Suchergebnisse

Laura Engel shares the story of how she was forced as an unwed teenager to live in a maternity home in New Orleans, two hours from her home in Mississippi, and relinquish her son for adoption. Throughout her life, she never forgot her "secret son" and longed to find him. Gradually she learned forgiveness for her parents and for her younger self

This book proposes that the performance of archival research is related to the experience of tourism, where an individual immerses herself in a foreign environment, relating to and analyzing visual and sensory materials through embodiment and enactment. Each chapter highlights a particular set of tangible objects including: pocket diaries, portraits, drawings, magic lanterns, silhouettes, waxworks, and photographs in relation to actresses, authors, and artists such as: Elizabeth Inchbald, Sally Siddons, Marguerite Gardiner the Countess of Blessington, Isabella Beetham, Jane Read, Madame Tussaud, and Amelia M. Watson. Ultimately, operating as an archival tourist in my analyses, I offer strategies for thinking about the presence of women artists in the archives through methodologies that seek to connect materials from the past with our representations of them in the present

Preliminary Material /Laura C. Engel -- New State Formations in Education Policy /Laura C. Engel -- Globalization and State Formations /Laura C. Engel -- Constructing the New Spanish State /Laura C. Engel -- Decentralization in the Post-Franco Era /Laura C. Engel -- Global Pressures and EU Educational Priorities /Laura C. Engel -- Rescaling and the Politics of Decentralization /Laura C. Engel -- References /Laura C. Engel -- Index /Laura C. Engel.

This article proposes a way to disambiguate the evaluative states currently identified as "adaptive preferences" in development literature. It provides a brief analysis of Serene Khader's Deliberative Perfectionist Approach, and demonstrates that distinguishing between adaptive states has important implications for the theory and practice of development intervention. Although I support Khader's general approach and consider my project to be complementary, I argue that the termpreferencesbe replaced with four distinct terms:beliefs, choices, desires, andvalues. Distinguishing among adaptive states can serve to prevent inappropriate intervention and appreciate the costs of transforming inappropriate adaptations. I argue that adaptive values are especially problematic, given how central a person's values are to their sense of meaning and self. Attempts to transform adaptive values are likely to produce internal conflict, resulting in psychological distress and diminished agency. Furthermore, some values (referred to in moral psychology as sacred values) preclude deliberation and comparison given their communal status as infinitely valuable. To deliberate about sacred values is to violate them. The emotional and psychological damage that may result from value transformation is thus likely to be extensive, and must be taken into account when determining whether, and what type of, intervention is justified.

The Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD's framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the "other" and taking action. ; Le Programme international d'évaluation des élèves (PISA) 2018 de l'Organisation de coopération et de développement économiques (OCDE) comprend une mesure de la compétence mondiale. Dans le PISA, la compétence globale est un domaine transversal qui vise à mesurer un ensemble de compétences et d'attitudes qui soutiennent des relations respectueuses avec des personnes de différents milieux culturels et s'engagent pour des sociétés pacifiques et durables. Cet article s'appuie à la fois théoriquement et empiriquement sur des recherches antérieures sur le cadrage et la diffusion de la politique éducative mondiale à la fois au niveau national et transnational, ainsi que sur la tendance à fusionner les approches locales et mondiales de la diversité et la différence dans la recherche et la pratique. Nous explorons de manière critique le cadre de compétence mondiale de l'OCDE dans le PISA 2018 en faisant état de deux conclusions clés d'une analyse critique du discours. Nous examinons l'utilisation de la langue et les pratiques discursives pour examiner comment la compétence mondiale dans le document-cadre de l'OCDE 2018 est encadrée, transmise et médiatisée au niveau international, et dans quelle mesure reflète-t-elle des critiques concernant l'individualisation et la fusion du multiculturalisme et de la citoyenneté mondiale. Nous avons organisé les résultats sur deux thèmes majeurs, à savoir rencontrer «l'autre» et agir.

PurposeThis paper aims to explore the nature of effective schools serving socially disadvantaged communities, and to point to an overlooked feature in the literature on school effectiveness in relation to social inclusion.Design/methodology/approachAs part of a trans‐European project, three English schools are investigated. A qualitative case study approach is utilised. The schools selected have high proportions of ethnic minority students with low socio‐economic status backgrounds, yet demonstrate successful results.FindingsThe data show the importance of high expectations, and the development of classroom and school‐wide systems to translate these into practice. This reflects areas highlighted by earlier research on schools in disadvantaged communities. The data also point to important conclusions about school ethos.Research limitations/implicationsThe findings are based on a sample of three schools. Though purposively selected (as successful in challenging circumstances), further research is needed into the role of an inclusive ethos in school effectiveness.Practical implicationsAs Scheerens and Bosker argue, schools are most important for underprivileged and/or initially low‐achieving students. Improving the effectiveness of schools in disadvantaged communities is therefore vital, and an ethos of inclusion is an essential dimension in this.Originality/valueThe conclusions mirror in many respects the findings of earlier research on effective schools in socio‐economically deprived communities. However, the paper also draws attention to the importance of developing and sustaining an ethos of inclusion in schools serving disadvantaged communities.