Revisioning professionalism from the periphery     

Jennifer Skattebol  Elizabeth Adamson  Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131

Abstract

The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates.  相似文献   

二战后澳大利亚种族政策变化的国际根源     

杨洪贵 《重庆师专学报》2007,26(3):37-40

二战后澳大利亚种族政策出现的一系列变化有着深刻的国际根源。美国与南非的反种族主义斗争在澳大利亚产生强烈反响，联合国等国际组织不仅直接关注澳大利亚种族问题，而且成为土著活动家争取种族平等的渠道与场所。这一切给澳大利亚联邦政府带来强大的国际压力，成为战后澳大利亚种族政策转变的重要原因。  相似文献   

澳大利亚的多元一体文化--兼论华人的文化融入性     

牟岱 《陕西理工学院学报(社会科学版)》2004,22(1):59-64

本文论述了澳大利亚多元一体文化的内涵、成因以及华人文化的地位，分析了多元一体文化的实行为澳大利亚带来的经济、技术、教育和科学等方面的效益；同时也提出了多元一体文化体制本身在实施过程中存在的诸多问题。  相似文献   

The regulation of transnational higher education in Southeast Asia: Case studies of Hong Kong, Malaysia and Australia   总被引：2，自引：0，他引：2  

Grant McBurnie  Christopher Ziguras 《Higher Education》2001,42(1):85-105

The millennium round of the General Agreement on Tradein Services (GATS) underlines issues relating to the regulationof education as an internationally traded service. Transnationaleducation is a key component of such trade. Southeast Asia issomething of a laboratory in the development and regulation oftransnational education. The region combines high demand, keencompetition among providers, and host country regulatory regimesranging from relatively laissez faire to strongly interventionist.This paper examines the approaches of three Southeast Asiangovernments – Hong Kong, Malaysia and Australia – to theregulation of transnational education within their borders. Ineach case the authors provide background on the higher educationsystem, describe the regulatory approaches to transnationaleducation, and analyse the motivations behind regulation. Boththe neoliberal approach of the WTO to trade in educationalservices, and critiques of this approach, are outlined. Theauthors conclude that any attempts to promote global standards orquality principles for transnational education must address themyriad concerns of governments, including consumer protection,advancing national goals and protecting the local system.  相似文献   

澳大利亚高等教育发展:战略分析的视角   总被引：1，自引：0，他引：1  

田凌晖 《复旦教育论坛》2008,6(1):63-67

90年代以来澳大利亚高等教育的规模、质量和效益均得到显著发展,国际声誉日渐高企,这在很大程度上与其高等教育战略规划密切相关.本文尝试从战略分析的视角,探悉澳大利亚高等教育的战略定位,战略目标和战略实施途径,并对其发展战略的特点进行剖析.  相似文献   

University Leaders’ Strategies in the Global Environment: A Comparative Study of Universitas Indonesia and the Australian National University   总被引：1，自引：0，他引：1  

Simon Marginson  Erlenawati Sawir 《Higher Education》2006,52(2):343-373

In a global environment in which global, national and local nodes relate freely within common networks, all research universities must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research collaboration. The study compares readings of the global environment, global and international activities and relationships, and global capacity and strategy, in two leading national universities, one in a middle level developing country (Indonesia) and the other in a middle level developed country (Australia). The main tool of investigation was interviews with parallel groups of institutional leaders and leaders of academic units and research centres, in conjunction with study of the national and local contexts. It was apparent that in both cases, while global elements are increasingly important in university strategy, mission and identity, resource capacity remains highly dependant on national government and students. This belies the romantic myth of the ‘stand-alone’ corporate university in the global marketplace. The two cases also differ in some respects. While both universities are peak national institutions, and each respects the other, the Australian university is more strongly placed in the global environment and practical dealings between them are asymmetrical. The study helps to illuminate the dynamics of global stratification and hierarchy between developed and developing nations and institutions in higher education.  相似文献   

试析社会转型过程中澳大利亚的课程领导   总被引：2，自引：0，他引：2  

张树德 《外国教育研究》2005,32(9):55-59

文章讨论了社会转型过程中两种课程领导范式（制度主义范式和文化主义范式）对澳大利亚课程改革的影响。正是这两种范式的作用使澳大利亚课程领导呈现出特点，而这些特点对当前中国的基础教育改革也是有启示作用的。  相似文献   

南昆士兰大学学习与教学支持服务机构运行经验及启示     

张胜利  何岸 《职业技术教育》2011,(32)

澳大利亚南昆士兰大学(USQ)学习与教学支持服务机构(LTSU)在其学校的组织框架中属于学习和教学的辅助机构,但却是该校学习支持服务以及基础性支持服务方面的关键部门。该机构在其职责以及服务内容等方面的独特经验,对于建立和完善我国开放大学的学习与支持服务机构以及支持服务的内容具有很好的借鉴意义。  相似文献   

英美澳远程教育质量评估体系研究及启示     

张树玲  陈丽  孙波 《现代远程教育研究》2011,(1):61-66

在高等教育大众化及教育现代化的背景下,远程教育质量已经引起世界各国的高度重视。不同国家或机构依据自身国情及教育环境,在不同的价值取向和质量观指导下,形成各自的远程教育质量评估体系。近十年我国远程教育质量评估文献表明：从外部评估角度来看,英国、美国、澳大利亚的现代远程教育质量评估体系在质量观、评估标准、执行者、过程及效果反馈等方面有各自的特征,且具有较好的实施效果。我国在建立远程教育质量评估体系时,可以在结合自身国情的基础上,借鉴他国的有益措施。  相似文献   

我国澳大利亚法律研究三十年评述     

张戈平 《成都师专学报》2011,(3):94-96

本文对1980年至2010年30年来我国澳大利亚法律研究进行全面分析和评述。本文发现我国澳大利亚法律研究呈现出如下规律和特点：1980—1989为起步阶段,研究数量少,涉及领域有限;1990—1999为发展阶段,数量增多,研究呈现出多元化趋势;2000—2010为繁荣阶段,研究领域全面铺开,一些方向研究深入,取得突破性进展：宪法方面的研究更加深入,澳大利亚法律史研究有了新的突破,中澳比较法学研究取得阶段性成果。  相似文献