Education

Author(s):  
Amy Stambach

Education in Africa refers to a number of social institutions and teaching practices, including government-run systems of schooling, religious instruction, and childhood socialization. Government-run systems of schooling follow a standardized timetable, curriculum, and examination system. European colonizers established schools to instruct and “civilize” Africans and, later, to educate a cadre of civil service personnel who would staff colonial offices. After independence, which occurred for most countries between 1956 and 1964, secondary school graduates and university-educated Africans often became government leaders of their countries. Religious instruction, as well as the many forms of child socialization and inculcation in Africa, pre-date government systems of schooling but increasingly have come to run parallel to them. Today, religious forms of schooling generally follow a timetable and include secular subjects. Literacy rates have improved, as has gender parity in primary schools, in that the number of girls and boys enrolled and able to read and write is roughly equal. Higher education is expanding rapidly in Africa, and student politics and student activism on campuses remain powerful forces, as they were in colonial times, for questioning political authority and foreign influences. As in all parts of the world, adults in Africa socialize children and youth into norms and practices, both through explicit instruction and through learning-by-doing everyday activities. The cultural forms these lessons take often derive from age-old rituals and stories that vary considerably across the continent. On the other hand, children and young people socialize themselves into new communities, often using social media to do so.

Transfers ◽  
2015 ◽  
Vol 5 (3) ◽  
pp. 87-103 ◽  
Author(s):  
Catharine Coleborne

This article examines the interpretive framework of “mobility” and how it might usefully be extended to the study of the Australasian colonial world of the nineteenth century, suggesting that social institutions reveal glimpses of (im)mobility. As the colonies became destinations for the many thousands of immigrants on the move, different forms of mobility were desired, including migration itself, or loathed, such as the itinerant lifestyles of vagrants. Specifically, the article examines mobility through brief accounts of the curtailed lives of the poor white immigrants of the period. The meanings of mobility were produced by immigrants' insanity, vagrancy, wandering, and their casual movement between, and reliance on, welfare and medical institutions. The regulation of these forms of mobility tells us more about the contemporary paradox of the co-constitution of mobility and stasis, as well as providing a more fluid understanding of mobility as a set of transfers between places and people.


Author(s):  
Anna Gabriel Copeland

This article examines participatory rights as human rights and considers their importance to the lives of children and young people. It argues that a broad definition of participation needs to be used which takes us from 'round tables' to understanding that young people participate in many different ways. It points out that failure to recognise and respect the many varied ways that children and young people choose to participate results in a breach of their human rights. It shows how our socio-legal system operates to permit and support these breaches of the rights of children and young people, resulting in their alienation from civic society.


Author(s):  
Shelley MacDonald ◽  
Gary Winship

Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools. This paper considers the policy context to these changes and the recent initiatives that are informing the evolution of initial teacher training. Alongside the changes in Child and Adolescent Mental Health Services there are an increasing number of schools developing counselling and psychotherapy services. How can the School counsellor look to develop a who school as therapeutic community. Design/methodology/approach – A case narrative is presented of a seven-year-old child who was referred to the school counselling service. The narrative draws attention to the array of dynamic interactions, from peers to teachers to parents which the school counselling manager encountered. Findings – It is argued that it is necessary for the school counsellor to have a framework for understanding how all parts of the school work together and it is proposed that we might usefully consider the primary school as a therapeutic community. Originality/value – There are a raft of policy changes and practices in recent years that have altered the landscape of early intervention and the mental health agenda in primary schools. This paper captures this debates and consider how therapeutic community ideology is positioned as an opportunity to think more expansively about mental health in primary schools.


2018 ◽  
Vol 7 (2.29) ◽  
pp. 406
Author(s):  
Aida Muhamad ◽  
Ida Aryanie Bahrudin ◽  
Nor Faezah Adan ◽  
Mohd Ezree Abdullah ◽  
Muhammad Sufi Bin Roslan ◽  
...  

Science, Technology, Engineering and Mathematics (STEM) subjects have always been complex subjects for school children as many experienced difficulty and complexity in grasping the basic conceptual knowledge. Therefore, Centre for Diploma Studies (CeDS) of Universiti Tun Hussein Onn Malaysia (UTHM) is moving forward to achieve sustainable development for society by pursuing Corporate Social Responsibility (CSR) through National Blue Ocean Strategy 4 (NBOS 4) initiatives. As a member of the society, CeDS try to ensure that the society will acquire the benefit of CeDS business activities as a whole.. ScienceXplorer programme had been implemented to attract primary school students in learning science. ScienceXplorer is a programme that basically implementing the concept of learning by doing. This study was performed to assess participant perception towards the implementation of ScienceXplorer. A self-completion questionnaire had been designed with a series of Likert scale questions that organized to gather participants’ perceptions of participating ScienceXplorer. The questionnaire had been designed using Kirk Patrick Evaluation Model. There were 148 participants from three primary schools took part in this study. In this scope of study, ScienceXplorer participants rated very high in terms of reflection, knowledge and skill, changes in behaviour and aspiration.  


2003 ◽  
Vol 63 (1) ◽  
pp. 310-311 ◽  
Author(s):  
William M. Tsutsui

This volume explores phenomena frequently noted (yet seldom analyzed) in the scholarly literature: the profound similarities in the industrialization processes and the contemporary political economies of Germany and Japan. These parallels—not just in the early stages of industrialization, but through the experiences of depression and war, and on to the rise of postwar “miracle” economies in both nations—are often casually ascribed to the late-developer effect, to the strategic imitation of German economic institutions in Japan, or to cultural factors, from lingering “feudal remnants” to enduring “traditional” social structures. Tagging the economic regimes which had evolved in Germany and Japan by the 1970s “nonliberal” capitalist systems, the essays in this collection seek to investigate systematically “the many similarities between the two capitalisms, the no less intriguing differences between them, and the differences between the two and Anglo-American ‘standard capitalism’” (p. xiii). More specifically, this volume examines “the origins of some of the social institutions that have constrained the spread of free markets within the capitalist economies of Germany and Japan while providing them with alternate mechanisms of economic governance” (p. 5). Throughout, the contributors argue for a more subtle, historically grounded, and systematic understanding of the distinctive practices and institutions of the German and Japanese “nationally embedded capitalisms.”


Author(s):  
Christopher Thompson

The distinction between ideal and nonideal theory is an important methodological concern in contemporary political theory. At issue is the extent to which political theorizing is a practical endeavor and, consequently, the extent to which real-world facts should either be factored into political theorizing or else be assumed away. The distinction between ideal theory and nonideal theory was first introduced by John Rawls in his classic A Theory of Justice. Rawls’s ideal theory is an account of the society we should aim for, given certain facts about human nature and possible social institutions, and involves two central assumptions. First, it assumes full compliance of relevant agents with the demands of justice. Second, it assumes that historical and natural conditions of society are reasonably favorable. These two assumptions are individually necessary and jointly sufficient for his ideal theory. For Rawls, nonideal theory primarily addresses the question of how the ideal might be achieved in practical, permissible steps, from the actual, partially just society we occupy. The account of ideal and nonideal theory advanced by Rawls has been subject to criticism from different directions. Amartya Sen accepts Rawls’s distinction between ideal and nonideal theory but argues that Rawlsian-style nonideal theory is too ideal. Given the many and severe injustices we face we do not need to know what ideal (or “transcendental”) justice looks like; our focus should not be on how to transition toward this ideal. Instead, the advancement of justice requires a comparative judgment which ranks possible policies in terms of being more or less just than the status quo. G. A. Cohen, by contrast, argues that Rawlsian-style ideal theory is not really ideal theory as such, but instead principles for regulating society. Our beliefs about normative principles should, ultimately, be insensitive to matters of empirical fact; genuine ideal theory is a form of moral epistemology (an exercise of identifying normative truths).


2021 ◽  
Vol 12 (2) ◽  
pp. 116-123
Author(s):  
Bondet Wrahatnala

Abstract This paper positions itself as a study that portrays the Keroncong Wayang Gendut (Congwayndut) performance, as performance art that reflects structural functionalism. Because Congwayndut explicitly contained aspects of structural functionalism. In this paper, Congwayndut is positioned as an organism that has a structure and functions socially and culturally. Congwayndut is one of the many performing arts groups capable of interpreting traditional art in contemporary, meaning that it responds to the millennial generation with the construction of traditional performances, namely shadow puppet art. . Congwayndut has an important role in the development process or as a performance art model that accommodates other art disciplines, including music, wayang, theater, script, visuals, dramaturgy, which are combined as a typical Indonesian performance art prototype. Therefore, the structural-functional point of view emerged, as a step to explain to the public about the cultural phenomena experienced by Congwayndut. Structural functionalism was born as a reaction against the theory of evolution. If evolutionary studies aim to establish the stages of human cultural development, then structural-functionalism studies aim to build a social system, or social structure, through the study of the functioning patterns of relations between individuals, between groups. -groups, or between social institutions in a society, at a certain period of time. Keywords: Congwayndut, Cross-Border Performing Arts, Structural Functionalism  Abstrak Tulisan ini, memposisikan diri sebagai kajian yang memotret pertunjukan Keroncong Wayang Gendut (Congwayndut), sebagai seni pertunjukan yang merefelksikan fungsionalisme struktural. Karena di dalam Congwayndut secara eksplisit terkandung aspek fungsionalisme struktural. Congwayndut di dalam tulisan ini diposisikan sebagai organisme yang memiliki struktur, dan memiliki fungsi secara sosial budaya.Congwayndut adalah satu satu dari sekian banyak kelompok seni pertunjukan, yang mampu menafsir seni tradisi secara kekinian, artinya merespon generasi milenial dengan konstruksi pertunjukan tradisi yakni kesenian wayang kulit. Congwayndut memiliki peran penting dalam proses pengembangan atau sebagi model seni pertunjukan yang mengakomodir disiplin seni yang lain, ada musik, wayang, teater, naskah, rupa, dramaturgi, yang dijadikan satu sebagai purwarupa seni pertunjukan yang khas Indonesia. Oleh sebab itu lah sudut pandang struktural fungsional muncul, sebagai langkah untuk menjelaskan kepada publik, tentang gejala fenomena budaya yang dialami oleh Congwayndut. Fungsionalisme struktural lahir sebagai reaksi terhadap teori evolusi. Jika tujuan dari kajian-kajian evolusi adalah untuk membangun tingkat-tingkat perkembangan budaya manusia, maka tujuan dari kajian-kajian fungsionalisme struktural adalah untuk membangun suatu sistem sosial, atau struktur sosial, melalui pengajian terhadap pola hubungan yang berfungsi antara individu-individu, antara kelompok-kelompok, atau antara institusi-institusi sosial di dalam suatu masyarakat, pada suatu kurun masa tertentu. Kata Kunci : Congwayndut, Seni Pertunjukan Lintas Batas, Fungsionalisme Struktural


2018 ◽  
Author(s):  
Ariane Bigenwald ◽  
Valerian Chambon

Since the 90’s, neurolaw is on the rise. At the heart of heated debates lies the recurrent theme of a neuro-revolution of criminal responsibility. However, caution should be observed: the alleged foundations of criminal responsibility (amongst which free will) are often inaccurate and the relative imperviousness of its real foundations to scientific facts often underestimated. Neuroscientific findings may impact on social institutions, but only insofar as they also engage in a political justification of the changes being called for, convince populations, and take into consideration the ensuing consequences. Moreover, the many limits of neuroscientific tools call for increased vigilance when, if ever, using neuroscientific evidence in a courtroom.


Perspectiva ◽  
2019 ◽  
Vol 37 (4) ◽  
pp. 1040-1058
Author(s):  
Ademir Valdir dos Santos

The research aims to analyze, based on the relations between German immigration, Lutheranism and the process of creation of schools, the historical incorporation of ideas on education of Luther and its influence in the south of Brazil, in a period between the second decade of century XIX and the first decades of the twentieth century. The methodology is characterized by documentary research with the use of sources referring to the creation of schools, discussed based on a bibliographic reference that includes Luther texts and studies that deal with the links between religion and schooling. The results highlight the importance attributed to the school by Luther, understanding him as a religious reformer of Education. They show that the creation of schools by groups of German Lutheran immigrants in the Brazilian South is justified by their foundation in Lutheran conceptions. The schools were created so that children and young people could have access to religious principles and overcome the difficulties of living in a cultural environment different from that of the regions of origin. These reasons were reinforced by the absence of primary schools maintained by the government, either in the Empire period or in the first decades of the Republic. It is concluded that community schools founded on the colonies meant responses to the divine call to act in human education in harmony with faith, being understood as a result of Lutheran inspiration.


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