共查询到20条相似文献,搜索用时 0 毫秒
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Jinhua Song 《Educational Philosophy and Theory》2018,50(14):1437-1438
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Cheu-jey Lee 《Educational Philosophy and Theory》2018,50(14):1457-1458
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Raya A. Jones 《Educational Philosophy and Theory》2018,50(14):1606-1607
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Michael Bonnett 《Educational Philosophy and Theory》2018,50(14):1308-1309
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Jean Barr 《International Journal of Lifelong Education》2013,32(4):321-333
Universities have a contribution to make towards the creation of a more just society. To do so, not only must the new language from industry be challenged, there needs too to be a break from the postmodernist mindset which still defines much academic debate. Drawing on ideas from political economy, critical social science and feminist theory and practice this paper urges a re-positioning of higher education which requires moving on from the ‘linguistic turn’ towards a more ‘practical turn’. It proposes that mass university higher education has a future if it actively engages with adults from a much wider social spectrum than at present and if it re-engages with notions of the public nature of truth and values through working to articulate urgent problems with people other than academics. 相似文献
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Brian D. Haig 《Educational Philosophy and Theory》2018,50(14):1640-1641
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DOUNE MACDONALD 《Discourse: Studies in the Cultural Politics of Education》2003,24(2):247-262
'School renewal', 'productive pedagogies', 'rich tasks', 'New Basics', 'key learning areas'--these are some of the discourses of change in selected Queensland schools. This paper will report on teaching as an insider/outsider in a school's Health and Physical Education department during a time of intense pressure for structural, curriculum and pedagogical shifts. As a teacher/researcher, I spent ten weeks in a government secondary school attempting to implement rich tasks as well as collect data using formal and informal interviews, field note, and document analyses, with a focus upon teachers', students' and administrators' sense of change processes and outcomes. It is suggested that the processes of, and barriers to, curriculum change in this context are best explained in terms of tensions between modernist and postmodernist phenomena. 相似文献
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Clarence W. Joldersma 《Educational Philosophy and Theory》2018,50(14):1338-1339
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