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Norman Graves 《Prospects》1998,28(2):263-270
Conclusion If ideology is a nexus of ideas which represent the values of a society and the way that society operates, then clearly such
ideas, in so far as they are held by those who have power in society, are bound to affect what is taught within the system
of education. This may not be openly avowed, though in totalitarian regimes the education system is determinedly used to enforce
the only ideology—that of those in power. The saving grace in a democratic system is that those being educated have access
ideologies other than the dominant one. In England and Wales and to some extent elsewhere in the United Kingdom, there is
little doubt that the geography curriculum has tended to serve the dominant ideology during the heyday of the British Empire
and even during its period of decline in the 1930s and 1940s. In the 1960s and 1970s, an alternative ideology stressing the
rights of the underprivileged became manifest in a geography curriculum that was not controlled centrally. The 1980s saw a
reversal of this trend by those who had political power, though the reason advanced for the greater control of the curriculum
was couched in terms of the economic needs of the nation and the desire to raise standards. But clearly those in power considered
that theraison d'être of education was to promote an enterprise culture. However, in practice no ideology is ever pure. When the enterprise culture
came into contact with long-cherished ideas of national sovereignty, marrying the two proved difficult. This was reflected
in the neutral (not to say negative) position of the national curriculum in geography with respect to the European Union.
Original language: English
Norman Graves (United Kingdom) Professor Emeritus of Geography Education at the University of London Institute of Education. He is consultant to UNESCO
in association with the International Geographical Union. Author of numerous works on geography education, he is involved
in curriculum and textbook planning and is an acknowledged expert in his field of research. 相似文献
13.
This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc. 相似文献
14.
With a renewed focus on early intervention, teachers must address the difficulties students are having as early as possible to promote their progress. Culturally and linguistically diverse students may not respond to universal interventions that have shown efficiency for mainstream populations. In order for Response to Intervention to be effective, we need to include diverse populations when researching all tiers of instruction. 相似文献
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In 1991, five segments of the Berlin Wall, first painted by renowned contemporary artists Thierry Noir and Kiddy Citny, were bought at auction, transported to the USA, and placed in an outdoor environment that severely advanced the deterioration of the painted surface and reinforced concrete substrate. This paper discusses aspects of the conservation treatment and management plan for these painted segments of the Berlin Wall. The strategy and criteria for the conservation program were defined by a multidisciplinary team that comprised conservators, concrete specialists, and engineers; the deliberations of this team also led to an appropriate treatment and management plan. The choice to intervene at a minimal level meant treatment was restricted to stabilization rather than restoration or reconstruction of deteriorated areas. Additionally, the team decided to reinstall the pieces indoors to reduce future deterioration. 相似文献
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