首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 140 毫秒
1.
In Korea, the effort to include students with disabilities in the educational accountability system has just begun. This paper reviews how Korean students with disabilities have been tested using the National Assessment of Educational Achievement (NAEA) and what issues have emerged as a result of the testing. Analysis of the 2009 and 2010 NAEA data reveals that only a small proportion of students with disabilities participated in these tests and that those who did participate showed low academic achievement compared with general education students. In addition, even though alternate assessments are conducted by special education teachers to assess the academic performance of students with disabilities, national academic assessments in Korea do not include a system for alternate assessment. Based on findings of the analysis, several suggestions are made for improvement in Korea??s educational accountability system for students with disabilities.  相似文献   

2.
This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice.  相似文献   

3.
In this article, I intend briefly to present some views of how cultural expressions can be used as a basis of artistic education of an indigenous people in a particular area. In the past 30 years, indigenous peoples have demanded that their cultural expressions (and knowledge) be included in higher education; to achieve this, they have applied diverse strategies. This integration is, however, a complex process, as universities or institutions of higher education often have to follow national programmes and regulations concerning higher education. Nevertheless, many indigenous peoples have attempted, in their regions, to create art programmes for higher education, often as part of another art programme, or as an independent programme. The case that I use in the presentation is based on my work at Sámi allaskuvla/the Sámi University College in Guovdageaidnu (Kautokeino) in the Sámi area of Norway. The main question here is: How and under what conditions is it possible to launch higher art education that has duodji as its foundation? A key question is what the significance of the overall discourse and praxis that has emerged and developed in indigenous societies is when it is transferred to higher education.  相似文献   

4.
When The Myth of Sisyphus describes those who live in the ‘rarefied air of the absurd’ (p. 86), Camus uses the word fidelity. This signals a recognition of both defeat and the demand for struggle. This suggests a humility. Education can be said to have this characteristic; it is constantly in service to the new and yet understands these come with limits. And these limits are overcome as education develops the mind to see differently and change the world we live in. This type of education has fidelity to the absurd because of its cognisance of both aspiration and failure: it is aware of its useful potential to help make sense of the world, and yet it understands this requires disjuncture from what has come before. It promises the Sisyphean climb and return. Education does this consciously and deliberately. Education, in some ways, is therefore absurd. Or at least, from time to time it finds itself in the rarefied air. If this is the case then how should practitioners interpret or care for the absurd experience and what exactly might this look like in educational contexts. This article chooses The Fall for the purpose of better understanding the experience of absurd anxiety in the context of education. It uses, as an original device, the imagery of the ‘little ease’ to explore this feeling and the forces underpinning it.  相似文献   

5.
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa.  相似文献   

6.
An often-used idiom states: you can't lose what you never had. Yet contrary to this expression, it is possible to lose what you never had – at least when special education support is concerned. In Ontario, as in other jurisdictions, special education exists as a codified system. An ever-changing nexus of discourses and documents – including normalisation, legislation, regulations, and memoranda – set out how special education is to function in the province. The documents themselves articulate how learners' needs are to be formally identified, as well as how students are to be supported. Within this network a phenomenon of non-identification has arisen whereby some students do not get identified and yet would have qualified for special education support had they gone through the process. Yet what leads to this phenomenon? To what does the phenomenon itself lead? Should Ontario's special education system be readjusted to address the phenomenon of non-identification, or is identification itself an inherently flawed practice? To explore these three questions, this paper will analyse Ontario's identification policy, examining what it allows, what it dictates, as well as the challenges it creates.  相似文献   

7.
Abstract

This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living A pragmatic perspective is adopted to critique what outdoor education is,and then what it might be. Phenomenology is used to challenge the belief that there is a causal relationship between activities and learning outcomes but foremost to consider what it is to be in nature in the first place. Aspects of both realism and social constructionism are presented as essential to environmental philosophy and the concomitant, but contested, relationship between people and planet. Through these multiple realities the moral significance of nature emerges not only as a theoretical consideration but as a practical one too. In this way I challenge dualisms that provide stumbling blocks to practice and celebrate instead pluralistic thinking where starting points are based on real-life work settings where theory and practice can emerge together through place-specific solutions.  相似文献   

8.
How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki's three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki's framework facilitates working with ethical-epistemological questions such as these.  相似文献   

9.
Philosophers of education often focus their critique on issues such as neoliberalism, consumerism, pluralism, and so on, and they typically turn for solutions to what we might call the political: democracy, the public, cosmopolitanism, dissent. These critiques and solutions remain firmly connected to what Heidegger calls “the world,” and this worldly analysis seemingly hovers above earthly issues of the environment and ecology. In this article, Clarence Joldersma employs Martin Heidegger's distinction between earth and world, drawing on Kelly Oliver's interpretation of it, to “ecologize” philosophy of education by arguing that that earth “juts” into the world. Philosophy of education needs a Derridean supplement, something that makes up for a lack, but that, in filling the lack, simultaneously supplants it. Joldersma invites philosophy of education to supplement its worldly principles (dissent, democracy, and the like) with an “earth ethics” that is characterized by three features. First, this ethics lets the earth and earthlings be, recognizing their continuing mystery as beings. Second, it acknowledges gratefulness toward the earth, an indebtedness to the earth for the reliable support it provides to our worldly projects and concerns. Third, it recognizes earth's fundamental fragility, that its seeming worldly dependability conceals an earthly vulnerability. Joldersma concludes that these three features, in tandem, give rise to an earthly ethics of responsibility. Philosophy of education needs an earth ethics to supplement, if not supplant, its worldly principles.  相似文献   

10.
Gert Biesta 《Interchange》1995,26(2):161-183
Postmodernism seriously questions the possibility of the modern project of education, because postmodern relativism seems to undermine the very possibility of justification, bothin and of education. Some educators have therefore concluded that postmodernism is the proclaimed end of education; others hold a more ambivalent stance. Educators in the critical tradition have especially criticized the depoliticizing tendencies of postmodernism.In this paper it is argued that postmodernism should not be understood as radical relativism, but as the articulation of a tension between contingency and commitment. The concern for radical plurality is identified as the typically postmodern commitment. It is argued that this commitment can also be characterized as a typically pedagogical commitment. Educators, therefore, have at least one strong reason to stay within postmodernism.In order to explore in what way postmodernism might contribute to the emancipatory interests of education, an overview is given of the feminist debate on postmodernism. This shows that the emancipatory potential of postmodernism can only be put into use by political means. The question the is, what a postmodern politics might look like. An answer to this question is found in the work of Richard Rorty, albeit that the theoretical hard core of his position — the separation between the public sphere and the private sphere — is criticized for its ideological charcter and its rather unpedagogical repercussions. After a reconstruction of the private-public-dichotomy has been given, three consequences for education are spelled out, all of which center around the conclusion that postmodernism inevitably leads to a repoliticization of education.  相似文献   

11.
  相似文献   

12.
  相似文献   

13.
In recent times distinctions between the economic and political imperatives of international education and its cultural and educational aspects have become conveniently aligned. This alignment is troubling because it allows the pursuit of profit to fit neatly and without apparent controversy into the pursuit of more lofty political cultural and educational goals. Measures of student satisfaction with international education do little to challenge this comfortable affiliation. Indeed, they appear to reinforce the view that international education as currently pursued is travelling well and yielding maximum profits and benefits for all. The discussion in this article is based on the results of a pilot study that examined international student satisfaction with a teacher education internship program in Australia. Our findings showed that students were satisfied with their international education experience and that the internship/work integrated learning experience enhanced their satisfaction. Importantly however, our pre-departure study showed that students expected study abroad to make a difference to their lives even before they left home. The study led us to consider the meaning of student satisfaction and whether assessments of satisfaction might simply confirm what students already expect. If this is the case, it is not altogether clear what student satisfaction with international education means or measures.  相似文献   

14.
Almost 40 years ago, a book appeared by J.S. Brubacher entitled On the Philosophy of Higher Education. Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed ‘the philosophy of higher education’. The paper attempts to begin to remedy this situation by assembling the main planks of such a field, and identifying broadly the kinds of resources that might be brought together. A particular approach is argued for that builds from a recognition of the university both as institution and as idea. This approach would understand both that the university possesses a social ontology and that the university is accompanied by a widening conceptual hinterland. An undue pessimism is noted, such that the contemporary university is sometimes seen as being subject to overwhelming global forces, which underplays the university’s potential as an agent. It is suggested that an adequate philosophy of higher education would seek to widen the conceptual landscape by identifying universal and imaginative concepts that can assist not merely in understanding the university or in defending the university but in changing it.  相似文献   

15.
  相似文献   

16.
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’  相似文献   

17.
Environmental education and the issue of nature   总被引：1，自引：0，他引：1  
Much official environmental education policy in the UK and elsewhere makes scant reference to nature as such, and the issue of our underlying attitude towards it is rarely addressed. For the most part such policy is pre‐occupied with the issue of meeting ‘sustainably’ what are taken to be present and future human needs. This paper considers several issues posed by this anthropocentric approach and explores the view that environmental education—indeed any education—worthy of the name needs to bring a range of searching questions concerning nature to the attention of learners, and to encourage them to develop their own on‐going responses to those questions. It is argued that our present environmental predicament not only provides an exciting opportunity to re‐focus education on the issue of human relationship to nature, but also requires the exploration of this issue for its long‐term resolution. Extensive implications for the curriculum and the culture of the school are raised.  相似文献   

18.
This theoretical paper examines the concept of pedagogical content knowledge (PCK) and explores how it might contribute to conversations around quality teaching and learning in outdoor education. This paper begins by summarizing the historical and contemporary literature, including issues of definitions, curriculum, content, and pedagogy in outdoor education. We then review the concept of PCK, its history, and contributions to other subject areas, including mathematics. We present a framework for PCK from the field of mathematics education and propose a 'modified' PCK framework for outdoor education. We postulate that this framework might help articulate knowledge areas needed by a teacher of outdoor education, and how these differ from and are similar to those required in other subject areas. We conclude by exploring how the idea of PCK and the modified framework might add to existing understandings of what it means to provide high quality outdoor education teaching and learning experiences.  相似文献   

19.
  相似文献   

20.
ABSTRACT

The Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pupil groups in focus varies greatly. There are also varying definitions of the importance of pupil-placement, when it comes to organisation of inclusive education. Using a theoretical framework combining Bacchi’s [1999. Women, Policy and Politics. The Construction of Policy Problems. London: Sage Publications] poststructural policy-analysis and concepts from Popkewitz [2009. “Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason.” Journal of Curriculum Studies 41 (3): 301–319. doi:10.1080/00220270902777021], this article illustrates that The Salamanca Statement allows for a variety of interpretations of inclusion. As a policy-concept, inclusion encompasses an amalgam of political ideals, including welfare-state ideals where education is viewed as a public-good, as well as market-ideals of education as a private-good. Policies of inclusion also define the desired citizen, through categories of disadvantaged children, the ones excluded but to be included for their own good as well as for the good of the future society. The conclusions are that researchers and policy-makers should elucidate what they mean by inclusion with for instance moral- and practical arguments rather than vague references to The Salamanca Statement.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号