Education in the Sudan: the privileging of an Islamic discourse     

Anders Breidlid 《Compare》2005,35(3):247-263

This article examines the educational discourse in the part of the Sudan administered by the Government of the Sudan. It first analyses the value system upon which the Sudanese education is based by focusing on the nature of Islamism. Such a discussion is necessary because the dominant discourse is a discourse where power and Islamic theocracy legitimise each other and spill over into the educational discourse. Given the ethnic and religious complexity in the Sudan the imposition of a fundamentalist Islamic discourse is fiercely contested. The second part of the article, therefore, discusses the educational discourse of the government and relates it to the oppositional discourses in the country. It pays particular attention to the homogenising efforts of the dominant discourse to eradicate difference as a constituting factor in the Sudanese education system. The attempts to recognise difference have not led to a fundamental negotiation of the consequences of Islamism in the official school system.  相似文献   

Multicultural education through child-constructed games     

Alter Muri  Simone 《Early Childhood Education Journal》1996,23(4):211-214

Children all over the world enjoy learning and playing games. Involving children in the process of creating games from other cultures can increase an authentic interest in learning about other cultures. It also increases cognitive, social, and interpersonal skills. Activities that stress multicultural awareness seem to work best when they are part of the daily routine. Many board games, matching games, and sidewalk games are played in several cultures with slight variations. Stressing commonalities by making games rather than differences can foster sensitivity and a greater understanding of others.  相似文献   

Facilitating Reflexivity in Interracial and Multicultural Counselling     

Martin Strous 《International journal for the advancement of counseling》2006,28(1):41-55

The effectiveness of multicultural and multiracial counselling may be compromised when counsellors occupy ideologically encapsulated positions. This paper describes an Anticlient-Proclient Model (Strous, 2001, 2003) for counsellor sensitivity training that may help counsellors to develop improved, critical reflexivity in multicultural and multiracial contexts. The Model derives from theory as well as from exploratory, experiential work with counsellors.  相似文献   

全球化视域下图书馆多元文化服务的再认识     

吴志鸿 《图书与情报》2012,(2):43-48

经济全球化的深入发展进一步凸显了文化的多元性,顺应时代需求,开展多元文化服务业已成为各国图书馆普遍关注的课题。文章在探寻图书馆多元文化服务理念发展的基础上,结合实践案例,对服务对象、服务实施主体等有关问题进行辨析,并提出图书馆开展多元文化服务的关键成功因素。  相似文献   

Philosophy of Education and the Historical     

《Educational Philosophy and Theory》2013,45(1):25-35

What is citizenship? This question goes back to the political philosophy of Aristotle, and how one answers it will be decisive in determining one's vision of political life. In the last ten to fifteen years, the question of citizenship has aroused a renewed set of extremely lively debates within political philosophy, and Iris Marion Young has certainly occupied an important place within these theoretical debates. In particular, Young—especially in her seminal article, Polity and Group Difference: A critique of the ideal of universal citizenship—has presented a sharp challenge to all political theorists who are in some broad sense intellectually nourished by the tradition of civic republicanism and who think about the theme of citizenship under the influence of civic‐republican conceptions. In essence, Young's argument is that the practices of contemporary liberal society show that the implicit normative promise contained in the idea of a universal citizen identity has not been fulfilled, and therefore we must rethink this notion from the ground up. The purpose of my essay is to review the arguments that constitute Young's challenge to the civic‐republican tradition, with a view to clarifying the following questions: Is Young's political theory aimed at a reconstruction of the idea of citizenship on a normatively more sound basis? Or does her project imply a rejection of the idea of citizenship, and its displacement by an alternative understanding of political membership?  相似文献   

Recognition and Toleration: Conflicting approaches to diversity in education?     

Sune  Lægaard 《Educational Philosophy and Theory》2010,42(1):22-37

Recognition and toleration are ways of relating to the diversity characteristic of multicultural societies. The article concerns the possible meanings of toleration and recognition, and the conflict that is often claimed to exist between these two approaches to diversity. Different forms or interpretations of recognition and toleration are considered, confusing and problematic uses of the terms are noted, and the compatibility of toleration and recognition is discussed. The article argues that there is a range of legitimate and importantly different conceptions of both toleration and recognition that are often not clearly distinguished, and that compatibility varies across this range and depending on what one considers the conceptions in relation to.  相似文献   

Translation and Culture:Translation as a Cross-cultural Mediation     

叶谋锦 《海外英语》2013,(8)

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The All-White World of Middle-School Genre Fiction: Surveying the Field for Multicultural Protagonists     

Denise E. Agosto  Sandra Hughes-Hassell  Catherine Gilmore-Clough 《Children‘s Literature in Education》2003,34(4):257-275

While there has been a notable increase in multicultural publishing over the past several years, this study indicates that the increase has not extended into genre fiction for middle-grade readers. The study entailed a content analysis of book reviews of fiction for the middle grades published between 1992 and 2001. A total of 4,255 reviews of genre fiction were analyzed. Although the 2000 U.S. Census indicated that about one third of the U.S. population of children is comprised of people of color, only 661, or less than one sixth, of the books were identified as containing at least one protagonist of color. In a more realistic representation of the world, about one third of the characters would be people of color.  相似文献   

强势文化冲击之下的黑人文化流失——从《最蓝的眼睛》透视     

罗虹  徐辉 《荆州师范学院学报》2007,30(1):47-49

《最蓝的眼睛》通过描写在强势文化冲击之下的黑人文化流失，告诉读者：以白人文化和生活方式作为价值取向，会给黑人带来困惑和错乱；如果放弃黑人文化，迷失在白人文化的冲击中，只能造成人生的悲剧。  相似文献   

Korean Artists in Transcultural Spaces: Constructing New National Identities     

Jeong‐Ae Park 《The International Journal of Art & Design Education》2014,33(2):223-234

This article reports research on New York‐based Korean artists' dynamic processes of identity‐shaping and the implications that these processes have for art education. The study uses postcolonial theories that illuminate the dialectical process of hybrid cultural production in the global dimension. The artists' identities narrated elucidate the recognition of difference with others; this identification emerges as the artists simultaneously escape from and discover their Korean identities. The artists' childhood experiences and memories work as reflective thinking in their different context, and because of their search for an individual identity, Korean culture is an important factor in their art making. When their identity formation and practice are in constant negotiation with difference, this results in learning and translating from others. They assume an ‘open universalism’ necessary to communicate at an international level, and as a consequence these artists' identity formation always involves the process of a doubling and dividing of reflections of existing Korean identities as well as the building of new ones. In this dualistic state, the artists' multiple identities remain heterogeneous, composed of contradictory factors that are revealed in the artists' hybrid artworks.  相似文献