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1.
Countries around the world have adopted different policies to address the global issue of poverty, though their poverty line varies. China has achieved remarkable results in poverty alleviation through education. Aware that poverty eradication must rely on intellectual support, the country has shifted its anti-poverty theory and policy actions from a passive, one-off poverty reduction mode based on ‘blood transfusion’ to an active and sustainable mode aimed at improving the ‘blood making’ capacity of the poor population, namely the Chinese mode. Education is the fundamental way of such a mode. China has always focused on nine-year compulsory education in implementing anti-poverty policies; conducted classified and tiered efforts in education against poverty and made policies more targeted; adopted diverse policy instruments and shifted the focus from subsidy to educational capacity building; developed quantified poverty alleviation indexes to set standards for policy evaluation; and included education against poverty into the national anti-poverty strategic plan. China will further advance poverty alleviation through education, and form a unique and effective anti-poverty mode, so as to contribute to the building of a community of shared future for all humankind. 相似文献
2.
Päivi Siivonen 《International Journal of Lifelong Education》2016,35(1):36-50
Continuous learning and updating one’s competences and abilities have become requirements for staying ‘up-to-date’ and ‘at the top of one’s game’. Lifelong learning policy has been persuasive in its emphasis on equal learning opportunities for all: everyone has endless possibilities and capabilities to learn according to her/his needs and desires throughout life. This discourse has been especially encouraging for the eight Finnish general upper secondary school adult graduates followed in this study; they had received little formal education in their youth or had been labelled as ‘poor’ students at school through the assessment criteria maintained by the schooling system’s prevailing meritocratic discourse. In order to become lifelong learning subjects, they first needed to prove their ability and competence as students and learners, that is their educability. This was also the key for their transitions in further and higher education and working life. Consequently, half of the interviewees told ‘success stories’ about these transitions. Moreover, they continued to have faith in ‘the great salvation of education’ as well as their own educability. For the other half, however, these transitions turned out to be disappointing or perceived as a broken promise. These adults also started to doubt their own abilities as students and learners. 相似文献
3.
James Tooley 《牛津教育评论》2016,42(4):444-459
The affordability of private education is a contentious issue. While the extent of ‘low-cost’ private schooling is widely accepted, there is no agreement on what ‘low-cost’ means in this context and how this relates to affordability for poor families. This paper addresses the lacuna in the literature by defining ‘low-cost’ in relation to what poor families could afford if they were to send all their children to school while restricting their expenditure on schooling to a fixed proportion of their total family expenditure. This approach links the definition of ‘low-cost’ to internationally accepted poverty lines. Two examples from recent research in South Sudan and Liberia illustrate the flexibility of the new method. The paper also addresses the ‘conundrum’ in the research literature, which suggests low-cost private schools are unaffordable for poorest families, when the same literature typically shows some of the poorest using these schools. 相似文献
4.
This article examines the way in which socially constructed notions of ‘language’, ‘social cohesion’ and ‘diversity’ create tensions within different educational arenas, particularly concerning educational policies developed at administrative levels and the subsequent interpretation of these policies in the classroom. Specifically, the article looks at the different production and reproduction processes of an official policy concerning ‘language and integration’, aimed at the immigrant population in Catalonian schools (Spain). The method used combines conversation analysis with text analysis of official documents in order to find traces of interdiscursivity between texts and practices. While the focus of the article is based on a case study of conceptualisations of languages, social cohesion and cultural diversity in two classrooms in Barcelona, it is generally relevant to the world of education, especially as the rate of population movements worldwide has increased significantly in recent years. 相似文献
5.
Linda Milbourne 《International Journal of Inclusive Education》2013,17(4):325-343
This paper explores the term ‘social exclusion’ in the context of new social and education policies being constructed in the UK. It examines the links with terms such as ‘poverty’, ‘deprivation’ and ‘equality’ and the implications of policy developments for those identified as socially excluded. Tensions and contradictions appear to be emerging between the UK government's stated policy intentions to address social exclusion, and local knowledge and experience. Issues of power, market power, participation and inclusiveness are explored specifically in the context of education. The paper draws on research being undertaken in a deprived inner-city area with voluntary sector organizations that provide education for marginalized young people. 相似文献
6.
方朝明 《佳木斯教育学院学报》2012,(5):137-137
自1999年开始的高校扩招,在一方面,扩大了中国适龄青年接受高等教育的比例,但在另一方面,也扩大了贫困大学生这一特殊的群体。在国家政策方面,虽然有着对贫困生资助的相关政策,但也广泛存在社会化欠缺的问题,构建培养贫困生的"助学"和"自助"体系,是贫困大学生社会化的重要教育机制,从而将贫困大学生培养为"面向21世纪教育振兴"的人才。 相似文献
7.
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal significant instances of ‘unbecoming’: a majority of the tutors participating in the project were heading out of further education (FE) teaching. This illuminates a broader problem of exodus from the sector, in a political context which privileges economic goals and targets at every level, and in which the current climate of performativity increasingly impacts upon pedagogical relationships—contextual conditions which are also highly relevant to schooling and higher education. Drawing on exemplar case studies of two tutors, and on the theorization of learning cultures emerging from the TLC project, a Bourdieusian analysis of these dynamics is developed in terms of the interaction of habitus and fields, and ‘communities of practice’ critiqued. Paying particular attention to policy‐driven changes in and to the field of FE, and to the cross‐field effects in FE of policies in other sectors of education and beyond, the article argues for a more dynamic notion of professional participation. This might underpin ‘principles of procedure’ for improving teaching and learning, and policies to support diverse forms of teacher professionalism throughout the education system. 相似文献
8.
Educationalists lament the resilience of the so-called ‘boy crisis’, despite research that demonstrates only some boys are in crisis, as well as some girls. The boy crisis in New Zealand shows no sign of abating, partly due to popular rhetorical literature in the form of parenting advice books. In particular, authors Celia Lashlie and Nigel Latta have garnered a strong following among parents and educators. In this article we argue their texts not only continue to inflame the boy crisis, they are harmful in the ways they inform narrow ‘de facto’ education policies and practices focused on boys. Our analysis of He’ll be ok and Mothers raising sons found each author privileged particular combinations of classic rhetorical strategies with discourses of essentialist masculinity and mother blame to position their parenting advice as common sense. Our critique highlights the vital importance of examining intersections between parenting advice books and education. 相似文献
9.
Adam Wright 《教育政策杂志》2013,28(3):279-283
The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government’s education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government’s attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of ‘empowerment’, which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government. 相似文献
10.
Beatrice Avalos 《British Journal of Sociology of Education》1992,13(4):419-436
This article considers issues which affect the discussions relating to provisions of ‘education for all’ to children in less developed or poor countries. It considers critically, on the basis of socialist theories in the tradition of Gramsci, Freire, Heller and Habermas, the meanings given to education for the poor in these contexts. The article argues for a revised understanding of the concepts of quality and relevance as they are usually formulated in policy documents, and for consideration to be given to wider participation of various groups in the development of educational policies and practices concerned with quality and relevance. 相似文献
11.
Access to post‐secondary education for welfare recipients has been profoundly curtailed by social and welfare policies. However, many low‐income mothers know that post‐secondary education is the best means to escape poverty. This article focuses on five ‘student mothers’ who have persisted in fulfilling their dreams of a college education with the aid of Beyond Welfare, a community‐based organization (CBO) that helps soften the hardships of juggling family, college, and work while in poverty. Based on interviews with five Beyond Welfare participants, this article explores the organization’s role in supporting the student mothers’ personal and academic success. This article illustrates how important it is for student mothers to have a supportive community, education focused on the structural barriers to leaving poverty, and encouragement for academic success. To conclude, the article reflects on why educators need to become involved in activism and research on behalf of low‐income families. 相似文献
12.
Across national contexts, in the attempt to develop and buttress ‘knowledge economies’, increasing pressure is placed on the need for flexible lifelong learners capable of constant knowledge and skills renewal. In this paper, I explore the impact of this broader sociopolitical context on the policy approach to poverty and, in particular, homelessness in Australia. Examining the ways in which education and learning for adults are increasingly at the centre of public policies, I trace the uses of education and learning in homelessness policy. Contextualising this within a consideration of recent shift towards a ‘skills agenda’ in the adult education sector, I argue that the purported power of education in homelessness policy must be understood in light of structural inequalities in the labour market and in the society more broadly. 相似文献
13.
Rahul Mukhopadhyay 《教育政策杂志》2013,28(3):306-321
This paper critically examines the ways in which inclusion and equity are constituted through education development policies in India. Programmes implemented under global and national Education for All (EFA) policies have largely involved the quantification of ‘equity’ whereby schooling processes are measured against broad targets for school outcomes – focused mainly on student attendance, retention and academic achievement. Drawing on perspectives from Actor Network Theory, the paper puts forward the view of development reforms as ‘networks of translation’ in order to trace the shifts and vicissitudes of educational ideals. Reporting on ethnographic data of two reforms in the south Indian state of Karnataka, we show how narrow understandings of equity are produced through target-driven approaches to EFA. In doing so, the paper highlights the performative effects of education development policy and its potentially counterproductive consequences in contexts of poverty and marginalisation. 相似文献
14.
Peta Salter 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):781-794
Since 1969, over 60 Australian government and non-government policies, documents, committees, working parties and organisations have explored the need to ‘know Asia’. In schools, this engagement is conceptualised as ‘Asia literacy’ and disseminated in the emerging Australian Curriculum through the cross-curriculum priority ‘Asia and Australia's engagement with Asia’. However, ‘Asia literacy’ often struggles for purchase in Australian education. I argue that finding traction requires disruption of the dominant discourse of ‘Asia’ as a unitary construct and questioning what constitutes ‘Asia’. This article explores how discourse can be reconceptualised to open up space for schools to engage with ‘knowing Asia’. 相似文献
15.
JOHN AITCHISON 《International Journal of Lifelong Education》2013,32(6):517-544
The new South Africa has formally embraced the concept of ‘lifelong learning’ in its education and training policies. But what is the concept of ‘lifelong learning’ that has informed these policies and what progress has there been in implementing them? Have these new policies brought significant changes to education and training for adults? 相似文献
16.
Kazufumi Taira 《International Studies in Sociology of Education》2019,28(2):110-126
This research examines some modes of Japanization through education in Okinawa where Japanese influences on education have permeated after Japan’s annexation. I investigate how a book excerpt entitled Mizu no Tōzai, included in high school textbooks in Okinawa, constructs Japanese identity. Mizu no Tōzai functions as nihonjinron discourse, which is characterized by ‘Japanese culture,’ ‘Japanese uniqueness,’ and ‘Japaneseness.’ The ‘East-West’ dichotomy, depicted in this nihonjinron discourse, induces students to choose ‘Japan’/‘Japanese culture’ and become ‘Japanese.’ Practice sections of Mizu no Tōzai in textbooks as well as a textbook guide operate to be complicit in this Japanese identity construction. Through a critical analysis of discourse, I reveal that the nihonjinron discourse operating as official knowledge, in collusion with the other discursive texts, produces a position subjected to the discourse of Japanization within which Okinawans become ‘Japanese.’ I problematize these discursive texts as a systematic form of Japanizing Okinawans’ minds through education. 相似文献
17.
《中国农村扶贫开发纲要(2011-2020年)》在扶贫标准、扶贫目标、扶贫区域、扶贫路径和扶贫策略等方面呈现出了一系列新的特点。依据反贫困理论、参与发展理论以及我国农村贫困的现实特征,基于职业教育路径的扶贫开发,必须以崭新的理念指导农民职业教育培训工作;必须积极投资于面向农村弱势群体的职业教育培训事业;必须建立有利于保障农民接受职业教育培训权益的制度与政策,搭建贫困人群自我发展能力建设的平台;必须精确锁定贫困目标人群,积极组织和推进现代农民职业教育培训工程。 相似文献
18.
我国的扶贫工作已进入攻坚期,扶贫攻坚的思想脱贫问题与贫困地区的经济发展问题、物质匮乏问题同样重要。文章从调研湖南省慈利县贫困人口的思想问题入手,总结导致该地区贫困的几种典型脱贫思想观念及产生的主要原因,提出解决思想脱贫问题的方法只能是发展思想政治教育,文章结合慈利县贫困地区的实际情况,从思想上重视思想政治教育作为前提,再结合新时期符合我国国情的政治教育理念以及构建全面性地政治教育体系等方面,提出了慈利地区贫困人口思想脱贫的破解对策。 相似文献
19.
目前学界对国内外贫困县乡村教育精准扶贫脱贫政策的研究,国外主要注重贫困区域学前教育补偿、支持性政策研究,国内则集中于乡村学前教育发展的战略地位与作用、教育的人力资本投资与财政经费投入、政策文本内容等方面。通过以往研究成果的梳理,结合贫困县乡村学前教育精准扶贫政策研究的需求,未来此项研究的趋势主要有四个方向:一是拓宽贫困县乡村学前教育政策研究视角、突出时代特色;二是加强贫困县乡村学前教育政策研究内容的理论化、系统化;三是注重贫困县乡村学前教育政策研究方法的突破与创新;四是亟需加强贫困县乡村学前教育研究队伍的建设与发展。 相似文献
20.
Margaret Arnott 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):335-350
The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in its education policy. We suggest that there is a self-conscious strategy of ‘crafting the narrative’ of government that seeks to discursively re-position ‘smarter Scotland’ alongside small, social democratic states within the wider context of transnational pressures for conformity with global policy agendas. Thus the paper connects to current debates on the relationship between an emergent global education policy ‘field’ and the capacity of ‘local’ contexts to develop and sustain particular, embedded assumptions and practices. 相似文献