Suchergebnisse

Part 1. Transforming learning -- (Edge)ucation by design / Ann Dale and Hilary Leighton -- Teaching social ecology / David Wright -- Transformative learning priorities / Stuart B. Hill -- What was education for? : learning in the shadow of climate change / Isak Stoddard -- Wild pedagogies and the promise of a different education : challenges to change / Bob Jickling and Sean Blenkinsop -- Part 2. Transforming Practice -- Community education and partnerships for sustainable development : a way forward for indigenous Asia / Subarna Sivapalan and Ganakumaran Subramaniam -- Leadership of the future, for the future : an insight into a unique transformative learning program for sustainability capability / Kate Harris -- The gift of presence in groups : an unfolding story of transformative learning / Dale Hunter and Stephen J. Thorpe -- Art, imagination and the environmental movement / Rachael Jacobs and Christine Milne -- Part 3. Learning Nature Culture -- Being effective : social ecological understanding in action / Cathy McGowan (with David Wright) -- Transformative learning through Maori migration to Australia / Roseanna Henare Solomona -- Passionate immersions in nature : cultures of the everyday / Jen Dollin -- Please explain! / Brendon Stewart -- Have you ever found a gawuraa? / Christy Hartlage and Jo Clancy -- Sustainability work : an urgent need for a new profession / Werner Sattmann Frese Stuart B. Hill.

This volume will provide educators at all levels with a research and evidence based understanding of the educational opportunities and challenges facing refugees. The chapters focus on language, teaching and pedagogical issues surrounding refugee education

This book explores and interrogates access and diversity in applied theatre and drama education. Access is persistently framed as a strategy to share power and to extend equality, but in the context of current and recent power struggles, it is also seen as a discourse that reinforces marginalisation and exclusion. The political bind of access is also a conceptual problem. It is impossible to refuse to engage in strategies to extend access to institutions, representations, buildings, education, discourse, etc. We cannot oppose access or strategies for access without reinforcing marginalisation and exclusion. We can't not want access for ourselves or for others. However, we are then in danger of remaining immersed in a distribution of power that reinforces and naturalises inequality as difference. For applied theatre and drama education, the act of creating, teaching, and learning is intrinsically connected to choice, along with the agency and capacity to choose. What is less clear, and what still interests us, is how the distribution of power and representation creates the schema for an analysis of access and diversity. This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.

SOCIALIST THOUGHT IS EXPECTED TO SHOW CONCERN FOR MATTERS OF SUCH IMPORTANCE AS EDUCATIONAL INSTITUTIONS AND PRACTICES. HOWEVER, SOCIALISM'S TENDENCY TO DISTRUST THE STATE AS A CONTEXT FOR AUTHENTIC POLTIICAL PRAXIS AND ITS OPPOSITIONS TO THE DIVISION OF LABOR HAVE COMBINED TO HOBBLE SOCIALIST THINKING AND PLANNING ABOUT REFORMING THE EDUCATIONAL "SORTING MATCHINE" IN FAVOR OF MILLENNIAL NOTIONS OF THE LEVELING OR DESTRUCTION OF SUCH MACHINERY. THIS ARTICLE EXPLORES SOVIET EDUCATION AND COMES TO SOME CONCLUSIONS ABOUT IT. IT ANSWERS THE QUESTIONS: WAS SOVIET PROGRESSIVISM'S FAILURE IN THE 1920S PRIMARILY THE RESULT OF INHERENT IMPRACTICALITY? OR DID ITS FAILURES COME FROM HORRENDOUS ECONOMIC AND SOCIAL CRISES AND MORE ESPECIALLY FROM CHOICES THAT WERE MADE ABOUT THEM, OR INDEED CAUSED THEM?

Intro -- TABLE OF CONTENTS -- INTRODUCTION -- PART I -- CHAPTER ONE -- CHAPTER TWO -- CHAPTER THREE -- PART II -- JIM CULLEN AND THE AMERICAN DREAM -- A JOURNEY FROM HOME -- ALEC ROSS AND THE STATE DEPARTMENT -- THERE IS TOO MUCH PASSIVITY IN OUR MODERN LIVES -- FELICITY ROSS AND TEACH FOR AMERICA -- THE WORLD AS YOUR CLASSROOM -- KRISTINA STEVICK AND CRY INNOCENT -- HISTORY AS ENSEMBLE-MADE THEATRE -- MIRIAM BADER AND THE TENEMENT MUSEUM -- PLACE-BASED EDUCATION AT THE TENEMENT MUSEUM -- MICHELLE LEBLANC AND THE OLD SOUTH MEETING HOUSE -- MAKING HISTORY PERSONAL -- JOAN SCHAFFNER AND ANIMAL LAW -- AMERICANS WORKING ON BEHALF OF THE UNDERDOGS -- ALLIE PHILLIPS AND KING STREET CATS -- AUSTRALIA MEETS AND EMBRACES AMERICAN ANIMAL PROTECTION -- STEPHEN CUNNIFF AND THE NEW ENGLAND CENTER FOR HOMELESS VETERANS -- A WORKSHOP IN HOMELESSNESS -- TAHIR DUCKETT AND ORGANIZED LABOR -- GIVING LIFE TO THE WORDS IN TEXTBOOKS -- ALICE PEISCH, ALLI O'LEARY AND THE MASSACHUSETTS STATE HOUSE -- THE IMPORTANCE OF STAYING CONNECTED, OR WHY TOO MUCH TIME IN THE STATE HOUSE OFFICE MAY LEAD TO DEFEAT AT THE POLLS -- IT IS A PLEASURE TO GO TO WORK EACH DAY -- CASSANDRA ATHERTON, KAT ELLINGHAUS AND THE UNIVERSITY -- 'ALL THE WORLD'S A STAGE' -- GETTING THERE -- JEN BARTON, JESSICA MCCRUM,VANESSA CONDEMI AND THE STUDENT EXPERIENCE -- FROM UWA TO CAMBRIDGE -- A STUDENT'S PERSPECTIVE -- WE DID IT AS A GROUP -- CONTRIBUTORS -- BIBLIOGRAPHY.

There is a very urgent need to invest in education in the human capital of a nation, so the role of government is needed to ensure the capacity and possibility to access education. Therefore, adequate funding should encourage education outcome, as evidenced by the enrollment rate, expected length of schooling and average length of schooling. This study aims to determine the effect of education and health spending, fiscal decentralization, GRDP per capita (control variable) on education outcome. This study uses secondary data with panel data from 16 provinces in eastern Indonesia. The data analysis technique used is the structural equation model (SEM) with Rstudio software. The results of this study indicate that; (1) At the level of primary education and the expected duration of schooling, education expenditure has a positive and significant effect on school performance, while the level of education of the middle, high school and the duration expected schooling have no effect. (2) Health expenditure has a positive and significant effect on education outcome; (3) Fiscal decentralization has a positive and significant impact on school participation rates at primary level, for primary and middle school levels and the average length of schooling is not significant, but different from secondary level it has a negative impact and significant effect, while the expected length of schooling is not significant (4). The GRDP per capita has a positive and significant effect on education outcome, except that the school participation rate at the elementary level is not significant.

This chapter explores the complex historical, political and religious context that frame discussions around citizenship and democracy within education in Ireland, as an independent nation, and as a member of the European Union. What it means to be a citizen in Ireland will be explored.The focus is primarily on the Republic of Ireland, though issues that arise in Northern Ireland will also be covered. The chapter will focus on curriculum subject areas that touch on citizenship and democracy, past and present. The extent to which policy and practice can map onto the key concepts set out in the Council of Europe's framework of competences for democratic culture will be explored, with a specific focus on the extent to which teachers are trained to be able to teach these subjects. ; "Chapters from all Taylor & Francis books are eligible for green open access. Each individual author or contributor can also choose to upload one chapter from the 'Accepted Manuscript' (AM). An AM is typically the post-contract but pre-production (i.e. not copy –edited, proofread or typeset) Word Document/PDF of the chapter. Authors may upload the AM chapter to a personal or departmental website immediately after publication of the book - this includes posting to Facebook, Google groups, and LinkedIn, and linking from Twitter. Authors can also post the AM book chapter to an institutional or subject repository or to academic social networks like Mendeley, ResearchGate, or Academia.edu after an embargo period of 18 months for Humanities and Social Sciences books or 12 months for STEM books." https://www.routledge.com/info/open_access/by_the_chapter

This article uses theories of liberation psychology to analyse a youth civic engagement project enacted in a US urban school. Drawing on classroom observations and student and teacher interviews, the analysis illustrates the possibility of fostering students' character development – in this case, what the teacher and students called 'positivity' – while supporting their broader social understandings and commitment to a collective good. The project's intertwined focus on character and social structures troubles the potential tensions between these areas. The article raises conversations about the enacted civic curriculum as well as about the value of using theories of liberation psychology to inform and analyse such curriculum.