Suchergebnisse

This paper is the result of studies carried out in the masters in education. It aims to discuss the trajectory of educational plans, gathering important elements that explain its historical constitution and the importance of the participation of society in the choice of public educational policies implemented in the different periods delimited in this text. This research, based on documentary sources, has shown a contradictory link between economic planning and educational plans, which are important documents for the organization of education systems. The National Education Plans, as a state policy, did not take place, remaining like another document that expresses intentions for educational area.

Intro -- Preface -- Contents -- List of Tables -- 1: Introducing Algerian Historical, Sociolinguistic and Glotto-Political Dynamics -- 1.1 Rationale and Book Structure -- 1.2 Algerian Cultures -- 1.2.1 Algerian Cultures: A Reductionist View -- 1.2.2 Egocentrism in Culture -- 1.3 Language Conflict and Symbolic Domination -- 1.4 A Sketch of the Sociolinguistic, Ethno-Cultural and Glotto-Political Dynamics in Algeria -- 1.4.1 Arabic -- 1.4.2 Algerian or Colloquial Arabic (AA) -- 1.4.3 Tamazight (Berber) -- 1.4.4 French -- 1.4.5 English -- 1.5 The Sociolinguistic Consequences of Arab-Berber, Arab-French and Berber-French Relationships, Influenced by Years of Political and Ethnic Tension -- 1.5.1 Arab-Berber -- 1.5.2 Arab-French -- 1.5.3 Berber-French -- References -- 2: The History of European Imperialism in Algeria -- 2.1 Imperial Curriculum in Algeria -- 2.2 Language Imperialism and the War on Islam -- 2.3 Western Cinema in Algerian Local Public Entertainment -- 2.4 Cultural Genocide After Burning Algiers's University Library -- References -- 3: Arabisation as an Act of Linguistic and Cultural Restoration and Language Policy -- 3.1 An Introduction to Arabisation -- 3.1.1 Historical Background of Arabisation in Algeria -- 3.2 Arabisation as a Policy -- 3.3 Arabisation as an Ideology -- 3.3.1 Aspects of Legitimacy -- 3.4 Evaluation of Arabisation Strategy -- References -- 4: Examples of Cultural Representations in Algerian English Textbooks -- 4.1 An Overview of Culture in Education: Perspectives, Implementations and Legislation -- 4.1.1 Learners' Perspectives and Teachers' Implementations of Culture -- 4.1.2 The Legislative Cultural Powers in Algeria: Educational Institutions and Ministries -- 4.2 The Hierarchy of Cultural Concepts in Some Algerian English Textbooks -- 4.2.1 Getting Through -- 4.2.2 New Prospects.

This book explores the changing landscape of tourism education in the global context. It examines and seeks to provide answers to three main questions: What knowledge and skills should tourism students be exposed to? How should tourism education programs at all levels be designed to create responsible leaders for the future of tourism? What is the employability and range of careers students can expect after graduation? The book will also delve into the issues related to curriculum design and pedagogical innovation in some detail including technological innovation. It will explore new possibilities in alternative disciplinary approaches to the study of tourism, theoretical concepts in tourism education, cross-disciplinarity, multi-disciplinarity, inter-disciplinarity and trans-disciplinarity. The challenges of institutional rigidity in different national contexts will be explored as well as tourism education in the developing world.

section 1. Perspectives on education finance and policy / Margaret E. Goertz and Helen F. Ladd, section editors -- section 2. Making money matter / Jennifer King Rice, section editor -- section 3. Promoting equity and adequacy / Leanna Stiefel, section editor -- section 4. Changing patterns of governance and finance / Andrew Reschovsky, section editor -- section 5. Educational markets and decentralization / Henry M. Levin and Ron Zimmer, section editors -- section 6. Race, SES, and achievement gaps / Susanna Loeb, section editor -- section 7. Special circumstances / David H. Monk, section editor.

The multiculturalism of Finnish society is under intensive discussion. Part of this debate deals with girls from migrant backgrounds and their position within and outside the family. At the same time, international research on girlhood and migration shows that public discussion about girls from migrant backgrounds is often linked to sexual rights, sex education and gender equality. In this article, the author asks how complex generational and gendered relations are understood and taken into account in sex education, and how questions of morality are linked to the neutrality of sex education. This is done by using the concepts of exceptionalism and sexularism. Exceptionalism, in the context of sex education, refers to the tendencies that support the Nordic education system as universal, equal and exceptional, and sexularism refers to debates that connect 'Western' ideas and practices of sexuality with progress, emancipation, reason, pleasure and freedom. The article is based on the author's ongoing research, which combines debates from post-colonial and youth research. The analysis piggybacks interviews conducted with young people aged 13 to 18 ( n = 33) and professionals ( n = 21), as well as material consisting of 18 health education textbooks used in Finnish upper secondary schools.

Recent discussions of nationalism and education in Canada have over-looked the fact that Canadian schools have never addressed themselves to the task of bolstering Canadian nationalism. The f ollowing factors have contributed to this situation : political aims of nineteenth century public school advocates; the British North America Act; continued dependence on British ideals; presence of the United States; and the French English division within the country. The future role of Canadian schools in the development of a national identity raises both practical and moral problems.

The changing nature of the world that public managers inhabit requires strategies for sense-making. This is frequently the reason why managers engage in mid-career education. Disciplinary elements provide knowledge and insights. However, growing significance is being placed on enabling practitioners to reflect on their own practice and assumptions. This article examines how links between learning and reflecting developed and why the fostering of reflexivity has become implanted in practitioner education. It outlines the origins, meanings and validations of reflexivity in mid-career education. By examining and connecting the different interpretations of reflection and reflexivity, the paper provides a conceptual framework to underpin applications of reflexivity in management education.