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Neoliberal practices amidst social justice orientations: global citizenship education in South Korea
AbstractGlobal citizenship education (GCE) positions itself on the global arena as a transformative social justice oriented educational curriculum that addresses the political, social, economic and cultural inequalities brought about through colonisation and neoliberalism on the global and local levels. Through an exploration of the discourse, design and delivery of GCE in the young nation-state of South Korea, we argue that, in fact, GCE reinforces and maintains the hegemonic ideals of global capitalism; core-periphery global and local relationships; and dichotomous views of poverty and inequalities. We argue that these approaches reflect South Korea’s geopolitical realities, but that attitudes towards GCE in South Korea also reflect its cultural norms and values towards working together towards a common good. Ultimately, we call for a more nuanced approach to GCE scholarship in which we move away from theoretical divisions to practical applications of social justice that work within increasingly capitalist/neoliberal interests for a more inclusive world. 相似文献
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The measurement of teachers' workload has till now been subjective. Teachers feel that they have a great responsibility to their pupils and to society and their workload heavy, while non-teachers may have different views. This debate occurs even amongst teachers teaching different subjects and levels in a school as well as amongst teachers in different schools. A comparison of teachers' workload in different countries is also particularly difficult because of different class sizes, curriculum time, etc. It is therefore essential to provide a quantitative and objective measure for evaluating teachers' workload. This measure can then be used as a reference by school principals when allocating extra duties to teachers. It is also useful to education authorities when deploying teachers to various schools in centralized education systems. 相似文献
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Lay Hoon Seah 《International Journal of Science and Mathematics Education》2016,14(6):1059-1078
Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers’ capacity to address the language demands of science, interview data (N = 9) were collected to understand teachers’ perceptions and experiences with a wide range of issues related to language use in science classrooms. Adopting an interpretive approach to qualitative data, the analysis revealed that the teachers perceive a wide range of student difficulties related to language use in science classrooms, especially to the use of specialized terms and writing. Although the teachers are keenly aware of how language can be a barrier to learning science, they are less certain as to what students need to know about the language of science in order to master it. The findings suggested professional support that highlights the distinctive language demands of science and how these demands differ from other subject areas could be useful to these elementary school teachers. 相似文献
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Chng Huang Hoon Joy Mighty Torgny Roxå Mary Deane Sorcinelli 《International Journal for Academic Development》2019,24(2):97-108
ABSTRACTWhat role does academic development have to play in responding to radical cultural shifts in the global landscape? Whose voices and identities are contributing to institutional change? This reflective essay encompasses the perspectives of the four international panellists in the opening plenary of the International Consortium for Educational Development (ICED) 2018 conference in Atlanta, Georgia, USA – Torgny Roxå on ideologies; Chng Huang Hoon on agency and empowerment; Joy Mighty on voices and identities; and Mary Deane Sorcinelli on evidence and outcomes. These perspectives set the stage for the conference, and, brought together in this paper now, they address key conference themes, offer coordinates for reflection, and pose further questions about our profession. 相似文献
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Comparing the pre- and post-impact ball and racquet kinematics of elite tennis players' first and second serves: a preliminary study 总被引：1，自引：0，他引：1
Chow JW Carlton LG Lim YT Chae WS Shim JH Kuenster AF Kokubun K 《Journal of sports sciences》2003,21(7):529-537
The aim of this study was to compare the pre- and post-impact three-dimensional kinematics of the ball and racquet during first and second serves performed by elite tennis players. Data were collected from four male and four female right-handed professional players during competition using two high-speed cameras (200 Hz). For each player, one first serve and one second serve from the 'deuce' or right service court that landed within the specified target area were analysed. To test for significant differences between the first and second serves, Wilcoxon tests (P < or = 0.05) were performed on selected parameters. The results indicate that the ball travelled forward and to the left during the flight phase of the toss in all but one trial. The average pre-impact ball forward location for the first serve was significantly more in front and had a higher associated forward ball velocity than the corresponding values for the second serve. On average, the decrease in post-impact ball speed from the first to the second serve was 24.1%. No significant differences between the first and second serves were found in the pre-impact racquet head speed and orientation, which was represented as a unit vector perpendicular to the racquet face. The major adjustments made by the players when going from the first to second serve were a decrease in pre-impact ball forward location (P < or = 0.01) and an increase in the pre-impact racquet vertical and lateral velocities (both P < or = 0.05). This implies that the players tossed the ball closer to the body and imparted topspin and sidespin on the ball by changing the racquet vertical and lateral velocities when going from the first to the second serve. 相似文献
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This paper reports a method to control the fluid flow in paper-based microfluidic devices simply by pressing over the channel surface of paper, thereby decreasing the pore size and permeability of a non-woven polypropylene sheet. As a result, fluid resistance is increased in the pressed region and causes flow rate to decrease. We characterize the decrease of flow rate with respect to different amounts of pressure applied, and up to 740% decrease in flow velocity was achieved. In addition, we demonstrate flow rate control in a Y-shaped merging paper and sequential delivery of multiple color dyes in a three-branched paper. Furthermore, sequential delivery of multiple fluid samples is performed to demonstrate its application in multi-step colorimetric immunoassay, which shows a 4.3-fold signal increase via enhancement step. 相似文献
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Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples. Participants learned to solve algebra-like problems and then solved transfer problems that required adjustment of learned procedures. Experiment 1 demonstrated that verbal instruction helped learning by reducing learners' floundering, but its positive effect disappeared in the transfer. More importantly, students transferred better when they studied with examples that emphasized problem structure rather than solution procedure. Experiment 2 showed that verbal instruction was not necessarily more effective than nonverbal scaffolding to convey problem structure. Final understanding was determined by transparency of problem structure regardless of presence of verbal instruction. However, verbal instruction had a positive impact on learners by having them persist through the task, and optimal instructional choices were likely to differ depending on populations of learners. 相似文献
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This study examines whether levels of father engagement (e.g., verbal stimulation, caregiving, and physical play) vary by race/ethnicity using a model that controls for fathers' human capital, mental health, and family relationships. It also tests whether the models work similarly across race/ethnic groups. Its sample of N=5,089 infants and their families is drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B). We found that, after including controls, African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers. There were no differences in verbal stimulation activities across race/ethnicity. Fathers' education (college level) predicted more verbally stimulating activities whereas fathers' report of couple conflict predicted less caregiving and physical play. Although levels of engagement differed across the groups, the overall models did not differ by race/ethnicity, except for physical play. African American mothers who reported high levels of depressive symptoms had partners who engaged in more physical play than White mothers with high levels of depressive symptoms. 相似文献
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Benjamin D. Duman Seung Youn Chyung Steven W. Villachica Donald Winiecki 《Performance Improvement》2011,50(1):17-24
A comprehensive needs assessment was conducted at ATA hospital to determine the root causes of a high number of errant radiology orders from requesting physicians. The Human Performance Technology Model, Gilbert's Behavior Engineering Model, and Rummler and Brache's Nine Performance Variables Model guided the needs assessment process. Three solutions were proposed. The development of the long‐term solution, a software utility, has been initiated. The Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation. 相似文献