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1.
Sean Higgins 《International Studies in Sociology of Education》2019,28(2):127-145
Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address structural drivers of conflict. 相似文献
2.
Sierra Leone is one of the poorest countries in the world with a literacy level of 51%. The government has oficially abolished school fees; however, families still have to cover various education-related costs for their children. This paper analyses the nature of the schooling costs in Sierra Leone. It shows that despite the abolition of school fees, schooling costs remain prohibitively high. Based on field research – which involved the observation of schools and interviews with teachers, pupils, and parents – the paper posits that institutional factors may prevent the reduction of these costs. 相似文献
3.
Samuel Hinton 《美中教育评论》2009,6(7):79-84
The purpose of this paper is to review current issues in pre- and primary school reform and to pose questions on the long-term implications of present day solutions. Such an exercise will open up discussion on the probable effects of educational policy decisions with a view to minimize negative effects brought on by new policies. Because data collection in Sierra Leone is embryonic and unreliable, it is difficult to be definitive in planning future reform in education based on available data. The civil war between 1989 and 1999 practically shut down the educational system. Some of the obvious steps taken to ameliorate the situation included mandatory compulsory primary education in 2004 and completing the construction of 500 new classroom buildings by 2008. School enrolment doubled between 2001 and 2005 and the Gross Enrolment Ratio （GER） was about 160 percent. It is important to join in a discussion of the long-term implications of short-term solutions to educational development in Sierra Leone. The paper is organized under the following headings： （1） The context of pre and primary school development; （2） Current education system; （3） Issues in pre-primary and primary education; （4） Government statements on education and jobs respectively; （5） Questioning as a way to improve education quality; （6） Discussion; and （7） Recommendation. 相似文献
4.
In post-war contexts, education is widely regarded as essential not only for civic reconciliation, but also as a key force for gender equity. In Sierra Leone, however, despite enhanced educational opportunities for girls, much of the emphasis on post-war educational reconstruction is unlikely to rectify gender inequities that remain entrenched within mainstream schooling and in the broader social context. Yet the capacity of education to contribute to gender-based change has not been entirely muted. Several women's associations are supporting girls’ education as integral to economic and political actions aimed at challenging the hegemony of patriarchy and gendered violence. What remains to be seen is whether these discrete efforts can foster a women's movement capable of altering the structures of patriarchal power in Sierra Leone. 相似文献
5.
BackgroundWhile the literature on physical punishment concludes that it has negative effects on children, the practice remains common in many countries. In post-conflict countries with nongovernmental organizations (NGO) operating in child protection, traditional disciplinary practices may conflict with international child rights agendas. The country of Sierra Leone has a unique history of conflict, abject poverty, low literacy, and weak governance – often, NGO agents are responsible for providing social services that the government is unable to consistently provide.ObjectiveWe examined how Sierra Leonean caregivers think about appropriate discipline for children, and whether they perceived any changes in their attitudes toward disciplinary practices since the end of the war.Participants and SettingWe collected data from parents and caregivers in urban, peri-urban, and rural areas of Sierra Leone’s four districts.MethodsWe used focus groups (12 groups, n = 92) and individual interviews (n = 21) to collect data in 2013. Focus groups and interviews were conducted by research assistants fluent in Krio and English. We used a thematic content analysis approach.ResultsWe found that physical discipline—“beating”—was widely acceptable and common. A few parents mentioned other means of discipline, such as withholding food. Parents widely agreed that parenting had changed since the war, and reported that child rights movements supported by NGOs had made it more difficult to discipline their children in traditional ways.ConclusionsDiscipline was seen a central component of child-rearing and a means of ensuring safe and proper development. This may be a protective mechanism in the precarious, high poverty environment of post-war Sierra Leone. The negative responses of parents to NGO efforts to reduce physical punishment and other forms of child abuse suggest that grassroots approaches are needed to address this pervasive problem. 相似文献
6.
Research on peacebuilding has mushroomed over the last decade and there is a growing interest in the role of education in supporting peacebuilding processes. This paper engages with these debates, UN peacebuilding activities and the location of education initiatives therein, through a case study of Sierra Leone. In the first part, we explore the complex and multi-dimensional nature of violence in post-conflict Sierra Leone. In the second, we critically address the role of education in the conflict and post-conflict period, highlighting education’s centrality as a catalyst to conflict, and then reflect on the failure of the post-conflict reconstruction process to adequately transform the education system into one that could support a process of sustainable peacebuilding. Finally, we conclude by exploring the ways that greater investment and focus, both financial and human, in the education sector might, in the long term, better contribute to a sustainable and socially just peace. 相似文献
7.
Sean Higgins 《Globalisation, Societies & Education》2018,16(4):478-493
ABSTRACTThis paper takes as a case study the pedagogical practices emergent from the educational interventions of a civil society organisation in the conflict affected region of Kono, Sierra Leone. Using a cultural political economy approach, it highlights the possibilities of pedagogy being leveraged to protest against perceived and experienced social injustices. In so doing it contributes to understanding of a context-specific model of teacher agency, rooted in the local and global challenges faced by pupils and their communities. It thereby illuminates an alternative to the generic and decontextualized framings of pedagogy frequently offered in human rights and peace education curricula. 相似文献
8.
Sansom Milton 《Globalisation, Societies & Education》2016,14(3):403-421
ABSTRACTThis article examines the role of higher education in the recovery of conflict-affected societies and argues that while the sector is typically a very low reconstruction priority, it has the potential, if addressed strategically, to act as a catalyst for effective and sustainable post-war recovery. The article begins by contextualising higher education within broader debates around post-war recovery and education. It then analyses the relationship between higher education and four core intervention agendas in conflict-affected societies: stabilisation and securitisation, reconstruction, statebuilding and peacebuilding. 相似文献
9.
陈振中 《广西师范大学学报(哲学社会科学版)》2002,38(1):89-94
矛盾、冲突和变革是今日教育的特征。教育冲突指在教育现实中发生的各股力量之间的分歧、对立、争夺、较量的紧张状态。从性质上看,它有突出的政治性和浓厚的化性。教育领域大量的形形色色的冲突现象,可从不同方面对之加以归类：外冲突和内冲突,制度层面上的冲突和观念层面上的冲突,对抗性冲突和融合性冲突,宏观冲突和微观冲突。 相似文献
10.
随着我国经济环境、政治环境的深刻变化,以及全球化的冲击,道德教育背景随之发生转变。学生道德教育的主体——家庭和学校也表现出不协调、冲突的情况。运用社会学冲突理论,分析当前我国社会转型时期学校和家庭双方在道德教育方面所存在的冲突的表现和原因,并在此基础上提出对策。 相似文献
11.
创新型人才培养不仅是教育理论与实践方面的问题,而且就我国目前的现状来说,还是一个举足轻重的社会问题。运用社会学冲突范式理论分析了当前我国创新型人才培养提出的社会根源,从文化传统、思维倾向和社会现实视域对创新型人才培养进行社会学分析,最后提出了创新型人才培养应立足于继承创新传统、综合创新思维、构建创新教育、推进教育改革和实施素质教育,从而全面厘清创新型人才培养的原因、现状、目的与价值。 相似文献
12.
“counter-education”概念至少有三重含义：反常规教育、相向教育与冲突教育。通过对这一概念的解读,尝试提出“冲突教育学”这一主题,主要探究教育学领域内,各种相互冲突的理论之间的争执抗衡状态何以产生,能否得以适切解决等问题。 相似文献
13.
In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils. 相似文献
14.
WANG Zhao-ming 《江苏经贸职业技术学院学报》2006,(4)
高等教育对促进经济和社会发展有着极为重要的作用。江苏推进“高教强省”战略为高等教育的优先发展提供了契机。“高教强省”的一个重要方面就是要建设“高职强省”,即通过大力发展高等职业教育来促进全省经济与教育的和谐协调发展。 相似文献
15.
朱敏 《南昌教育学院学报》2013,(4):129-130
中日两国近代教育在政策上有很多相同点,比如在原则制定方面、政策理解方面以及推行政策过程中所遇到的冲突和矛盾等。与此同时,两国教育的政策也有很多不同点,比如像决策人员素质和差距拉大了中日两国教育的政策距离,两国政府能力最终决定政策执行和推动的成败与有效性,所以,对中日两国教育的政策进行比较有着十分重要的社会意义和现实意义,有助于推动两国教育的持续发展。 相似文献
16.
和平具有普世价值。教育是通向和平的重要途径。然而,不容乐观的是,在中国学校教育中和平的主题并不彰显,教育与战争之间的隐性结盟还没有引起研究者充分的重视。暴力商业化和暴力娱乐化驱使大众传媒中暴力泛滥。和平教育的核心部分是防止战争和暴力的教育,中国和平教育包括人权教育、发展教育、生态环保教育、多元文化相互理解的教育等多个主题。倡导和平教育要求改变教育范式,反思和警惕现行学校教育中竞争主导、国家利益主导、人类中心主义主导的范式;从具体实施手段来看,冲突化解教育、性别敏感教育、文化敏感性教育等是学校和平教育的有效手段。 相似文献
17.
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe. 相似文献
18.
教育的目的是成人成才。实现教育目的需要条件,如果条件不具备或这些条件之间的关系不协调,都会成为实现教育目的的障碍。目前,教育观念与教育行为之间存在着四大冲突:价值观上,重才与重人的冲突;知识论上,确定性知识与不确定性知识的冲突;方法论上,维持性学习与创新性学习的冲突;人才评判上,评量与评价的冲突。这些冲突,直接影响到教育目的的实现,需要对其加以协调、整合。 相似文献
19.
受教育权在理论和实践中的多重属性,使得受教育权利在行使过程中会受到多重的划界制约,也产生了权利（权力）之间的冲突现象。受教育权冲突实质上是一种权利行使中的过界现象,具体而言,对受教育权的设定意味着某种限度,如果超越了这个限度,就可能是权利的滥用,就可能侵犯了其他个体或者组织的权利。以权利冲突的视角研究受教育权问题,一方面可以帮助我们正确理解受教育权的本质,另一方面也为当前外部权力对受教育权的介入做了合法性的论证。 相似文献
20.
李长伟 《湖南师范大学教育科学学报》2008,7(1):46-51
哲学追求永恒与美好,政治实践则总有欠缺.哲学与政治处于冲突之中,哲人苏格拉底就死于这种冲突.但不能忽视的是,教育在这种冲突中起了关键性的作用,没有他对公民的教育,就没有他的死亡.而且,这种教育即使在他被控告、被判死刑时,仍旧没有放弃.在这个意义上,苏格拉底之死同时就是公民教育的绝唱. 相似文献