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Keith Watson 《International Journal of Educational Development》1985,5(2):83-94
This paper seeks to question how far the dependency theory is universally valid and whether it can be applied to all sections of the education system. The first part examines some of the arguments in favour of continuing dependency and points out weaknesses in the theory especially in relation to educational dependency. It argues that the complex interrelationships of education and society often far outweigh any lasting vestiges of colonial involvement from outside. The second part of the paper seeks to test the validity of educational dependency. By examining one country that avoided any formal colonial control, Thailand, and another that was colonised by the British for over 170 years, Malaysia, it shows that the internal political framework of a society can far outweigh any attempts at external control; and that where external involvement is sought it is often done willingly and not necessarily on terms of subservience. Educational borrowing can be as much on the terms of the recipient as it is of the donor. The surprising thing is not the levels of dependence, but the levels of independence in both societies. 相似文献
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Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task. 相似文献
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Ian Cantley 《Educational Philosophy and Theory》2017,49(4):405-421
AbstractThe outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education. 相似文献
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At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching. 相似文献
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There is an increasing rhetoric from politicians for universities to become more involved in policy analysis and policy research. In this article, we reflect on our experiences of the analysis we conducted into the legislation to introduce biometric identity cards in the United Kingdom. We highlight how our work had direct consequences for the ongoing policy deliberation around this controversial piece of legislation. In particular, we highlight our role in the debate surrounding the government's figures for identity fraud and the concerns about the likely cost of the scheme to the government and taxpayer. We end the article by discussing some of the practical realities of such a foray into real politik. 相似文献
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Ian McShane 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):383-397
In recent years public libraries have experimented with user-generated or community-contributed content through the interactive tools of Web 2.0. For some commentators this not just establishes a new relationship between libraries and their publics, but signals the end of information hegemony and an ‘expert paradigm’. Such claims need to be treated with caution. This article argues that public library experiments with user-generated content can be more usefully analysed in the context of wider institutional mandates around literacy, civic engagement and access. This article critically examines some recent library developments in this field, with a particular focus on Australian libraries. 相似文献