scholarly journals Certainties and Censure: Teacher Education in a Changing Terrain

2005 ◽  
Vol 3 (2) ◽  
pp. 212-222
Author(s):  
Janet Mansfield
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Educational Practice ◽  
Global Knowledge ◽  
Policy And Practice ◽  
Political Ideologies ◽  
Curricular Practices ◽  
Educational Processes ◽  
Critical Approaches ◽  
Teacher Education Pedagogy

Economic and cultural globalisation has resulted in particular political ideologies in policy and practice that have created a certain essentialism – a tightened modernist ‘will to certainty’ – which is reinscribed in curricular practices in New Zealand teacher education. At a time when the naming and framing of educational practice in terms of the ‘knowledge society’, the ‘learning society’ and the effects of such discourses on experience needs to be revealed in teacher education – when the relations between political ideologies and their inscription in policy and practice need to be exposed – critical approaches that might threaten global knowledge truth claims exposing the non-neutrality of educational processes have been diminished. A limited selection of ‘worthwhile’ knowledge, which has its genesis in classroom instruction, is involved in censure and a politics of censure opened here for analysis, and thus preconditions practice in the changing educational terrain of the teaching subject. What is questioned here is the related essentialism of the dominant discourses of teacher education (pedagogy, assessment and evaluation, psychology and learning theory), based as these discourses are on the human subject. Drawing distinctions between ‘education’ and ‘pedagogy’, it is suggested that a continuing ‘education’ in the broadest sense of the word rather than mere ‘pedagogy’ is necessary for teachers to be named ‘educated’ professionals.

Malaysian Knowledge Society and the Global Knowledge Gap

2003 ◽  
Vol 31 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Hans-Dieter Evers
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
New Economy ◽  
Knowledge Development ◽  
Natural Phenomenon ◽  
Knowledge Gap ◽  
Global Knowledge ◽  
Industrialised Countries

Knowledge has been widely recognised as the most important factor of production in a "new economy". The production, dissemination and utilisation of knowledge are therefore essential for development. Some countries, Malaysia among others, have embarked on an ambitious plan to use knowledge as a base for economic development, by-passing earlier stages of industrialisation. Some commentators have, in contrast, asserted "that it is doubtful that the knowledge revolution will let developing countries leapfrog to higher levels of development" as "the knowledge economy will actually expand the gap between rich and poor" (Persaud, 2001:108). The paper discusses this controversy by arguing that the knowledge-gap (k-gap) is in fact a precondition for development. It is, however, no natural phenomenon but it is constructed by experts and governments. Socio-economic indicators are used to show that the existing global knowledge gap is widening between Southeast Asia and the OECD countries and within ASEAN. Malaysia, whose government has pursued a vigorous strategy of knowledge development is moving ahead of other ASEAN nations, but falling behind industrialised countries. Factors explaining the situation are outlined in this article.

scholarly journals Research Universities in Developing and Middle-Income Countries

2014 ◽  
pp. 4-6 ◽  
Author(s):  
Karen MacGregor
Keyword(s):  
Research Universities ◽  
Knowledge Society ◽  
Global Knowledge ◽  
Middle Income ◽  
Middle Income Countries ◽  
Knowledge Economies ◽  
Low And Middle Income

Research universities in low and middle-income countries have crucial roles to play in developing differentiated and effective academic systems and in making it possible for their countries to join the global knowledge society and compete in sophisticated knowledge economies.

scholarly journals Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

2017 ◽  
Vol 9 (3) ◽  
pp. 149 ◽  
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Academic Research ◽  
Student Diversity ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Trainees ◽  
Teacher Professional ◽  
Education In Ghana

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

scholarly journals One World, Many Knowledges: Regional experiences and cross-regional links in higher education

2016 ◽  
Author(s):  
Tar Halvorsen ◽  
Peter Vale
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
Modern World ◽  
Global Knowledge ◽  
University Ranking ◽  
University System ◽  
Nordic Region ◽  
Scholarly Networks ◽  
Research Organisations ◽  
Scholarly Collaboration

Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.

Sign in / Sign up

Export Citation Format

Share Document