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Mary A. Anderson Frank Bowles C. O. Taiwo Jan D. Beckmann L. J. Lewis James R. Liesch Godfrey N. Brown H. L. Elvin Shib K. Mitra Richard F. Behrendt Graeme Kemelfield Hugh W. R. Hawes W. A. Dodd A. L. Tibawi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):220-251
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Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives
ABSTRACTStudent teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education. 相似文献
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Taiwo Adetoun Akinde Airen E. Adetimirin 《International Information and Library Review》2017,49(1):71-85
Welcome to the Global Postcards column! We are so excited to bring you news and projects from around the world. We have one main contribution for this column: a librarian, Taiwo Akinde, and a lecturer, Airen Adetimirin, both of the University of Ibadan in Nigeria show us an investigation of the effect of attitude to use on the use of Educational Support Systems (ESS) by lecturers for teaching in the university-based library schools in their country. Thanks to the contributors for this issue, and please keep the submissions coming! If you would like to send a submission, please contact either of the column.s co-editors: Jacqueline Solis, jsolis@email.unc.edu, and Robin Kear, rlk25@pitt.edu 相似文献
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European football clubs are very popular social realities in Nigeria. Their existence and activities shape social relations, process and outcomes of well-being as well as socio-economic and policy orthodoxies. Unfortunately, social trajectories of well-being, economic ramifications and policies remain poorly understood in Nigeria. What some people are aware of is the popularity of the clubs and not the intensification of associated implications and policy remits in existential environments of their social spaces. This is particularly important as the domains of European football clubs’ presence in developing countries, especially Nigeria, are largely nascent and haphazard. Against this background, this article examined the phenomenon of football betting as an ancillary of European football clubs’ presence among the youths in Nigeria. This article makes important contribution to understanding of ways European football identities are interlinked to the increased popularity of betting syndicates especially in Sub-Saharan Africa. Research questions engaged include; what is the pattern involved in football betting among the youths? What are the factors facilitating football betting among the youths and What are the perceived developmental implications relative to well-being and social health in Nigeria? The Social Exchange theoretical tradition was adopted as theoretical framework. Data collection triangulated quantitative method (questionnaires) and qualitative methods. Relevant findings were made and valid conclusions were reached and presented in this article. 相似文献
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Pavol Prokop Andrea Lešková Milan Kubiatko Carla Diran 《International Journal of Science Education》2013,35(7):895-907
This study examined university students’ knowledge of and attitudes (n = 378) toward biotechnology in Slovakia, a conservative country where the distribution of genetically engineered products are banned by law. We found a significant positive correlation between attitudes and the level of knowledge; however, although students enrolled in biology courses have better knowledge of biotechnology, their attitudes toward genetic engineering were similar than those of students who do not study biology. Females showed poorer knowledge and lower acceptance of genetically engineered products than did males. Overall, Slovakian students have poor knowledge and numerous misunderstandings about what genetic engineering means, which suggests that science curriculum with respect to this topic should be greatly re‐evaluated and teaching strategies should be improved accordingly. 相似文献