scholarly journals The Presentations of Poverty in Global Education

2020 ◽  
Vol 4 (1) ◽  
pp. 14-22
Author(s):  
Dobrawa Aleksiak
Keyword(s):  
Social Context ◽  
Global Education ◽  
Global Poverty ◽  
Global Context ◽  
Measuring Methods ◽  
The Poor ◽  
History Of ◽  
The One ◽  
Global Systems ◽  
Education Discourse

AbstractThis article aims at analyzing the presentations of poverty in global education with a focus on Polish publications. The study demonstrates poverty definitions, categorizations and poverty in the global context – measuring methods and the causes and consequences that sustain global poverty cycles. To achieve the purpose of this article I refer to the history of global education and the comparison of two approaches, soft and critical. These elements outline specific ways of understanding poverty in global education discourse. Along with the historical, political and social context, two visions of poverty are clarified: the one focusing on helplessness of the poor and compassion and the one focusing on injustices of global systems and solidarity. The theoretical content is confronted with the analysis of three Polish global education publications for teachers and educators. The outcome of this article is a vision of poverty that seems to be majorly based on the principles of critical global education.

scholarly journals CULTURAL REPRESENTATION OF POWER AND THE COURT DURING THE PERSONAL REIGN OF CHARLES I STUART

2020 ◽  
Vol 30 (1) ◽  
pp. 104-110
Author(s):  
L. I. Ivonina
Keyword(s):  
Social Context ◽  
General Trend ◽  
Daily Life ◽  
Cultural Representation ◽  
The Other ◽  
Charles I ◽  
The World ◽  
King Charles I ◽  
History Of ◽  
The One

The article analyzes the main features of the Caroline era in the history of Britain, which were reflected in the cultural representation of the power of King Charles I Stuart and the court’s daily life in the 1630s. The author shows that, on the one hand, the cult of peace and the greatness of the monarch were the cultural product of the Caroline court against the background of the Thirty Years' War in continental Europe. On the other hand, there was a spread of various forms of escapism, the departure into the world of illusions. On the whole, the representation of the power of Charles Stuart and the court’s daily life were in line with the general trend of the time. At the same time, the court of Charles I reflected his personality. Thinly sensing and even determining the artistic tastes of his era, the English king abstracted from its political and social context.

scholarly journals NEW DIMENSIONS OF TEACHING AND LEARNING “BY DOING” IN THE GLOBAL CONTEXT OF EDUCATION

2012 ◽  
Vol 44 (1) ◽  
pp. 81-91
Author(s):  
Daniela Tamo ◽  
Aljula Jubani ◽  
Mimoza Gjokutaj
Keyword(s):  
Learning Process ◽  
Global Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Four Dimensions ◽  
Global Context ◽  
Teachers And Students ◽  
Pilot Work ◽  
The One

Efforts are being made in many educational settings to find out the most effective ways of assuring quality of the teaching and learning process. In the framework of continuous reformation of the education system in Albania, many initiatives have been taken aiming at improving the quality of the teaching and learning process WHERE?? IN THE AREA OF???? . Several ambitious projects have been piloted. One of them is related to setting the teaching and learning process in a pragmatic global context. This project was piloted in some areas of Albania. It aimed at applying some new principles of teaching and learning by simultaneously setting teaching and learning in four dimensions: that of time (present, past, future), space, problems (environment, human rights, etc.) and internal. Teaching was based on the use of interactive, all inclusive techniques and strategies. As a result, the interactive profile of the teacher is strengthened and the quality of students’ learning has improved as well. This project is supported by the Institute of Global Education in Canada This article brings a picture of the impacts of this initiative, which are related with the best student outcomes, change of values and attitudes about life, new approaches for the world and the active participation in important social roles. This pilot work has led to a new objective, namely the one of establishment of a new teacher profile in the global area and of the new roles it should take in the course of both teaching and learning. Data and thoughts of teachers and students related to such findings are described in the current article. Key words: dimensions, Global Education, new pilot, principles, quality.

Financial History of Japan in Global Context, 19th and 20th Centuries

2019 ◽  
Author(s):  
Michael Schiltz
Keyword(s):  
World War Ii ◽  
World Order ◽  
The United States ◽  
Financial History ◽  
Early 21St Century ◽  
Global Context ◽  
Modern Capitalism ◽  
Dollar Standard ◽  
History Of ◽  
The One

Japan’s experience with modern capitalism and finance is characterized by a remarkable combination of shocks and adaptation. After being steamrolled by Western institutions and financial technologies, the country attempted to retaliate against this intrusion. However, regaining financial sovereignty proved a protracted process of trial and error. In the 1880s and 1890s, under the auspices of Matsukata Masayoshi, Tokyo seemed to get it right. The establishment of the Bank of Japan and related institutions, on the one hand, and the adoption of the gold standard, on the other, appeared designed to lift Japan out of its peripheral status. In reality, however, they mostly served to emphasize its role as an enabler of the British-led international order. Only in the 1930s, during the worldwide Great Depression, would it break with this role, if only to find that its autonomy had been compromised from the very beginning. Japan’s disastrous loss in World War II drove the country into the arms of the newly arisen global hegemon: the United States. In the early 21st-century, Japan remains a linchpin in the still surviving American-led world order and the corollary “dollar standard.”

scholarly journals History, Sovereignty, Capital: Company Colonization in South Australia and New Zealand

2020 ◽  
pp. 1-17
Author(s):  
Matthew Birchall
Keyword(s):  
New Zealand ◽  
South Australia ◽  
Global Capitalism ◽  
Early Nineteenth Century ◽  
Global Context ◽  
The World ◽  
History Of ◽  
Legal Arguments ◽  
Tribal Land ◽  
The One

Abstract This article takes a fresh look at the history of private colonial enterprise in order to show how companies influenced British settlement and emigration to South Australia and New Zealand in the 1830s, thus connecting the settler revolution to global capitalism. Bringing into a single analytical frame the history of company colonization in the antipodes and its Atlantic predecessor, it examines how and why the actors involved in the colonization of South Australia and New Zealand invoked North American precedent to justify their early nineteenth-century colonial ventures. The article shows how the legitimating narratives employed by the colonial reformers performed two key functions. On the one hand, they supplied a historical and discursive tradition that authorized chartered enterprise in the antipodes. On the other hand, they furnished legal arguments that purportedly justified the appropriation of Aboriginal Australian and Māori tribal land. In illuminating how language and time shaped the world-making prophesies of these colonial capitalists, the article aims to extend recent work on corporations in global context.

The Right to Asylum: Britain's 1905 Aliens Act and the Evolution of Refugee Law

2014 ◽  
Vol 32 (2) ◽  
pp. 309-350 ◽  
Author(s):  
Alison Bashford ◽  
Jane McAdam
Keyword(s):  
Forced Migration ◽  
The United States ◽  
Global Context ◽  
Anti Semitism ◽  
Refugee Law ◽  
History Of ◽  
The Russian Empire ◽  
The 1960S ◽  
The One ◽  
The Right

From the 1880s, states and self-governing colonies in North and South America, across Australasia, and in southern Africa began introducing laws to regulate the entry of newly defined “undesirable immigrants.” This was a trend that intensified exclusionary powers originally passed in the 1850s to regulate Chinese migration, initially in the context of the gold rushes in California and the self-governing colony of Victoria in Australia. The entry and movement of other populations also began to be regulated toward the end of the century, in particular the increasing number of certain Europeans migrating to the United States. It is perhaps unsurprising, then, that Britain followed this legal trend with the introduction of the 1905 Aliens Act, although it was a latecomer when situated in the global context, and certainly within the context of its own Empire. The Aliens Act was passed in response to the persecution of Eastern European Jews and their forced migration, mainly from the Russian Empire into Britain. It defined for the first time in British law the notion of the “undesirable immigrant,” criteria to exclude would-be immigrants, and exemptions from those exclusions. The Aliens Act has been analyzed by historians and legal scholars as an aspect of the history of British immigration law on the one hand, and of British Jewry and British anti-Semitism on the other. Exclusion based on ethnic and religious grounds has dominated both analyses. Thus, the Act has been framed as the major antecedent to Britain's more substantial and enduring legislative moves in the 1960s to restrict entry, regulate borders, and nominate and identify “undesirable” entrants effectively (if not explicitly) on racial grounds.

scholarly journals Fatores associados ao fraco acesso das meninas ao Ensino Primário em Moçambique

2017 ◽  
Vol 1 ◽  
pp. 237
Author(s):  
Octavio Jose Zimbico
Keyword(s):  
Primary Education ◽  
Statistical Data ◽  
Point Of View ◽  
Education History ◽  
Colonial Rule ◽  
The Poor ◽  
Poor Access ◽  
History Of ◽  
The One ◽  
Social And Cultural Factors

O fraco acesso das meninas à escola primária em Moçambique está no centro da questão deste texto, que tem como problema o fato de não se saber as razões por que, historicamente, as meninas têm estado em desvantagem numérica, na escola primária, comparativamente com os meninos. O objetivo é identificar e tipificar as possíveis fatores associados a este fenômeno desde o período anterior a 1975, ano em que o país alcançou a sua independência do domínio colonial português. Do ponto de vista metodológico, a revisão bibliográfica, o estudo da legislação, a análise dos dados estatísticos (primários e secundários) constituem a base de sustentação das ideias deste trabalho, de natureza histórica. A análise desse material revela que, por um lado, fatores socioculturais conjugados com os de natureza política têm estado na origem do fraco acesso das meninas à escola primária em Moçambique, desde a segunda metade do século XIX. Por outro, esses fatores e o modo de organização e funcionamento da sociedade moçambicana influenciam-se mutuamente.Factors associated with girls’ poor access to Primary Education in Mozambique. The poor access of girls to Primary Education in Mozambique is at the heart of this text, which has as the problem of not knowing the reasons why, historically, girls have been numerically disadvantaged in Primary Education, when compared to Boys. The aim is to identify and typify the possible factors associated with this phenomenon, from the period prior to 1975, the year in which the country reached its independence from Portuguese colonial rule. From the methodological point of view, the bibliographic review, the study of legislation, and the analysis of statistical data (primary and secondary) are the basis for sustaining the ideas of this historical work. The analysis of this material reveals that, on the one hand, social and cultural factors linked with those of a political nature have been the origin of the poor access of girls to primary school in Mozambique, since the second half of the nineteenth century. On the other hand, these factors and the way of organization and functioning of Mozambican society influence each other. Keywords: Gender; Girls; Access to Primary Education; History of Education in Mozambique.

scholarly journals Pobreza e educação: diálogos entre o passado e o presente, entre conformações e resistências docentes

2021 ◽  
Vol 34 (72) ◽  
pp. 1409-1444
Author(s):  
Andre Marcio Picanço Favacho ◽  
Geovana Mendonça Lunardi Mendes
Keyword(s):  
Educational Policy ◽  
Michel Foucault ◽  
Teaching Experience ◽  
Sociology Of Education ◽  
Mots Clés ◽  
Education Experience ◽  
The Poor ◽  
History Of ◽  
The One ◽  
The 19Th Century

Resumo: Desde o século XIX, a pobreza tem sido objeto de governo em todos os âmbitos do Estado Brasileiro. No entanto, desde lá, a seu modo, a área educacional tem assumido fortemente essa tarefa para si, quer seja na política educacional ou na experiência docente. De fato, essa é uma questão importante, mas paradoxal. Por um lado, governam-se os pobres visando a sua liberdade; por outro, para subjugá-los. A partir de aportes teórico-metodológicos de Michel Foucault, mas também de recortes analíticos de pesquisadores do campo da sociologia da educação e da história da educação brasileira, este artigo procura estabelecer diálogo com alguns aspectos atuais da experiência docente brasileira, tentando responder se, na prática, ela é capaz de analisar esse paradoxo e de agir frente a ele. Como conclusão, o artigo sugere que a analítica de tal questão depende, enormemente, da perspicácia da política educacional e dos professores para diagnosticarem o presente e o passado da educação, para, quem sabe, experimentar novas formas de educação com as populações pobres.   Palavras-chave: Pobreza; Educação; Experiência docente.  Poverty and education: dialogues between past and present, between conformations and resistance of teachers  Abstract: Since the 19th century, poverty has been an object of government in all spheres of the Brazilian State. However, since then, the educational area has strongly assumed this task for itself in its own way, both in educational policy and in teaching experience. Indeed, this is an important but paradoxical issue. The poor are ruled with their freedom in mind on the one hand, and on the other, with their subjugation as an objective. Based on Michel Foucault's theoretical-methodological contributions, but also on analytical pieces by researchers in the field of sociology of education and the history of Brazilian education, this paper seeks to establish a dialogue with current aspects of the Brazilian teaching experience, trying to answer whether it is capable of analyzing this paradox and acting upon it in practice. In conclusion, the paper suggests that the analysis of such a matter greatly depends on the perspicacity of educational policy and teachers to diagnose the present and past of education in order to possibly experiment new forms of education with poor populations. Keywords: Poverty; Education; Teaching experience.  Pauvreté et éducation: dialogues entre le passé et le présent, entre conformations et résistances des enseignants  Résumé: Depuis le 19ème siècle, la question de la pauvreté a été l’objet du gouvernement dans tous les domaines de l’État brésilien. Cependant, depuis lors, à sa manière, le domaine de l'éducation a fortement assumé cette tâche, que ce soit en matière de politique éducative ou d'expérience d’enseignement. En fait, c'est une question importante, mais paradoxale. D'une part, les pauvres sont gouvernés pour leur liberté; mais aussi d'autre part, pour les soumettre. À partir des contributions théoriques et méthodologiques de Michel Foucault, mais également d'extraits analytiques de chercheurs dans le domaine de la sociologie de l'éducation et de l'histoire de l'éducation brésilienne, cet article cherche à établir un dialogue avec certains aspects actuels de l'expérience d'enseignement au Brésil, en essayant de répondre si, dans la pratique, elle est capable d'analyser ce paradoxe et d'agir face à ce dernier. En conclusion, l'article suggère que l'analyse d'une telle question depend, énormément, de la perspicacité de la politique éducative et des professeurs à diagnostiquer le présent et le passé de l'éducation, pour, on ne sait jamais, essayer de nouvelles formes d'éducation avec les populations pauvres. Mots-clés: Pauvreté. Éducation. Expérience d'enseignement. Data de registro: 14/05/2020 Data de aceite: 02/10/2020

Misreading Egypt

2018 ◽  
Author(s):  
Jesse Schotter
Keyword(s):  
New Media ◽  
Narrative Form ◽  
Experimental Film ◽  
Tower Of Babel ◽  
Avant Garde ◽  
Sergei Eisenstein ◽  
History Of ◽  
The One ◽  
The Relationship ◽  
Modern Technologies

The first chapter of Hieroglyphic Modernisms exposes the complex history of Western misconceptions of Egyptian writing from antiquity to the present. Hieroglyphs bridge the gap between modern technologies and the ancient past, looking forward to the rise of new media and backward to the dispersal of languages in the mythical moment of the Tower of Babel. The contradictory ways in which hieroglyphs were interpreted in the West come to shape the differing ways that modernist writers and filmmakers understood the relationship between writing, film, and other new media. On the one hand, poets like Ezra Pound and film theorists like Vachel Lindsay and Sergei Eisenstein use the visual languages of China and of Egypt as a more primal or direct alternative to written words. But Freud, Proust, and the later Eisenstein conversely emphasize the phonetic qualities of Egyptian writing, its similarity to alphabetical scripts. The chapter concludes by arguing that even avant-garde invocations of hieroglyphics depend on narrative form through an examination of Hollis Frampton’s experimental film Zorns Lemma.

Theodor W. Adorno

2018 ◽  
Author(s):  
Colby Dickinson
Keyword(s):  
The Other ◽  
History Of Thought ◽  
History Of ◽  
The One

In his somewhat controversial book Remnants of Auschwitz, Agamben makes brief reference to Theodor Adorno’s apparently contradictory remarks on perceptions of death post-Auschwitz, positions that Adorno had taken concerning Nazi genocidal actions that had seemed also to reflect something horribly errant in the history of thought itself. There was within such murderous acts, he had claimed, a particular degradation of death itself, a perpetration of our humanity bound in some way to affect our perception of reason itself. The contradictions regarding Auschwitz that Agamben senses to be latent within Adorno’s remarks involve the intuition ‘on the one hand, of having realized the unconditional triumph of death against life; on the other, of having degraded and debased death. Neither of these charges – perhaps like every charge, which is always a genuinely legal gesture – succeed in exhausting Auschwitz’s offense, in defining its case in point’ (RA 81). And this is the stance that Agamben wishes to hammer home quite emphatically vis-à-vis Adorno’s limitations, ones that, I would only add, seem to linger within Agamben’s own formulations in ways that he has still not come to reckon with entirely: ‘This oscillation’, he affirms, ‘betrays reason’s incapacity to identify the specific crime of Auschwitz with certainty’ (RA 81).

Sea Urchins and Circuses: The Modernist Natural Histories of Jean Painlevé and Alexander Calder

2018 ◽  
Vol 13 (2) ◽  
pp. 187-211
Author(s):  
Patricia E. Chu
Keyword(s):  
New Media ◽  
Sea Urchins ◽  
Life Sciences ◽  
Three Dimensional ◽  
Machine Age ◽  
Avant Garde ◽  
History Of ◽  
And Performance ◽  
The One ◽  
Natural Historian

The Paris avant-garde milieu from which both Cirque Calder/Calder's Circus and Painlevé’s early films emerged was a cultural intersection of art and the twentieth-century life sciences. In turning to the style of current scientific journals, the Paris surrealists can be understood as engaging the (life) sciences not simply as a provider of normative categories of materiality to be dismissed, but as a companion in apprehending the “reality” of a world beneath the surface just as real as the one visible to the naked eye. I will focus in this essay on two modernist practices in new media in the context of the history of the life sciences: Jean Painlevé’s (1902–1989) science films and Alexander Calder's (1898–1976) work in three-dimensional moving art and performance—the Circus. In analyzing Painlevé’s work, I discuss it as exemplary of a moment when life sciences and avant-garde technical methods and philosophies created each other rather than being classified as separate categories of epistemological work. In moving from Painlevé’s films to Alexander Calder's Circus, Painlevé’s cinematography remains at the forefront; I use his film of one of Calder's performances of the Circus, a collaboration the men had taken two decades to complete. Painlevé’s depiction allows us to see the elements of Calder's work that mark it as akin to Painlevé’s own interest in a modern experimental organicism as central to the so-called machine-age. Calder's work can be understood as similarly developing an avant-garde practice along the line between the bestiary of the natural historian and the bestiary of the modern life scientist.

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