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101.
Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA. In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo‐corporatism, economic rationalism, corporate managerialism and human capital. The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism. It also shows how micro‐economic reform in this sector is related to reforms in other sectors of education. 相似文献
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For decades, Haitians have immigrated to the Dominican Republic in search of a better life, yet such hopes have been elusive for many. Since the 1980s, in the midst of shifting economic and political conditions, changing interpretations of the Constitution have increasingly denied Dominican citizenship to children born to Haitians in the Dominican Republic. Drawing on qualitative interviews with people of Haitian descent, the article demonstrates how citizenship claims are textually mediated, and it examines how agents of the Dominican state exert authority over Haitian- and Dominican-born people of Haitian descent through literacy events and literacy practices. Specifically, we consider not only how the withholding of documents shaped immigrants’ lives but also how state agents selectively and arbitrarily interpreted documents, such as passports, visas, birth certificates, and national identity cards, based upon various factors, including witnesses to the social interaction, whether bribes were forthcoming, and the state agent's determination of the social and economic value of the document bearer. While dominant development discourses routinely suggest that literacy skills provide a protective factor and potentially redress inequality, we demonstrate that literacy events are yet another social interaction in which authorities with power easily impose their interpretations on vulnerable populations. 相似文献
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The widespread perceptions associated with digital technology and the internet are forcing publishers to look to ways to shift the balance of the burden of cost away from the user. We describe seven examples of ‘free’ distribution and discuss how they impact publishing business models. 相似文献
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Susan Edwards Karen McLean Jacinta Bartlett Andrea Nolan Maria Evangelou Michael Henderson Helen Skouteris Joanne Tarasuik 《British Educational Research Journal》2022,48(3):598-616
This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high-performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas. 相似文献
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This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces. 相似文献