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Education and democracy are two nu- clear and integrating concepts in Maria Zambrano's thinking. Both are intertwined. Poetic reason becomes mediating reason when our philosopher reflects on education, so that education becomes a way of forming people in a historical and social context. If the proposal of the poetic reason is a concrete way of looking at the world, it's rhythm is mediating and democratic reason. ; Educación y democracia son dos concepciones nucleares e integradoras en el pensamiento de María Zambrano. Al mismo tiempo ambas se entrelazan. La razón poética se hace razón mediadora cuando la filósofa reflexiona sobre la educción, de este modo educar consiste en formar a la persona en su contexto histórico y ciudadano. Si la razón poética propone una mirada sobre el mundo, el ritmo de esta mirada es la razón mediadora y demócrata.

AbstractInclusive education (IE) is globally recognized as instrumental in facilitating equity and quality education for all students. However, despite literature documenting positive outcomes associated with IE, IE definitions and strategies vary and are not well researched in countries such as Mexico that are in the early stages of adopting IE policies. Therefore, the purpose of this study was to examine how professionals working at schools that identified themselves as "inclusive" in Mexico City, Mexico defined IE and implemented IE. Findings indicated that participants defined or described IE in several ways, including physical and educational access, socialization, personal development, equality among students, and a paradigm that requires constant reflection. Participants also described numerous IE strategies related to school culture, high expectations, administrative support, professional development, collaboration, student evaluation, accommodations and modifications, paraprofessional support, and parent involvement. Implications for practice and future research are discussed.

Objectives: To find out the effect of online education in times of Covid-19 on teachers and students in India. To determine measures to be taken to make online classes more smooth and effective in India. Method: The researchers have employed journal articles and website news. The researchers have collected primary data by questionnaire method which is send to the respondents by email. The sampling method is convenient sampling. Two separate questionnaire was set one for teachers and another for students. The sample size is 32 for teachers and 32 for students. 5-point Likert scale and dichotomous scale have been used to record the responses of the respondents. The results are showed in the form of pie-charts. Findings: Teachers are moderately satisfied with online classes. Effect of online teaching on physical and mental health is high. Most of the teachers have suggested that training sessions for proper use of technology is required. As the data charges are high Government must look into this matter. Near about 65.7% of the respondents reported that their colleagues are helpful while working from home. Collaborative approach of teachers and students together can make online-learning more effective. According to the students although online classes are need of the hour they still prefer offline class as face to face interaction is necessary for them. Online examinations are troublesome to most of the students. Although e-learning is helpful still in this process students are unable to grasp various concept due to communication gap with teachers. Students want interactive sessions, group discussions, projects, classes with more content in order to get motivated for online classes. Novelty: This study is comprehensive wherein the issues of all the stakeholders of education sector have been dealt with. Many important recommendations have been given from teachers and students perspective which is beneficial for future of e-learning in India. Such elaborate suggestive measures are absent in previous literatures.

This is an ambitious attempt to view the relationships involving education and income as forming a system, and one that can generate a poverty trap. The setting is rural China, and the data are from a national household survey for 2002, designed with research hypotheses in mind. Enrolment is high in rural China by comparison with most poor rural societies, but the quality of education varies greatly. There are three main strands to the paper. One examines the determinants of enrolment, and finds that poverty has an adverse effect on both the quality and quantity of education - so contributing to a poverty trap. The second examines the effects of education. It shows how and why the returns to education vary according to household and community income – so also contributing to a poverty trap. The third strand brings no fewer than 17 estimated relationships together as a system, and poses the question: can education break the vicious circle of poverty? The implications for poverty analysis and for educational policy are considered.

In this study we examine whether gender bias in education depends on the extent of female decision-making power. Household headship is used as a measure of female autonomy, with different types of households theorized to reflect varying degrees of female autonomy. Most female-headed-households in Pakistan are formed either because women are widowed or because husbands migrate. Women in male-headed-households are hypothesized to have least autonomy followed by married women heads whose migrant husbands may retain some decision-making power. Widow heads are hypothesized to have the greatest degree of autonomy among women in different households. The econometric findings suggest that married women heads gender-discriminate as much as male heads but that widow-heads have significantly lower bias against girls in enrolment decisions than male heads. The results also suggest that educated female heads gender differentiate less than both uneducated female heads and than male heads. The evidence suggests that households having better educated women with more independent status discriminate against the education of their daughters less than other households.

In article of an estimation of citizens of the USA of an attack Pearl Harbor are analyzed. Specificity this opinions is revealed. Sources of formation of opinions and estimations are considered.

Este artículo señala aspectos generales del autodenominado "Proceso" acaecido en Argentina (1976-1983). Se ofrecen evidencias de censura e imposición autoritaria en el sistema educativo. Asimismo, se explicitan elementos constitutivos de la educación personalizada perennialista y de la pedagogía de los valores que fue adoptada durante aquellos años. ; This article indicates general aspects of the self-styled "Process" occurred in Argentina (1976-1983). Evidence of censorship and authoritarian imposition in education system is. Also, constituents of perennialist personalized education and pedagogy of values that was adopted during those years are explained. ; Universidad Nacional de Rosario

"Colleges and universities are increasingly becoming significant sites for adult education scholarship-in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract "non-traditional" (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty"--

Item 455-B-2 ; "December 31, 1982." ; Bibliography: p. 27-32. ; Mode of access: Internet.

Disciplinary codes are designed to govern the behavior of millions of students attending U.S. public schools. As currently implemented, a great majority of these codes afford school personnel expansive, if not full, discretion to impose any sanction they deem appropriate in response to a student's alleged misconduct. Suspension and expulsion are two frequently used exclusionary sanctions that result in a large group of students who are pushed out of their learning environments around the nation on a daily basis. These detrimental exclusionary punishments have been increasingly used to address minor misbehavior rather than be reserved solely for serious offenses. This Note will describe the harmful implications currently associated with suspending and expelling children as a means to address misbehavior in school. This Note will then propose that all states amend their current education laws to limit infractions that may be punishable by suspension and/or expulsion exclusively to felonies as well as discuss practical alternatives schools should consider as a response to student misconduct. Implementation of this proposal would minimize the high rate of children being removed from their classrooms and would ultimately heighten the opportunity for children to learn.

Reimagining critical ethnography -- Critical ethnography as methodological guide : some key tenets -- Working the theory (and context) in critical ethnography -- Considering ethical practices in critical ethnographic research -- Being and doing critical ethnography : ethnographic writing and field/work -- Language, race/ism, and in/equity in education : critical ethnographic approaches -- Gender, sexuality and (critical) education ethnography -- Getting lost.