The article demonstrates how Library of Congress Subject Headings (LCSH) geographic headings for the Southern Levant mirror the political investment of Congress and the American public in Middle East politics over the last thirty years. The headings' evolution as well as Library of Congress rules governing their creation is charted in detail. These LCSH headings contrast markedly with those established in other national libraries (BnF, DNB) and independent value vocabularies (TGN, GeoNames), and global opinion regarding the legal status of the occupied territories. I sketch the historical context of their formation and offer suggestions as to how libraries can "decolonize" their metadata in service of Sanford Berman's "access and equity."
In the four months analysed, the postponement and non-resolution of conflicts by state institutions, in response to citizens' demands on social policy, particularly in the labour, education and social sector, is remarkable. Despite the particular situation of this four-month period, the health emergency caused by the COVID-19 pandemic shows the weak institutional and governance capacity, combined with the serious economic crisis that the country is experiencing. ; En el cuatrimestre analizado, el aplazamiento y no resolución de los conflictos, por parte de las instituciones estatales, frente a las demandas ciudadanas en materia de política social, en especial lo relacionado con el sector laboral, educación y gremial, resulta notable. A pesar de lo particular de este cuatrimestre, por la emergencia sanitaria a causa de la pandemia del COVID-19, se evidencia la débil capacidad institucional y de gobernabilidad, sumada a la grave crisis económica que vive el país.
Fil: Astiz, Maria Fernanda. University of San Andrés. School of Education; Argentina. Conference delivered on 16 June 2007 at the Permanent Research Seminar of the School of Education of the University of San Andrés. ; Fil: Astiz, María Fernanda. Universidad de San Andrés. Escuela de Educación; Argentina. Conferencia pronunciada el 16 de junio de 2007 en el ámbito del Seminario Permanente de Investigación de la Escuela de Educación de la Universidad de San Andrés.
The way each education system is organised is based on a political culture of values and a specific pedagogical and educational ideology, and is linked to the productive needs of each country. These options define the degree of centralisation or decentralisation of the system, shape the divisions of power, responsibility and responsibility between individual structures, define the operating framework and types of schools, support, training and evaluation systems for managers and teachers. The nature of the education system also determines the scope for management and guidance and class teachers in teaching.The introduction of educational innovations and the requirement to respond to students' learning specificities, frame the school unit's autonomy and the degree of freedom in programmes, objectives, teaching methodologies, selection of educational materials. Diversified education policies require flexibility in targeting, teaching methodology, guidance to build knowledge, develop skills and nurture positive values. The implementation of this education policy presupposes the appointment of education leaders as 'transformative leaders' and class teachers as 'catalysts' of the educational process. ; Ο τρόπος οργάνωσης του κάθε εκπαιδευτικού συστήματος στηρίζεται σε μια πολιτική φιλοσοφία αξιών και σε μια συγκεκριμένη παιδαγωγική και εκπαιδευτική ιδεολογία, συνδέεται δε με τις παραγωγικές ανάγκες της κάθε χώρας. Οι επιλογές αυτές προσδιορίζουν το βαθμό συγκεντρωτισμού ή αποκέντρωσηςτου συστήματος ,διαμορφώνουν τις κατανομές εξουσίας, αρμοδιότητας και ευθύνης μεταξύ των επιμέρους δομών, καθορίζουν το πλαίσιο λειτουργίας και τα είδη των σχολικών μονάδων, τα συστήματα υποστήριξης ,επιμόρφωσης και αξιολόγησης των στελεχών και των εκπαιδευτικών. Ο χαρακτήρας του εκπαιδευτικού συστήματος καθορίζει και τα περιθώρια που έχουν τα στελέχη εκπαίδευσης στη διοίκηση και καθοδήγηση και οι εκπαιδευτικοί της τάξης στη διδασκαλία.Η εισαγωγή εκπαιδευτικών καινοτομιών και η απαίτηση για ανταπόκριση στις μαθησιακές ιδιαιτερότητες των ...
The labor force of each industrial country is being shaped by three forces: ageing, education and migration. Drawing on a new database for the OECD countries and a standard analytical framework, this paper focuses on the relative and aggregate effects of these three forces on wages across different skill and age groups over 2000–2010. The variation in the age and educational structure of the labor force emerges as the dominant influence on wage changes. The impact is uniform and egalitarian: in almost all countries, the changes in the age and skill structure favor the low-skilled and hurt the highly skilled across age groups. Immigration plays a relatively minor role, except in a handful of open countries, like Australia and Canada, where it accentuates the wage-equalizing impact of ageing and education. Emigration is the only inegalitarian influence, especially in Ireland and a few Eastern European countries which have seen significant outflows of high-skilled labor to Western European Union countries.
As Pavis (2016) argues, privacy has resurfaced in different forms and names in the current theatre. This work breaks down some of these forms of privacy and emotion in theatre studies, and then analyse their presence and articulation in the monologists of two works by Sasha Marianna Salzmann (n.1985): Muttersprache Mameloschn (2011) and Meteoriten (2016). The examination of Salzmann's modestes — who is one of the representatives of the so-called post-migrant theatre in Germany — shows that privacy in their works is not only about reversing the economy of the representativeness of minorities in a multicultural society. The emotion here abandons its traditional association with 'pathos' and 'inability to act' (Didi-Huberman 2016) and represents a form of political activism, building theatre as the smallest cell of a fairer society (Salzmann 2015). Faculty of Humanities and Education Sciences ; As Pavis (2016) argues, intimacy has resurfaced under different forms and names in current theater. This article makes a general introduction to posmigrant theatre in Germany, breaks down some of these forms of intimacy and emotion in theatre studies, and then analyzes its presence and articulation in the monologues of two works by german-language playwright Sasha Marianna Salzmann (n.1985): Muttersprache Mameloschn (2013) and Meteoriten (2016). The examination of the monologues of Salzmann -who is one of the representatives of the so-called German Postmigrant Theatre- exhibits that intimacy in their works is not only about reversing the representational economy of the minorities in a multicultural society. The use of emotion in her theatre abandons its traditional association with the "pathos" and the "Impossibility of Acting" (Didi-Huberman, 2013:26), and represents a form of political activism, which builds theatre as the smallest cell of a fairer society (Salzmann 2015). ; As Pavis (2016) argues, privacy has resurfaced in different forms and names in the current theatre. This work breaks down some of these forms of ...
The book Governing Romuald Normand's educational success is part of a series of strongly reflexical work that examines the role of knowledge in the development, evaluation, choice and implementation of education policies. The particularity of this contribution lies in the fact that it is not built from a survey and a specific research, but rather focuses on existing research, in order to assess the (political) role they have played, to locate them relative to each other, to show tensions, breaks but also the continuities that link them and their links with political decision. Romuald Normand's book is, in this sense, a book of history as well as sociology. ; L'ouvrage Gouverner la réussite scolaire de Romuald Normand se situe dans un faisceau de travaux, résolument réflexifs, qui étudient le rôle des connaissances dans le développement, l'évaluation, le choix et la mise en oeuvre de politiques éducatives. La particularité de cette contribution tient au fait qu'elle ne se construit pas au départ d'une enquête et d'une recherche spécifique, mais qu'elle prend plutôt pour objet les recherches existantes, de manière à évaluer le rôle (politique notamment) qu'elles ont joué, à les situer les unes relativement aux autres, à montrer les tensions, les ruptures mais aussi les continuités qui les relient et les liens qu'elles entretiennent avec la décision politique. L'ouvrage de Romuald Normand est, en ce sens, un livre d'histoire autant que de sociologie.
In the field of the academic and political debates that have taken place in the last years, this article proposes to work in an issue that has been present in the field of discussions, from different approaches and perspectives: the union militancy of working women. Based on the review of the bibliography produced in Argentina in recent years, we focus on the intersection between militancy, gender and class in order to contribute to mapping some of the main discussions in the field of sociology. ; En el marco de los debates académicos y políticos actuales, en este artículo proponemos abordar un tema que ha estado presente en el campo de las discusiones, desde distintos enfoques y perspectivas: la militancia sindical de las mujeres trabajadoras. A partir de la revisión de la bibliografía producida en Argentina en los últimos años, nos centramos en el cruce entre militancia, género y clase con el propósito de contribuir a mapear algunas de las principales discusiones existentes en el campo de la sociología. Facultad de Humanidades y Ciencias de la Educación
Summary of metaphors makes it possible to describe implicit practices of the management function in complex contexts not covered by education legislation and policies such as Spain. Thus, the purpose of this research was to identify roles performed by school leaders in relation to the functions performed by managers in cities such as Zaragoza (Spain). This was done using a qualitative approach, applying multi-case design, supported by techniques such as non-participating observation, desk analysis, in-depth interviews and focus groups. Among the results emerging roles taken on by managers in order to meet the specific needs of the student, directly and indirectly influencing the way in which the management function is exercised in an educational institution. The study was carried out without claiming to be representative of the various schools in similar contexts to the three cases analysed. However, understanding the structure of the exercise of the management function allows the reader to be able to extrapolate to other almost similar situations, since the essence is not to generalise but to describe what happens in the scenario, to understand it, to understand it and finally to discover it. It is therefore an invitation to reflect on the implications of exercising the function in socially adverse contexts. ; Resumen Las metáforas permiten describir prácticas implícitas de la función directiva en contextos complejos no contemplados en la normativa y políticas educativas como es el caso de España. Es así que, el propósito de esta investigación fue develar roles que desempeñan los directores de centros educativos en relación con las funciones que ejercen los directivos en ciudades como Zaragoza (España). Para ello, se utilizó un enfoque cualitativo, aplicando el diseño de caso múltiple, apoyados en técnicas como la observación no participante, análisis documental, entrevistas a profundidad y grupos de discusión. Entre los resultados emergen roles que asumen las personas directoras para responder a las ...
PISA's position in the relationship between civil society and the education sector in French-speaking Belgium ; A posição do PISA na relação entre a sociedade civil e o sector educativo na Bélgica francófona
La Coordinación Interna de la Facultad de Filosofía y Letras (FFyL) de la Universidad de Buenos Aires dentro del Centro Universitario Devoto (CUD) es para nosotros un espacio de construcción y crecimiento permanente. Pero es, por sobre todas las cosas, el lugar que nos permite romper con la lógica penitenciaria y carcelaria de purga de penas y condenas, en un contexto en el que se imponen la absoluta coerción y la privación de los derechos más elementales, como el derecho a la educación.
Summary The aim of this research is to analyse changes in the concept of university in a highly privatism higher education system such as the Chilean one, looking at intellectual and political debates on the role of these institutions from the period of independence in the 19th century to the present. The results show that since an acceptance of its elitist character, there is a positive assessment of the expansion of enrolment due to its impact on human capital formation. The impact of academic capitalism has thus resulted in the abandonment of the traditional understanding of the university, its replacement by the idea of human capital and the transition from a one-size-fits-all system to one in which different descriptions compete. ; Resumen El objetivo de esta investigación es analizar los cambios en el concepto de la universidad en un sistema de educación superior de alto privatismo como el chileno, examinando los debates intelectuales y políticos sobre el rol de estas instituciones desde el periodo de independencia en el siglo XIX hasta el presente. Los resultados muestran que desde una aceptación de su carácter elitista se pasa a la valoración positiva de la expansión de la matrícula por su impacto en la formación de capital humano. El impacto del capitalismo académico ha resultado, así, en el abandono de la comprensión tradicional de la universidad, su reemplazo por la idea de capital humano y el tránsito de un sistema guiado por un modelo único a uno en que compiten diversas descripciones.
The musical educational program that Aristotle presents in Politics 8 and more generally his reflections on the use of mousike in the best regime are considered one of the most important sources for the study of Ancient Greek music. However, there are very few studies that highlight the philosophical relevance that this discipline has to the Aristotelian thought. While it is true that the philosopher himself acknowledges that he is not a specialist in the philosophy of musical education and even delegates the specific study of certain technical issues, nevertheless, the role that he gives to mousike in the design of the ideal educational program and the hierarchy of functions attributed to it give an account of the prominent place that this discipline occupies in his ethico-political project. Precisely, the purpose of this paper is to demonstrate that mousike is not only an essential part of life and the polis, but even more is a condition for the happy life of citizens. In the first part of the work, I show how this discipline is inserted into the political project of the best regime and the best life and how it articulates with both. In the second part, I analyze the different functions that Aristotle gives to it and the complex and hierarchical interdependence that he establishes between them. ; El programa de educación musical que Aristóteles presenta en Política VIII y, de manera general, sus reflexiones sobre el empleo de la mousiké en el mejor régimen son considerados como una de las fuentes más importantes para el estudio de la música griega antigua. Sin embargo, son muy escasas las investigaciones que destacan la relevancia filosófica que esta disciplina tiene en el pensamiento aristotélico. Si bien es cierto que el propio Estagirita reconoce no ser un especialista en filosofía de la educación musical e incluso delega el estudio específico de ciertas cuestiones técnicas, no obstante, el papel que le otorga a la mousiké en el diseño del programa educativo ideal y la jerarquía de funciones que le atribuye ...
Summary The article is derived from research aimed at understanding the design of educational practices in civic training. The study's approach was descriptive and understandable, as it was intended to describe the features of three significant experiences to understand its senses and meanings. The theoretical perspective of analysis was socio-constructionism. The methodological design was a case study and, as data collection techniques, in-depth interviews were applied to teaching staff leading the experiences; semi-structured to the managerial staff, coordinator, teachers, mothers and fathers of the student, and focus groups on the student. The data were processed using Content Analysis. The findings made it possible to understand that experiences mobilise interdisciplinary work, that the political training of students is the main concern of teaching staff, and confirmed training processes that shift from civic education with a focus on civilisation towards civic training that promotes participation and decision-making. However, there is a need to strengthen teacher networks to exchange experiences and knowledge that enrich discussion and debate in citizen training, in order to form research seedbeds aimed at educating students. ; Resumen El artículo se deriva de una investigación cuyo objetivo fue comprender la configuración de prácticas educativas en formación ciudadana. El enfoque del estudio fue descriptivo-comprensivo, ya que se pretendía describir los rasgos de tres experiencias significativas para comprender sus sentidos y significados. La perspectiva teórica de análisis fue el socioconstruccionismo. El diseño metodológico fue estudio de caso y, como técnicas de recolección de datos, se aplicaron entrevistas a profundidad al personal docente líder de las experiencias; semiestructuradas al personal rector, coordinador, al profesorado y a las madres y los padres del estudiantado, y grupos focales al estudiantado. Los datos se procesaron mediante el Análisis de Contenido. Los hallazgos permitieron ...
This research analyses the mechanisms used by Spanish Catholic education to deal with the dramatic decline in religious teachers suffered in recent decades. This is an unprecedented issue, addressed from an education policy perspective, ranging from the transition to democracy to the present day. To this end, scarcely known documentation and statistics have been found, which have been the subject of documentary analysis using a mixed methodology. First, the process of secularisation of Spanish society and the ensuing crisis of religious vocations are contextualised. Subsequently, the size and quantitative evolution of this sub-sector of the education system in terms of students and teachers, moveable and religious are precisely outlined. Finally, the initiatives launched as a result of the significant reduction in the latter are studied: increase in the number of teachers, new managerial functions, inter-centre or inter-provincial teams, foundations and the integration of schools. All involved the transfer to staff of responsibilities occupied exclusively by religious and religious staff and in the last two changes in the ownership of schools. The result is that Spanish Catholic education continues to form a compact block within the education system, with little change in enrolment rates and maintaining a remarkable capacity to defend its interests. It is also noted that Catholic Schools are useful as a body for coordinating, managing and representing them. Finally, it is evident that these sub-legislating structures are poorly integrated into the model of educational concerts, common to most faith-based institutions, and unhappy about a possible future of non-religious and non-religious Catholic teaching. ; Esta investigación analiza los mecanismos empleados por la enseñanza católica española para afrontar la notabilísima reducción del profesorado religioso sufrida en las últimas décadas. Se trata de una cuestión inédita, abordada desde la perspectiva de la política de la educación y abarca desde la transición ...
