Suchergebnisse

"You know that importance of education and the right type
cannot be over-emphasised.... It" we are to make real, speedy and
substantial progress. We must earnestly tackle this question ... having
regard to the modern conditions and vast developments that have taken
place all over the world". Quaid-i-Azam Pakistan was created in the name
of Islam under the outstanding leadership of Quaid-i-Azam. The Quran
placed great emphasis on education. The Quaid as quoted above also
highlighted its importance for the new nation. Unfortunately, despite
high and repeated rhetoric, education remained the most neglected aspect
of national life during the last half century. The literacy level are
low, the female literacy levels are among the lowest in the world and
the lowest in the Muslim countries. The emphasis in education is still
on a general and liberal type of B.A. or M.A. degree. The change towards
scientific and technical education has still not taken place. The
quality of education is low; the teachers are under-paid, under-trained
and dispirited. The students are apathetic as they see no relationship
between education and higher earnings or status in the
society.

This paper analyses the evolution of intercultural discourses and practices in Catalan schools (Spain), based on two studies contextualised in different times. The first study was conducted in the 2000/2001 academic year, a time of incipient immigration and the incorporation of the intercultural discourse. The second study (2015/2016), nevertheless, took place in a context of migratory stabilisation and consolidation of the intercultural discourse in the autonomous community. Both studies took the quantitative methodological approach. The results showed that intercultural discourses and practices have evolved positively (in terms of their presence in school documents, actions taken and teacher training) and in keeping with European Union guidelines over the years. However, it still remains the challenge of debunking the belief that intercultural education is related to students of foreign nationality, and therefore the practice that intercultural education is mainly addressed at schools with high percentages of students of foreign nationality. ; This paper analyses the evolution of intercultural discourses and practices in Catalan schools (Spain), based on two studies contextualised in different times. The first study was conducted in the 2000/2001 academic year, a time of incipient immigration and the incorporation of the intercultural discourse. The second study (2015/2016), nevertheless, took place in a context of migratory stabilisation and consolidation of the intercultural discourse in the autonomous community. Both studies took the quantitative methodological approach. The results showed that intercultural discourses and practices have evolved positively (in terms of their presence in school documents, actions taken and teacher training) and in keeping with European Union guidelines over the years. However, it still remains the challenge of debunking the belief that intercultural education is related to students of foreign nationality, and therefore the practice that intercultural education is mainly addressed at schools with high percentages of students of foreign nationality.

Findings of research (conducted mainly by outsiders of the programs) have accumulated, which showed that the dissemination of drug knowledge not only does not prevent but could actually encourage drug experimentation by juveniles. Although a new ideology, which stresses education about 'effective living' instead of about drugs, has been propagated for a number of years now, its presumed prophylactic effects have yet to be demonstrated by its supporters. It is argued here that a continued reliance by professionals on empirically unvalidated educational programs, based on common sense and intuitive notions, constitutes an abrogation of professional responsibility; also, that at the present state of knowledge, the cutting off of drug supplies and possibly an attenuation of drug related publicity might be the only effective measures for primary and secondary prevention of drug abuse by children and juveniles.

The exponential growth of temporary migration to Australia since the late 1990s has unsettled the model of permanent migration, state supported settlement and multicultural citizenship on which Australia has been built. This article draws attention to the emergence of a gulf between Australia's immigration policies and social policy frameworks for migrant integration in the course of Australia's transition from a permanent to a temporary migration paradigm. It does so through an analysis of interviews with migrants, government officials at federal and local levels, and migrant service providers. It argues that the system by which temporary migration has been governed in Australia has enabled the Australian state to strategically divest itself of responsibility for the social welfare of temporary migrants and the long-term outcomes of temporary migration policies. Specifically, this has been achieved through the construction of temporary migrants as disposable, risk-bearing subjects, the exclusion of temporary migrants from social policy frameworks for migrant integration, and the elision of long-term social outcomes of migration policies through a focus on short-term economic outcomes. It concludes by pointing to changes required for instituting a temporal re-orientation of government policies from short-term economic outcomes towards the long-term social outcomes of migration.

Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that nearly half had some form of climate policy. Existing policies were then qualitatively analyzed. We found that the most common form of response focused on the built campus environment, with underdeveloped secondary responses focused on research, curriculum, community engagement, and governance policies. We consider the motivations for such institutional action and end with implications for policy makers and future research. ; Le changement climatique est une préoccupation urgente. L'enseignement supérieur peut relever ce défi mais les analyses systématiques du changement climatique dans l'éducation sont rares. Ce document aborde cette lacune dans la littérature en signalant comment les établissements d'enseignement postsecondaires canadiens se sont impliqués dans l'analyse du changement climatique grâce à des mesures politiques. Nous avons utilisé des méthodes quantitatives et descriptives pour analyser ces politiques de changement climatique à partir d'un échantillon représentatif de cinquante établissements canadiens et découvert que plus de la moitié possèdent une politique climatique. Nous les avons analysées de manière qualitative et trouvé que la forme de réponse la plus commune était axée sur le milieu bâti du campus avec des réponses secondaires sous-développées axées sur la recherche, le programme, la participation communautaire et la gouvernance. Nous considérons les motivations de ces mesures institutionnelles et finissons par les implications pour les décisionnaires et les recherches futures.

Social work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education.

Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education.

Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world.

With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa Weaver

Introduction : Education, Black Power, and the Radical Imagination -- Community Control and the Struggle for Black Education in the 1960s -- Black Studies and the Politics of "Relevance" -- The Evolution of Movement Schools -- African Restoration and the Promise and Pitfalls of Cultural Politics -- The Maturation of Pan African Nationalism -- The Black University and the "Total Community" -- The End of Illusions -- Epilogue : Afrocentrism and the Neoliberal Ethos