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981.
Angela Bartie Linda Fleming Tom Hulme Alexander Hutton Paul Readman 《History of education》2019,48(2):156-179
ABSTRACTHistorical pageants were important sites of popular engagement with the past in twentieth-century Britain. They took place in many places and sometimes on a large scale, in settings ranging from small villages to industrial cities. They were staged by schools, churches, professional organisations, women’s groups and political parties, among others. This article draws on contemporary studies of heritage and performance to explore the blend of history, myth and fiction that characterised pageants, and the ways in which they both shaped and reflected the self-image of local communities. Pageants were important channels of popular education as well as entertainment and, although they are sometimes seen as backward-looking and conservative spectacles, this article argues that pageants could be an effective means of enlisting the past in the service of the present and future. 相似文献
982.
Linda A. Barkas Jonathan M. Scott Nicola J. Poppitt Paul J. Smith 《Journal of Further & Higher Education》2019,43(6):801-813
The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms. 相似文献
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Linda Daley 《Educational Philosophy and Theory》2015,47(6):608-621
AbstractIn this essay, I examine Luce Irigaray’s aesthetic of sexual difference, which she develops by extrapolating from Paul Klee’s idea that the role of painting is to render the non-visible rather than represent the visible. This idea is the premise of her analyses of phenomenology and psychoanalysis and their respective contributions to understanding art and sexual identity. I claim that Irigaray assembles an aesthetic of sexual difference that exceeds these familiar intellectual traditions, one that articulates the encounter of non-visible, material (human and non-human) forces that engender modes of sexuate being and becoming. I further claim that this encounter is the very matter of artistry and art-making. 相似文献
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The New Challenge Program was established at the University of Texas‐Pan American's School of Education to provide enrichment experience for gifted children in the Lower Rio Grande Valley of South Texas. Over 125 students in grades K‐12 participate each spring in a course of their choosing designed to explore creativity or foster specialized interests, such as Videography, Engineering in the Real World, Discovering the Art in You, Blood and Guts, and Rocketry and Aviation. The majority of the gifted students in this program are Mexican Americans and are classified as economically disadvantaged. The New Challenge Program staff developed an informal system for selecting and preparing the experts who teach these courses to provide a learning environment that works for all gifted children and a curriculum that is thematic and expands upon the academic content that they learn in school. 相似文献
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