Suchergebnisse

This qualitative research study sought to understand the perspectives of teachers of students with significant cognitive disabilities regarding general education curriculum access. The participants in this study raised many questions about what general education curriculum access is and how it might be realized. This study illuminated the need for inclusive education reform to assist general and special educators in the logistics of ensuring general education curriculum access. Continued professional development and support for decision making relating to what to teach, how to prioritize instruction, and alignment among a student's individualized education plan, alternate assessment, and curriculum are also discussed.

How do we explain the sudden surge of protest against two of the most brutal authoritarian regimes in the world? Why did impoverished, seemingly defenseless people, risk torture and death to fight a regime they had so little chance of defeating? Why did the military, after decades of defending the dictatorships, refuse to repress the popular demonstrations and instead force the dictators, one a commanding general, to resign? What do these movements tell social movement scholars about the nature of mobilization in authoritarian regimes? Social movement theory has been amply criticized for its focus on the trajectory of protest movements in western democracies, but shifting our attention to protest in authoritarian regimes also improves our ability to explain protest under democratic rule. Adapted from the source document.

This article considers the influence of changing higher education discourses on the mission and vision statements of public and private institutions of higher education attended by Rwandan students. Applying a vertical case study approach that draws on critical discourse analysis, the study examines the degree to which the mission and vision statements of these higher education institutions are characterized by divergence or convergence with global trends. Additionally, it considers the spaces that exist for higher education initiatives to address themes that diverge from dominant higher education discourses. The findings demonstrate the potential for higher education institutions to resist the narrowness of dominant neoliberal global trends toward entrepreneurialism, while also supporting claims and reinforcing concerns that these trends are widespread. They suggest that private higher education institutions within Rwanda and international scholarship programs that allow students to study in other countries create spaces for higher education to diverge from a primarily human capital framework and respond to broader social concerns. The study highlights the significant role and responsibility of external funding partners in shaping how higher education institutions contribute to economic, political and social change.

The age of Trump´ has made the author appreciate anew the uncompromising political thought of Jacques Rancière. In this short essay, she argues that rage and resentment are not the only politically relevant forms of anger, and that intransigence and indignation are the forms of anger that feature prominently in Rancière's conception of political disagreement. (DIPF/Orig.)

The first part of this article sketches the ideal-type of the territorially consolidated, sovereign nation-state. The second part discusses how the assumptions of "homogeneity," "unity," and "sovereignty" that underlie this ideal-type have become problematized over the past few decades. The moves toward a state form that institutionalizes polycentricity, heterogeneity, and plurality are discussed in the context of the conflict between nationalism and multiculturalism; the internationalization of the state; and geopolitical transformations. Methodologically, the article puts forward an argument in favor of a historically informed institutional analysis of state transformations.

For Rousseau, there are only three things he does not reason away apart from reason itself: self-interest, the good and, at least until Emile, pity. This paper argues that it is Rousseau's original formulation of pity in the Second Discourse that is able to provide the extra-rational conception of ethics that his political and educational philosophy lacks when limited to a reading of the Social Contract and Emile. This paper will also show how the reconceptualisation of these existential predicates is usefully aligned with a reading of Derrida's conceptions of immunity and autoimmunity. By reconceiving Rousseau's educational and political thinking in terms of the primacy of pity rather than reason, this paper will present a kind of philosophical prototype for beginning to rethink contemporary educational and political logic in terms of the primacy of pity more generally.

AbstractThis paper explores the realm of university education after COVID‐19, in which there is a perceived need to manage the 'old' and the 'new'. The paper brings two different systems approaches to that end: the systems theory of autopoiesis and the systems identity technology of profilicity. In their own way, both explain the phenomena of 'blindness' to social situations, potentially enabling meaningful conversations to occur. However, they require a broader, common ground so that they could also coexist with each other. This could lead us to consider the inclusion of rituals in education. Two perspectives about ritual are brought forth to start developing such common ground. With these, the paper proposes a number of questions and implications to further develop systemic coexistence.

Education and society are interconnected and interdependent. Through the educational system and education as a pedagogical process, social needs are satisfied, the social order for reproduction and development of society is realized. The components of this dyad are interconnected and interdependent. However, the processes of realization of education and the functioning of the educational system and society are heterogeneous, multifactorial and complex, accompanied by dynamic problems and contradictions. The report attempts to analyse the causes of contemporary educational problems sought in the characteristics of current social circumstances. The purpose of the analysis is to outline scientific and professional pedagogical options for solutions to current problems in the education system.