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1.
Education and the Contested Meanings of ‘Global Citizenship’ 总被引:1,自引:0,他引:1
Leslie G. Roman 《Journal of Educational Change》2003,4(3):269-293
This article examines the oftentaken-for-granted educational policy and curricular discourses of globalization and global citizenship within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of global citizenship from above and below.The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse from below premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms. 相似文献
2.
Citizenship Education and National Identities in France and England: Inclusive or exclusive? 总被引:5,自引:2,他引:3
ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other. 相似文献
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This study explores how citizenship education in South Africa is guided by liberal and communitarian concepts of citizenship. Its contention is that citizenship education, as it has evolved through policy discourses on Values, Education and Democracy, is heavily influenced by liberal and communitarian concepts of citizenship. Nonetheless, the liberal-communitarian concept of citizenship education is not sufficient on its own to bring about educational transformation in institutions. Instead, citizenship education initiatives in South Africa need to promote a sense of compassion, motivating learners to take seriously the suffering of others. It is argued that such compassion represents a precondition of genuine educational transformation. 相似文献
4.
Yusef Waghid 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,37(3):525-542
This study explores how citizenship education in South Africa is guided by liberal and communitarian concepts of citizenship. Its contention is that citizenship education, as it has evolved through policy discourses on Values, Education and Democracy, is heavily influenced by liberal and communitarian concepts of citizenship. Nonetheless, the liberal-communitarian concept of citizenship education is not sufficient on its own to bring about educational transformation in institutions. Instead, citizenship education initiatives in South Africa need to promote a sense of compassion, motivating learners to take seriously the suffering of others. It is argued that such compassion represents a precondition of genuine educational transformation. 相似文献
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Anand R. Marri Sara Michael-Luna Maria Scott Cormier Patrick Keegan 《The Urban Review》2014,46(1):63-85
To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question—how do urban K-6 pre-service teachers currently enrolled in an urban education teacher certification program at a 4-year university construct key concepts and ideologies about citizenship and civic education?—we examined how 15 pre-service teachers understood these concepts. Using three conceptions of citizenship—personally responsible citizen, participatory citizen, and justice-oriented citizen (Westheimer and Kahne in Am Educ Res J 41(2):237–269, 2004)—our analysis demonstrated that urban pre-service teachers’ conceptions of their students’ lives significantly influenced their ideas about civic education in elementary schools. Although the participating pre-service teachers overwhelmingly promoted personally responsible citizenship, we found the participants to heavily weigh developmentally appropriate practice and classroom context when considering the risks and rewards of promoting justice-oriented citizenship in elementary classrooms. 相似文献
7.
Citizenship? Only If You Haven't Got A Life: secondary school pupils' views of Citizenship Education 总被引:1,自引:0,他引:1
This article reports the responses of small groups of secondary pupils, from Y7‐Y10, to questions about aspects of citizenship education. The pupils were interviewed in early 2002 as part of wider research into their schools’ preparation for the introduction of compulsory citizenship education in September 2002. The interviews were conducted to assess the pupils’ interest in, knowledge of and enthusiasm for the three elements of the citizenship curriculum‐‐social and moral responsibility, community involvement and political literacy‐‐as well as to evaluate their involvement in the life of their school and the wider community. The pupils, from three urban comprehensive schools in a large town in the south of England, showed ignorance of and little interest in national politics and a lack of involvement in the local community. They were aware of some of their school councils’ achievements and powers, knew how the councils operated, and thought them moderately useful. Most did not anticipate that citizenship education would interest them, though they could see benefits in its inclusion in the curriculum. The one group of pupils already preparing for Citizenship Studies GCSE was, however, more enthusiastic about the subject than those who had yet to experience it. 相似文献
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Wing-Wah LAW 《Frontiers of Education in China》2013,8(4):596
Since the early 20th century, numerous scholars have proposed theories and models describing, interpreting, and suggesting the development paths countries have taken or should take. None of these, however, can fully explain China’s efforts, mainly through education and citizenship education, to modernize itself and foster a modern citizenry since the late 19th century. This article traces and examines these efforts through a reflective and critical analysis of such public texts as official policy documents, curriculum standards, and related commentaries, and reveals three major findings. First, China’s leaders have advanced different views of and approaches to development and citizenship in response to changing domestic and global contexts. Second, the Chinese state determines China’s development course, defines its national identity and citizenry, and selects its nation-building curricula. Third, the Chinese state’s growing desire for national rejuvenation in an increasingly competitive, globalized world in the 21st century mandates an important education mission that its citizenship education be politically and ideologically open and accommodative, and help students develop global, national and local identities and function as active, responsible citizens of a multileveled, multicultural world. This article furthers academic understanding of how China’s education responds to economic, political, and social demands and shapes students’ multiple identities in a global age. 相似文献
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W. Carson Byrd Sandra L. Dika Letticia T. Ramlal 《Equity & Excellence in Education》2013,46(4):484-501
As the United States becomes more racially and ethnically diverse and draws more students from across the globe, more representative data are needed to understand at-risk and underrepresented populations in higher education, particularly in the science, technology, engineering, and mathematics (STEM) fields. The authors argue that the current reporting standards for the Integrated Postsecondary Education Data System (IPEDS) result in the misrepresentation of racial and ethnic populations in STEM by forcing non-U.S. students into a “master status” category regardless of their racial or ethnic group membership. This study uses data from IPEDS and the American Community Survey to estimate the possible misrepresentation of reported bachelor degree completions by racial and ethnic group and citizenship status in the biological and biomedical sciences and engineering. We found that nearly all of the racial and ethnic groups in IPEDS may be significantly misreported because of the reporting standards for U.S. citizenship. With these findings, various implications are discussed, including higher education decision-making policies; interpretation of academic and social experiences of diverse peoples (race, ethnicity, and nationality); and creation of effective structures for academic success, particularly for students of color, regardless of citizenship. 相似文献
12.
Roger H. Garvelink 《Clearing house (Menasha, Wis.)》2013,86(4):185-186
School administrators and teachers need to recognize that most persons—including would-be censors of school-related media communications—simply do not understand the complexities germane to measuring the impact of the mass media and the specific messages transmitted to broader audiences via a variety of media channels. In particular, what most laypersons fear are the perceived negative short-term effects while they ignore the critically important question of long-term influence. The author argues that administrators and teachers have a responsibility to better inform themselves vis-à-vis media influence so that they are able to effectively respond to concerns of potential censors of school related materials. They need, in point of fact, to become educators in the broadest meaning of that word. 相似文献
13.
Kristján Kristjánsson 《Cambridge Journal of Education》2008,38(2):217-230
This paper explores three psychological theories of self – Kenneth Gergen's theory of the crystallised self, Carol Dweck's theory of the incremental self and William Swann's theory of the homeostatic self – for their ability to account for personal change in general, and radical self‐change in particular. Special attention is paid to their educational implications. The overall conclusion is that whereas all three theories provide important insights into self‐change, none of them gives a fully satisfying account. 相似文献
14.
张宇 《中学英语园地(高三版)》2007,(11)
My little brother is six years old, in his first grade. Yesterday, he gave Mum a letter from his teacher. "I got a red card today. Could you 相似文献
15.
Rob Freathy 《History of education》2013,42(2):295-316
The failure of the Association for Education in Citizenship to gain official support for the secular and pedagogically progressive forms of education for citizenship that its founder members endorsed has previously been explained by the political impotence of the association's founder members and the professional conservatism of the educational establishment. However, this paper proposes that, as part of a wider cultural conservatism in England between 1935 and 1949, citizenship was recast in a Christian mould in response to foreign ‘secular’ political ideologies and that this enabled religious education to gain official endorsement as an essential form of education for citizenship. 相似文献
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Audrey Osler 《Cambridge Journal of Education》1998,28(1):77-96
Member states of the Council of Europe have acknowledged the importance of education for citizenship and have passed a number of resolutions concerning European citizenship and the need to promote democratic values, social justice and human rights. Yet there remains a degree of ambivalence over citizenship education and its relationship to the development of various identities, including personal and national identities. This paper examines the experiences of student teachers from a variety of European countries and the impact of a period of study abroad in another European country on their development of intercultural awareness, national identities and perceptions of how we might best educate young people for participation in democratic life. It considers the implications for teacher education. 相似文献
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Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004, 2006). 相似文献
19.
Miriam Heller Stern 《Journal of Jewish Education》2013,79(2):141-142
This article examines 10 textbooks used in Jewish religion classes in Russian high schools in the final decades of the 19th century. The textbooks reveal an expectation of a low level of Hebrew background, an interest in promoting the practice of prayer, and two distinct approaches to teaching Judaism. While some of the books introduce students to their religion through Biblical or later Jewish history, others present the religion as a systematic set of beliefs and practices. Although it is difficult to ascertain exactly how the books were utilized in classrooms, they certainly provide a sense of the priorities of a group of educators, as well as of the relative freedom they had in defining Judaism for the next generation. 相似文献
20.
Kathleen Knight Abowitz 《The Urban Review》2000,32(4):313-341
Democratic ideals of equality, freedom, and common problem-solving help ensure that schools are governed as communities, in Dewey's sense of the term, wherein all members share in defining the purposes and processes of the group. In this paper, qualitative case study data of a business–public school partnership is examined in order to describe, analyze, and evaluate this partnership based upon democratic criteria established by Deweyan pragmatism. The analysis of the business/education partnership enables educators to better understand the potential for, and inhibitors of, the kind of genuine social growth among school and corporate partners that can serve public agendas rather than private profits. 相似文献