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Nafsika Alexiadou 《Globalisation, Societies & Education》2005,3(1):101-125
This paper first examines the New Labour government's redefinition of equality of opportunity in Britain, mainly with regard to education and the ways in which it mediates ‘opportunity’. In doing so, it also draws on wider social policy issues, such as the use of education policies to combat social exclusion. Second, the paper reviews European Union policies and selected documents that address questions of social inclusion, social cohesion and the role of education in achieving those policy goals. The main argument is that both New Labour policies in Britain and the examined EU documents promote rather minimal understandings of the term ‘equality of opportunity’, while, education, in both cases, is given an enormous burden to carry in balancing increasingly liberalised market‐driven economies, with the requirements of a socially just society. 相似文献
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Nafsika Alexiadou 《比较教育学》2019,55(3):422-442
ABSTRACTThe aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success. 相似文献
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This article analyzes the Swedish Strategy for Roma Inclusion. Drawing on interviews and documentary materials produced around the Strategy by official sources and Roma organizations, we describe its background, rationale, and evolution, as well as the rifts it has revealed around the issues of minority representation and the framing of inclusion. We describe the Strategy as a framework for education policy, aligned with the European Framework for Roma integration, and discuss it in relation to issues of representation, inclusion, and policy formation. We argue that, at the discursive level, the Strategy has engaged positively with the politics of Roma inclusion and has introduced a number of new issues in the public debate. However, at the same time it has given rise to policy tensions that reflect inadequate representation of and discussions with Roma stakeholders. For policy makers this has presented opportunities to rethink the design of the Strategy and to opt for an open final text that allows for a more versatile and flexible set of policy options to emerge at the local level. 相似文献
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This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals. 相似文献
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Louise Morley Nafsika Alexiadou Stela Garaz José González-Monteagudo Marius Taba 《Higher Education》2018,75(3):537-551
In this paper, we present an analysis of the Scholarship of Teaching and Learning in Higher Education (SoTL) which contributes to SoTL both as a field of research practice and as a background to professional development in higher education. We analyse and describe the constitution of the field, and in so doing address its nature in the face of the dilemma of, on the one hand, its diversity and, on the other hand, its generally agreed set of purposes. Our analysis of SoTL knowledge is conceptualised as relational, connecting SoTL practitioners with the work they disseminate to the community at large. We describe and exemplify the internal horizon of the field in terms of five domains: the didactic and the epistemic, which we refer to as the knowledge building domains, and the interpersonal, the moral/ethical and the societal domains, which we refer to as the axiological domains. The external horizon is described in terms of four aspects of the context that can impact the production and implementation of SoTL knowledge: the disciplinary, the professional, the cultural and the political aspects. Methodological emphasis is equally on the axiological underpinnings of SoTL, its values and attitudes, as the ontological and epistemological underpinnings that are predominant. 相似文献
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Nafsika Athanassoulis 《Journal of moral education》2017,46(4):347-362
This article outlines a role for constructive failures in virtue education. Some failures can be catastrophic and push the agent toward vice, but other types of failure can have positive consequences, we’ll call these failures constructive failures, failures that help on the road to virtue. So, while failures are generally appealed to as examples of what to avoid doing, educators may want to actively create conditions that are likely to make their students fail. While failures may involve negative feelings in the short term, constructive failures, although they appear to pose obstacles in the learning process, actually help lead us to our goal, virtue. Crucially, constructive failures give us insights into situations and into ourselves, insights which make it more likely that we will succeed in the ultimate goal of virtue. 相似文献
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