与时俱进，不断创新——顾明远教育思想初识

顾明远教授是新中国培养的教育学家,他的教育思想伴随着新中国的成长而成熟.他从国外教育、中国文化传统和马克思主义三个源泉汲取营养,寻找理论武器.他对我国教育科学的贡献是全方位的,在教育原理、教学论、比较教育,甚至教育技术学等方面都有理论的创新和突破.他与时俱进,从不保守,不断探索教育理论的新边疆,研究教育的新问题,努力将教育理论与教育实践结合起来.他的教育思想对中国教育改革产生了深刻的影响.     

Uncoupling the Articulation Between Girls' Education and Tradition in Tanzania

This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting views of tradition conveyed through programmes intended to increase African girls' participation in school. The uses of tradition in colonial policy making are compared with its meanings in contemporary educational programmes for girls in an attempt to further feminist scholarship and action around the issue of girls' education.     

文化同化的失败与多元文化的兴起——美国多元文化教育运动分析

美国的多元化教育运动源于六七十年代的民权运动，它是一场自发的、民间的、全国性的教育改革运动，其目的在于为黑人、亚裔美国人、美国土人、西班牙语系移民及白人中未被体现或未被充分体现的群体争取平等教育的权利，进而争取社会上享有平等的权利。原来的民权运动主要是以主流化的价值观来为非主流化的群体争取平等权利，而多元化教育运动则试图在化教育中体现非主流化群体的价值观。以争取形成一种新的美国化。这场运动已经取得了很大进展，但距离其目标还很远。     

African Oral Traditions: Riddles Among The Haya of Northwestern Tanzania

This study argues for the integration of African oral traditions and other elements of traditional learning into the modern school curriculum. It thus contributes to supporting the increased relevance of education to local communities. In particular, using the example of riddles collected from one of the main ethnic groups in Northwestern Tanzania, the Haya people, the present study challenges the views of those social and cultural anthropologists who hold that African riddles have no substantially meaningful educational value. Instead, it is maintained that riddles make an important contribution to children’s full participation in the social, cultural, political, and economic life of African communities, especially by fostering critical thinking and transmitting indigenous knowledge.     

Ruled by hetero-norms? Raising some moral questions for teachers in South Africa

Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools’ potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers’ account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education.     

Public Education and Muslim Voluntary Organisations in Britain

Since the beginning of their settlement in Britain, Muslims have had to face the challenges of adapting to a new social, cultural and economic environment, and also that of responding to the opportunities provided by the new environment. A particularly sticking challenge facing the Muslim community in Britain is in the field of education. Over the last four decades, a group of Muslim voluntary organizations has emerged which is characterised by its keen interest in the public education system of this country. Muslim voluntary organizations have been playing a key role in the educational debate pertaining to the nature of religious education, and the scope of moral and spiritual development in the school curriculum. In addition, these organizations have been active, through a process of consultation and collaboration, in providing educational services to state schools, local education authorities and government departments. This paper examines the development of such voluntary organizations and attempts to discern their role and impact on the public education system in Britain.     

Educational Pluralism - a historical study of so-called 'pillarization' in the Netherlands,including a comparison with some developments in South African education

Recently, modern democratic governments have been facing religious and other minorities demanding state funding of separate schools. A system of completely equal treatment of both state and denominational schools has existed in the Netherlands since 1920 and is firmly rooted in the Dutch history of the previous centuries. It may be of interest to know how this pluralistic system of 'pillars'-as it has been called in Dutch historiography-came into being and how it has functioned ever since, even until the present day, when 'pillarization' is still a prominent feature of the Dutch educational domain, despite strong secularising and post-modern tendencies. This paper describes the historical roots of the Dutch pillarized educational system, i.e. of this remarkable subcultural segmentation of education-and of society in general-on the basis of different religious or philosophical views. In the process of pillarization a crucial part was played by Dutch Protestants. With South Africa being heavily influenced by these Protestants and South African educational history running partly parallel to Dutch educational history during the 19th century, it seems worthwhile to examine why pillarisation did not occur in the southern hemisphere. In order to understand the process of pillarization it is necessary to look well into the history of the Netherlands since the 17th century. Relevant similarities between the South African and the Dutch developments up to 1900 are presented as well. At the time when the Dutch system of educational 'pillars'-or 'voluntary apartheid' as it has recently been called-fully developed towards the end of the 19th century, South African educational history, however, took a completely different course towards compulsory racial apartheid. The present revolutionary changes in South Africa, however, seem to entail some new interesting parallels between the educational situations in both countries. To substantiate this, the paper highlights some relevant features of 20th century South African educational developments, before analysing the present Dutch situation and giving the reasons for the permanent strength of the pillars. Not only are the old pillars still standing firmly, but new minorities of immigrants have also discovered the uses of the system of pillarization for identity-building and cultural emancipation. To conclude, the paper addresses the question of whether pillarization in education can and should be adopted outside the Netherlands.     

Opening and transforming South African education

This article examines the challenge of opening and transforming South African education. ‘Openness’ and ‘transformation’ of any education programme in any society are ethicopolitical processes. In the case of South Africa, the transition from an autocratic education system serving the interests of a minority to a more modern and democratic educational dispensation demands a critical rethinking of the meaning of these twin concepts of openness and transformation. The policy of outcomes‐based education (OBE) has been used as a strategy for educational change. This article argues that, although OBE can be understood in the context of the desire for change, the programme’s implementation does not lead to radical opening and qualitative transformation of the South African educational sector. Any pedagogy of radical empowerment through political and deliberate advocacy policies needs to take into consideration the content of the new system of education, the professional quality of the educators, and the calibre of the new learners.     

Government and African Control of Education in the Bechuanaland Protectorate, 1928‐48

The educational development of the Bechuanaland Protectorate has always been controlled by the London Missionary Society (LMS). The latter however, was not in a strong enough financial position to direct the system of education throughout the territory. By 1928 and due to pressure from the LMS, the colonial government took over the control and direction of education by introducing school committees, systematizing the primary school syllabus, regularizing payment and training teachers and introducing cattle post schools. Significant though these efforts were, the Africans were still dissatisfied with the development of education in the country. They sought education that went beyond the primary school level. African and denominational initiatives to build secondary schools within the country were designed to address this need. Perhaps a dark spot in the educational history of the Protectorate is marked by the somewhat blatant discrimination exercised by the colonial government in the development of European to the detriment of African education and the apparent disregard by all educational parties concerned to offer anything new for women. Women were regarded as inferior to men and no significant efforts were made to enhance their status, income and role in decision making bodies.     

Institutionalising campus diversity in South African higher education: Review of diversity scholarship and diversity education

Increasingly the social, educational, cultural,linguistic, religious and racial diversity ofSouth African society is finding expressionwithin South African institutions of highereducation. Consequently, ``diversity'',``diversity issues'' and ``diversification'', havebecome part of the education debate and policy,and pose new challenges to South Africantertiary institutions. Most institutions areattempting to respond to these challengeswithin the context of a transformation processwhich impacts on every aspect of academic lifefrom student access and support, outreachprogrammes, staff recruitment and retention, toacademic programme development, research,scholarship and the social and learningenvironment on campus. This paper looks at howSouth African higher education institutionshave met these challenges. It highlights howthe ideas, initiatives or practices arounddiversity have been appropriated and made partof the mainstream intellectual and academicdiscourses. It also investigates the social andepistemological conditions of possibility formeaningful scholarship and curriculum practicesin addressing the challenges posed by socialdiversity on campuses. More specific questionsin this regard include: What counts asknowledge in diversity scholarship? Whoproduces and disseminates it? Who accesses itor utilises it? What is its space in thecurricula?     

Tradition, globalisation and language dilemma in education: African options for the 21st century

This paper addresses the dilemma of language in education in African countries with particular reference to Burundi. African languages are still marginalised by colonial languages such as French and English. Looking at other African countries in general and at the case of Burundi in detail, an analysis is made of the adopted policies aimed at promoting the use of the mother tongue as a basis for knowledge acquisition and cultural integration. Burundi has gone through a series of educational reforms both before and after gaining independence in 1962, with French and Kirundi competing as curricular teaching languages. After the integration of Burundi into the East African Community in July 2007, English and Kiswahili were added to the curriculum, complicating education policies. This article places particular emphasis on the contextual challenges that tend to impair the full implementation of the adopted policy reforms. The paper concludes by advocating for a multilingual approach in which the indigenous mother tongue serves as the basis for the acquisition of other languages in the curriculum.     

“一带一路”视域下马来西亚华人文教社团的建设和发展

马来西亚约有9000个华人社团,对马来西亚华文教育和华人文化起着举足轻重的作用。华人社团是华人南移的产物。近200年间,华人社团似守护神一样地照顾华人社群的权益。随着时代和社会变迁,华团的功能与角色应赋予新的涵义。“一带一路”给马来西亚华人文教团体带来转型契机。不少逐渐走向没落的社团因中华文化的传播活跃起来。华文文教活动也同时大力推动,华人社区和新村的改造注入了中华文化的元素,展示了文教社团的新角色、新方向。为了进一步推动华文教育,文教团体可以顺应大势,结合大陆高校和文化单位的资源,从出版、学术交流、翻译等途径重新审视其定位和角色。     

Delivering lifelong learning for sustainable development in Southern Africa: problems and prospects

Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda.     

Cultural Transmission and Inter-generational Interaction

A number of educationists have attacked the concept of cultural transmission as being unable to cover adequately the complex process of interaction that takes place in education. This attack poses a serious challenge to educational research, which generally assumes that cultural transmission has an important place in the educational process. Should this assumption prove to be unfounded, the foundations of educational research would be undermined. This article defends the concept of cultural transmission against the three main criticisms that have been levelled against it, and concludes that it remains a valuable one for educational researchers.     

'Poisoned history': a comparative study of nationalism,propaganda and the treatment of war and peace in the late nineteenth and early twentieth century school curriculum

This paper investigates the educational philosophy and practices of Achimota School, which was established in the Gold Coast Colony (the southern part of today’s Ghana) in 1927 as the governmental model school for leadership education. Achimota’s education aimed to develop leaders who were ‘Western in intellectual attitude’, ‘African in sympathy’. To fulfil this objective, Achimota attempted to develop a curriculum that took into account the sociocultural background of African students while trying to provide an education on a par with that available at English public schools. The paper first examines the discourse surrounding the establishment of a model secondary school for African leadership, which involved diverse groups of people – colonial officials, missionaries, European educationists, traditional chiefs and African nationalists – and then reviews the relevant educational philosophies of the twentieth century. Finally, the paper describes the Achimota education as experienced by students, a mixed product of English public school tradition and ‘African tradition’. Regardless of the efforts to balance the two ‘traditions’, what was actually created was a new Achimota culture that selected essences from different ‘traditions’ and remoulded them for a novel purpose.     

Reinventer La Technologie De l'Education

The optimistic approach to the uses of mass communication in education which developed in the 1960s has not been confirmed by the accomplishments that have taken place in the past 25 years, although some activities in the field have been remarkable. The reasons are many: some are internal to the educational systems and others are linked with the evolution of technological changes in society. There are, however, some guidelines that can be derived from the best of educational technology in the past 25 years which lead us to think that a more global and cultural approach should be taken in relation to the world of communication and education. There is a future for educational technology provided enough resources are invested in the creation and exploration of new configurations.     

Cultural Transmission and Inter-generational Interaction

A number of educationists have attacked the concept of cultural transmission as being unable to cover adequately the complex process of interaction that takes place in education. This attack poses a serious challenge to educational research, which generally assumes that cultural transmission has an important place in the educational process. Should this assumption prove to be unfounded, the foundations of educational research would be undermined. This article defends the concept of cultural transmission against the three main criticisms that have been levelled against it, and concludes that it remains a valuable one for educational researchers.     

赞比亚教育发展中的民主化进程

本土化和民主化是非洲国家教育发展的基本目标,但由于政治、经济、社会和文化等因素的影响,这一发展目标在许多非洲国家都面临着困境。赞比亚在独立后,无论是联合民族独立党(UNIP)政府,还是多党民主运动(MMD)政府执政时期,都对教育的民主化进程采取了积极的政策,教育民主化促进了赞比亚教育体制的变革,并对赞比亚教育体系的本土化进程产生了深远的影响,但赞比亚要实现教育民主化的目标还需要经历一个长期的过程。     

School choice as ‘motherwork’: valuing African‐American women’s educational advocacy and resistance

This study draws on in‐depth interview data to discuss the school choices and educational advocacy roles of 14 African‐American mothers. The narratives of the study’s participants, who have low‐income or working‐class status, show how race, class and gender factors influence their school choice‐making and their value of education. The author asserts that the mothers’ school choice‐making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study’s findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African‐American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways.