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1.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
2.
政府与家庭的教育经费分担:寻求适当的平衡 总被引：3，自引：0，他引：3
尽管在大多数国家 ,政府仍然有望承担教育的主要费用 ,但政府将和家庭、社区和其他社会团体及个人共同分担资助教育经费的责任。本文通过数据比较 ,考察一些国家中政府和家庭分担教育费用的情况。关注的重点是初等和中等教育 ,文中成本的概念包括直接成本和机会成本 ,其中一部分具体讨论到家庭课外补习。与此同时 ,文中还着重讨论了国际机构政策倡议的变革 ,成本分担的替代选择以及在寻求政府和家庭之间教育经费分担平衡时所必须考虑的主要因素 相似文献
3.
教会中学教育是中国近代教会教育的有机组成部分,它作为一种相对独立的办学类型与中国近代历史相伴随。教会中学在办学宗旨、课程、教材、教学方法及教学管理等方面形成了鲜明的特色,既带有殖民教育的宗教传播及西方文化价值观念的强行渗透,但同时也对中国传统教育向近代新式教育的转型、人才的培养以及中等教育课程结构、办学模式的探索产生了积极的作用。 相似文献
4.
Eight examples of East Asian economics/societies/educational systems are examined so that common assumptions about links between investment in human resource development and rapid economic growth may be questioned, and so that the role of formal education in enabling, causing, or shaping economic development may be clarified. The role of education is considered at its interface with events and attitudes in the economic, social, and political domains, during the post-World War II period. Particular attention is paid to the three basic levels of education, to the status of technical/vocational education, and to the nature of the curriculum, in each of these societies.
Basing their thinking on key indicators, not only of economic growth, but also of structural changes and development, as well as on data from country-specific chapters in a recent research publication, the authors cite evidence to cast doubt on the idea of a single East Asian model. They conclude that the differences between and within the eight societies are at least as significant as the commonalities, that their data and findings have more implications for economic than for educational policy, and that it would be dangerous to assume that economic growth and development are likely to be constants. 相似文献
5.
Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive. This paper reports research that critically examined the commonalities between a pre-established set of discourses about resistance to teaching development and views about teaching and learning in academics’ comments on student evaluations of teaching. The comparative study and the identification of commonalities are used to speculate about implications for academic development approaches both with teachers and institutions. 相似文献
6.
Donald M. Topping 《Interchange》1987,18(1-2):48-59
Alphabetic literacy and Christianity were introduced to the Pacific Islands by Protestant missionaries in the early 19th century, and promulgated through mission schools and churches. Later colonial governments introduced literacy as the basis for secular authority, with written laws, treaties, land deeds, and other official documents. The post-colonial governments (1962-present) are demanding universal literacy in European languages through the introduced social institutions of education, government, law, and economics. This shift from oral to literate societies is contributing significantly to the erosion of traditional languages and cultures. 相似文献
7.
Stephen Evans 《History of education》2013,42(3):383-408
This article examines the attitudes of the colonial and metropolitan governments towards the promotion of English‐language education on Hong Kong Island between 1842 and 1860. The study, which draws on a range of unpublished primary sources, was conducted in response to Whitehead’s recent call for detailed case studies of colonial education policies. This article explores, within the context of Hong Kong, a centrally important aspect of education in the Empire, and one that has been the subject of surprisingly little archival research: British policies towards the teaching and learning of English as a second language. The article begins by analysing the political, economic and demographic forces that influenced the study and use of English in Hong Kong during the 1840s and 1850s, and then moves on to examine language policies and practices in the colony’s mission schools, with a particular focus on the Morrison Education Society School, the first Western school to be established on the Island after the British occupation. The final section analyses the introduction of English teaching in the government vernacular schools in the early 1850s. 相似文献
8.
跨界对话:比较教育的未来走向——基于第14届世界比较教育大会主题的分析 总被引：1，自引：0，他引：1
每一次世界比较教育大会的会议主题都集中反映了比较教育领域所关注的问题以及未来的发展方向。本文通过对今年6月召开的第14届世界比较教育大会会议主题的分析,揭示出比较教育未来的理论建设方向将从无边界到为学科划定边界进而超越学科边界,而比较教育的永恒价值在于跨越教育和社会中的各种边界,通过对话达成理解。 相似文献
9.
Desmond Ikenna Odugu 《History of education quarterly》2016,56(2):241-272
Mainstream historiography often turns to Europe's era of empire building to explain the expansion of Western formal education in Africa. Popular accounts suggest that in Africa (1) colonial involvement in education was late and short lived, spanning the early decades of the twentieth century, (2) missionaries were largely responsible for early educational expansion, and (3) education expansion resulted from interdenominational rivalries among missionaries. However, these popular narratives inadequately account for Africans’ own responses to colonial education. This study examines social and cultural shifts in northern Igboland in southeastern Nigeria between 1890 and 1930. It uses colonial archives and oral sources to demonstrate that beyond missionary rivalry, domestic contests converged with the fledgling colonial process to promote English education in northern Igboland. To accomplish this task, the article reviews methodological assumptions responsible for marginal attention to the agency of the colonized in the historiography of Western education in former colonies. 相似文献
10.
How late nineteenth‐ and early twentieth‐century Protestant children supported and interacted with foreign missions is still a relatively undeveloped field of scholarly research. Missionary societies actively recruited children’s money, energy and sensibilities for the missionary cause. Sunday school pedagogy and rhetoric focused on cultivating a lifelong interest in missions. Children became a significant sector of support for ongoing missionary work. This article provides an introductory overview of how this process was played out in one particular British settler‐society context: that of New Zealand. In turn it begins to tease out the ways in which notions of imperial citizenship were entwined in the religious pedagogy and rhetoric associated with the missionary movement. The intention is to provide an introductory case‐study that builds a platform for a further comparative analysis of children, religious pedagogy and imperialism across British world settler societies such as New Zealand and Canada. 相似文献
11.
Jim Gallagher Michael Osborne Glen Postle 《International Journal of Lifelong Education》2013,32(6):418-437
The place of access policies within higher education through a comparative approach which examines recent developments in Scotland and Australia is examined. The development of access policies is presented in the context of wider change, which is restructuring higher education in both societies. The importance of factors associated with national economic development in this process is emphasized, and the possible conflict with policies which are designed to encourage equity is explored. The impact of these policies both on the structure of the higher education systems, and on participation rates is examined. While there are major differences between these two societies, in terms of geography, history and political agendas, this paper emphasizes important areas of similarity, which are helping reshape higher education in these and in other societies. 相似文献
12.
Geraint Davies 《British Journal of Religious Education》2007,29(2):141-156
This article traces the development of religious education in Botswana from pre‐colonial times to the present day. It explores the manner in which the subject has been influenced by the presence of missionary activity in the country during the nineteenth and early twentieth centuries as well as more recent post‐colonial developments. The challenges facing the subject in meeting the needs of citizens in a rapidly developing country are also examined. 相似文献
13.
Frances Vavrus 《Gender and education》2002,14(4):367-389
This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting views of tradition conveyed through programmes intended to increase African girls' participation in school. The uses of tradition in colonial policy making are compared with its meanings in contemporary educational programmes for girls in an attempt to further feminist scholarship and action around the issue of girls' education. 相似文献
14.
Edith Mukudi Omwami 《Journal of educational administration and history》2014,46(4):405-423
This paper examines the agentive role of the colonial administration in accessing formal education for Africans in North Nyanza, Kenya from 1890 to 1920. It demonstrates the complexities of the colonial experience in which the ultimate application of policy and practice was shaped by the overriding principle of protection of the economic and political interests of the immigrant settler community. Africans lacked institutional agency in government functioning in the racialised society in this period. The agentive role of the colonial administration in improving conditions for African populations faltered from its earliest conception. The colonial project ultimately fell short of its goal, as the governmental commitment to improving the education for African populations was compromised by the agenda to advance the commercial interest of the colonial empire and the dominant influence of the European settler class. 相似文献
15.
Tuuli Lipiäinen Anna Halafoff Fethi Mansouri Gary Bouma 《British Journal of Religious Education》2020,42(4):391-402
ABSTRACT Ongoing global issues relating to the decline of the popularity of institutional religions, the rise of numbers of non-religious persons, and new models of spirituality in superdiverse societies have resulted in the need to reconceptualise religious diversity as worldviews diversity, and to critically examine increasing calls for the provision of worldviews education in schools. This paper first examines the key concepts of superdiversity and religious complexity in contemporary societies. It then presents an overview of scholarship pertaining to the concepts of worldviews and worldviews education. It next provides case studies of worldview/s education in Finland and Australia, drawing on data of recently completed qualitative and quantitative studies in the two countries. Finally, it concludes with a comparative analysis of the two contexts, and recommendations pertaining to worldviews education as a means of enhancing cross-cultural literacy, positive attitudes to religious diversity and thereby social inclusion. 相似文献
16.
Christine Van Peer 《Compare》2006,36(1):105-123
In 1996–1997, within the framework of the European Observatory for Population Education and Information, a comparative survey was conducted among students in final classes of secondary education in several European countries. On the one hand, the survey attempted to assess the effects of education on population in terms of knowledge acquired; the issues addressed in the questionnaire pertained to knowledge of demographic facts and trends (such as the ageing of Western societies and immigration). On the other hand it tried to ascertain students' opinions on demographic trends. What are young people's views on intergenerational solidarity, how tolerant are they towards immigrants, what are their views on recent changes in family structures? This knowledge is important since it is young people's attitudes and future behaviour that will help to shape both the social tissue and the economic prosperity of the European and world population. In this article we present a comparative analysis of survey results obtained in five European countries. We examined the question whether knowledge acquired in the course of scolarisation influences opinions. The results evidence a significant relationship between knowledge of the migrants' issue and attitudes of tolerance towards migrants. By means of multivariate analyses, the impact of factors such as social origin, study orientation and gender on both students' knowledge and attitudes, are investigated. We conclude that adequate educational training on population issues can have a significant positive impact on attitudes of tolerance. 相似文献
17.
This article examines the main trends in adult education policy in Latin America during the 1990s. During this period, in spite of the commitments made by national governments in Jomtien in 1990 and ratified in Dakar in 2000, adult education in Latin America has been marginalized and neglected, both in terms of public policy and public funding. This paper raises different hypotheses in order to explain this dynamic and the variety of strategies that have been proposed to garner support for the field. Adult education in Latin America is now at a crossroads, and the collective search for its mission, purpose and identity is as urgent as ever. In discussing the revitalization of adult education in Latin America, the debates undertaken in the region by governmental and non-governmental organizations in the preparation for and in the follow-up to the 1997 Hamburg International Conference on Adult Education (CONFINTEA V) are described. In the final section, after summarizing the main issues and achievements, the article outlines several challenges for the future. 相似文献
18.
本文利用2000年-2006年全国2150多个县(市、区)的面板数据,采用Evidence-based方法,考虑了教育需求、教育目标和标准、教育生产要素及价格、以及财政收入水平对基础教育支出最低标准的影响,建立了县级教育最低支出标准测算模型,计算了县级教育财政充足度,发现中国县级教育财政充足度在统计分布、时间和空间上的一些特征,并据此提出了政策建议。 相似文献
19.
MARGARET ZOLLER BOOTH 《比较教育学》1997,33(3):433-451
This study analyses the actual and perceived significance of schooling on the lives of rural people in Swaziland. It compares and contrasts the Swazi public's attitudes towards and participation in Western education during the colonial period with the present day. Through interviews with Swazi parents, students and teachers, the study finds that, as during the colonial period, parents feel alienated from the school as an institution. As today's Ministry of Education strives to incorporate a stronger technical aspect to the school curriculum, parents view school as a place primarily for academics. These attitudes are directly related to their keen awareness of the strong correlation between education and modern sector employment. This is particularly notable because now, in contrast to the colonial period, all parents strongly desire a formal education for their children and have high professional aspirations for them. 相似文献
20.
本文对比较教育这一研究领域进行了简要的综合性评价,介绍了世界比较教育学会联合会这一全球组织的性质和任务.作为一些国家级比较教育学会与区域性比较教育学会的大伞,世界比较教育学会联合会成立于1970年.目前,加入世界比较教育学会联合会的国家级、次国家级、区域性以及以语言为基础的比较教育学会的总量已经发展到32个.本文概述了世界比较教育学会联合会的历史与运作模式,以及比较教育在性质上的转变. 相似文献