Community Schools As An Educational Alternative In Africa: A Critique

With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality.

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Zusammenfassung GEMEINDESCHULEN ALS EINE ERZIEHERISCHE ALTERNATIVE IN AFRIKA: EINE KRITIK – Mit einem Blick auf die formale Grundbildung erforscht diese Studie tatsächliche Erfahrungen und mögliche Werte gegenwärtiger Gemeindeschul-Initiativen in Afrika. Anhand der Nutzung von Daten aus verschiedenen Programmen vom ganzen Kontinent untersucht sie ihre Dynamik in Bezug auf verschiedene Konzeptionen von alternativer Grundbildungsversorgung. Die weitere politische Frage, die aufgestellt wird, lautet, ob Gemeindeschulen in einer bedeutungsvollen und gangbaren Weise auf die Interessen von Lernern und ihren Gemeinden antworten, sozialpolitische Ziele von Fairness und sozialer Gerechtigkeit erreichen und Reformen fördern können. Während ihre Schlussfolgerungen vorläufig bleiben, erforscht die Studie wirkungsvolle, aber problematische Zugänge, die von Gemeinden, Nicht-Regierungs-Organisationen und Regierungen unterstützt werden. Sie widmet jenen Elementen besondere Aufmerksamkeit, welche die Handlungskompetenz fördern und die erzieherische Versorgung sowie die örtlichen sozio-ökonomischen Bedingungen weiterentwickeln. Sie erhebt darüber hinaus grundlegende Fragen über die Nachhaltigkeit und Gerechtigkeit ebenso wie die Verantwortlichkeit von Schulen gegenüber den Bedürfnissen der Gemeinden sowie ihre Fähigkeit, die Lernenden darin zu unterstützen, Benachteiligung und gesellschaftliche Ausgrenzung zu überwinden.

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Resumen ESCUELAS COMUNITARIAS COMO ALTERNATIVA EDUCATIVA EN ÁFRICA: UNA CRÍTICA – Con miras a una educación básica formal, el autor explora con este estudio experiencias concretas y valores potenciales de iniciativas actuales relacionadas con escuelas comunitarias en África. Usando los datos de diferentes programas implementados a lo largo y a lo ancho del continente, examina su dinámica en cuanto a diferentes conceptos referentes a provisiones alternativas de educación básica. El interrogante político, más amplio, es el de si las escuelas comunitarias pueden ofrecer una respuesta razonable y viable a los intereses de los educandos y sus comunidades, alcanzar los objetivos sociopolíticos de igualdad y justicia social y promover las reformas. Si bien las conclusiones del estudio siguen siendo provisionales, explora enfoques efectivos, pero problemáticos sostenidos por comunidades, organizaciones no gubernamentales y gobiernos, prestando especial atención a aquellos elementos que promueven el fortalecimiento y la transformación de la provisión educativa y de las condiciones socioeconómicas locales. También plantea interrogantes fundamentales sobre persistencia y equidad y la capacidad de las escuelas de responder a las necesidades de las comunidades y de asistir a los educandos para superar desventajas y marginación.

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Résumé LES ÉCOLES COMMUNAUTAIRES EN TANT QU’UNE ALTERNATIVE ÉDUCATIVE EN AFRIQUE : UNE CRITIQUE – Tout en ayant un regard sur l’éducation formelle de base, cette étude explore les expériences actuelles et les valeurs potentielles des initiatives en cours dans les écoles communautaires en Afrique. Faisant usage des données des différents programmes sur tout le continent, elle examine leur dynamique en termes de conceptions différentes quant aux dispositions alternatives en faveur d’une éducation de base. La question politique plus large qui se pose est si les écoles communautaires peuvent répondre d’une façon significative et viable aux intérêts des apprenants et de leurs communautés, si elles vont à l’encontre des buts socio-politiques de l’équité et de la justice sociale, et si elles favorisent les réformes. Alors que ses conclusions demeurent provisoires, l’étude explore les approches effectives mais problématiques soutenues par des communautés, des organisations non gouvernementales et des gouvernements. Elle accorde une attention particulière à ces éléments qui promeuvent la mise en vigueur et transforment les besoins éducatifs et les conditions socio-économiques. Elle soulève en outre des questions fondamentales sur la persistance et l’équité ainsi que sur la responsabilité des écoles vis à vis des besoins de la communauté et sur leur capacité à aider les apprenants à surmonter des désavantages et la marginalité.

     

Community Schools As An Educational Alternative In Africa: A Critique

With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality.     

乡村中小学教育空间建构论略

学校教育空间是物理要素与人文要素的共构,它作为学生重要的成长资源理应展现出鲜明的教育性。但审视乡村中小学教育空间的真实镜像,单调、封闭、刻板等主观体验充分表征了乡村中小学教育空间教育性的弱化。为更好地促进乡村少年成长,重构乡村中小学"恰切"教育空间成为推进乡村教育发展的必然诉求:促成实体空间与虚拟空间的融合;完善主流文化空间与乡村文化空间的互补;保持校内空间与校外空间的有效链接;保障限制空间与自由空间的均衡。     

Inequalities in the Overlooked Associations in Urban Educational Collaborations

This study examines the relationships between families and staff from community agencies and organizations in a poverty level urban neighborhood in the Northeast. A central concern of this study is to address how the existing relationships between these groups may affect urban educational restructuring efforts that encourage collaborations of families, schools, and community institutions to support the social and academic development of children. If community agencies and organizations are to engage in successful collaborations with inner city schools, it is critical that they be able to work with the children and families affiliated with these institutions. Findings from this study suggest that though these educational collaborations may yield support for children and their families, there are reasons to proceed cautiously which stem from the existing relationships between families and staff from community agencies and organizations. The relationships between these groups often rest on inherent inequalities. These inequalities stem from inequitable structural conditions which place a large population of urban residents at an economic disadvantage and compel them to seek services. Structural conditions, accompanied by public policies embedded in assumptions regarding which family members are deserving of support, subsequently has influenced who receives services. Mothers and their children typically are recipients of services. The inequalities that are inherent to these relationships, likewise, carry through to the roles that families and staff assume with each other in their daily associations.     

Capturing the Complexity of Practice: A self-study in the context of engineering education

This article is based on a project in which a teacher educator, acting as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The article draws particular attention to ways of expressing the learning from self-study in order to illuminate the complexities of teaching and to begin to encourage the articulation of the scholarship of teaching as a consequence of a collaborative experience. The results highlight how making teaching visible through the use of self-study offers new ways to capture the complexity of practice, which in this article is considered to be an important aspect of developing the scholarship of teaching.     

教师博客:教育叙事研究的平台

博客是一种开放式的网络交互模式,是继电子信箱(E-mail)、留言版(BBS)、好友聊天(QQ)之后出现的第四种典型的网络交流方式.     

教师博客：教育叙事研究的平台

博客是一种开放式的网络交互模式,是继电子信箱(E-mail)、留言版(BBS)、好友聊天(QQ)之后出现的第四种典型的网络交流方式。它是网络上的一种流     

促进教师专业发展的教育叙事

教育叙事使教育研究发生了研究目的、研究主体和研究方式的转向。在教师专业发展中,教育叙事可以促进教师研究素养的形成,提升教师课程理念或意识,加速教师专业实践的更新。培育教师教育叙事应尊重教师的实践智慧,深化教育理论与教育实践的关联,营造叙事研究的科学与人文氛围。     

教育生态系统复杂性探讨

复杂科学是20世纪80年代产生的研究复杂系统的综合科学,教育生态系统是一种复杂系统,从复杂科学的原理和方法对教育生态系统的复杂性给以研究成为一种必然.本文从复杂科学的原理和方法对教育生态系统的复杂性从其组成、结构、功能、演替的复杂性,及其系统的复杂特性给以较全面的分析,并初步阐述了复杂科学的原理和方法在教育生态系统中的实际运用,并对当前的教育及教育生态研究从复杂科学的视角给以新的启发和指导.     

Educational Collaboration in the Restructuring of Schools

The need for improved collaboration among educators in the schools has been repeatedly documented in both first wave (legislated learning) and second wave (empowerment/school restructuring) education reform movements. This article describes the role of educational collaboration as one important key to professional sharing of best practices in the restructuring of schools. Critical issues and practical strategies for developing and implementing this shared planning, decision-making, and problem-solving process are discussed. The importance of operationally defining educational collaboration as it is to be implemented in each individual school is emphasized. issues and strategies for developing school norms that support educational collaboration, including redefining and clarifying professional roles, systematic staff training and support, developing organizational structures for collaboration, and providing professionals with adequate time for collaboration, are reviewed and critiqued.     

复杂性:教育变革的再认识与实践应用

在系统日益开放、多元、复杂的时代,变革成为任一领域永续发展的不变话题,成为组织保持活力、竞争力的有效策略而在各个领域大行其道。现实中的变革不仅普遍存在而且持续循环进行,它是组织场域中积极力量与消极力量、新势力与旧势力所进行的激烈斗争。教育领域中的变革,不论是国内抑或是国外,特别是后现代主义教育研究范式提出以后,变革浪潮一浪高过一浪。我们回顾与审视历史或基于历史的理性考古,发现每一次教育变革之初,作为变革的领导者总能提出宏大的变革“蓝图”,预言通过变革能够达到何种“境界”,然而,事实上变革的结果往往与初期的…     

Spinning a Web (Case) Around Professional Standards: Capturing the Complexity of Science Teaching

This study examines the intersection of two key reform ideas in science teacher education – professional teaching standards and the use of case methods. In this article, we track the historical development of what can be called second wave teaching standards and describe how those standards can be exemplified through multimedia web cases of science teaching. We describe a web case development project in which a group of experienced secondary science teachers work together over several months to video their own classes, and assemble video and audio commentaries of their lessons based on a set of science teaching standards. We conclude that the project was a rich professional development experience for those involved. Further, as the teaching standards movement gathers momentum in Australia and elsewhere, we contend that high quality multimedia cases linked to a standards framework show considerable promise as a vehicle to assist science teachers to reflect on their practice.     

不断增加教育投资加快建设教育强县--关于建立和完善与农村税费改革相适应的教育经费保障体系的实践与思考

根据中央部署和省市的安排,我县从2001年1月1日起全面展开了农村税费改革试点工作。由于深刻认识到农村税费改革是党中央、国务院为减轻农民负担,巩固基层政权,发展农村经济所采取的又一重大改革举措,因而在县委、县政府的正确领导和精心组织下,经过全县上下的共同努力,试点工作已经取得了阶段性成果。在税费改革中,如何建立     

论中小学教育科研的定位问题

科研兴教、科研兴校，要求中小学教师成为研究者，成为研究的主体。然而在实际操作过程中，由于中小学教师担负着大量的教学教育任务，他们对教育科研往往显得无所适从：要么手忙脚乱地在教学之外搞“专门研究”，要么将教育科研混同于经验性的问题解决，其结果都没有达到兴教兴校的目的。针对这种现象，人们不禁要对中小学教师参与教育科研的必要性和可能性提出疑问。笔者认为，中小学教育科研不仅十分必要，而且完全可能，关键要解决其定位问题。以下从中小学教育科研的目的、阵地、任务以及途径四个维度，论述中小学教育科研的定位问题。…