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21.
Catherine A Odora Hoppers 《Compare》2001,31(1):21-38
An end-of-century critique of the political and economic assumptions underlying five decades of international development assistance conceives it as a system of structural violence that prevented the people of Africa from realising post-colonial self-reliance. New impoverishment through neo-liberal democratisation and the conditionalities attached to structural adjustment, is reducing the quality of life through cuts in hard won economic, social and educational opportunity and their liberatory potential. Moving beyond schooling for sub-ordinate roles in the new society is the current conceptualisation of humans as depoliticised resources interfacing the machines of capitalist enterprise. This links to aid inspired capacity-building initiatives, which undermine the abilities of organisations and states to sustain essential routines and initiate indigenous innovation. At the same time, the victims of colonial and neo-colonial oppression, particularly women and peasants, as victims of other people's progess and mal-development, have unparalled holistic and ecological knowledge of what the production and protection of life is all about. From a post-victimology perspective, theirs are the new voices for liberation and transformation. 相似文献
22.
Catherine Milne Kathryn Scantlebury Tracey Otieno 《Cultural Studies of Science Education》2006,1(2):325-352
This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. 相似文献
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Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献
25.
This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation. 相似文献
26.
Catherine Burke 《牛津教育评论》2016,42(6):721-732
Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke—learning in relative freedom, with awareness of responsibilities for own and community’s well-being—the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories. 相似文献
27.
Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
Ann Moir-BussyEmail: |
28.
Catherine D.F. Corolleur 《Research Policy》2004,33(4):631-642
This paper examines how scientific and technological (S&T) human capital is transformed into financial capital through the creation of firms by scientists. The analysis is based on a database describing the positions held by 132 founders from 62 French biotech SMEs. It shows that star scientists engage in highly risky but also valuable firms. Less famous scientists must develop their human capital rather than valorising a stock. The paper concludes by pointing to three paradoxes concerning the commitment and compensation scheme of star scientists and the managerial position of less known scientists. 相似文献
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