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1.
This study applies discourse analysis to Israeli media coverage of national and international standardized examinations within Israel's public education system. Through systematic analysis of the topic in the two main Israeli financial publications between the years 2000 and 2013, we explore the nature and narrative of the media and compare the coverage of national and international standardized testing. We find that most of the media attention was devoted to international examinations, while national examinations were covered in a more limited yet critical way, perceived as unnecessary and even dubious. International examinations, in contrast, were described as axiomatic components of the education system. Articles on both national and international standardized testing criticize the education system, blaming teachers, the Ministry of Education, budget constraints, and marginalized populations for Israeli students’ inadequate results. We frame our analysis by alignment of the articles along global–local and also neoliberal–humanistic axes. We structure our assessment within the global–local nexus and discuss the broader implications of the role of the testing in framing the local educational public discourse.  相似文献   

2.
Although well-renowned universities attempt to differentiate themselves from other universities, little research has been undertaken on the principal themes involved in the concept of the world-class university (WCU) as presented in speeches by members of WCUs. These discourses are a key tool in universities’ attempt to shape the competitive framework of higher education through legitimacy. We study the presidents’ discourses from 100 leading universities to identify the themes and emergent discourse of these universities’ communities. Applying topic modeling methodology to the speeches’ corpus, we find seven communities (Worldwide-the four regions, American-from different states, Flagship, Education concerned, Some Chinese universities, Central European universities and Challengers) and four main themes arising from WCUs’ discourses (Research universities within international rankings, Stakeholders and leadership, Mission and values, and Education). Our preliminary findings suggest that leading universities are working to adopt the WCU label based on their salient characteristics.  相似文献   

3.
Abstract

Purpose: Agricultural advisory services are perceived by many actors involved in rural development as a key driver behind innovation processes in agriculture. However, changes in national and global contexts cause dramatic changes in the orientation of advisory services, their organisation and their methods of intervention. This article aims to analyse the major research topics related to agricultural advice.

Design/methodology/approach: The study is based on an extensive review of literature produced over a ten-year period that is accessible through the CAB, ECONLIT and Web of Science citation indexes. Using keywords related to extension and advisory services, we selected published articles according to the relevance of the results provided in relation to advisory services and the quality of the discussion on past or current controversies.

Findings: The results show that the ongoing scientific debates are shaped by the diversity of disciplines, methods, topics and schools of thought. The scientific community largely has focussed on five main themes: (1) the institutional environment of agricultural advisory services; (2) the structures necessary for the operation of an advisory system; (3) the actors providing advisory services and the skills deployed in advisory activities; (4) the approaches, methods, tools and content of advisory activities; and (5) the assessment and impacts of advisory systems.

Practical implications: This literature review is useful for researchers and practitioners to better understand research results in the field of advisory services. It paves the way for future research.

Originality/Value: Although many articles have been written in recent decades on agricultural advisory services, few studies provide an overview of the contributions of, and debates in, the international scientific community.  相似文献   

4.
ABSTRACT

This article provides an overview of the discourses on Dutch mosque education. Based on a review of the scholarly debates on mosque education in West, we conducted a qualitative content analysis of newspaper articles containing references to mosque education between 2010 and 2016 (N?=?45). The data are sampled from the five largest Dutch newspapers. Most of the themes emerging from the literature are also reflected in the discourses on mosque education in the press. In line with other media analysis on representation of Muslims, the portrayal of mosque education in the Dutch press is also mainly negative. The key issues in the press portrayals included use of corporal punishment, inadequate training of imams, reinforcement of conservative gender norms, intensification of social segregation, links with religious extremism and local opposition to mosques. Fewer references concern the positive influence of mosque education on cognitive skills and identity development of the Muslim children.  相似文献   

5.
Abstract

This article both analyzes and synthesizes eleven articles from four volumes (eight issues) of the journal Distances et Savoirs published between 2003 and 2008. The authors of these articles present their research on several topics related to learners, learning, and tutoring in distance education while also working on innovation and access to knowledge. In the current article, the author has organized the syntheses/analyses around three major themes highly visible in the articles and then offers a few ideas for future research.  相似文献   

6.
ABSTRACT

The Salamanca Statement is held as a high-water mark in the history of the global development of inclusive education. It represented agreements bringing together representatives from 92 governments and 25 international organisations to advocate for a more inclusive education for students with disabilities. Since 1994 the Salamanca Statement has been referred to by international education organisations, national education jurisdictions, and disability advocacy organisations as a foundation for progressing inclusive education. In this respect the Salamanca Statement has been important for the inclusive education and Education for All [UNESCO 1998. From Special Needs Education to Education for All: Discussion Paper for the International Consultative Forum on Education for All. Paris: UNESCO] movements. However, international agreements and conventions are fragile in the face of local contingencies and become difficult to apply. We examine the case of inclusive education in Greece to reflect on this complex relationship between international aspirations and the real politic of individual nation states. Greece, like other nations, has embraced the discourse of inclusive education and its successive governments can demonstrate policy activity and public expenditure on the education of disabled students. This is remarkable in a climate of ‘crisis’ and ‘austerity’ where the only investment in the teaching workforce is in the area of inclusive education. However, is Greek education more inclusive in practice as well as rhetoric?  相似文献   

7.
ABSTRACT

Social workers regularly encounter clients involved in conflictual situations, yet little has been written to facilitate understanding and integration of conflict theory themes with practice. Ten themes and theorists of conflict are introduced in this model alongwith lists of triggers, contexts and case examples. The conflict pro-cess, fromwithdrawal of legitimacy and trust throughdecisions and choices toconsequences (outcomes) of conflict, is presented. The model is explained with a “highway” metaphor and provides applications of micro and macro practice for the classroom, staff development and continuing education efforts.  相似文献   

8.
This article examines youth protests against education privatization in the post-Soviet countries of Latvia, Russia, and Ukraine. Drawing on a sample of online sources and scholarly articles, this study uses critical discourse analysis and visual methodologies to examine why and how post-Soviet university students have organized to protest against education privatization reforms. The study also critically analyzes visual and discursive representations of youth protests by government officials, mass media, and academia in the post-Soviet education space. The study reveals that while student protesters are deeply concerned about the future of public education, the messages (and images) generated by youth protesters are reappropriated in various ways by mass media, often beyond the control of protesters themselves.  相似文献   

9.
ABSTRACT

This paper explores the ‘media mentalities’ about teachers and their work in the Australian print media. The notion of media mentalities draws on the theoretical concepts of discourse, mentalities, and mediatisation. This refers to the constructed realities and forms of thought in media coverage that circulate particular accounts. These are linked to institutional and journalistic practices in media that are governed by media logics. Drawing on newspaper text and interviews with journalists, the following practices are addressed: agendisation and accountabilisation which are both institutional practices; and the journalistic practices of factualisation, emphasisation, and sensationalisation – all of which operate globally, to some degree, across and within media institutions and media practitioners, and produce the news about teacher's work within the framework of these practices.  相似文献   

10.
ABSTRACT

In this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies.  相似文献   

11.
ABSTRACT

The liberal and neoliberal world order is increasingly under attack. Global levels of democracy have been declining for over a decade, accompanied by rollbacks in some kinds of rights. We examine the implications of increasing criticisms of the (neo)-liberal era over time for educational reform discourse around the world by drawing on a unique primary dataset of 473 reports produced by international organisations between 1998 and 2018. Extending insights from neo-institutional theories of organisations, we argue that globalised models of education reform is on a decline as a result of growing attacks on the (neo)-liberal cultural system that has affected education policies around the world. Empirically, we find no evidence that reform emphases continue to grow since the 1990s, and support for arguments that predict stagnant or falling levels of reform discourse.  相似文献   

12.
This article looks at the way in which the changing visual environment affects education at two levels: in communication patterns and research methodologies. The research considers differences in the variance and quantity of types of visual media and their relationship to the written mode in the urban landscapes of Tokyo and London, using Google Street View to make comparisons. It reflects on the parallels this might have in the ways in which children encounter text in the environment. The data were analysed using Visual Content Analysis and colour coding. It found the Tokyo sample to have a higher density and diversity of visual media types at a wider range of heights. Visual and written communication also appear to be confined to more separately definable spaces with more equal weighting in the use of written and visual modes. Particularly, within the context of early childhood education it is hoped these findings will increase knowledge concerning young children's exposure to the visual mode, initiate wider discourse around this less researched mode's role within new multimodal communication practices and that the methodology furthers understanding of the potential of new media in image‐based research.  相似文献   

13.
In this series of articles, I explore the history of Jewish Education magazine with particular emphasis on its intersection with the history of American Jewish education and American Jewish life more generally. I isolate major themes and issues that preoccupied the magazine's editors and writers, and analyze how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. I am particularly interested in elucidating how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was at best only partially realized.  相似文献   

14.
Research on the patterns of international student mobility and the dynamics shaping these patterns has been dominated by studies reflecting a Western orientation, discourse, and understanding. Considering political, economic, cultural, historical, and ecological factors, this study argues that international student mobility is not only an issue of the economically developed, politically stable, and academically advanced Western world but also one that involves countries with different economic, political, and academic characteristics. Taking into account various theoretical orientations, this study argues that political, economic, cultural, and historical factors have led to the emergence of non-traditional destinations for international students; these countries are labeled as emergent regional hubs. In order to empirically test this, a social network analysis was conducted on a worldwide dataset representing 229 countries. The findings evidenced the strong position of traditional destinations for international students. However, the results also suggest the rise of several regional hubs, which are undergoing internationalization processes in different forms and with different rationales. The mobility patterns in emerging regional hubs deviate from those in traditional destinations, which fundamentally change the nature of internationalization in this context.  相似文献   

15.
Abstract

Education reforms worldwide, in both developed and developing countries, address the content of education programmes and/or changes education systems. There are different paths, and different socioeconomic contexts, for those nations which pursue education reform, and Vietnam makes for an instructive example. The country’s socioeconomic renovation, known as Doi Moi since the late 1980s, has put forward the discourse of socialisation, which generally advocates greater public participation in all areas of society. Although socialisation has been the central ideology of the Doi Moi process, there is still a dispute about its meaning and implications. This paper contributes to debates about reforms by examining the discourse of socialisation in Vietnam through analysis of government documents and public opinion in various media. These secondary documents on education socialisation in Vietnam, highlight the institutionalisation of education socialisation in an apparent movement from general public participation to a form of privatisation. This institutionalisation has dramatically transformed the conditions of people’s access to education in Vietnam.  相似文献   

16.
Reviews of editorial practices and academic studies have shown that journalists often rely on organization websites—and online newsrooms in particular—to inform news stories. Yet, at a time when many academics are called upon as experts by the media, university newsrooms have been ignored. To fill this gap, this study assesses newsrooms of universities to determine whether they are providing adequate resources to cover the institution or identify experts. Previous research demonstrated higher ranked Fortune 500 companies have more comprehensive newsrooms, potentially putting them at an advantage when it comes to news coverage. To better understand whether disparities exist among the top US institutions, this study features a content analysis of the newsrooms of the top 202 universities ranked by U.S. News & World Report. Findings show that although higher ranked universities typically feature more comprehensive newsrooms, universities at all levels are missing opportunities to provide journalists with information necessary to cover the university, thus limiting visibility to outside stakeholders. The most common features were internally written news stories and links to social media. Resources specifically for journalists were less common. Assessing newsrooms is valuable because they influence media coverage, which can improve credibility and perceived external prestige.  相似文献   

17.
Higher education emphasises training and skills for employment, yet while the ‘idea’ of educating global citizens appears in university discourse, there is limited evidence demonstrating how the ‘idea’ of the global citizen translates into practice. Recent research emphasises a desire for graduates to be local and global citizens with ethical and critical capacities for global workforce preparedness. The purpose of this paper is to explore the university responsibility for translating the ‘idea’ of the ethical thinking global citizen into practice. Semi-structured interviews were undertaken with higher education experts (n?=?26). The interpretive research is discussed through the themes: Constructing the global citizen, Enacting the global citizen, Legitimating the global citizen and The sidelining context (italics used to distinguish research themes in text). The paper contributes to higher education discourse on a contested and topical issue.  相似文献   

18.
ABSTRACT

In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.  相似文献   

19.
ABSTRACT

This paper examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise. While media and policy discourse often portray China’s AI development in terms of a unified national strategy, and a burgeoning geopolitical contestation for future global dominance, this analysis will suggest a more nuanced internal complexity, involving differing regional networks and international corporate activity. The first section considers two key policy documents published by the central Chinese government, which are shown to implicate educational institutions as influential actors in national and regional strategies for AI development, with a significant role in plans to train domestic expertise. The second section outlines three prominent private education companies: New Oriental Group, Tomorrow Advancing Life (TAL), and Squirrel AI. These companies are selected to represent important aspects of China’s development of educational AI applications, including the influence of a well-established private education sector, and a growing interest in international corporate activity. The paper concludes with the suggestion that while central government policy reserves a significant role for education in the national AI strategy, the private sector is utilising favourable political conditions to rapidly develop educational applications and markets.  相似文献   

20.
ABSTRACT

Research on emotions illustrates a range of emotions that students and teachers experience, both individually and as a collective, in science learning settings. However, not as much attention has been given to how opportunities for emotional expressions are framed. Since emotions and their expressions are embedded in the discourse in which they are constructed, this research sought to describe the ways in which expectations for emotional expressions were constructed during an ecology course for education undergraduates. Utilising sociolinguistics, emotional expressions were examined across and within forms of discourse (discourse events, written artifacts) to make salient how cues informed the number of emotions expressed. Data sources were ethnographic field notes, video recordings, and written artifacts from an entire semester of the course. The specific features of the emotional frames in discourse events and on written artifacts are presented. Contrast points are utilised to showcase the ways different emotional frames were constituted by the members of the course under different conditions and across discourse forms. Implications for considering how to support learners’ emotional expressions within a science classroom are discussed.  相似文献   

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