scholarly journals Important Developments of Leisure Education in American Public Schools: What Can We Learn From Them?

1999 ◽  
Vol 5 (1) ◽  
pp. 43-48
Author(s):  
Kian Lam TOH
Keyword(s):  
United States ◽  
Hong Kong ◽  
Public Schools ◽  
Secondary School ◽  
Ancient Greece ◽  
The United States ◽  
School Curriculum ◽  
Leisure Education ◽  
Secondary School Curriculum ◽  
Education In Hong Kong

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The notion of leisure education can trace its roots far back to Ancient Greece. The aim of leisure education is not to increase the number of subjects offered by the schools, but rather to infuse the values of leisure into the existing subjects. The objective is to guide the students in making good use of their leisure, which in fact is one of the secondary school curriculum aims. Besides presenting some of the important developments of leisure education in American public schools, this paper also highlights some of the reasons why leisure education fails in the United States. These problems are relevant to us especially if we want to make leisure education in Hong Kong a reality one day.休閒教育的起源可追溯到古希臘時代。休閒教育的目的不在於增加學校的科目，而是將休閒的價値溶入目前學校既有的科目中，引導學生善用閒暇時間，這也正是香港的教育目標之一。美國學校的休閒教育可說是失敗的。本文首先提出休閒教育在美國的一些重要發展，然後舉出一些造成他們失敗的可能原因，若是有朝一日休閒教育在本港萌芽，那麼我們就不得不重視這些我們也可能面對的問題。

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

Challenging Fear and Hate

2020 ◽  
pp. 149-159
Author(s):  
César A. Rossatto ◽  
Jennifer L. Mansour
Keyword(s):  
United States ◽  
Public Schools ◽  
Critical Pedagogy ◽  
The United States ◽  
School Curriculum ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mass Shootings ◽  
Safe Spaces ◽  
Multicultural Communities

We are living in times of neo-fascism where fear and hate are the dominant discourses. To counteract such challenges, caring and compassion are crucial components of a public school curriculum that promote humanization and empowerment. This kind of curriculum is missing in public schools. Mass shootings and acts of cruelty in the United States affect children the most. Educating our youth on action-based compassion is vital for critical pedagogy in teacher education programs. The authors question what it means to be human and believe that safe spaces where we can be ourselves and feel good being with others is an ontological necessity. Hence, this chapter expands on these claims and examines why and how this type of curriculum is essential for our multicultural communities.

Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Oluwaseun O. Afolabi
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Curriculum ◽  
African History ◽  
Senior Secondary School ◽  
Adequate Knowledge ◽  
Secondary School Curriculum ◽  
Teaching Learning ◽  
Senior Secondary

<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>

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