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publication définitive d'une communication présentée à l'IFSA 2018 ; International audience ; In Europe, agroecology has become the center of many debates that animate political and professional arenas, particularly regarding the definition and scope of the concept itself. This paper attempts to understand the ways that the term agroecology is conceptualized by different participantsparticipants and how these concepts circulate so as to explore the interests at stake in the institutionalization of agroecology within the research and education institutions of Europe. We address the core research question of: what dynamics emerge in the networks of European stakeholders of agroecology? By combining different approaches of institutionalization based on network and discourse analysis, we study the dynamics of research, education and training organizations. We identify 10 different concepts of agroecology, distributed among 103 organizations. The significant difference that has been observed between the agroecological concepts in research and those in education/training emphasizes the gap between these two disciplines. The latter support a more political, transdisciplinary and holistic view of agroecology when compared to the former. Moreover, collaboration among European agroecology stakeholders is limited in both research and education/training. We also found that in most cases, collaboration between scholars does not guarantee a shared notion of agroecology, and conversely, sharing the same notion of agroecology does not assure collaboration. This led us to question the feasibility of institutionalizing agroecology and the missing link between a shared vision and the collective mobilization of stakeholders around a strong agroecology programme.

Education stands as a potent predictor of political attitudes; however, the underlying mechanisms and moderators of this relationship are not well-understood. We hypothesize that the liberalizing effect of education is moderated by discipline, and that the scientific ethos that serves to guide empirical inquiries facilitates the development of more liberal political attitudes via concerns about fairness and equality. As predicted, being educated in a science-related discipline, as opposed to a non-science discipline, was associated with greater political liberalism; importantly, this effect could not be accounted for by self-selection (Study 1). Furthermore, concerns about fairness and equality, as captured by an individual's social dominance orientation, mediated the relationship between studying science and political liberalism (Study 2). Study 3 replicated these findings and attest to their generalizability. Study 4 directly assessed the underlying mechanism, endorsement of the scientific ethos, and replicated the mediational model; those who endorsed the scientific ethos more strongly reported more liberal political attitudes, and this was mediated by their lower social dominance orientation. ; peerReviewed ; publishedVersion

This Article traces education reforms in Argentina from the colonial period to the present. Specifically, the Article focuses on La Ley Federal de Educacion, passed in 1993, which sought to reform primary and secondary education throughout Argentina by promoting educational equity through a just distribution of educational services and opportunity. The Article begins with a description of the current Argentine federal republic and the relationship of the federal government and the provinces. Next, the Article describes the development of the Argentine education system. It continues by explaining the backdrop of the adoption of Ley Federal. The Author describes the act's twenty-three rights and principles and outlines the reforms envisioned under the law. The Article then turns to an evaluation of the effects and the effectiveness of Ley Federal. The Author specifically addresses the pervasive problems with dropout rates, funding, special education, and teacher salaries. The Author then undertakes a review of the development of a national curriculum with a special focus on diversity issues. The Article concludes with an evaluation of the current state of education reform in Argentina and suggests that the United States could learn a valuable lesson from Argentina's experience.

In this model of education, where individuals are exposed both to educational risk and to wage risk within the skilled sector, successful graduation depends both on individual effort to study and on public resources. We show that insuring the present risks is a dichotomic task: Wage risk is diversified ex post among the skilled by graduate taxation and skill-specific tuition fees. Educational risk of failure and inequality between skilled and unskilled workers are mitigated ex ante by enhancing the quality of education. The necessary expenditures are optimally financed by regressive tuition fees and the net revenue from the graduate tax.

"Which teaching format best supports the individual development of students in dance education? In the framework of the research project InnoLernenTanz at the Palucca University of Dance Dresden, José Biondi, professor of contemporary dance, has developed a coaching model for the group lesson in dance: the iCiF model. On the basis of a specifically developed category system, this model combines individual coaching and interactive feedback into a teaching method that motivates students to critically and reflectively deal with their own development possibilities. The book illustrated the development, basic principles and evaluation of the coaching model. Worksheet templates allow for a direct application of the iCiF model in the dance class"--Page 4 of cover

It was the summer of 2012, and Hong Kong was in an uproar. The pro-Beijing government's attempts to put in place a so-called 'patriotic education' curriculum -- one with lessons similar to those taught in mainland China -- were met with howls of protest across the city. The government claimed it was only trying to further a more thorough understanding of Chinese culture and history. And Hong Kongers, ever defensive of their way of life, took to the streets by the tens of thousands. In fact, a study indicates that those decrying 'thought control' were right to worry: Changes to an educational curriculum can have a profound effect on how students think. In Hong Kong, the government eventually backed down. The 'patriotic education' plans have been put on ice, and the rowdy protests have ceased. Adapted from the source document.

My current research concerns the politics in Russian History education. In this paper I discuss some of the issues raised by the study of national History textbooks. I analyze the normative implications of sentences and statements about the past and try to define contrary ideological assumptions. How do the authors construct the aim of historical education? In what kind of activities do the typical patterns of textbook questions and instructions try to engage pupils? How do the different Textbooks construct the political subject? The article aims to explore the media construction of political actions in Russian School History Textbooks.

The substance of education is an educational interaction between educators and students. Educational interaction aims to help students achieve progress in education. In an informal family, parents are educators while children are students. Often happens, educative interactions are not realized indirectly have occurred between parents and children. This is because it is informal and does not have a concrete design. Informal education generally does not have a clear and unwritten curriculum and does not receive serious attention from the government because it is only left entirely to parents. In fact, most parents do not have sufficient knowledge to carry out education in their household. Informal institutions should be used as educational institutions that have a measurable education system in order to achieve national education goals. In the context of this problem, in the Qur'an there are two suras that can describe an educational model that implicitly has a family education system, namely Surah Ali Imran (QS Ali Imran/3) which some of the verses describe Imran's family education and Surah Luqman (QS Luqman/31) which tells about Luqman's educational interactions with his son.

In this piece I aim to provide some personal, professional and, at times, provocative insights into the negotiation of identities within higher education. I seek to combine classed, gendered and sexual identities and inequalities as significant to the experience of university. Many feminist writers have pointed to the structuring of education as it solidifies, rather than challenges, social divisions. In referencing such scholarly research, and in combining this with personal positioning and tension, I seek to highlight the complexities of 'coming out' in relation sexuality, gender and class, where the constrictions of academia often means that there is little space to do so.

This chapter provides a general overview of the quality assurance systems in place at the provincial/territorial level in Canada and examines how the systems address cross-border delivery of post-secondary education. It also provides an overview of the procedures in place in Canada for evaluating and recognising foreign qualifications. Finally, it raises the key issues and challenges for international quality assurance, accreditation and recognition of qualifications, including the need for closer links between quality assurance and recognition of qualifications, assessment of competencies/learning outcomes, and the need for more information sharing as well as building trust in the quality of post-secondary education. (DIPF/Orig.).

Photocopy. Ann Arbor, Mich., University Microfilms, 1969. ; Preface.--Historical introduction.--The domiciliary treatment of the sick under the English Poor law.--The institutional treatment of the sick under the English Poor law.--The treatment of the sick by voluntary agencies.--The treatment of the sick by the Public health authorities.--Index of unions and other places mentioned.--Index of authors and other person.--Index of subjects. ; Mode of access: Internet.

Utilizes factor analysis to gauge strategies for economic and industrial policy at the US state level.