Comment on Barrow     

Mark Holmes 《Interchange》1993,24(3):233-236

The author continues his dialogue with Robin Barrow on the place of religion in public education (see pages 205 to 223 of this issue).  相似文献   

李杜与中原文化——兼论李杜异同之地域文化原因     

蒋志 《绵阳师范学院学报》2010,29(3):19-24,28

中原文化的概念。中原文化与中华文化、河洛文化之关系。中原文化之特点:承传的正统性、崇实性、先导性、兼容性、辐射性。从杜甫的家世及青少年时期的经历看,他是在中原文化的熏陶下成长的。李白与杜甫的相同是因为都受到中华文化之哺育,都是受盛唐时代风气的熏陶,都博采了各地域文化之精华。李白、杜甫在思想、性格和创作风格上的不同,主要是因为家庭环境不同,青少年时期所受地域文化之影响不同,李白主要是受巴蜀文化之影响;杜甫主要是受中原文化之影响。  相似文献   

特洛伊木马还是巴别塔——从《撞车》看美国多元文化的发展     

罗锦生 《常熟理工学院学报》2008,22(9):94-97

美国是多元化表现最为明显的国家,主流社会对文化多元化的态度一直在支持和反对中摇摆,学界也分别以巴别塔和特洛伊木马来概括这两种截然相反的理念,电影《撞车》则以艺术的形式表达美国社会这种错综复杂的多元文化矛盾。然而,基于传统和现实的原因,不管主流社会做出何种政策调整,美国多元文化的发展还是在美国主流文化允许的框架内进行。  相似文献   

Religious affiliation,ethnicity, and power in admission policies to Jewish religious schools     

Lotem Perry-Hazan 《Critical Studies in Education》2019,60(1):73-92

This paper analyzes the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right to adaptable education, which accommodates children’s cultural affiliations. It shows that a normative lens, which examines the ways by which legal rules correspond to conflicting rights and interests, cannot fully capture the tension between legal prohibitions on discrimination in education and the sociocultural norms in religious communities. Thus, the paper offers a socio-legal lens, which focuses on the context of admission policies to Jewish religious schools. Based on three test cases of admission policies to Jewish religious schools in Israel, England, and Flanders, Belgium, the paper demonstrates how the legal rules regulating the admission policies are influenced by social forces. In Israel and England, these forces have facilitated a descent down slippery slope, originating with religious criteria, but concluding with discriminatory criteria. They also shaped admission practices reflecting the asymmetric power relations between the institutional school systems and individual families. The paper highlights the benefits of the Belgian policy, which proscribes religious classification of school candidates. This policy circumvents the ambiguous distinction between religion, ethnicity, and social class, and expands educational choices.  相似文献   

Angry Anglos and aspirational Asians: everyday multiculturalism in the selective school system in Sydney     

Christina Ho 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):514-529

ABSTRACT

‘Asian whiz kids’ perfect test scores.’ ‘Selective schools and tiger parents.’ These types of headlines highlight the increased visibility of academically successful students from Asian migrant backgrounds, in Australia and other Western countries. They also point to anxiety about the perceived aggressive ‘tiger’ parenting often associated with Asian academic success. This paper focuses on the forms of everyday multiculturalism found in and around high-performing selective schools and classes in Sydney, Australia, almost all of which are dominated by Asian-Australian students. Drawing on interviews with parents and students from Anglo- and Asian-Australian backgrounds, it documents the different positionalities adopted by participants within these culturally diverse settings, including anger, aspiration and cosmopolitanism. This potentially volatile combination of approaches to diversity reveals some of the social consequences of neoliberal migration and education policies.  相似文献   

Early Islam in British Higher Education     

Philip Wood 《British Journal of Religious Education》2019,41(4):402-411

Abstract

In an educational environment where interest in Arabic and Islam is growing, I ask the place of revisionist/critical approaches to early Islam in Higher Education. This paper uses 15 semi-structured interviews with Lecturers in early Islam to investigate how they treat controversial subject matter in the classroom. The paper examines how the different approaches taken by lecturers are linked to different kinds of academic training, and asks what kinds of approach are suited to different student demographics. It concludes by suggesting how critical ways of teaching this subject are linked to new approaches in interfaith engagement, which acknowledge the political context for the development of Scriptures.  相似文献   

A Reply on Behalf of the Relativist to Mark Mason's Justification of Universal Ethical Principles     

Jim  Mackenzie 《Educational Philosophy and Theory》2007,39(6):657-675

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Researching Education and Ethnicity in China: A Critical Review of the Literature between 1990 and 2014     

Wei WANG 《Frontiers of Education in China》2018,13(2):216

In the past four decades, marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures. In response, a growing number of scholars have focused on issues related to education and ethnicity in China. This article describes and analyzes how these scholars researched education and ethnicity between 1990 and 2014. Six research themes are identified: educational policy, multicultural education, minority cultural heritage in school, ideological-political education, multilingual education, and teachers and teacher education. The final section discusses how education scholars could improve future research on education and ethnicity in China.  相似文献   

Culture and sexuality in Finnish health education textbooks     

Veronika Honkasalo 《Sex education》2018,18(5):541-554

In Finland, Young people’s sexuality education has not been examined from a multicultural perspective, with the exception of a few policy-oriented papers. This paper examines how cultural diversity is addressed in chapters on sexuality and sexuality education in Finnish health education textbooks. The analysis is based on material contained in textbooks used in grades 7–9 and upper secondary schools. Findings suggest that cultural diversity is included in textbooks in one of two ways: either to demonstrate the uniqueness of liberal, emancipated and progressive ‘Finnish’ sexuality; or as a way of distancing Finland and Finnish values from the rest of the world. In these textbooks, culture is understood as belonging to non-Finnish ‘others’ and a culture that itself as not being Finnish. This somewhat tendentious treatment of cultural diversity leaves teachers with limited tools with which to promote anti-discriminatory education. The textbooks also overlook the diverse backgrounds of young people growing up in Finland today.  相似文献   

US and Russian traditions in rhetoric,education and culture     

《课程研究杂志》2012,44(6):745-760

Traditional rhetoric attempts to find the available means of persuasion in public assemblies, law courts and ceremonials and is grounded in cultural values and beliefs. Traditional rhetoric supports the development of social communities and posits education as a primary means of maintaining these communities. In contrast, contemporary alternatives to traditional rhetoric recognize multiple cultural values both within and between social communities and seek larger unities that encompass but do not eradicate individual and communal differences. US rhetorician Kenneth Burke seeks syntheses among multiple and potentially competing persuasive acts, promotes educational practices of mutual respect and reciprocal learning and advocates a rhetorical theory and practice with potentially global reach. Russian literary theorist Mikhail M. Bakhtin envisions novelistic practices of polyphony, heteroglossia and carnival as modes of dialogue that embrace individual differences within larger, more complex unities. These complementary rhetorical and dialogical practices support US multiculturalism and Russian transculturalism, respectively, but they also and more significantly promote dialogue across cultural boundaries as the basis of an intercultural rhetoric and an intercultural approach to curricula across a range of disciplines.  相似文献