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JAMES CONROY 《Journal of Philosophy of Education》2020,54(1):23-42
This essay critiques the infection of the curriculum with the concerns of the adult political community, treating successive generations of children as if they were responsible for changing the world and that education was the vehicle. Such impulses are, in part, the result of a failure to consider childhood as a particular, liminal, space rather than a refraction of the public spaces of the agora. The drive to see education as a vehicle and schools as the site of political change is not confined to the ideological obsessions of Right or Left; both may be considered culpable. Here I illustrate the normative problem through the particulars of a number of socio-political challenges faced by ‘the World’, and in each case show why it is inappropriate to treat the school and education as the solution. Rather than teaching children how to solve the challenges of the agora, I suggest that what we in actuality do, is teach them the art and artifice of deferral and procrastination because we have failed to assume responsibility for the world. Drawing on Arendt's insights on natality, I suggest that schools should be spaces of ‘qualified’ shelter and that students should not be exposed to the harshness of political choice, nor should teachers merely act as a surrogate for political interests irrespective of their provenance or driving imperative. 相似文献
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DEBORAH J. JAMES MARIA LAWLOR ANN FLYNN NIAMH MURPHY PAT COURTNEY BERNIE HENRY 《Pastoral Care in Education》2006,24(4):39-48
In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes. 相似文献
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