Dancing from policy to pedagogy in China: Transgressions, surveillance and resistance from students, teachers and institutional leaders

2020 ◽  
Vol 18 (8) ◽  
pp. 995-1010
Author(s):  
Nicholas Rowe ◽  
Xi Xiong ◽  
Heyang Tuomeiciren
Keyword(s):  
Qualitative Study ◽  
Education Policy ◽  
Educational Reform ◽  
Education System ◽  
Teaching Practices ◽  
Dance Education ◽  
Learning Culture ◽  
Pedagogical Practices ◽  
Policy Reforms ◽  
Dance Educators

This article investigates the challenges that tertiary educators face when seeking to implement education-policy reforms in China. Our qualitative study presents the narratives of tertiary dance educators from eight universities who have actively sought to shift their pedagogical practices as acts of transgression. Their stories reveal the ways that teachers experience pressure to perpetuate authoritarian teaching practices, from their students, from other teachers, and from their institutional leaders. Viewing this learning culture through a Foucauldian lens, we critically question how an authoritarian discourse pervades the tertiary dance education system. Through this, we identify how surveillance and a continual sense of comparison (between students, teachers and institutions), sustains authoritarian pedagogies and inhibits individual teachers’ approaches to educational reform.

Are Teaching Practices Suitable for Classes of Six-Year-Old Children?

2016 ◽  
pp. 183-195
Author(s):  
Gisela Wajskop
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Public Education ◽  
Young Children ◽  
Education System ◽  
Teaching Practices ◽  
Basic Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Teacher Students

The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

Multilingual Youth Perspectives on Humanizing Core Practices

2022 ◽  
pp. 1285-1306
Author(s):  
Daisy E. Fredricks ◽  
Megan Madigan Peercy
Keyword(s):  
Qualitative Study ◽  
Teaching Practices ◽  
Pedagogical Practices ◽  
Core Practices ◽  
Learning English

In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.

Multilingual Youth Perspectives on Humanizing Core Practices

2020 ◽  
pp. 107-128
Author(s):  
Daisy E. Fredricks ◽  
Megan Madigan Peercy
Keyword(s):  
Qualitative Study ◽  
Teaching Practices ◽  
Pedagogical Practices ◽  
Core Practices ◽  
Learning English

In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.

Boys Only!

2017 ◽  
Author(s):  
Carolyn Hebert
Keyword(s):  
Hip Hop ◽  
Dance Education ◽  
Pedagogical Practices ◽  
Male Students ◽  
Ethnographic Case Study ◽  
Dance Movement ◽  
Teachers Perceptions ◽  
Dance Teachers ◽  
Dance Educators

This ethnographic case study discusses the experiences of nine competitive male hip hop dancers as they participated in an all-male jazz technique class, which was taught by the researcher, in a private Canadian dance studio. Questionnaires were distributed to the male students and their three dance teachers to identify both the students’ and teachers’ perceptions of gender in competitive dance education. This chapter critically examines pedagogical practices that masculinize dance movement and teaching strategies in a private dance school with the intention of encouraging male enrollment. It challenges dance educators to assess how their own gendered assumptions influence their pedagogies, and to consider the potential effects they may have on their students’ experiences.

The next generation: Experiences of higher educated Turkish-Dutch on The Hague labour market

2014 ◽  
Vol 11 (2) ◽  
pp. 206-217
Author(s):  
Karijn G. Nijhoff
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Labour Market ◽  
Education System ◽  
Minority Groups ◽  
Personal Characteristics ◽  
Market Positioning ◽  
The Hague ◽  
The Relationship ◽  
Dutch City

This paper explores the relationship between education and labour market positioning in The Hague, a Dutch city with a unique labour market. One of the main minority groups, Turkish-Dutch, is the focus in this qualitative study on higher educated minorities and their labour market success. Interviews reveal that the obstacles the respondents face are linked to discrimination and network limitation. The respondents perceive “personal characteristics” as the most important tool to overcoming the obstacles. Education does not only increase their professional skills, but also widens their networks. The Dutch education system facilitates the chances of minorities in higher education through the “layering” of degrees. 

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents

2021 ◽  
pp. 1476718X2096974
Author(s):  
Sara Cervantes ◽  
Anna Öqvist
Keyword(s):  
Qualitative Study ◽  
Educational Reform ◽  
Educational System ◽  
Professional Competence ◽  
Preschool Teachers ◽  
Division Of Labour ◽  
Study Data ◽  
Working Relationship ◽  
Policy Documents

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.

Nation Building, Democratization and Globalization as Competing Priorities in Ukraine's Education System*

2008 ◽  
Vol 36 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jan Germen Janmaat
Keyword(s):  
Eastern Europe ◽  
Educational Reform ◽  
Education System ◽  
Central And Eastern Europe ◽  
Nation Building ◽  
Modern System ◽  
New States ◽  
Consumer Demands ◽  
Competing Priorities ◽  
Individual Talent

One of the greatest challenges currently facing the new states in Central and Eastern Europe is educational reform. After obtaining independence in the early 1990s, these states were confronted with the immense task of transforming an outdated centralized education system, which was aimed at delivering a loyal communist workforce, into a modern system that would be much more responsive to consumer demands and would recognize and further individual talent. The immensity of the undertaking lies in the fact that three discourses make simultaneous demands on the education system: nation building, democratization and globalization.

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