Search results

Text and discourse in education : an introduction to critical discourse analysis -- Getting our hands dirty : provisional politics in postmodern conditions -- The material effects of the word : apologies, "stolen children" and public discourse -- New narratives of human capital : recent redirections in Australian educational policy -- After the marketplace : evidence, social science and educational research -- Curriculum, ethics, metanarrative : teaching and learning beyond the nation -- Teaching after the market : from commodity to cosmopolitan -- Using Bourdieu to make policy : mobilising community capital and literacy -- Race and language as capital : a sociological template for language education reform -- Educating the other : standpoint and theory in the internationalisation of higher education -- Generalising across borders : policy and the limits of educational science -- Another ethnic autobiography? : childhood and the cultural economy of looking -- On the race of teachers and students : a reflection on experience, scientific evidence and silence

Introduction 1. - Research design and methodological approach 24. - Politiki ni Fanga Mali la / Power and politics in Mali 44. - Mali's evolving educational landscape 71. - Can education empower citizens? 100. - Schooling and parents' engagement with the state 130. - Educational expansion and democratization in Africa 150

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

The present pattern of medical & legal education can be traced to the movement to raise standards in the first 2 decades of this century. The most influential statement to reform medical education appeared with Abraham Flexner's Carnegie-Foundation sponsored study of medical schools ("Medical Education in the United States and Canada," New York, NY: Carnegie Foundation for the Advancement of Teaching, 1910, Bulletin No. 4). In 19th century America, apprenticeship was the chief preparation for the bar. Proprietary schools offered afternoon classes to non fulltime non law-clerk students who drifted into these schools to gain degrees solely through instruction. Medical education linked with the U's & the medical curriculum was standardized. The establishment of Johns Hopkins Medical School in 1893 provided a model for A. Flexner's view that medicine had become a science. Alfred Z. Reed produced a document ("Raising Standards of Legal Education," American Bar Association Journal, 1921, 7, Nov 21, 571), that surpassed the Flexner report in depth & style. Reed's basic premise was flexibility & reform. Flexner's report received fame while Reed's document remained obscure. Reed's report appeared again in 1921 after a period of reform. Flexner's report has been criticized as an "egocentric view of democracy"; both reports have served to restate the professional education quandary. B. Miller.

Issued also as thesis (PH.D.) Columbia university. ; Bibliography: p. 118-120. ; Mode of access: Internet.

Distributed to some depository libraries in microfiche. ; Shipping list no.: 2006-0048-P. ; "Printed for the use of the Committee on Health, Education, Labor, and Pensions." ; Includes bibliographical references. ; Mode of access: Internet.

This article presents a qualitative content analysis of the instruction material used by the State Islamic University Syarif Hidayatullah Jakarta for its mandatory civic education course, which was introduced in the year 2000/2001 in collaboration with US-based The Asia Foundation. Kicked off during the Indonesian democratisation process, the so-called Reformasi (1998–2004), the course aimed at socialising Muslim students into the values and norms of democracy, human and civil rights, and critical thinking. By focusing on the content of the chapter on "Democracy" in the course's original and revised textbook, it is shown that the Islamic academics involved in the creation of the course acted as cosmopolitan brokers between Islamic, Indonesian and Western culture, but in the course of time shifted to promote democracy from an increasingly Islamic and Indonesian perspective, thereby engaging in a practice of localisation. However, the textbooks also featured several biases, inconsistencies and contradictions that mitigated their pedagogic quality and that are critically assessed in this article. Despite these shortcomings, it is argued that due to the course's overall strong pro-democratic commitment and its strategic institutionalisation on campus, the State Islamic University Syarif Hidayatullah Jakarta, with its academic milieu, must be understood as a pro-democratic actor whose political agency during as well as after Reformasi deserves more scholarly attention.

During the last two decades the quantity and variety of materials providing information on higher education in Canada have increased greatly. Nevertheless, researchers, administrators, instructors and students find it difficult to identify and locate relevant items. The following article reports on a survey of Canadian agencies and institutions collecting higher education materials; identifies four problem areas - definitions, collection policies, accessibility, and collection co- ordination; and recommends further information exchange and the compilation of a more complete directory of collections in higher education. ; Au cours des deux dernières décennies on a assisté à une augmentation consi-dérable de la quantité et de la variété de l'information ayant trait à l'enseigne-ment supérieur au Canada. Cependant, l'identification et la localisation de ces documents ne sont pas pour autant sans poser des problèmes aux chercheurs, administrateurs, enseignants, et étudiants. L'article suivant signale les résultats d'une enquête portant sur les organismes et établissements canadiens qui recueil-lent des documents relatifs à l'enseignement supérieur. Il identifie quatre caté-gories de problèmes - définitions, politiques de développement des fonds, acces-sibilité des documents, et coordination des collections — et recommande l'inten-sification des échanges d'information ainsi que la compilation d'un répertoire plus complet pour donner accès à ces collections.

"Using data on adult male workers, we first investigate the incremental effect of 1 year of schooling on unemployed hours and use this calculation to explain the difference in the proportional effects of schooling on earnings and wages. Schooling apparently reduces unemployed hours by reducing the incidence of unemployment spells, but it does not significantly affect their duration. We next test whether unemployed hours represent real constraints on worker behavior. To do this we develop and estimate life-cycle models of labor supply for workers with and without spells of unemployment, using longitudinal data. The results imply that perhaps threequarters of the unemployed hours of male workers are part of the offer to sell labor." (author's abstract)