanding of the role NGOs and their efforts play in international development education, this systematic literature review investigates adult education programmes of NGOs operating in Non-Western contexts. Findings indicate programmes require stakeholder commitment to social justice, concerted efforts to adapt to social and economic contexts, and intentional cultivation of local and international partnerships. While findings align with a general understanding of effective practices within different cultural contexts, this synthesis of empirical work provides a foundation for deeper understanding of how to implement such culturally relevant practices and improve the path forward for NGO adult education programmes and partnerships. 相似文献
2.
Mark D. O'Donnell 《Equity & Excellence in Education》2013,46(2):103-105
Abstract The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms. 相似文献
3.
《Journal of Further & Higher Education》2012,36(1):57-65
This article examines the attempt of one college (Orpington College in Kent) to increase the participation in further education of adult students who would not normally have benefited from post-school education and/or training; effectively non-traditional learners. The college targeted a specific and defined community, the residents of which had, prior to this initiative, limited access to continuing education. This example is by no means a unique one, but it is unusual and reflects what is best termed a community-based approach to widening participation, harnessing the support of a wide range of community, statutory and voluntary groups to ensure its success. 相似文献
4.
《Journal of Further & Higher Education》2012,36(2):231-244
Abstract This article describes a study of the uptake of places on ‘access’ to higher education courses in Scottish further education (FE) colleges by students from minority ethnic backgrounds. Colleges surveyed recruited access students from minority ethnic backgrounds in close approximation to the proportions attracted to FE in general, despite the commitment to prioritise under‐represented groups, including students from minority ethnic communities. The study found a general acceptance of the principle of positive action by colleges, but little evidence of strategies likely to prove effective. It is suggested that the government's agenda for widening participation in education can only be accomplished when the FE sector recognises ethnicity as an important issue. 相似文献
5.
Kathryn Struthers Ahmed 《Teaching Education》2020,31(3):245-259
ABSTRACT This study utilized cultural historical activity theory to explore the evolution of nine preservice teachers’ (PSTs’) conceptions of social justice teaching while enrolled in a social justice-oriented teacher education program. From three interviews conducted over one year, findings show that tensions PSTs encountered while student teaching in high-poverty schools predominantly shaped their thinking. PSTs’ conceptions of social justice teaching evolved to include navigating inequitable systems, loving students critically, and viewing social justice teaching as uniquely personal. Implications include the importance of teacher educators leveraging inevitable student-teaching tensions as learning opportunities to further PSTs’ commitment to social justice teaching. 相似文献
6.
Lawrence Goldman 《牛津教育评论》2013,39(1-2):89-101
University adult education, with its roots in the Victorian reform of the ancient universities, was conceived and consumed as a political project and, until the present generation, has always carried progressive political connotations. This article surveys its history by examining four different phases through which it moved, each associated with a different form of political commitment. Initially intended by reforming Liberals of the 1870s and 1880s to make responsible democratic citizens of the working class, after 1900 the adult education movement altered its focus in order to educate the emergent labour movement for the exercise of power. This in turn was challenged by a more class-conscious educational project, embodied in the Plebs League and Labour Colleges during the interwar period. In each of these forms, education was understood to have social ends, and students were encouraged to see themselves as members of quasi-political movements. Since the 1950s, however, under many influences, the special association of adult education and politics has been questioned and lost its relevance as new forms of continuing education have emphasised strictly personal development and vocational training. This article examines an educational tradition now at an end, which caught up many leading progressive intellectuals and in which education was axiomatically political. 相似文献
7.
ABSTRACT Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice work side by side in local educational settings. This article reports data derived from interviews with 28 educators committed to social justice education from across Ontario, Canada. Participants were asked how they perceived the impact of neoliberalism on education and on their teaching practice. Findings were interpreted through critical democratic theory and discourse analysis. An unanticipated finding is the influence of neoliberal discourse on the ways that educators spoke about their teaching practice for social justice. The study found that discourse of performance is one arena where competing discourses of neoliberalism and social justice not only coexist but also intersect. This finding has important implications for the transformative potential of social justice education through more concentrated attention to the power embedded in everyday speech acts. Attending more to the performative potential of neoliberal discourse toward social justice ends can be a mechanism for resistance and teacher agency. 相似文献
8.
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
9.
Karen Warren 《Equity & Excellence in Education》2013,46(1):89-99
This article examines the influences promoting social justice in the field of outdoor experiential education. The philosophical foundations of outdoor adventure including the work of John Dewey and Kurt Hahn are considered in light of social justice education. The historical evolution of social justice activism within the professional community is analyzed. Other influential trends including the development of outdoor programs sensitive to social justice concerns, the cross fertilization from other related fields, and the demographic and economic imperatives to transform the field are described. The methodological fit between outdoor experiential education and social justice education is the final influence presented. The article concludes that potentials for social justice education within the outdoor experiential education field create an imperative for inclusion. 相似文献
10.
《Studying Teacher Education》2013,9(3):317-333
ABSTRACTIn light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course ‘muddied the waters’ of their unfolding conceptions and practices of social justice education. The article describes how coming to know ‘teaching for social justice’ through the eyes of these pre-service teachers provided a reflexive surface for our self-study and has shaped its trajectory. In contrast to our initial desire for greater certainty, placing the uncertainties of social justice at the forefront of our practice has become central to our inquiry. 相似文献
11.
Sue Webb Karen Dunwoodie Jane Wilkinson 《International Journal of Lifelong Education》2019,38(1):103-120
ABSTRACTTransnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change. 相似文献
12.
Palle Rasmussen Anne Larson Pia Cort 《International Journal of Lifelong Education》2013,32(3):254-267
ABSTRACTDenmark has a strong and versatile tradition of adult education. Over a long historical period, adult education for public enlightenment and leisure, for continuing study and for vocational and professional competence have been developed, been made part of state policy and been used by citizens. But in recent years the public and political presence of Danish adult education has changed. While education policy issues generally abound in public and political debates, adult education is given much less attention than earlier. In this article, we trace the causes of this and conclude that it reflects a turn towards focusing on vocational types of adult education and a relocation of adult education policy to networks linking the state and the social partners. Drawing on theories of policy streams, policy networks and the competition state, we provide a historical analysis of Danish adult education reforms during the past two decades and document how the vocational turn has manifested itself. 相似文献
13.
ABSTRACTWhat do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.Abbreviation ITE: Initial Teacher Education ITE 相似文献
14.
《Ethnography and Education》2013,8(3):245-260
This article examines the work of three urban youths as they designed and taught a social justice class at an urban continuation high school in California, USA. Drawing from a two-year ethnographic study of the project, it shows that youth participants constructed a set of imagined binaries to frame teachers, schoolwork and coercion in opposition to students, voice and liberation. The article examines how the youths distinguished ordinary coercive teaching from their own liberatory teaching, creating a coercive/liberatory binary that served as metaphor for a series of binaries shaping their approach to social justice education: teacher/student, adult/youth and schoolwork/voice. It concludes that although the social justice class accomplished many important aims, the reconstruction of and reliance on a coercive/liberatory binary within the project ultimately limited its effectiveness as a social justice education effort. 相似文献
15.
Brenda Light Bredemeier 《Quest (Human Kinetics)》2019,71(2):202-214
ABSTRACTIn this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated. 相似文献
16.
《Journal of Further & Higher Education》2012,36(2):249-258
An emphasis on widening participation, on making higher education accessible to students who have never traditionally considered it as an option, is being increasingly stressed. The article examines tutors' responses to non-traditional students in an institution with a well-established access policy. The responses reveal that the emphasis was on helping students to adjust to the existing undergraduate provision rather than engaging in a radical rethink on possible approaches appropriate to a more diverse population. Recent policy initiatives (ILT and QAA) are considered in order to identify to what extent they might achieve a cultural change at the micro level. In addition, their limitations are considered, in the light of competing demands. The article concludes that the current top-down approach to policy implementation, supported by related research, should be modified; account needs to be taken of how tutors, in interaction with students, interpret policy initiatives. In drawing attention to practice at the micro level, the article should be relevant to both policy makers and tutors in higher education. 相似文献
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18.
AbstractThe paper examines participant perceptions of the effectiveness of using case studies with college students (undergraduate – doctoral) to teach social justice and educational equity. Findings indicate that participants who identified with the characters in the cases were able to draw connections between the case and their own personal experiences. They felt the cases broadened their understanding of the topics and increased their sense of empathy and their commitment to principles of social justice. 相似文献
19.
Abstract In order to determine the allocation of money for projects in continuing and vocational education, government agencies in the UK are providing more and more opportunities to bid for targeted funding. This article provides an overview of recent changes in funding policy in higher education and examines how such changes have impacted on continuing education deparatments in higher education, pointing up the increasing pressure to bid for UK government and European Union funds to develop provision which was once outside their sphere of operation. There appears to be little or no theoretical account of the effects of the growth in competitive tendering on continuing education, and so the impact of this relatively new funding strategy on staff and institutions is studied in order to assess its efficacy and significance for the sector as a whole. This study contextualises the familiar differences in culture between liberal adult education and vocational endeavours and between continuing education and ‘mainstream’ higher education. It also reinforces recent calls for a coherent policy of funding for continuing education. 相似文献
20.
《Journal of Further & Higher Education》2012,36(1):107-116
In response to a Scottish Office call for a briefing paper on widening access to higher education the authors conducted a 'snapshot' study of the field including not only desk-based research but a questionnaire survey and interviews with approximately 70 practitioners in the field of access across the UK. The survey asked the opinions of practitioners on the areas of their greatest concern in the field of widening access to include marginal socioeconomic groups. This article gives an account of the concerns expressed in this survey and finds that the primary concerns fall under six headings: pre-entry guidance, qualifications frameworks and transfers, structural barriers and flexibility, attitudinal barriers, student finance and institutional finance. Solutions were also sought in relation to policy and practice in Scotland and included suggestions for more emphasis on partnerships, better communication between institutions and the community, and a shared system of financial support for institutions and for students alike. 相似文献