The culture of deference     

Shelby Steele 《Academic Questions》1999,12(1):54-62

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Indian adult education and the post‐colonial legacy     

Tom Steele  Richard Taylor 《International Journal of Lifelong Education》2013,32(6):457-464

Under the Raj education concentrated on reproducing a small Anglicized elite capable of administering the country. Adult education was minimal and confined to a few urban centres. After Independence Indian adult education was burdened with the project of modernization as India under Nehru and the nationalist movement desperately tried to industrialize the state according to western and soviet models. Despite the relative success of the first Five Year Plan's literacy programme, levels of funding dropped while bureaucracy and falsification of figures increased. Despite Gandhi, Indian education also suffered from elitist discourses inherited from the British Raj which assumed a ‘trickle‐down’ effect and resulted in the over‐balancing of the system towards higher education. Western experts (with the honourable exception of Frank Laubach) have tended to confirm the bias, but even Laubach's agenda raised suspicion. Only with the coming of the NAEP in 1978 was a serious attempt to redress the balance made. Subsequent radical educationists have once again taken up the banner of ‘Gandhi’ in the cause of educating the very poor and the project of modernization has given way to more needs‐based programmes.  相似文献   

Reducing Children's Implicit Racial Bias Through Exposure to Positive Out‐Group Exemplars          下载免费PDF全文

Antonya M. Gonzalez  Jennifer R. Steele  Andrew S. Baron 《Child development》2017,88(1):123-130

Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial bias would be reduced following exposure to positive Black exemplars. Results showed that children's implicit pro‐White bias was reduced following exposure to positive Black exemplars, but only for older children (M_age = ~10 years). Younger children's (M_age = ~7 years) implicit bias was not affected by this intervention. These results suggest developmental differences in the malleability of implicit racial biases and point to possible age differences in intervention effectiveness.  相似文献   

Teachers' Voices in the Context of Higher Education Reforms in Armenia     

Susanna Karakhanyan  Klaas van Veen  Th.C.M. Bergen 《European Journal of Education》2011,46(4):508-523

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms.  相似文献   

What Can We Learn From Ronald?     

Michael R. Steele 《Journal of American culture (Malden, Mass. : 2003)》1978,1(2):447-453

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Robert Ingersoll: The Aeolian Harp of Agnosticism     

Michael R. Steele 《Journal of American culture (Malden, Mass. : 2003)》1978,1(2):237-252

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The purposes outdoor education does,could and should serve in Singapore     

Susanna Ho 《Journal of Adventure Education & Outdoor Learning》2013,13(2):153-171

This paper discusses the purposes that outdoor education does, could and should serve in Singapore. Gert Biesta’s conceptualisation of three functions of education is adapted to frame deliberations on the purposes of outdoor education in Singapore’s socio-political and educational milieu. The author suggests that outdoor education in Singapore could and should give high priority to serving three educational purposes; namely, building resilience, building emotional bonds with the place that constitutes Singapore, and building ecological literacy. In pursuing such purposes, outdoor education in Singapore might lessen the gap between the educational outcomes it currently produces and those it could achieve in the future.  相似文献   

The battered-child syndrome     

C.Henry Kempe  Frederic N. Silverman  Brandt F. Steele  William Droegemueller  Henry K. Silver 《Child abuse & neglect》1985,9(2):143-154

The battered-child syndrome, a clinical condition in young children who have received serious physical abuse, is a frequent cause of permanent injury or death. The syndrome should be considered in any child exhibiting evidence of fracture of any bone, subdural hematoma, failure to thrive, soft tissue swellings or skin bruising, in any child who dies suddenly, or where the degree and type of injury is at variance with the history given regarding the occurrence of the trauma. Psychiatric factors are probably of prime importance in the pathogenesis of the disorder, but knowledge of these factors is limited. Physicians have a duty and responsibility to the child to require a full evaluation of the problem and to guarantee that no expected repetition of trauma will be permitted to occur.  相似文献   

Book reviews     

George Gerbner  Gabriel D. Ofiesh  Jerry M. Lewis  Frederick G. Knirk  F. Earle Barcus  Robert Steele 《Educational technology research and development : ETR & D》1966,14(3):407-416

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A systematic review of current understandings of employability     

Stella Williams  Lorna J. Dodd  Catherine Steele  Raymond Randall 《Journal of Education & Work》2016,29(8):877-901

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