scholarly journals School Inequalities and Educational Policies: An Introduction

2021 ◽  
pp. 3-8
Author(s):  
Georges Felouzis
Keyword(s):  
Educational Policies

Cognitive Equality and Educational Policies: An Example from Pakistan

1979 ◽  
Vol 18 (1) ◽  
pp. 79-88
Author(s):  
Robert E. Klitgaard ◽  
Sadequa Dadabhoy ◽  
Simin Lithouhi
Keyword(s):  
Secondary Schools ◽  
Empirical Study ◽  
Educational Policies ◽  
Cognitive Achievement

An empirical study of distributions of examination scores within secondary schools in Karachi shows that intraschool inequalities are relatively large. The results of several analyses are consistent with the hypothesis that either schools in Karachi do not care about the equality of their students' cognitive achievement, or if they do care, current policies are ineffective at reducing or widening their distributions of scores.

Pesquisas sobre Currículos e Culturas: tensões, movimentos e criações

2020 ◽  
Author(s):  
Maria Patrícia Silva
Keyword(s):  
Health Care ◽  
Research Group ◽  
Training Programs ◽  
Academic Research ◽  
Art Music ◽  
The Other ◽  
Educational Policies ◽  
Cultural Spaces ◽  
Teacher Training Programs ◽  
Do It Yourself

The book Research on Curricula and Cultures: tensions, movements and creations, organized by Marlucy Alves Paraíso and Maria Patrícia Silva, it consists of 17 chapters, one of which is an interesting work by a Canadian scholar who investigates state anti-feminism. The other chapters bring results from 16 researches developed by researchers from the Study and Research Group on Curricula and Cultures (GECC), created and coordinated by Marlucy Alves Paraíso, which has researchers from several Brazilian universities and states. The articles in the book combine the post-critical perspectives used to investigate curricula and cultures in their different nuances, addressing silences, power relations, modes of subjectivation and the movements that prevent their fixity. The book brings research results that discuss the possibilities of creating possibilities at school and in other cultural spaces that also have curricula and develop pedagogies, such as: cyberspace, city, health care programs, teacher training programs, educational policies, etc. In addition, curricula are investigated with emphasis on different practices and aspects: childhood, art, music, dance, gender, sexuality, ethnicity, corporality, politics, with research that also innovates methodologically when operating with openings, experiments, do-it-yourself and compositions in different ways. to research curricula without rigidity, although with the necessary rigor in academic research. O livro reconhece de diferentes modos as possibilidades de conexões entre currículos e culturas, e mostra movimentos capazes de operar transgressões apostando em uma cultura porvir.

Media Education as Innovation in the Canadian Educational Policies

2017 ◽  
pp. 60-73
Author(s):  
Ivanna Makuch –Fedorkova
Keyword(s):  
High Education ◽  
Information Technologies ◽  
Social Economic ◽  
Scientific Work ◽  
Media Education ◽  
Educational Policies ◽  
Canadian Universities ◽  
Economic State ◽  
Long Life ◽  
Basic Features

This article deals with basic features of the Canadian model of implementation of media-education and new federal supporting programs of high education. The author emphasizes on the importance of information technologies, communications and networks, as well as creating new conditions to improve personal enrichment throughout whole long-life learning. The attention is focused on active measures of Canadian colleges to implement media-education aiming at solving social-economic state problems. Keywords: Media-education, information technologies, distance learning, scientific work, Canadian universities

Language and the Many Histories of Brazilian Inequality

2011 ◽  
Vol 9 ◽  
Author(s):  
Brodwyn Fischer
Keyword(s):  
Educational Policies ◽  
Social Difference ◽  
Gender Dynamics ◽  
Language Literacy ◽  
The Rich ◽  
Language And Education ◽  
And Gender ◽  
The Many

There are numerous historical critiques of elitist educational policies in Brazil, as well as studies of the racial and gender dynamics of education, and scholars have routinely lamented the historical lack of access to schooling among the Brazilian poor. But surprisingly few historians have taken on language and education as durable categories of inequality—created, recognized, legitimized, and acted upon over many generations, constitutive elements in Brazil’s constellation of social difference. This is especially remarkable given the rich and repeated emphasis on language, literacy, and education that characterized debates about Brazilian inequality in the century after independence.

Challenges to Foster Resilience

2018 ◽  
Vol 5 (2) ◽  
pp. 80
Author(s):  
Tania Maritza Díaz Macías ◽  
Leila María Álava Barreiro ◽  
Diana Stefani Velásquez García
Keyword(s):  
Inclusive Education ◽  
Inclusive Development ◽  
Educational Policies ◽  
Process Of Change ◽  
Higher Education System ◽  
Whole Process ◽  
Current State ◽  
The University ◽  
Conceptual Evolution ◽  
Scientific Pedagogical

The work aims to provoke critical educational reflections on the current state of the scientific-pedagogical conception of inclusive education in the university context. In this sense, we are aware of the existence of an extremely positive conceptual evolution in recent times. It is necessary to articulate new discourses and teaching practices that project and illuminate the idea that inclusive education as a permanent process of change in education and for which the development of psychological activities outlined in resilience can play an important role. The Ecuadorian higher education system has experienced, for a few years, changes of great pedagogical interest. In this framework, a whole process of generating educational policies and inclusive education is shown, taking as a framework the professors and managers of the Technical University of Manabí (UTM) (Ecuador), to contribute to the greater inclusive development of the said university. The main challenges for university institutions regarding fostering the resilience of the academic process are presented.

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