In recent decades, higher education across the world has restructured itself to meet the needs of global competitiveness and embraced the knowledge economy ( Krause-Jensen and Garsten 2014 ). Through embracing ‘information technology
Supporting students’ experiences through praxis
Heidi A. Smith
The Example of 22 July 2011 in Norway
Alexandre Dessingué and Ketil Knutsen
life of the nation.’” 9 The encouragement of critical approaches to cultural issues in education implies the development of an awareness and understanding of culture not only as something received or given but also as a discursive and a narrative
Ivi Daskalaki and Nadina Leivaditi
-Turkey agreement in March 2016, 1 which resulted in the prolonged entrapment of approximately 50,000 refugees in Greece, 2 refugee education has progressively become one of the prime terrains of the management of the “refugee crisis” in the country. In fact, as
Space, Time, and Text
Benjamin C. Fortna
technologies. Cumulatively, these challenges produced an almost dizzying degree of disorientation, but they also opened up countless new possibilities. The field of education both responded to the shifting realities and initiated new developments of its own
Hilary Callan and Brian Street
The article addresses the position of anthropology in new educational contexts, considering anthropology in education and the anthropological study of education. While some transatlantic comparisons are drawn, the emphasis is on developments within the U.K. These are treated historically, using the Royal Anthropological Institute's experience in working for an anthropological presence in pre-university education from the 1980s to the present as an extended case-study. The work done by the RAI's Education Committee to design and introduce a new GCE A-level in anthropology, culminating in its successful accreditation by the national regulator, is recounted in the style of 'rich ethnography'. A case is made for the potential of academic associations to create the alliances across sectors that are needed in this context; and conclusions are tentatively drawn regarding the implications of these initiatives for the future of the discipline and its public engagement.
An Analysis of School Textbooks in the MENA Region
Tobias Ide, Abdulkhaleq Alwan, Khalil Bader, Noureddine Dougui, Maysoun Husseini, Elarbi Imad, Farouk Gaafar Abdel Hakim Marzouk, Amany M. Taha Moustafa, and Riem Spielhaus
This article analyzes the geopolitical imaginations promoted via environmental education in the school textbooks of five states in the Middle East and North Africa (MENA) region. In doing so, it builds bridges between critical studies of education and political ecology. It shows that, when addressing environmental problems, the textbooks examined depoliticize environmental problems and sustain political and economic power structures. They do so by individualizing responsibility for environmental problems, legitimizing political and economic elites, associating environmental protection with wider societal goals, and externalizing environmental problems.
In 2003, after more than 10 years of policy debate and public controversy, the South African minister of education announced a new policy for religion and education that distinguished between religious interests, which are best served by religious communities, and educational objectives for teaching and learning about religion, religions, and religious diversity that should be served by the curriculum of public schools. This article locates South Africa's new policy for religion and education in relation to attempts to redefine the role of the state in the transition from apartheid to democracy. The policy emerged within a new constitutional framework, which ensured freedom for religious expression and freedom from religious discrimination, but also within the context of state initiatives to affirm cultural diversity and mobilize unifying resources for social transformation. Accordingly, this article examines South Africa's policy for religion and public education as an index for understanding post-apartheid efforts in redefining the state as a constitutional, cultural, and transformative state.
Promoting inclusion and social innovation
Toyin Janet Aderemi, Patricia Rea Ángeles, Esther Benjamin, and Citlalli A. González H.
Leaving no one behind in education: A focus on children with disabilities (p.48) Toyin Janet Aderemi
Barriers to education exist at multiple levels for children with disabilities, especially in developing or middle-income countries: stigma and discrimination in families, communities and in schools; households living in poverty; lack of assistive devices; lack of teachers’ training and preparation; and inaccessible transportation. Inclusive education is a system that includes all learners, welcomes and supports them, irrespective of their identities and abilities. Inclusive education entails not only accessibility of the school but also teachers’ preparation, adapted curricula, and participation of the learner to achieve his or her potentials. Furthermore, inclusive education fosters inclusive societies and equity. Children with disabilities have the right to education. This article addresses inclusive education in school, communities, and policy contexts, contending that there is huge need for a multi-sectoral approach.
Inclusive and community education for children with disabilities: Tools to combat discrimination and social inequality (p.55) Patricia Rea Ángeles
This scientific article addresses the issue of children with disabilities and their inclusion in formal and community education. For many years, children with disabilities have been excluded from educational systems on the grounds of their fragility, creating a spiral of discrimination and social inequality. This article is an attentive call to governments, public policy makers, social leaders, civil society organizations, and other strategic actors to generate models of inclusive education inside and outside the classroom, attached to international law, with a multisectoral and intercultural perspective of gender, community engagement, and generation of an education for life that promotes social cohesion, community participation, and successful and meaningful educational experiences for all children.
Leadership, education, and global social impact (p.64) Esther Benjamin
Traditional development often focuses on the economic and social development of nations and their peoples, the implementation of international aid, and development assistance. Conversely, global engagement is focused on equity and rights, as we strive to uphold fairness and justice in our work and actions. Global engagement is about creating opportunities for one another. It is about inclusion. This article, proposes global social impact as “development 2.0.” It identifies global engagement and holistic thinking as the basis for establishing new approaches to development that start with the individual, before addressing the interconnectedness of people, organizations, sectors, and programmatic areas.
Pensamiento de diseño para la complejidad socioecosistémica (p.71) Citlalli A. González H.
El enfoque de pensamiento de diseño, con una perspectiva centrada en las personas, puede ser una herramienta útil para contribuir a soluciones innovadoras en el marco del compromiso global para el desarrollo y la sustentabilidad. A partir de una lectura reflexiva y critica del enfoque, se identifican algunos retos y oportunidades que permitan un abordaje comprehensivo de las problemáticas sociecológicas. Se sugiere la necesidad de aportar a un cuerpo de conocimientos más robusto, con sustentos teórico-metodológicos y filosófi cos que eviten aplicaciones reduccionistas del pensamiento de diseño. Asimismo, se requiere fortalecer las capacidades en sectores, como la sociedad civil, para adaptar los modelos y herramientas de innovación en contextos diversos y múltiples escalas. La innovación para la sustentabilidad y la equidad requiere de colaboraciones, alianzas y sinergias mejoradas y más amplias, entre actores y campos de conocimiento.
Introduction In line with European trends in education and migration, increasing attention has been given to supporting newcomer students in learning the language of schooling in Portugal. This language policy framework is termed Português
The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983
Henrik Åström Elmersjö
the rise of education for democratic citizenship in most western European countries, history education in general and nationalistic history education in particular were questioned. 4 The same doubts had arisen in the interwar period, but these were