Search results

One cannot be both black & in higher educ in white America. Current higher educ is either irrelevant to or has negative consequences for blacks, including the exploitation of the miseries of nearby residents. The blacks in white instit's are agents of the Establishment. My own experiences at various Coll's & U's has taught me this lesson. Integration & student busing are misleading issues. The problem is to keep blacks from "walking the white line." Only wholly black instit's will create a new definition of black educ in white America. Modified HA.

Frontmatter -- Contents -- Foreword -- Introduction -- The State of Research, Theories, and Methods -- 1 The State of Research -- 2 Theoretical Considerations: Identity and Conflict -- 3 Research Methodology and Design -- Empirical Analysis -- 4 The School Setting -- 5 The University Setting -- Synopsis and Stimuli -- 6 Perspectives for Interreligious Education -- Bibliography

The paper discusses the issues and problems of early childhood education in Nigeria. It establishes that the Federal Government of Nigeria in its National policy on Education has given official recognition to the development and provision of early childhood education in the country. This combined with a number of factors to give rise to an unprecedented expansion in the provision of child care and early childhood education institutions in the country. However, nearly all the early childhood education in the country is provided by private proprietors. It also identifies the inability of government among others to put to effect most of the measures it stated in the National Policy on Education aimed at ensuring that the policy objectives are achieved. It has also established that the provision of early childhood education will have positive influence on the educational development of children in later life. DOI:10.5901/jesr.2013.v3n5p173

"Serial no. 112-41." ; Shipping list no.: 2012-0075-P. ; Includes bibliographical references. ; Mode of access: Internet.

Purpose: This contribution contextualizes the current debate on financial literacy within the discourses on ideology in curriculum design. The critical review questions the concept of financial literacy as used in assessment studies in Austria, revealing the studies' ideological assumptions and their embeddedness within neoliberal ideology. Methodology: A critical conception of ideology and of curriculum developed by Thompson (1990) and Apple (2004) serves as the basis for analysis. Categories of analysis are derived from neoclassical economics and neoliberal thought. The research is based on a qualitative content analysis of nine recent studies that all argue for enhanced economics education. Findings: The authors of the studies analysed write in support of an individualistic, naturalized and "apolitical" understanding of economic and financial literacy. This means that they conceive the economy as a closed system, separate from society and politics. The suggested education programs, consequently, are linked mainly to the neoliberal political project, with a lack of emancipatory or transformative ideas.

La Educación Básica venezolana ha sido objeto de reformas educativas y curriculares en los últimos años del siglo pasado. El significado de las reformas y sus diseños curriculares, de las ideas y las prácticas que las legitiman, hay que buscarlos en el momento y lugar en que se ubican quienes las emprenden. Las reformas educativas, como actos de gobierno, son el resultado de un proceso en el que intervienen componentes internos y externos de la realidad social de un país. Las reformas surgen como necesidad en momentos de crisis de las sociedades, y pareciera ser ésta la causa de que los últimos veinte años del siglo pasado se caractericen por la aplicación de un conjunto de reformas educativas que tienen un conjunto de metas comunes para América Latina. ; Basic Education in Venezuela has been subject of educational and curricular reforms since the last decades of the past century. Implication of the reforms and their curriculum proposals, ideas and legal practices, must be found at the moment and place in which they were undertaken. Educational reforms, as governmental actions, are the result of a process that involves internal and external components of the social reality of a country. The reforms emerge as a need in times of social crisis, and this seems to be the cause for the last two decades of the 20th century had been characterized by applying a set of educational reforms with many goals in common for the whole Latin America. ; L'Enseignement Primaire vénézuélien a subi des réformes éducatives durant les dernières années du XXe siècle. La signification des réformes et leurs programmes d'étude, des idées et des pratiques les légitimant doit être recherchée chez ceux qui les entreprennent. Les réformes éducatives, en tant qu'actes de gouvernement, sont le résultat d'un processus dans lequel interviennent des composantes intérieures et extérieures de la réalité sociale d'un pays. Ces réformes surgissent comme une nécessité pendant les moments de crise des sociétés ce qui semblerait être la cause du fait que les vingt dernières années du XXe siècle soient caractérisées par l'application d'un ensemble de réformes éducatives ayant des buts communs pour l'Amérique Latine. ; 97-121 ; azap@ula.ve ; semestral