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MARLENE JOHNSON 《Higher Education in Europe》2003,28(1):93-95
The author, the Executive Director of the Washington, D. C.-based Association of International Educators, makes a plea for the continuation and expansion of educational and academic international exchange programmes. The direct and indirect beneficiaries of such programmes develop all sorts of cross-cultural insights and skills that make them both valuable world citizens and enlightened citizens of their respective countries. Despite the dampening effect of the 11 September 2001 events, the United States is urged to continue encouraging international students to come to the United States and to facilitate their periods of residence. The United States can also learn from ongoing European efforts to internationalize its higher education. 相似文献
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Literature, Criticism and the Forms of Knowledge 总被引:1,自引:0,他引:1
PAUL H. HIRST 《Educational Philosophy and Theory》1971,3(1):11-18
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The present paper is part of a larger study carried out in North Queensland, Australia, between 1999 and 2001. The original study focused on the perceptions of 15 women who each have (or had) a child who was medically, educationally and socio‐culturally constituted as having a disability. Qualitative methods were used for research design and to gather data. Poststructural and feminist perspectives were added to provide additional methods of data analysis. The primary focus in this paper is the spatiality of inclusive education with/in the discursive site of (special) education. It also considers the binary of regular/special education in relation to the spaces of educational discourse through the perspectives of the mothers, covering a temporal frame of 40 years. The mothers’ perceptions provide a historical lens on the changes that occurred in special education in North Queensland over this time, while at the same time offer an insight into the spaces disability occupies in education discourse. 相似文献
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PAUL HAGER 《Journal of Philosophy of Education》2011,45(3):545-561
According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ ( MacIntyre and Dunne, 2002 , p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices. 相似文献
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