Educational inclusion/exclusion of Turkish immigrant youth in Vancouver,Canada: a critical analysis     

Dilek Kayaalp 《International Journal of Inclusive Education》2013,17(7):655-668

This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools.  相似文献   

Factors associated with middle school students' perceptions of the quality of school-based sexual health education     

E. Sandra Byers  Heather A. Sears  Lyndsay R. Foster 《Sex education》2013,13(2):214-227

This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6–8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and perceptions of the content, delivery and quality of the SHE they had received. Boys and students in a lower grade and with less sexual experience rated the quality of their SHE more positively. After accounting for student characteristics, students who more strongly agreed that their SHE matched their interests and covered sexual health topics more adequately, as well as who viewed their teacher as being more comfortable talking about sexual topics and doing a better job answering questions, reported higher quality SHE. Students' perceptions of the adequacy of coverage of 10 sexual health topics were also positively correlated with their reports of higher quality SHE, although only two topics (correct names for genitals and puberty/physical development) contributed uniquely to the prediction of this variable. These results reinforce the need for a comprehensive SHE curriculum as well as adequate preparation of teachers if SHE is to be engaging to students.  相似文献   

“我们怎样做才能对学生最好？”——加拿大基础教育考察行与思     

傅贵成 《江苏教育研究》2013,(8):45-47

在对＂我们怎样做才能对学生最好？＂的反思和追问中,加拿大基础教育给出了自己的回应：教育质量问责是为更好地提升学校的社会公信力服务;＂公平不等于一致＂,教学计划的多样性决定教育的公平性,旨在促进每一个学生的发展;学校品质教育渗透在学校生活的每一个细节中,从而培养了守规则、会合作、懂感恩的高素质公民。  相似文献   

Comparing religious education in Canadian and Australian Catholic high schools: identifying some key structural issues     

Richard Rymarz 《British Journal of Religious Education》2013,35(2):175-187

Religious education (RE) in Catholic high schools in Australia and Canada is compared by examining some of the underlying structural factors that shape the delivery of RE. It is argued that in Canadian Catholic schools RE is diminished by three factors that distinguish it from the Australian experience. These are: the level and history of government funding which in turn leads to a relative lack of autonomy of Catholic schools to control their own RE curriculum; external political and social influences on the RE curriculum which is apparent in the popular election of Catholic school trustees; and most decisively, the absence of strong, ongoing bureaucratic support of RE.  相似文献   

ICT Policy and Implementation in Education: cases in Canada,Northern Ireland and Ireland     

Roger Austin  Bill Hunter 《European Journal of Education》2013,48(1):178-192

Countries with similar levels of economic development often implement different education ICT policies. Much of the existing research attributes such differences to economic and political factors. In this paper, we examine the development of ICT policy and implementation in the two parts of Ireland and in two Canadian provinces and find that historical, social and cultural differences also play an important role in the way ICT policies develop. In particular, we see differing historical perceptions of the role of the state and church in education playing a more important role than has hitherto been recognized.  相似文献   

加拿大原住民与非原住民的收入差异     

Paul S．Maxim  高霞 《楚雄师范学院学报》2012,27(8):78-85

从加拿大2001年的人口普查中抽取3％的样本数据,分析了原住民和非原住加拿大人之间工资和薪金的差异,发现注册印第安人、梅蒂斯人与非原住民的年收入和周薪在跨组和组内都有显著差异。这种差异在很大程度上是由于人口、人力资本、职业以及这三种人口的区域差异。  相似文献   

加拿大多元文化政策缘起之新探     

王建波 《巢湖学院学报》2012,(4):89-93

加拿大多元文化政策的完整内涵是双语框架下的多元文化政策。其特别的内容特征折射出加拿大复杂的族群关系和政治难题。加拿大版本的多元文化政策是加拿大联邦自由党总理特鲁多基于自己的政治理念,为应对魁北克政治分离主义的挑战并谋求最终化解这一政治难题而出台的战略国策。移民族群和原住民在加拿大多元文化政策的出台中所起的促动作用,不宜过分夸大。  相似文献   

中加刑事司法协助制度的发展与存在的问题     

张坚 《闽江学院学报》2012,33(3):78-82

加拿大是最早与我国进行刑事司法合作的西方国家,但由于赖昌星案件的负面影响,双边的刑事司法协助制度的发展速度迟缓。目前,在两国的刑事司法协助制度中,有关引渡、移管判刑人以及犯罪资产分享等内容均没有任何涉及。因此,两国应当借鉴西方其他国家与我国签订相关协议的经验,加快上述三项内容的协商并签订条约,以完善中加两国刑事司法协助制度。  相似文献   

加拿大终身学习评价工具“综合学习指标”及其启示     

郑彩华 《河北大学成人教育学院学报》2012,(4):89-93

加拿大终身学习评价工具“综合学习指标”以学会求知、学会做事、学会共处和学会生存为框架,通过统计涵盖终身学习的17个指数,准确地了解加拿大在终身学习方面的进展、成效和不足,是迄今为止世界上第一个以统计学指标评价终身学习的极具使用价值的测量工具。了解该工具的构建对于我国终身学习的开展和学习型社会的建设具有重要的借鉴意义。  相似文献   

‘Putting on band-aids’: the contradictory roles and ‘small wins’ of tempered campus radicals     

Marni Westerman  Laura Huey 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):223-234

Nancy Fraser's propositions regarding the nature of ‘boundary’ work carried out by experts within organizations suggests that individuals who work within bureaucratic structures are so constrained by the institutional context that they become detached, depoliticizing arbitrators of politicized claims. The purpose of the research reported in this article is to examine the assertion that workers in boundary roles necessarily engage only in work that depoliticizes the claims of oppositional social groups. By exploring the work of anti-harassment practitioners at Canadian universities, we uncover moments of both constraint and liberation in the practitioners’ work roles. Attending to the complexities of boundary role work illustrates that struggles over the definition of needs and claims made by marginalized social groups are not closed, nor are boundary workers completely co-opted by bureaucratic institutional prerogatives. Although variously constrained, interviews with practitioners reveal that their work can support counter-hegemonic challenges to the status quo.  相似文献