Suchergebnisse

"A Critical Pedagogy for Native American Education Policy is an application of critical pedagogical theory to historical and recent Native American educational policy. Focusing primarily on the Mvskoke (Creek), the authors provide a detailed historic timeline that is tied to the functionalist view of sociology as it is reflected in the institution of education in general. Knowles and Lovern examine the policy from the critical perspective with the application of Habermas and Freire. They argue that the functionalist mode of education has furthered the cause of colonization and its attendant cultural destruction. The emancipatory possibilities presented by the work of Habermas and Freire are mined for their application to the deficits created by the historical and continued colonization of Native Americans"--

Conference paper. Institutionalized political education and its alternatives, including subcultures, social movements, and other types of informal groups.

no. 1. The Department of agriculture / prepared by members of the staff -- no. 2. The Department of Motor Vehicles / prepared by members of the staff -- no. 3. The Department of Public Health / prepared by members of the staff. ; Mode of access: Internet.

The article defines the essence of the concept of "public management of education quality". The author emphasizes that public quality management of education is a practical activity of public authorities aimed at creating conditions for the implementation of quality educational process, satisfaction of citizens' rights to quality education, ensuring effective social development with appropriate resources in the field of education. Public administration is primarily a function of public authorities in the practical implementation of the course. It is substantiated that the state policy in the field of education is determined by the Verkhovna Rada of Ukraine and implemented by the Cabinet of Ministers of Ukraine, the central executive body in the field of education and science, other central executive bodies and local governments. First of all, in order to control and assess the quality of education, a public authority was established - the State Quality Service of Education of Ukraine. It is proved that ensuring the quality of education is one of the main conditions for mobility, compatibility and attractiveness of the education system of any country. The main tools and procedures of the state education quality management are singled out, in particular: licensing, accreditation, standardization, public accreditation of educational institutions, institutional audit, monitoring of education quality, attestation of pedagogical workers, certification of pedagogical workers, public supervision. It is determined that an important role in the quality management of education is given to the accreditation of educational programs. The procedure is to assess the educational program for its compliance with the standard of education, as well as the ability of the educational institution to ensure that students achieve the knowledge, skills and abilities required by the requirements of the educational program.

Chapter 1. Introduction: Social justice talk and social justice practice in the contemporary university; Susan Goodwin and Helen Proctor -- SECTION I. Politics and perspectives -- Chapter 2. Thoughts on social justice and universities; Raewyn Connell -- Chapter 3. On settler notions of social justice: The importance of disrupting and displacing colonising narratives; Sheelagh Daniels-Mayes, Valerie Harwood and Nyssa Murray -- Chapter 4. Making worlds, making justice and the responsibility to live justly on stolen land; Debra Hayes -- Chapter 5. Social justice politics: Care as democracy and resistance; Donna Baines -- Chapter 6. Pursuing a social justice agenda for early childhood education and care: Interrogating marketisation hegemony in the academy; Marianne Fenech -- Chapter 7. Aboriginal voices: Social justice and transforming aboriginal education; Kevin Lowe and Cathie Burgess -- SECTION II. Practices and pedagogies -- Chapter 8. When 'participation' is not enough: Social justice practices in mental health and psychiatric hegemony; Emma Tseris -- Chapter 9. Teaching undergraduate comparative and international education: Pedagogy, social justice and global issues in education; Alexandra McCormick and Matthew A.M. Thomas -- Chapter 10. 'Teaching' social justice through community-embedded learnign; Margot Rawsthorne -- Chapter 11. Little ego deaths in the social justice classroom: An existential perspective on student resistance; Remy Yi Siang Low -- Chapter 12. Using drama pedagogy to understand human rights and the law; Alison Grove O'Grady -- Chapter 13. Social justice and students with intellectual disability: Inclusive higher education practices; Michelle L. Bonati -- Chapter 14. Frameworks for social justice in teacher education: Moments of restless sympathy; Kelly Freebody.

This paper investigates an uncommon and lackluster attitude towards education among youths of Bayelsa State. The Rentier State Theory (RST) is adopted as its theoretical handle. Primary and secondary sources of information were deployed in the study; with 20 randomly sampled communities of four local government areas of Bayelsa State. The paper makes an interesting insight into a rare connection between natural resource endowment and youth education, even as part of a growing concern on how to take youth away from criminality and violent conflicts in many complex conflict-ridden societies. Nigeria, and in particular, Bayelsa State need to make more effort at making education a key instrument in both national and sub-national development. The paper identifies rents/royalties from oil and gas in Bayelsa State as the major culprit. Furthermore, it assertsthat life of flamboyance and affluence without commensurate hard work, has caused disdain for education among the youths of Bayelsa State.

Chapter 1. Introduction -- Part I: Exploring Bourdieu and his theories in higher education settings -- Chapter 2. Introducing Bourdieu and higher education -- Chapter 3. Habitus -- Chapter 4. Field -- Chapter 5. Habitus -- Part II: Life in the Modern University -- Chapter 6. Vice-Chancellors and Presidents: Surveying National and International Academic Markets -- Chapter 7. Deans: The Faculty's New Managers -- Chapter 8. Academics: The Business of Teaching and Research -- Chapter 9. The fields of higher education -- Chapter 10. The new structure of the modern university -- Chapter 11. Bibliography.