The Relationship Between Pedagogy - Education Policy - Education Reform. A Historical Perspective

2018 ◽  
Author(s):  
Gabriela Cristea
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
Historical Perspective ◽  
The Relationship

Refutation of neoliberal educational policies based on Millian principles

2021 ◽  
pp. 147821032110313
Author(s):  
Jaakko Honkanen ◽  
Rauno Huttunen
Keyword(s):  
Education Policy ◽  
John Stuart Mill ◽  
Educational Policies ◽  
Classical Liberalism ◽  
Classical Liberal ◽  
Future Analysis ◽  
Relationship Of ◽  
The Relationship

This article attempts to start an in-depth consideration and analysis of modern neoliberal education policy through its philosophical roots. To achieve this, the article considers the ideology and philosophy of the classical liberal philosopher John Stuart Mill and the relationship of his philosophy with the modern-day neoliberalist education policy. The purpose of the article is to discuss the philosophical groundwork that drives Mill’s ideas on the establishment of education and compares it to the philosophical groundwork and implications present in modern neoliberal education policy, and through this begin to assert what neoliberalist education policy is. The paper asserts that while Mill’s version of classical liberalism holds similar views and forms of occurrence with modern neoliberalist policies, in many cases Mill’s philosophical groundwork seems to disagree fundamentally with that of neoliberalism. The study is based on literature detailing both the philosophical as well as polity aspects of both Mill’s ideas and modern neoliberalism from the viewpoint of education, and it presents considerations for the nature of neoliberal education policy and its future analysis.

“Weg Da—Wir Wollen Lernen!” Education Reform in Hamburg, Germany in Neoliberal Times

2013 ◽  
Vol 115 (8) ◽  
pp. 1-36
Author(s):  
Jeff Bale
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
News Media ◽  
Research Question ◽  
Substantial Part ◽  
Theory Approach ◽  
Education Policies ◽  
Reform Measure ◽  
Interpretive Communities ◽  
Critical Policy

Background/Context This paper is in dialogue with critical policy scholarship that has developed a certain consensus about what neoliberalism is and what its impact has been on recent education policy. A substantial part of the paper comprises a synthesis of recent German scholarship on neoliberal education policies in that country. Purpose/Objective/Research Question/Focus of Study Drawing on critical analysis of neoliberal education policy, this paper examines a recent education reform measure in Hamburg, Germany. A key component of the intended reform measure was defeated by a ballot initiative spearheaded by a coalition of Hamburg residents widely understood to represent the city's wealthy elite. Making sense of the controversy over this reform measure is the central goal of this paper. To do so, I identify five features of neoliberal education policy in Germany and use them as a framework within which to read the specific reform measure in Hamburg and the resistance to it. Research Design This paper reports an interpretive policy analysis and draws on document sources from four interpretive communities: (a) Hamburg's education ministry; (b) two pro-reform coalitions; (c) one anti-reform coalition; and (c) news media sources. A total of 389 documents were collected for this study, to which I applied a grounded theory approach for data analysis. Conclusions/Recommendations By reading this controversy against previous scholarship on neoliberal education policy, I argue that this specific case of education reform in Hamburg does not follow the pattern such analysis would predict. By stressing this divergence, I neither intend to challenge the consensus on neoliberalism within critical policy scholarship, nor to position this reform policy as a panacea to neoliberal ills. Rather, I argue that the anomalous nature of this specific reform effort in Hamburg provides two unique analytical opportunities: (a) to understand more deeply the constraints imposed by neoliberalism on schooling, especially in a context of policy making that bucks the neoliberal trend; and (b) to identify more clearly what educational policy strategies are required to move beyond neoliberal imperatives for schooling and society.

Language contact and multilingualism in Iran

2018 ◽  
Author(s):  
Shahrzad Mahootian
Keyword(s):  
Language Contact ◽  
Historical Perspective ◽  
Language Maintenance ◽  
Language And Identity ◽  
General Description ◽  
The Status ◽  
Bilingual Communities ◽  
The Relationship

Throughout its history, Iran has been a richly multilingual nation, with documented evidence reaching back nearly three millennia. Today, estimates of the number of languages spoken in modern Iran vary, with numbers ranging from fifty-four to seventy-six living languages. This chapter presents a general description of societal bilingualism, how bilingual communities come about, the relationship between language and identity in multilingual contexts, and how best to describe the kind(s) of bilingualism found in Iran, including the use of English. The chapter then turns to bilingualism in Iran from a historical perspective, with the goal of understanding why there are so many languages in present-day Iran. Finally, it addresses the status of English in pre- and post-revolutionary Iran and issues of language maintenance.

New Agendas for Special Education Policy: What the National Reports Haven't Said

1987 ◽  
Vol 53 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Marleen Pugach ◽  
Mara Sapon-Shevin
Keyword(s):  
Special Education ◽  
Education Policy ◽  
Educational Reform ◽  
Special Focus ◽  
Special Education Policy ◽  
The Past ◽  
The Subject ◽  
The Impact ◽  
The Relationship

The calls for educational reform that have dominated the professional and lay literature for the past few years have been decidedly silent in discussing the role of special education either as a contributor or a solution to the problems being raised. As an introduction to this “Special Focus” on the relationship between general educational reform and special education, this article summarizes some of the more prominent reports with regard to their treatment (and nontreatment) of special education. The impact of proposed reforms for the conceptualization and operation of special education is the subject of the five articles that follow.

scholarly journals The Study of Music Teaching in Universities and the Inheritance of National Music Culture

2019 ◽  
Vol 3 (2) ◽  
pp. 159
Author(s):  
Xuenan Yang
Keyword(s):  
Education Reform ◽  
National Culture ◽  
Education System ◽  
Positive Impact ◽  
Music Teaching ◽  
Music Culture ◽  
Music Literacy ◽  
National Music ◽  
The Relationship

<p>With the development of the society and the progress of the time, the pace of China's education reform is more and more steady. The development of the education system is gradually perfect. Music teaching is an indispensable part of the teaching system of colleges and universities, which has a positive impact on the improvement of students' music literacy. However, due to the interference of various factors, the national music culture has not been well inherited and developed, leading to the increasingly westernized development of music in China. This paper analyzes and discusses the relationship between university music teaching and national culture in detail, and puts forward a series of strategies and programs that are conducive to the inheritance of national music culture, which plays a role of reference and reference for university music teaching.</p>

scholarly journals The birth of minority legislation in the newly independent Finland and Estonia (1918–1920): a comparative analysis

2021 ◽  
Vol 13 (2) ◽  
pp. 61-84
Author(s):  
Kari Alenius
Keyword(s):  
Comparative Analysis ◽  
Political Parties ◽  
Interest Groups ◽  
Ethnic Minorities ◽  
Social Order ◽  
Historical Perspective ◽  
Cultural Rights ◽  
The Third ◽  
International Trends ◽  
The Relationship

This article analyzes how ethnic minorities were taken into account in the Finnish and Estonian constitutions, and why account was taken precisely in a certain way. At the same time, it approaches what kinds of views were presented by different political parties and interest groups, what kind of debate was being held in Parliament and how the matter was dealt with in the leading media. The outcome of the process in both countries was that exceptionally broad linguistic and cultural rights were given to minorities if the situation was compared with the rest of Europe. There were several factors behind the process. One factor was the relationship between ethnic groups in Finland and Estonia in the historical perspective. Another factor was each country's internal debate on what kind of social order in general was to be built. The third factor was how the politics in Finland and Estonia was influenced by international trends and theories about how ethnic minorities should have been treated.

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

scholarly journals PERKEMBANGAN MATEMATIKA DALAM FILSAFAT DAN ALIRAN FORMALISME YANG TERKANDUNG DALAM FILSAFAT MATEMATIKA

Sepren ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 17-22
Author(s):  
Robin Tarigan
Keyword(s):  
Learning Outcomes ◽  
Historical Perspective ◽  
Philosophy Of Mathematics ◽  
Long Time ◽  
And Mathematics ◽  
The Relationship

Philosophy of mathematics does not add a number of new mathematical theorems or theories, so a philosophy of mathematics is not mathematics. The philosophy of mathematics is an area of ​​reflection about mathematics. After studying for a long time, one needs to reflect on learning outcomes by reflecting on the philosophy of mathematics. Mathematics and philosophy are closely related, compared to other sciences. The reason is that philosophy is the base for studying science and mathematics is the mother of all sciences. There are also those who think that philosophy and mathematics are the mother of all existing knowledge. From a historical perspective, the relationship between philosophy and mathematics underwent a very striking development. This article discusses the development of mathematics in philosophy and the flow of formalism contained in the philosophy of mathematics in particular

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