Suchergebnisse

The Lao People's Democratic Republic (Lao PDR) is one of the most ethnically and linguistically diverse nations in Southeast Asia. The post-1975 government's policies regarding ethnic minority peoples are often considered to represent an ideological shift from earlier monocultural orientations to a discourse of interethnic equality and solidarity. Yet a deeper reading of official policies, combined with an examination of planning measures, reveals a persistent discourse of ethnic Lao centrality. This paper first examines the apparently contradictory official discourses on language, ethnic minorities and education in Laos, and how these discourses are reproduced, adapted or contested on the ground by teachers and students in ethnic minority classrooms. I first present a discourse analysis of selected policy documents, supported by interviews with key policy-makers followed by an analysis of teacher code choice in three ethnic minority classrooms together with data from teacher interviews. The paper is based on ethnographic fieldwork carried out in Nalae district, Luang Nam Tha Province and five years of experience working in education development in the Lao PDR.

El recorrido seguido a partir de las transformaciones del currículum y los cambios legislativos sucedidos en el contexto español no parecen haber dado respuesta a las demandas que organizaciones clave como la OMS o la UNESCO han pronunciado en torno al concepto de educación sexual. Este artículo busca adentrarse en la realidad pasada y presente del tratamiento de aspectos como el cuerpo, las emociones, las relaciones interpersonales y las cuestiones ligadas a la igualdad entre sexos y al género en educación obligatoria de nuestro país. Para ello se lleva a cabo un procedimiento de revisión de la legislación educativa que parte de la LGE de 1970 y llega hasta la actual LOMCE y en el que se desgranan las aportaciones y evidencias detectadas en torno a este tema. Así mismo, el artículo pretende dibujar el recorrido del marco académico de la sexología y la educación sexual como ámbitos del conocimiento, resaltando las tendencias más significativas. Finalmente, las conclusiones pretenden dibujar la situación actual de la educación sexual como cuerpo teórico en la etapa secundaria y señalar claves necesarias para que tales contenidos sean incorporados en el currículo educativo y en la formación continua e inicial de profesionales de la educación. ; Fundación para el Fomento en Asturias de Investigación Científica Aplicada y la Tecnológica – FICYT (BP12128) y la Consejería de Educación del Principado de Asturias.

In The Spring Of 1997, I Attended a Memorial Dinner for My Aunt, Dr. Na'imeh Amin. There, one of her friends from medical school, Dr. Maryam Tusi, shared pictures of herself and my aunt from their medical school days. In 1946, they had been among the first women students admitted to the University of Tehran Medical School directly from Iranian high schools. I was fascinated by what I thought I saw in three of the pictures. One showed ten young women on the steps of the medical school, looking eager and confident. Another showed men and women marching together in a street demonstration. The third was of men and women on a country outing, huddled together to fit into the picture and seemingly unconcerned about traditional anxieties regarding mixed-gender socializing. These images of women's progress and activism could have been produced by the propaganda of the Pahlavi state during its Women's Awakening project, 1936-41. In fact, the picture of the demonstration went beyond Women's Awakening propaganda and implied a new demand for gender equality that appeared in the Iranian press in the wake of the Women's Awakening.

The research was conducted on whether Adult Education programme contributed to change of farmers' attitudes towards modern Agricultural practices in Jega Local Government Area of Kebbi state, Nigeria. A total of 60 respondents were interviewed using structural questionnaire. The sampled farmers were drawn from three districts namely; Jega, Dangamaji and Kimba. Two villages were randomly selected from each of the districts and ten respondents were chosen form each of the villages. Descriptive statistics, such as frequencies and percentages were used in analyzing the data. The results on the socio-economic analysis revealed, majority (45%) of the respondents fall between age range of 31-45 years with 68.3 are married and most (66.7%) attended Adult Education Programme. On the effectiveness of the programme, most of (65%) of the respondents agreed, thus, the programme was effective which lead 50% of the respondents were able to read and write most (83.3%) believed that, the programme has produced a positive change in their attitudes towards modern agricultural practices. It has been recommended that, the government has been solicited a concerted efforts from the and other stakeholders such as traditional, and religious leaders as well as community development organizations and non-governmental organizations to render maximum support for the success of the programme.

AbstractHigher distance education models can be described from the theoretical and practical foundation of feminist pedagogy. The objective of this work is to know what feminist approaches are identified in the pedagogical models adopted by distance and hybrid education at the University and what curricular characteristics they have. The scoping review is carried out on a total of 126 journals bringing together 60 indexed, 30 specialized in gender and 6 in education. The final sample is made up of 10 papers that meet the established inclusion criteria. The review method is based on three phases of collection, description, and analysis with different tasks and the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) protocol is followed. The results obtained from mixed methodology applied show three perspectives that set trends in distance and hybrid higher education models from feminist approaches: (a) feminist-pragmatist, (b) eco-dialogical feminist and (c) intersectional-technofeminist. These trends show the application of feminist principles to curriculum design and their implementation in distance and hybrid higher education.

"This edited volume offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning, and teaching disruptions. Contributors highlight learners' voices throughout, with special attention to overlooked minority language communities and Indigenous voices. Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens of a plurilingual world who are central to global change. Abounding with original research, innovative ideas and cutting-edge teaching practices, this volume is ideal for courses on multilingualism and language and culture"--

Single parent families in the United States have almost tripled in the past few decades. A huge majority of these families are female headed. In American culture it is not so important that we all be equal so much as it is that we all have equal opportunities. Yet sometimes we turn a blind eye to those who need us most. In fact, when it comes to single parent families, it is as if the barriers are too great, the issues too complex. We wind up reducing the debate to its lowest common denominator. Ironically, it is the families who are most affected that get tangled in the political barbed