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Democratic Education Only For Some: Secondary Schooling In Northern Uganda, Philip Kelly, Stephen Odama
Democratic Education Only For Some: Secondary Schooling In Northern Uganda, Philip Kelly, Stephen Odama
Philip P. Kelly
This article analyzes the effects of the political, social and cultural contexts of secondary education in northern Uganda. Specifically, the authors examine interactions between several factors with the schooling system, including
- post-colonial curriculum,
- centralized examination system,
- several decades of war and instability,
- poverty, and
- intra-national and inter-tribal prejudice and discrimination.
Informing the analysis is the fact that Uganda is a democracy and thus has certain democratic responsibilities to its children and students. To explore these issues, the lenses of democratic theory and critical theory are employed.
Ethical Considerations For Teachers In The Evaluation Of Other Teachers, Kenneth Peterson, Philip Kelly, Micki Caskey
Ethical Considerations For Teachers In The Evaluation Of Other Teachers, Kenneth Peterson, Philip Kelly, Micki Caskey
Philip P. Kelly
Three themes in educational practice and policy create a need for consideration of ethics to frame practices of teachers serving in the evaluation of colleagues. First is a reoccurring series of evaluation designs that directly involve teachers in formative and/or summative peer evaluation (e.g., NBPTS, 2002: Peterson, 2000). The second basis is a call for increased teacher professionalism, which includes some form of peer review or evaluation (Cooperm 1998; Darling-Hammond, 1989). Finally, ethical codes to guide professional behavior have been established for a variety of educational applications (NEA, 1975; Sparks, 2000).