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Kassie Freeman 《教育政策杂志》2013,28(3):111-125
This research examines how higher education graduates in redemocratized countries, such as Hungary, receive information from multinational corporations regarding employment opportunities. It also assesses how the information exchange between higher education and the labour market, i.e. multinational corporations, shapes new relationships between these two entities. The findings from this study seem to suggest that multinational corporations have influenced Hungarian higher education institutions in several profound ways: (1) the redefinition of graduate recruitment procedures, (2) the shift in employee characteristics that employers value, (3) the implications for curricular design and teaching styles, and (4) the ranking and prestige of universities. The results of this study are not only useful for countries in transition to a market economy but for other countries as well. 相似文献
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Kassie Freeman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):49-65
This study explores how social identity is formed in the United States of America. In particular, it examines the social,
economic and educational problems experienced by underachieving Black American children and issues of social inequality along
with their implications for social justice. Against the background of matters of group identity and its maintenance or loss,
the author reflects on the under-utilization of Black American children’s educational and human potential. She also suggests
a rationale for re-conceiving the goal of social justice and how it is to be achieved, as well as the paradigm of cultural
assimilation.
The author: Kassie Freeman is Professor of Education and Dean for Academic Advancement at Bowdoin College. Her recent research has focused on teacher education and African American males, as well as the under-utilization of human potential and the transition of higher-education students to the labor market. Contact address: Bowdoin College, 5700 College Station, Brunswick, ME, 04011-8448, USA. E-mail: kfreeman@bowdoin.edu. 相似文献
Zusammenfassung WENN DOCH MEINE AUGEN ANDERE W?REN“: DER VERLUST VON IDENTIT?T UND DIE MANGELNDE NUTZBARMACHUNG DES BILDUNGSPOTENTIALS SCHWARZER KINDER – EINE REVISION DER SOZIALEN GERECHTIGKEIT UND ASSIMILATION – Diese Untersuchung erforscht, wie sich soziale Identit?t in den Vereinigten Staaten von Amerika bildet. Im Besonderen werden die sozialen, ?konomischen und p?dagogischen Probleme untersucht, die von leistungsschwachen schwarzen amerikanischen Kindern erfahren werden, sowie die Probleme sozialer Ungleichheit in Verbindung mit ihren Implikationen für die soziale Gerechtigkeit. Vor dem Hintergrund der Dynamik von Guppenidentit?t sowie deren Erhaltung oder Verlust reflektiert die Autorin über die mangelnde Nutzbarmachung des Bildungs- und des menschlichen Potentials schwarzer amerikanischer Kinder. Sie entwickelt auch Vorschl?ge, wie die soziale Gerechtigkeit wieder als eine Zielvorstellung zu errichten und wie diese zu verwirklichen ist, ebenso wie das Paradigma der kulturellen Assimilation.
Resumen “SI TAN SóLO MIS OJOS FUESEN DIFERENTES”: LA PéRDIDA DE IDENTIDAD Y EL DESAPROVECHAMIENTO DEL POTENCIAL DE EDUCACIóN DE NI?OS DE RAZA NEGRA – RECONSIDERACIóN DE LA JUSTICIA SOCIAL Y DE LA INTEGRACIóN – Este trabajo investiga cómo se forma la identidad social en los Estados Unidos de América. En particular, examina los problemas sociales, económicos y educativos que tienen los ni?os norteamericanos de raza negra que no alcanzan los objetivos de aprendizaje, y temas de desigualdad social y sus implicaciones en cuanto a la justicia social. Ante el trasfondo de la identidad de grupos y conservación o pérdida de la misma, la autora reflexiona sobre el desaprovechamiento del potencial educativo y humano de los ni?os norteamericanos de raza negra proponiendo, además, un fundamento para reconcebir el objetivo de justicia social y cómo lograrlo, al igual que un nuevo modelo de integración cultural.
Résumé ?SI SEULEMENT MES YEUX éTAIENT DIFFéRENTS ? : LA PERTE D’IDENTITé ET LA SOUS-UTILISATION DU POTENTIEL éDUCATIF DES ENFANTS NOIRS : REPENSER LA JUSTICE SOCIALE ET L’ASSIMILATION – Cette étude explore comment l’identité sociale est constituée aux états-Unis d’Amérique. En particulier, elle examine les problèmes sociaux, économiques et éducatifs vécus par les enfants noirs-américains aux acquis insuffisants, et les questions de l’inégalité sociale en même temps que leurs implications pour la justice sociale. Sur l’arrière-plan des questions de l’identité de groupe et de son maintien ou de sa perte, l’auteur réfléchit sur la sous-utilisation du potentiel humain et éducatif des enfants noirs-américains. Elle suggère également une analyse raisonnée pour reconcevoir la finalité de la justice sociale et sa réalisation, aussi bien que le paradigme de l’assimilation culturelle.
The author: Kassie Freeman is Professor of Education and Dean for Academic Advancement at Bowdoin College. Her recent research has focused on teacher education and African American males, as well as the under-utilization of human potential and the transition of higher-education students to the labor market. Contact address: Bowdoin College, 5700 College Station, Brunswick, ME, 04011-8448, USA. E-mail: kfreeman@bowdoin.edu. 相似文献
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Kassie Freeman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):49-65
This study explores how social identity is formed in the United States of America. In particular, it examines the social, economic and educational problems experienced by underachieving Black American children and issues of social inequality along with their implications for social justice. Against the background of matters of group identity and its maintenance or loss, the author reflects on the under-utilization of Black American children’s educational and human potential. She also suggests a rationale for re-conceiving the goal of social justice and how it is to be achieved, as well as the paradigm of cultural assimilation. 相似文献
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