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21.
Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision. 相似文献
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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
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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
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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: |
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Catherine Dille 《Cultural and Social History》2018,15(3):361-377
Montem, a triennial customary march by Eton scholars, consolidated into a public expression of patrician social identity under the patronage of the monarchy in the late eighteenth century. This analysis of Montem’s history traces its development from a boy-led pageant of misrule to a public performance of elite patriotism. The custom, which attracted national attention, sheds new light on boy governance and self-fashioning in the period’s elite schools. This article argues that a study of Montem disrupts the standard historiographical narrative of anarchy and violence in the great schools and suggests that boy culture was more complex than previously acknowledged. 相似文献
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Emily Wilcox 《Inter-Asia Cultural Studies》2017,18(4):518-539
While dance was a common element of international diplomacy activities around the world during the 1950s and early 1960s, scholars have only recently begun to focus attention on this topic, especially as it concerns relationships forged beyond those of the Cold War superpowers. Using previously unexamined historical materials such as rare photographs and performance programs, dancer biographies, autobiographies and personal interviews, unpublished institutional histories, and contemporary periodicals, this article demonstrates not only that dance was an integral part of China’s inter-Asian cultural exchange between 1953 and 1962, but also that the PRC developed a distinct approach to dance diplomacy. Through a series of exchanges with India, Indonesia and Burma, China’s foreign ministers and dancers developed and refined a method of dance diplomacy in which the primary goal was to learn from, rather than export to, these neighboring countries. This approach harnessed the affective power of embodied aesthetic culture to literally “perform” Bandung ideals, namely, cooperation and mutual respect among Asian nations and an anti-imperialist cultural stance. Through the establishment in 1962 of the Oriental Song and Dance Ensemble, the PRC institutionalized this model of dance diplomacy, expanding it to include the entire Third World. Bandung-era dance diplomacy initiatives of the 1950s and early 1960s not only supported important new international alliances and political movements, but also asserted China’s self-identity as part of the East in the way that challenged Eurocentric ideals previously entrenched in China’s domestic dance field. 相似文献