Suchergebnisse

The central premises and objectives that encourage this proposal to reflect around the conjectures of comparative education (CE) are specific, in first place, by the need applies even in the current record CHANGE and their implications for public policies on education, accelerate changes, with more emphasis in the first decade of the twenty-first century, where the prudency requires the constant prevalence of the Comparative Education by the decisions takers in every education systems recognizing that is required to ADAPT and not only to adopt the of the International organisms, in an era where the knowledge has been globalized. Every change needs in advance an analysis of CE. In second place, the requirement to adapt in a harmonic form the changes in the precise context of the based in each and every one of the constitutive elements of every education system. Inasmuch as, the is the same in the whole world because there will always be a teacher, students and educational content, while the is the educational fact plus its economic, politic and social context that makes it unique and unrepeatable. In third place, is necessary to recognize that today's CE first of all is a METHODOLOGICAL ALTERNATIVE to perform educational innovation, reform or revolution changes as well as the adaptions that actual social reality imposes. In this context there are many and varied conjectures that epistemological and methodologically involves the CE development.

"In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality methodology to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege" --

The circumplex model of David H. Olson can be helpful in conceptualizing family life education workshop design and in putting the design into operation. This article reports on an agency's evaluation of the model for such purposes and summarizes the benefits of using the model.

Diana Lopez is a self-taught Deaf artist from Los Angeles, CA. She has been a freelance artist over the past five years. Her work is involved the complexity of human emotions that they are difficult to put in words. Diana is able to express those deeply feelings through colorful brushstrokes and textured paintings, where it can be felt, touched and seen through sensory experiences. Her deafness is a huge part of her identity. You can find her work on Instagram @duppet_puppet and on Facebook @DuppetPuppet.

"Submitted to the Congress in accordance with sec. 413 of the Public law 91-230." ; Supt. of Docs. no.: HE 5.211:11035 ; Mode of access: Internet.

Recently, Dr. Gladys Saadeh Azar completed her Ph.D in Sociology at the Sorbonne University in Paris. The following article is a brief summary of her Doctoral Dissertation. Her work was based on a field study conducted in Beirut concerning the relationship between education and work among women in Beirut.

Social justice is a verb. This book puts forward a view of social justice as action orientated rather than as a static theory. Complex discussions of difference, equality, recognition, and redistribution are made accessible and relevant to issues of class, race, gender, sexuality and disability. Interwoven with the discussion are compelling individual accounts of the pleasures and pains, the pitfalls and glittering prizes to be found in education - told by individuals coming from a diversity of

The diagnosis of the problem of the contemporary world in the area of global media communication is a basic challenge for existing and modernized educational systems. Without a complete vision of the world, people cannot exist in a fully aware way. Hence, the most important questions related to such social development in which no one would be excluded from the world-wide circulation of information. The general assumptions of common media education have been presented in the article.