Suchergebnisse

Many believe that equality of opportunity will be achieved when the prospects of children no longer depend upon the wealth and education of their parents. The institution through which the link between child and parental prospects may be weakened is public education. Many also believe that democracy is the political institution that will bring about justice. This study, first published in 2006, asks whether democracy, modeled as competition between political parties that represent different interests in the polity, will result in educational funding policies that will, at least eventually, produce citizens who have equal capacities (human capital), thus breaking the link between family background and child prospects. In other words, will democracy engender, through the educational finance policies it produces, a state of equal opportunity in the long run?

This paper examines the interplay between public education expenditure and economic growth in a two-sector model with manufactured goods and services. When public education is financed by sectoral taxes, the education policy maximizing the growth rate differs from that obtained by the standard unisectoral tax. The reasons for this are twofold. First, because agents' preferences for services, human capital and savings become a major determinant of the relationship between growth and public education expenditure. Second, because education spending is a service and hence sectoral taxation creates a distortion by affecting its relative price. Finally, we reveal that a sectoral tax may perform better than a standard aggregate production tax in terms of long-term growth. Adapted from the source document.

The intercultural education is presented as an initiative of our society to incorporate ethnic groups in the vision of the world, which is constructed through education. Unfortunately, the main contribution that the ancestral cultures make to the curriculum is based on some idiomatic aspects and cultural manifestations (rites and ceremonies). According to our point of view, this vision is rather restricted, because it ignores or does not know the ways of traditional education of ethnic groups. This assay shows, in a summarized way, the experience of the Mapuche people in their way of developing the teaching–learning process, which is explicitly based on the communication form that was established among the family members. It is necessary to emphasize that three methods were used, and they were based on oral communication (pentukum, nütram and gülam), these not only allowed the internalization of the contents, but also their evaluation. Another important element is constituted by three central subject areas of the Mapuche education: social, nature and divinity relationship and how each one of them become, in practice, communication forms with superior entities. In this way, it is constituted the general training system and education in Mapuche culture, which is able to evaluate coherent subjects and content connection, to constitute a real contribution to formal education of any country or culture, which must be understood as the modification of primary education's curriculum.

In this text, my objective is to present and to problematize some of the possible connections between neoliberal governmentality and education, within the framework of links between displacements, overlap emphasis transformations, subsitutions, contituities and ruptures which can be observed in educational practices and policies. I also seek to sketch out a summary of publications in Brazil which deal with these connections. The first section of this text consists in a broad discussion about the concept of governmentality. In the second section, I tackle Michel Foucault's conceptions of liberalism and neoliberalism. In the third section, I discuss some ways in which Foucault's thinking in the political field resonates with the transformations currently being experienced by the contemporary world. In the fourth and final section, I make three comments of an educational nature about these transformations and connections. ; En este texto, mi objetivo es mostrar y problematizar algunas de las posibles articulaciones entre gubernamentalidad neoliberal y educación, en el marco del conjunto de desplazamientos,transformaciones de énfasis superposiciones, substituciones, continuidades y rupturas que se puede observar en las prácticas y en las políticas educativas, como también trazar un panorama sucinto de las publicaciones que en Brasil tratan de aquellas articulaciones.En la primera sección haré una discusión panorámica acerca del concepto de gubernamentalidad. En la segunda sección abordaré las concepciones de Michel Foucault sobre el liberalismo y el neoliberalismo. En la tercera parte, discutirá algunas resonancia entre el pensamiento de Foucault, en el campo de la política, y las transformaciones por las que pasa el mundo contemporáneo. En la cuarta y última sección, haré tres comentarios de orden educacional en la perspectiva de esas resonancias y transformaciones.

Cultural Competence in Health Education and Health Promotion, 2nd edition, examines the importance of ethnic and cultural factors for community health practice. Edited and written by a stellar list of contributors who are experts in field, this book describes essential theories, models, and practices for working with race, ethnicity, gender, and social issues. The authors cover a wide range of topics including demographics, disparities, complementary and alternative medicine, spiritually grounded approaches, multicultural populations, culturally competent needs assessment and planning, communi

In the last decade, European education has experienced far-reaching transformation through the international initiatives of the Bologna process in higher education (HE) and the Copenhagen process in vocational education and training (VET) for enhancing European cooperation. This study investigates the mostly underresearched effects of these initiatives on Switzerland to discern whether Swiss HE and VET policies have converged towards European models, and which mechanisms were influential. It combines research on Europeanization and convergence and uses process-tracing based on expert interviews and document analysis. Results reveal that Swiss HE policy strongly converged towards the Bologna model, while the development of a partial convergence of VET policy towards the model of the Copenhagen process can be observed. The study demonstrates the impact of domestic politics on shaping Europeanization effects and reconstructs the processes through which the initiatives took effect through transnational communication. Adapted from the source document.

From the voyages of Te Aurere, the waka that retraced the voyage of our tipuna by sailing from Aotearoa to Rarotonga and back (Te Puni Kokiri, 1992), to the daily symposium of research based papers on Maori education at the joint NZARE/AARE Researchers in Education conference in Geelong, Melbourne (AARE/NZARE, 1992), Maori education in traditional and contemporary forms has followed this counsel in interesting ways in 1992, both in Aotearoa as well as in the wider international context. A sampling of these programmes throughout this paper will highlight the diversity this expression has taken in the past twelve months. The year also marked the anniversary of some significant events in our educational history: a decade since the opening of the first Te Kohanga Reo, effectively launching the movement and, nine decades since the birth of Clarence Beeby, former Director General of Education, one of this country's educational giants, whose words in 1939 gave Peter Fraser, then Minister of Education, the first education policy on equal educational opportunity. In August 1992 it was announced that the Contestable Equity Fund would not be continued in the 1993 academic year. Somewhat incredible was the statement which announced the fund's abolition: The fund was set up to encourage institutions in ways of equity, and this has been done. (AUS, 1992) .an interesting claim, on the eve of the 1993 Suffrage Year activities and the 1993 United Nations Indigenous People's Year. Indeed, the fate of equity in education since the National government came to power in late 1990 has been a matter of real concern. Equity remains one of this country's critical contemporary issues. Analyses of the equity women have attained in this country, particularly Maori women, will be discussed in the light of this claim and the recently released Status of Women in New Zealand. The Second Periodic Report on the Convention on the Elimination of all forms of Discrimination Against Women, it is described by the Hon. Jenny Shipley in its foreword as "the most definitive piece of work to date on the status of women in New Zealand" (CEDAW, 1992, p. vi). Prepared by the Ministry of Women's Affairs for submission to the United Nations and released in December 1992, this report will provide the most up to date data against which to test claims about the attainment of equity on any economic, social or educational indicators. These events will be briefly visited in order to provide something of a historical perspective on this 1992 review, ensuring that it is not read in an ahistorical timeless void. In summary, then, this paper will analyse Maori education in 1992, by providing an overview of Maori education initiatives in national and international contexts, and by comparing some issues and trends in Maori education in 1992 with their historical antecedents.

Higher education and innovation policies are today seen as central elements in national economic competitiveness, increasingly measured by global rankings. The book analyses the evolution of indicator-based global knowledge governance, where various national attributes have been evaluated under international comparative assessment. Reflecting this general trend, the Shanghai ranking, first published in 2003, has pressured governments and universities all over the world to improve their performance in global competition. More recently, as global rankings have met criticism for their methodology and scope, measurements of various sizes and shapes have proliferated: some celebrating novel methodological solutions, others breaking new conceptual grounds. This book takes a fresh look at developments in the field of knowledge governance by showing how emerging indicators, innovation indexes and subnational comparisons are woven into the existing fabric of measurements that govern our ideas of higher education, innovation and competitiveness. This book argues that while rankings are becoming more numerous and fragmented, the new knowledge products, nevertheless, tend to reproduce ideas and practices existing in the field of global measurement. Tero Erkkilä is Associate Professor of Political Science at the University of Helsinki, Finland. His previous publications include Government Transparency (2012) and Global University Rankings (2013), both published by Palgrave Macmillan. Ossi Piironenis Senior Researcher at the Ministry for Foreign Affairs, Finland. He has published in various peer reviewed journals and has several years of experience teaching in global governance and methodology of political science at the University of Helsinki, Finland.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Preface -- Acknowledgments -- 1. Introduction: The Purposes of Education in an Age of Ecological Crises and Worldwide Insecurities -- 2. Rethinking Diversity and Democracy for Sustainable Communities -- 3. Cultural Foundations of the Crisis: A Cultural/Ecological Analysis -- 4. Learning Anthropocentrism: An EcoJustice Approach to Human Supremacy and Education -- 5. Learning Androcentrism: An EcoJustice Approach to Gender and Education -- 6. Learning Our Place in the Social Hierarchy: An EcoJustice Approach to Class Inequality and Impoverishment -- 7. Learning Racism: An EcoJustice Approach to Racial Inequality -- 8. Learning about Globalization: Education, Enclosures, and Resistance -- 9. Learning from Indigenous Communities -- 10. Teaching for the Commons: Educating for Diverse, Democratic, and Sustainable Communities -- References -- Index.