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1.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
2.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
3.
The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable
solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system
plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective,
governments must work in collaboration with parents, religious leaders, and community members. This article describes eight
key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best
practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma
and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages
about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in
respect of religious perspectives; the most successful ones will include religious leaders in the process. Fourth, the language
and content used in designing education materials for schools must be culturally sensitive, as local traditions can influence
the transmission of HIV; those developing curricula should explore the best ways to incorporate positive traditions into formal
education initiatives. Fifth, governments are responsible for providing comprehensive and adapted messages about the disease
to children and youth in school settings; they must develop a national strategic policy on it and establish specific measures
established to protect PLHIV. Sixth, the family plays the primary role in providing information to children on sexuality and
HIV-related issues, even if parents and children sometimes find it hard to talk about. Parents must be informed so they can
play a more active role in educating their children in this area. Seventh, teachers and administrators are central to effective
HIV education; as they often complement parents’ roles, they need to be trained at pre- and in-service levels on these issues,
including sexuality. Finally, children and young adults should learn about sexuality and HIV and AIDS at various stages throughout
their development. It is crucial to adapt the content to the age and knowledge level of the target group. 相似文献
4.
A comparative analysis of the statistics of the two population censuses conducted in 1990 and 2000 showed that with the development
of ethnic education, average years of school attainment have been increased for all ethnic nationalities, and education has
been more equalized within different ethnic nationalities. However, educational inequality among different nationalities has
been widened. Although the extent of the widening is limited, sufficient attention should be paid by policy-makers.
__________
Translated from Minzu Jiaoyu Yanjiu 民族教育研究 (Journal of Research on Education for Ethnic Minorities), 2006, (5): 16–20 相似文献
5.
Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly
vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with
disabilities. HIV/AIDS has reduced many young people’s rights to access education, to live a full and healthy life, and to
have a life as a child. This article focuses on attempts to continue to empower young people to protect themselves from HIV
by exploring the dynamics around HIV-related education in schools, in particular by examining the role that young people’s
knowledge can play in improving curricula and thus reducing HIV/AIDS rates. The authors draw on qualitative research in a
total of eight schools in Kenya, Tanzania, and South Africa. Preliminary findings suggest that pupil consultation and dialogue
can be used to inform thinking on the curriculum for HIV education. 相似文献
6.
劳凯声 《Frontiers of Education in China》2009,4(3):343-364
During the past twenty years, higher education institutions in China have gained enormous rights due to both the streamlining
of administration and the decentralization of the government. Their legal status has hence changed dramatically. However,
the expansion of their rights has also brought about the possibility of higher education institutions profiting by pursuing
development. The influence of the market has begun to permeate higher education institutions, and this change has shown some
characteristics of induced institutional changes. Accordingly, higher education institutions should be regulated from the
perspective of public law, so as to ensure their public nature.
__________
Translated by LI Yancheng from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2007, (2): 5–16 相似文献
7.
HIV/AIDS can no longer be regarded solely as a public health issue as its impact extends well into all spheres of life, sectors of society and levels of the education system. This paper argues that not only is it paramount to draw on children's understanding of the impact of AIDS on their lives, but it is equally important to draw on their solutions in order to foster their agency. Using the ‘draw and write’ methods, this research explores children's perception of the impact of HIV/AIDS and their understanding of the capabilities needed in order for them to become active change agents. The findings indicate that short-term intervention programmes are insufficient in curbing the HIV trends and in mitigating its impact. The authors argue that there is now a paramount need to re-evaluate the role and goal of education to allow it to serve as a prophylaxis for HIV/AIDS. 相似文献
8.
The Philippines is experiencing a low but slowly growing prevalence of HIV, with a UN estimate of 6,000–11,000 cases out of
a population of 91 million, and a 150% increase in new cases in 2008 compared to previous years. Earlier education programmes
employed non-formal educational training techniques in the southern Philippines to target high-risk groups such as female
sex workers and their establishment managers; the effort was expanded to target males in the community. In comparison, as
of 2009, Taiwan has an estimated 40,000 cases of HIV/AIDS in a population of 23 million. It experienced a major increase in
HIV infection among injecting drug users, from 77 newly reported cases in 2003 to 2,381 such cases in 2007. This article compares
and contrasts the response to the epidemic in each country, describing non-formal educational programmes targeted and tailored
to specific high-risk populations. 相似文献
9.
Three decades since the onset of HIV/AIDS, 33.2 million people worldwide are infected and prevalence in Kenya is on the rise. This paper contributes to discussions about HIV/AIDS education and draws on the health promotion approach and the emancipatory theory of Paulo Freire. Freire argued that through dialogue people unveil their world. The researchers used the method of dialogue to facilitate parents' and teachers' reflections on sexuality education for the children. The dialogues seemed to facilitate some reflection and showed the attitudes of the community to matters that impact on sexuality education (e.g. gender and sexuality). This paper illustrates how dialogic processes can be useful to the process of constructing realistic and contextually relevant HIV/AIDS education. The challenges for the researcher as an outsider are also discussed. 相似文献
10.
Based on a survey of students from different social strata, different family backgrounds and different levels of access to
higher education in 10 higher education institutions (HEIs) in Yunnan, an ethnic minority (EM) province, this essay tries
to find out the discrepancy in the enrollment opportunity of higher education for children from different strata in the EM
province in order to find a breakthrough to narrow the gap.
Translated from Changchun Gongye Daxue Xuebao 长春工业大学学报 (Journal of Changchun University of Technology), 2006, (1): 9–16 相似文献
11.
The public/private divide in higher education: A global revision 总被引:2,自引:0,他引:2
Simon Marginson 《Higher Education》2007,53(3):307-333
Our common understandings of the public/private distinction in higher education are drawn from neo-classical economics and/or
statist political philosophy. However, the development of competition and markets at the national level, and the new potentials
for private and public goods created by globalisation in higher education, have exposed weaknesses in the traditional notions
of public/private. For example, (1) the statist notion that higher education is always/already a public good blinds us to
its role in producing scarce positional private goods, even in free systems; (2) because there is no global state, both statists
and neo-liberals model the global higher education environment simply as a trading environment without grasping the potential
for global public goods in education – goods that are subject to non-rivalry or non-excludability, and broadly available across
populations, on a global scale. Yet higher education in one nation has the potential to create positive and negative externalities
in another; and all higher education systems and institutions can benefit from collective systems e.g. that facilitate cross-border
recognition and mobility. The paper sets out to revise public/private in higher education. Rather than defining public/private
in terms of legal ownership, it focuses on the social character of the goods. It argues that public/private goods are not
always zero sum and under certain conditions provide conditions of possibility for each other. It proposes (a) units in national
government that focus specifically on cross-border effects; (b) global policy spaces – taking in state agencies, individual
universities, NGOs and commercial agents – to consider the augmentation, distribution of and payment for global public goods.
This paper has been adapted from a keynote address to the Conference of Higher Education Researchers (CHER), University of
Twente, Enschede, 19 September 2004. The CHER conference was focused on the public/private question. Warm thanks to Erik Beerkens,
Jurgen Enders, Marijk van Wende, Ben Jongbloed, Guy Neave, other colleagues who took part in discussion at the CHER conference,
and the reviewers for Higher Education. 相似文献
12.
The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education. 相似文献
13.
Zehavit Gross 《Prospects》2010,40(1):93-113
Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259–285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the
Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; Herman in Jewish identity: A socio-psychological perspective, Sage, Beverly Hills, 1977; Levy et al. in Beliefs, observations and social interaction among Israeli Jews. Louis Guttman Israel Institute of Applied
Social Research (Hebrew), Jerusalem, 1993; Ofer in Jews in Israel: Contemporary social and cultural patterns. Brandeis University Press, Hanover and London, pp. 394–417,
2004a) and to contribute significantly to Jewish Israelis’ sense of belonging to the Jewish people. Though the Holocaust is a central
event in Jewish history, Holocaust education is mandatory in the state education system in Israel, and some research has investigated
the impact of this education, the field has not been conceptualized systematically (Blatman in Bishvilei haZikaron 7:15–16,
1995; Feldman in Bishvilei haZikaron 7:8–11, 1995; Ofer in Jewish Educ 10:87–108, 2004b; Schatzker in Int J Polit Educ 5(1): 75–82, 1982). This article attempts to organize the existing knowledge on the subject through a meta-analysis of the foundations and
basic premises of Holocaust education in Israel, using the most important literature in the area. It first suggests a conceptual
framework, organizing by period the changing attitudes toward the Holocaust in general and Holocaust education in particular.
It then describes Holocaust education over the years, and finally analyzes the goals of Holocaust education, along with its
major dilemmas and challenges. 相似文献
14.
义务教育的均衡发展是教育平等的基石 总被引:1,自引:0,他引:1
Tianshan Zeng Youchao Deng Runyong Yang Xiaomei Zuo Zhaohui Chu Xiejing Li 《Frontiers of Education in China》2007,2(4):469-493
Balanced development of compulsory education is not only the cornerstone of education equity, but also the fundamental part
for realizing a harmonious society. There have been several achievements in balancing the development of compulsory education
in China, such as narrowing the gaps in compulsory education between rural, urban, and other areas. However, the development
of compulsory education is still confronted with several issues, including the gaps between rural and urban schools, the gaps
between teacher’s situations in rural and urban area, higher drop-out rates of rural compulsory education than that of the
national average level, etc. Based on the analysis of these issues and reasons, the suggestions for the policy-makers are
as follows: (1) it must be further clarified that governments at all levels must take all responsibilities for the balanced
development of compulsory education so as to integrate local authorities’ input and the central government’s subsidies; (2)
the allocation mechanism of resources for compulsory education should be set up with “qualitative and fair growth” as its
aim; (3) The quality standard for compulsory education based on the national curriculum standard should be worked out for
playing the role of quality inspection in the fair development of compulsory education, and a relevant system of responsibility
should also be established; (4) A national unified card for compulsory education should be adopted, which would help abolish
extra fees for non-permanent-resident students receiving compulsory education in other places and (5) civilian-sponsored schools
should be encouraged to offer compulsory education.
__________
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2007, (2): 3–11 相似文献
15.
陈洪捷 《Frontiers of Education in China》2009,4(1):56-65
Advanced knowledge is the basis for higher education, but less research on higher education deals with it. The essay elaborates
on the major point in several ways: first, the practice-oriented higher education research tends to ignore advanced knowledge;
secondly, higher education shall never turn a blind eye to advanced knowledge due to their close relation; thirdly, the paper
presents a tentative discussion over the external and internal characteristics of advanced knowledge. The research on advanced
knowledge can not only provide better support for the reform of higher education, but also has great significance in perfecting
the present theoretical system of higher education.
__________
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2006, (4): 2–8 相似文献
16.
Julian Dierkes 《Asia Pacific Education Review》2010,11(1):25-35
The shadow education sector plays a centrally important role in the Japanese education system. Advocates of Japanese shadow
education institutions, or juku, claim that the pedagogy employed in these schools leads to superior results compared to teaching methods used in conventional
schools. The lack of value-added testing of juku results suggests that these claims have not been tested. In this article,
I examine the background of the owner– operators of small juku and the challenges they face in hiring teaching staff. The
small juku examined were mostly founded during the juku-boom of the early 1970s and continue to teach 100–200 students with
a staff usually numbering more than 10 part-time or full-time teachers. I find that almost no operators or employees come
to the shadow education business by design. Instead, owner–operators “slide into” their role for lack of alternative options,
or through early success, or through frustration with previous careers. Subsequently, many of the owner–operators embrace
their work as a pedagogical calling. In hiring teaching staff, owner–operators circumvent the larger employment market by
hiring their own “graduates”. 相似文献
17.
Based on cross-section data worldwide and time series data in China, the essay is intended to make an analysis of the factors
which have impacts on the ratio of public investment in education by using econometric models and then the future ratio may
be predicted. Conclusions are as follows. First, the proportion of fiscal revenue to GDP (gross domestic products) is the
most significant variable to predict the variance in the ratio of public investment in education in China. Second, experience
in middle-income countries should be given top priority when international comparison is made. Third, the ratio of public
investment in education in China will be close to 4% in 2010, and reach 4.4%–4.5% in 2020.
Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2006, (2): 62–66 相似文献
18.
Louis van Schalkwijk Theo Bergen Arnoud van Rooij 《Educational Studies in Mathematics》2000,43(3):293-311
The Mathematics Department of the University of Nijmegen in collaboration with the Graduate School of Education has developed
a math course in the field of fractals and dynamic processes for volunteer students in the second phase of secondary education
in the Netherlands. The students, of approximately 16 years of age, show a special interest in, and an aptitude for mathematics
and informatics. One of the main goals of the course was to highlight the deductive aspect of mathematics, an aspect that
is neglected in the ordinary math curriculum of secondary education in the Netherlands. That goal was pursued by giving the
students ample opportunity to conduct investigations on their own and in a way that they would be responsible for judging
the correctness of their arguments in making mathematical deductions. In that way proving is imbedded in a larger structure
and becomes a tool for the students to convince each other. During the courses we searched for the right way for teachers
to coach these investigations, that is: to find a balance between mere concentration on guiding the process of the students'
investigations and active intervention in the learning process of proving. In this article we illustrate with two examples
– the first from the '95–'96 course and the second from the '96–'97 course – in what way we adjusted our coaching. Our results
are explorative, but our approach appears promising and we are convinced that investigations as learning environment for proving
would also be a valuable part for the regular secondary math education in the Netherlands.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
新疆民族教育的发展与双语教育的实践 总被引:2,自引:0,他引:2
马戎 《Frontiers of Education in China》2009,4(2):188-251
The Xinjiang Uyghur Autonomous Region is an area of great importance for the ethnic minorities of northwestern China, and
the development of local minority education has been a constant concern in both government and academic spheres. By means
of analyzing government documents, statistical data and research literature, this article attempts to define the fundamental
modes and development processes of minority education in Xinjiang. Furthermore, the article elaborates on discussion of the
development and problems relevant to bilingual education in the concentrated Uyghur communities of southern Xinjiang based
on the author’s field research in the Kashgar Prefecture in 2007.
Translated by Zhang Lin from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2008, (2): 2–41, revised by Daniel Weisman 相似文献
20.
This paper deals with the learning needs of Health Care Workers (HCWs) in the field of HIV/ AIDS. Essentially the paper covers their perceived initial education and training needs at tertiary level through to the continuing vocational professional development of HCWs who are involved in the practice of health care of people living with HIV/AIDS. The focus of the paper provides an illustration of the theme of adult education that searches for roles of social relevance in both a community and continuing professional setting, notably in the context of challenging human needs. In this illustration, the identification of the tertiary level education and training needs of HCWs by the practitioners themselves, as well as other interested stakeholders, is designed to help others who follow them practice with competence and confidence in this complex area of human need. Ultimately the continuing education of HCWs in such a challenging context is concerned with empowering people living with HIV/AIDS to come to realistic and positive terms with their condition. 相似文献