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In this article we aim to highlight the issues we have encountered in teaching art curriculum courses on the primary BAEd degree programme. The main issues addressed are student self-confidence and the conditions which form barriers to active engagement in art activities. These we have addressed in the context of the wide changes taking place since the Education Reform Act of 1988. Our concern is that students develop the confidence to implement change in accord with their own convictions. We describe how we support them in their developing autonomy through the various strategies we have developed including the recognition and transfer of prior knowledge and reflection on the process of their own learning. 相似文献
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JACKY BRINE 《Gender and education》1995,7(1):9-22
This paper explores the implications of the discourse of equal opportunities upon the training policies of the European Social Fund (ESF). Drawing on research findings, the paper focuses on the structures and processes by which the discourse of equal opportunities specifically influences the ESF's Objective 3 vocational training policies for unemployed women. The gender exclusivity of the discourse and lack of class or race analysis leads to the ESF's persistent emphasis on training unemployed working-class women in non-traditional manual skills. The paper has particular implications for those involved in ESF funded training who might, like the women in the case study, be experiencing feelings of unease and self-doubt concerning the achievable outcomes. The argument presented in this paper is that the discourse of equal opportunities itself mitgates against anything more than tokenistic success in terms of training related employment. 相似文献
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