Suchergebnisse

Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, created strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of education for all, dealing with social education legalization with two time frames: Soviet and Post-Soviet; methodology of the research has qualitative approach, aiming to make primary text analysis of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively and contemporary. Secondary data, such as statistics, etc., were collected from the historic and current sources, such as peer reviewed publications, state archives, etc. The research questions are: what are the main features of the policy agenda for children with disabilities as a nexus of reforms of 'education for all' retrospectively and contemporary? What structural challenges occurred and what curriculum was created and implemented? What science perspective/s in special pedagogy emerged and transited? Research findings are combined in two big themes: Desired contours of the future and a state order for experimentation and unfinished experimentation: disrupting the pattern. The themes are supported by sub-themes. Both of the themes are discussed for the understanding of special education inputs in education for all.

As a manifestation of functionalism, free education becomes a way to eradicate economic disparity by opening access to school for all people. This method is standard in many developing countries as it could foster development. However, the most fundamental problem of this disparity, oppression, and class domination are understudied. To make things worse, studies that do discuss these topics suffer from class bias conceptualization of free education. Therefore, this study aims to demonstrate how free education takes part in a capitalistic society as a superstructure through the correspondence thesis. Subsequently, this study identifies essential elements in (capitalistic) free education. Phenomenological-based qualitative method is used to describe experiences of 21 informants in Selamat Pagi Indonesia (SPI) Senior High School. Data gathered from observation, interview, and secondary sources, and then analyzed phenomenologically. We found that free education, instead of bringing people to equality and freedom from disparity, entraps students deep into modern capitalism through 1) normalization to serve, and 2) giving up power to the capitalist. This condition would benefit many corporations from taking part in aiding the school foundation and perpetuate the domination of the bourgeoisie over the working class. Thus, this study suggests that the capitalistic feature of free education is disrupting its conventional conceptualization.

Von 1966 bis 1976 ließ das Bildungssystem in Botsuana viel zu wünschen übrig. 1977 gab die Regierung ein Weißbuch mit dem Titel 'National Policy on Education' heraus, in dem erklärt wurde, was die Bildung in Botsuana erreichen sollte und wie. Hauptziel ist die Verbesserung der Primärerziehung. Kurz vorgestellt werden 6 von der USAID mitfinanzierte Programme, die die Einführung von Neuerungen, von Unterrichtsstrategien und -programmen in der Primärerziehung zum Ziel haben. Gleichzeitig wird auf die Probleme aufmerksam gemacht, die die Durchführung dieser Programme mit sich bringen. Besondere Aufmerksamkeit wird der Lehrerausbildung und -weiterbildung gewidmet. (DÜI-Ott)

Prevalent notions of 'education cities' and 'education hubs' are vaguely defined, operate at blurry scales and tend to reproduce promotional language. The article contributes to theorising the geographies and spaces of globalising higher education by developing the concept of transnational education zones. Through an urban political economy lens, we review the relations between universities and cities, consider universities' role in the political economy and understand universities as transnational urban actors. We exhaustively map the phenomenon of transnational education zones and empirically analyse cases from four cities (Doha, Dubai, Iskandar and Flic en Flac) with respect to their embeddedness in state-led projects for the 'knowledge economy', their vision for transnational subject formation and their character as urban zones of exception. The conclusion develops a research agenda for further critical geographic inquiries into the (re)making of cities through the development of transnational spaces of higher education that explores the relations between globalising higher education and material and discursive transformations at the urban scale. ; Leibniz-Gemeinschaft https://doi.org/10.13039/501100001664 ; Peer Reviewed