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Articles 31 - 38 of 38
Full-Text Articles in Education
Education As A Human Right In The 21st Century, Sharon E. Lee Dr
Education As A Human Right In The 21st Century, Sharon E. Lee Dr
Democracy and Education
According to the United Nations, education is a right to which all human beings are entitled. Since 2000, the UN has been promoting the Millennium Development Goal to achieve free universal primary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is both a human right in itself and an indispensable means of realizing other human rights, then there is an important need to question the role that governments should play to support the institutional reforms necessary to achieve basic primary education for all. Moreover, there is an important need to question …
Bamn! The Sixth Circuit Strikes Down Michigan's Proposal 2, J. Kevin Jenkins, Pamela Larde
Bamn! The Sixth Circuit Strikes Down Michigan's Proposal 2, J. Kevin Jenkins, Pamela Larde
Brigham Young University Education and Law Journal
No abstract provided.
Imagination And Experience: An Integrative Framework, Mark Fettes
Imagination And Experience: An Integrative Framework, Mark Fettes
Democracy and Education
Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners’ imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan’s theory of imaginative development. From this theoretical collision, a new framework emerges that gives greater weight to the connections between experience and imagination, and that may help to guide new forms of democratic educational practice.
Indigenous Students’ Wellbeing And The Mobilisation Of Ethics Of Care In The Contact Zone, Bindi Mary Macgill, Faye Blanch
Indigenous Students’ Wellbeing And The Mobilisation Of Ethics Of Care In The Contact Zone, Bindi Mary Macgill, Faye Blanch
Australian Journal of Teacher Education
Schools have historically been a location of oppression for Indigenous students in Australian schools. Giroux (1992, p. 24) argues it is critical to create a democratic space inside schools and Aboriginal Community Education Officers (henceforward ACEOs) have been employed to achieve this goal. This paper explores the processes of democratising the school space by ACEOs through an Indigenous ethics of care framework. The enactment of Indigenous ethics of care between ACEOs and Indigenous students will be explored, with a particular focus on the use of the Nunga[1] room (Blanch, 2009, p. 66) as a ‘safe-house’ (Pratt, 1991). Pratt uses …
Book Review - Educating Children In Conflict Zones: Research, Policy And Practice For Systemic Change. A Tribute To Jackie Kirk., Allyson M. Larkin
Book Review - Educating Children In Conflict Zones: Research, Policy And Practice For Systemic Change. A Tribute To Jackie Kirk., Allyson M. Larkin
Comparative and International Education / Éducation Comparée et Internationale
Educating children in conflict zones: Research, policy and practice for systemic change is a volume dedicated to the memory of Jackie Kirk, an educational researcher who was killed while working in Afghanistan. This collection of research articles is an excellent contribution to the field of education, conflict and development studies, Kirk's area of expertise. The initial article is by Kirk and is a seminal piece in the field of education and conflict studies, and subsequent contributions by leading researchers in the field such as Lyn Davies, round out a volume that both adds to the growing knowledge of the contested …
‘Headmasters Become Noblemen’: Mainland Chinese Teachers’ Perspectives On Changes In Education In The Post-Mao Era, Lorin G. Yochim
‘Headmasters Become Noblemen’: Mainland Chinese Teachers’ Perspectives On Changes In Education In The Post-Mao Era, Lorin G. Yochim
Comparative and International Education / Éducation Comparée et Internationale
In this article I report findings of research into the lives and work of Mainland Chinese teachers of English in a broader context characterized by market economic reform. I draw on transcriptions of group interviews to describe and discuss teachers’ lives and work, and forward a critical analysis that posits a connection between teachers’ accounts and the re-structuring of social relations in post-Mao China. The article details one of several themes treated in the study, specifically the broad category of ‘effects of educational reform.’ I suggest that the compliance and resistance apparent in these accounts reveals Chinese teachers to be …
New Curriculum Reform In China And Its Impact On Teachers, Linyuan Guo
New Curriculum Reform In China And Its Impact On Teachers, Linyuan Guo
Comparative and International Education / Éducation Comparée et Internationale
China, the developing country with the largest and oldest public education system, is transforming its education system through a nation-wide curriculum reform. This large-scale curriculum change signifies China's complex and multi-dimensional processes and endeavors in empowering its educational system to meet the challenges and opportunities in the era of globalization. This paper reports on an interpretive case study with a particular interest in understanding the impact of the nation-wide curriculum reform on teachers in urban areas. Findings from this study present the complex dimensions of teachers’ lived experiences during this dramatic education change and shed new insights on the current …
Managing The Polarities Of Democracy: A Theoretical Framework For Positive Social Change, William J. Benet
Managing The Polarities Of Democracy: A Theoretical Framework For Positive Social Change, William J. Benet
Journal of Sustainable Social Change
People around the globe have embraced democracy to bring about positive social change to address our environmental, economic, and militaristic challenges. Yet, there is no agreement on a definition of democracy that can guide social change efforts. The Polarities of Democracy model is a unifying theory of democracy to guide healthy, sustainable, and just social change efforts. The Polarities of Democracy model consists of ten elements, organized as five polarity pairs: freedom & authority, justice & due process, diversity & equality, human-rights & communal-obligations, and participation & representation. In this model each element has positive aspects and negative aspects and …