Suchergebnisse

This article explores the role of large-scale water infrastructure in the formation of states in sub-Saharan Africa. We examine this through a focus on government agents and their shifting hydro-developmental visions of the state in colonial and post-colonial Mozambique. Over time, the focus, underlying principles and goals of the hydraulic mission shifted, triggered by contextual factors and historical developments within and outside the country. We identify the making of three hydraulic paradigms, fostering different imaginaries of 'the state' and social and spatial engineering of the territory: the 'Estado Novo' (1930–1974), the socialist post-independence state-space (1974–1987) and the neoliberal state (1987–present). We then conclude by discussing how the shifting discursive justifications for infrastructure projects consolidate different state projects and link these to material re-patterning of hydrosocial territories. Whilst promoted as a rupture with the past, emerging projects tend to reaffirm, rather than redistribute, power and water within the country.

This paper is a conceptual exploration and diffractive reading of refugee/(im)migrant education through multiple lenses, including data-driven decision making, critical refugee studies, new materialism and critical feminist and posthumanist studies, and trans theorizations such as Black trans feminism. After a brief introduction to "the field" of refugee/(im)migrant education, the paper turns to diffractive readings of refugee/(im)migrant education as means of exploring what is the matter, as in the material and discursive substance, in refugee/(im)migrant education, and why and how (including when, where, and by whom) does that matter come to matter? The paper concludes with discoveries, or findings, from this diffractive, transdisciplinary exploration and considerations for educators, policymakers, researchers, activists, and other actors (co)constituting and "becoming with" refugee/(im)migrant education.

How should teachers react when a 'populist' or nationalist politician, someone with illiberal or authoritarian tendencies, comes to power in a formally legitimate election? This question has rarely been discussed directly in Anglo-American political philosophy, but has been present in German educational discourse. (DIPF/Orig.)

Education is the most important and vital insitutiton that is in charge of upbringing and development of the personality of adolescents and youth. The essential vitality of paying heed to the development of human personality and the importance of psychosomatic cultivation of the students have caused this important issue to be considered as one of the essential functions of the educational system. Thus conceived, the goals of higher education are realized when the coordination with other social institutions including family is reached. Most of the educational instructors, psychologists, sociologists, and so on and so forth, trace the origin of many social and behavioral problems of students back to the existing behavioral patterns at home. Accordingly, the role of family in education and its ideal methods has been continuously recognized by humans and has had great importance in human life in all ages. The negligence or ignorance of families regarding the issue of religious education has caused many psychological, social and religious harms. In the current essay, we seek to explain the religious and social education in family and the methods of religious and social education of the family.

This paper begins by introducing Meme 'Haylain' Happiness, a concept drawn from a Bhutanese folktale about an old man, Meme Haylay Haylay, who exchanges his turquoise for a song, and happily returns home singing the song. It questions whether we are ready to pursue happiness in our daily life like Meme Haylay Haylay who had realized that more happiness would flow from singing a song than from guarding the turquoise. The paper then explores the roles of Bhutanese oral tradition in educating children who could not avail themselves of either monastic or modern education. It argues that modern education, which primarily provides secular, pluralistic, egalitarian and market values necessary for running economic, political and legal institutions and the machinery of the modern nation-state is deficient in many ways; it is the oral tradition which fills this gap by inculcating universal, humanistic and Bhutanese values. It also discusses the main functions of Bhutanese folktales which are about trivial events but embedded with multi-layered meanings of great moral and social importance, with experiences drawn from daily life. The common motifs of the tales are chosen to relate them to the daily realities of the Bhutanese people. Lastly, this paper makes some policy recommendations to promote, document, disseminate and study the Bhutanese folktales through the mass media such as the press, radio, TV, internet, and film industry.

This article examines the efforts being made by the government and others concerned about the education of adolescent girls left out of the formal educational system in India. The Alternate Learning Systems (ALS) has proved more useful and relevant than the regular government elementary school because there are transformatory inputs that help to shape the girls' thinking, analytical skills and confidence. Yet, even this does not ensure that girls convert their educational resources into tangible gains. Searching for solutions, the article then examines the Capability Approach (CA) that conceptualizes education as enhancing individual capability. Girls would require support from an inclusive economic environment, enabling social attitudes and effective governance structures.The article therefore urges that unless state and society proactively work to put these supports in place, girls will be unable to convert their knowledge and skills towards achieving a better quality of life.

Intro -- Preface -- Contents -- About the Editors and Authors -- Editors -- Authors -- Chapter 1: International Policy Perspectives on Change in Teacher Education -- 1.1 Introduction -- 1.2 Teacher Education Policy Change -- 1.3 Policy and 'Insider' Perspectives -- 1.4 The Structure of the Book -- References -- Chapter 2: Collective Agency-Promoting Leadership in Finnish Teacher Education -- 2.1 Introduction: Importance of Leadership in Teacher Education -- 2.2 Theoretical Outlines: Promoting Shared Leadership Practices Through Agency -- 2.3 Teacher Education in Finland -- 2.4 Methodological Considerations -- 2.4.1 The Context of the Study -- 2.4.2 Leadership Practices in the Department -- 2.5 Data Collection and Analysis -- 2.6 Findings -- 2.6.1 Creating Collective Leadership Practices -- 2.6.2 Enhancing the Professional Agency of Staff -- 2.6.3 Building Leaders' Collective Agency -- 2.7 Conclusion and Discussion -- References -- Chapter 3: An Insider Look at the Implications of 'Partnership' Policy for Teacher Educators' Professional Learning: An Australian Perspective -- 3.1 Introduction -- 3.2 Teacher Educators: A Profession or Occupational Group? -- 3.3 The Janus-Faced Profession: The Problem for Teacher Educators and Their Professional Learning -- 3.4 The Study -- 3.4.1 The Australian Teacher Education 'Partnership' Policy Context: Document Analysis -- 3.4.2 Teacher Educators: Partnerships and Professional Learning -- 3.4.3 Teacher Educator's Identity and Professional Learning in Partnership Work -- 3.5 Conclusion -- References -- Chapter 4: An Exploration of Teacher Educator Identities Within an Irish Context of Reform -- 4.1 Introduction -- 4.2 Discourses of Identity and Teacher Educators' Identities -- 4.3 Irish Social and Policy Landscape: Seismic Shifts.

The idea of an "Education Myth" was offered by C. E. Beeby as an over-arching policy framework which would permit a coherent set of policies to be developed in a systematic way. This paper outlines exactly what an education myth is, and then considers three such myths in New Zealand's education history: 1877 and survival of the fittest; 1939 and equality of educational opportunity; and 1987 and education as a commodity. A fourth myth is proposed for 2003 onwards – educated citizens in a democratic society.

Arguing that new distance-learning services have accelerated during the last few years, it is suggested that: new learning applications & components are more vital than ever; the service, rather than the technology, should be considered the integral part to education & economic development during the next century; & for telecommunications technology to be translated into effective policy, broadcasters, cable operators, & telephone companies will have to join forces. Adapted from the source document.

The focus of this publication is on answering the central research question: How can Human Rights be advanced with regard to different kinds of diversities, and in different educational settings? The publication pays special attention to the advancement of human rights in a variety of education-related contexts, in keeping with human rights as a declared national priority for both society at large and the education system. One strategic priority of the Faculty of Education is research based on market requirements and needs. This book strives towards meeting this expectation by directly aiming at building human rights and social justice in the South African society, public schools and higher education institutions. Adjudication in the education context of the constitutional values of dignity, equality and freedom focusses regularly on learners. The book highlights the value of education for full-fledged citizenship by delineating what schooling should entail to inspire learners towards both claiming equal freedoms and rights and taking accountability for the responsibilities attached to citizenship.