Search results for: Politics of education
Page 3/4 37 items
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Updated: Nov. 17, 2011
“So, Where Do They Fit In?” Teachers’ Perspectives of Multi-Cultural Education and Diversity in Singapore
The authors examined secondary school teachers’ perceptions of diversity and multicultural education in Singapore.Findings indicate that although a majority of the participants based their conceptions of diversity primarily through racial categories codified by the state, a few teachers recognized nuanced, overlapping, and overlooked markers of identity that are challenging notions of diversity in Singapore and elsewhere.
Updated: Nov. 03, 2011
This article uses an examination of marketization in Philadelphia over a six-year period to explore the ability of individuals and groups to work with and influence the school district and hold officials accountable. The authors find that the marketization of education in Philadelphia had a major impact on the district’s institutional structure and practices for interacting with local stakeholders.
Updated: Oct. 27, 2011
In this article, the author examines the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a conceptual framework for linking environmental health to educational outcomes that considers the dynamic social processes through which social and environmental inequalities are produced, reproduced, and transformed. The author concludes that the eco-apartheid framework provides a useful model for theory building in the study of environmental health and educational equity.
Updated: Oct. 24, 2011
This article explores an example of messy collaboration that occurred in the context of a Learning Study conducted in a secondary school in Hong Kong working in partnership with education faculty from a local tertiary institution. The article analyses the dynamics of the interactions between the participants in this Learning Study by drawing on the literature on micropolitics.
Updated: Oct. 04, 2011
This article draws on the Scottish experience of undertaking research as part of the reforming process of an undergraduate program in initial teacher education. The article examines the tripartite tensions created by differing perspectives and rationales with respect to teacher education: policy, research and practice. The authors' experiences and reflections lead them to some conclusions about the nature of research-based practice in a policy-driven initiative.
Updated: May. 26, 2011
Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-Liberalism and the Transformation of Teacher Education in the U.S.
The current article discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The article focuses on how changes experienced throughout the world have played out in the U.S. The article concludes with a look at the future for teacher education in the U.S.
Updated: Apr. 14, 2011
The present article critically examines the work of the European Commission-sponsored network, the European Expert Network on Economics of Education (EENEE). The aim is to develop understanding of the context and significance of the mobilization of the economics of education research and policy paradigm within the European Union’s Education and Training 2010 Work Programme. In conclusion, the article argues that the Commission has mobilized the economics of education politically and strategically.
Updated: Jan. 25, 2011
International Organisations and the Shared Construction of Policy ‘Problems’: Problematisation and Change in Education Governance in Europe
Thispaper develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD’s Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of ‘skills’ and ‘competencies’ by the two major European IOs, the OECD and the European Commission. The article examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions.
Updated: Jan. 25, 2011
The authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis: the supranational level, the national level, the institutional level, and the individual level of analysis. The present article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents.
Updated: Jan. 25, 2011