scholarly journals La transparencia en las universidades: El derecho a la información, la modernización irreflexiva y la claudicación de la pedagogía crítica

2012 ◽  
pp. 190-197
Author(s):  
Rollin Kent Serna
Keyword(s):  
Public Education ◽  
Critical Pedagogy ◽  
The Right

En esta ponencia el Dr. Kent pone de manifiesto la opacidad que ha caracterizado históricamente a las universidades. Plantea además la necesidad de la transparencia y la rendición de cuentas en las instituciones de educación pública, así como la lucha permanente por el derecho a la información. El autor subraya que hay elementos que han entorpecido el desarrollo de la ciudadanía universitaria crítica, entre los que ubica a la modernización irreflexiva y al ejercicio de una pedagogía tradicional y autoritaria que poco espacio ha dejado para el desarrollo de una pedagogía crítica. Termina remarcando que la transparencia es un asunto que se inscribe en las luchas por una modernidad democrática enfrentada a una visión excluyente, tecnocrática y anodina de la modernidad como moda, como espectáculo mediático insustancial.AbstractIn this lecture the Dr. Kent shows the opacity that has characterized historically to the universities. He raises in addition the necessity to the transparency and the accountability in the institutions of public education, as well as the permanent fight by the right to the information. The author emphasizes that there are elements that have obstructed the development of the critical university citizenship, between that locates to the irreflexive modernization and the exercise of a traditional and authoritarian pedagogy which gives a little space for the development from a critical pedagogy. The author ends emphasizing that the transparency is a subject that registers in the fights by a democratic modernity faced to an excluding vision, tecnocratical and anodyne of modernity like fashion, like insubstantial mediatic show.

Religious freedom and the ‘right to discriminate’ in the school admissions context: a neo-republican critique

Legal Studies ◽  
2011 ◽  
Vol 31 (4) ◽  
pp. 615-643 ◽  
Author(s):  
Eoin Daly ◽  
Tom Hickey
Keyword(s):  
Public Education ◽  
Religious Freedom ◽  
Religious Discrimination ◽  
Religious Schools ◽  
The Public ◽  
Definition Of ◽  
The Uk ◽  
The Right ◽  
Republican Theory ◽  
Faith Schools

In law and discourse, it has typically been assumed that the religious freedom of state-funded religious schools must trump any competing right to non-discrimination on grounds of belief. For example, the Irish Constitution has been interpreted as requiring the broad exemption of denominational schools from the statutory prohibition on religious discrimination in school admissions. This stance is mirrored in the UK Equality Act 2010. Thus, religious discrimination in the public education context has been rationalised with reference to a ‘liberty-equality dichotomy’, which prioritises the integrity of faith schools' ‘ethos’, as an imperative of religious freedom. We argue that this familiar conceptual dichotomy generates a novel set of absurdities in this peculiar context. We suggest that the construction of religious freedom and non-discrimination as separate and antagonistic values rests on a conceptually flawed definition of religious freedom itself, which overlooks the necessary dependence of religious freedom on non-discrimination. Furthermore, it overstates the necessity, to religious freedom, of religious schools' ‘right to discriminate’. We argue for an alternative ordering of the values of religious freedom and non-discrimination – which we locate within the neo-republican theory of freedom as non-domination.

scholarly journals The Right to Strike in the Education Sector in Light of Constitutional Provisions and International Legal Obligations

2021 ◽  
Vol 28 (2) ◽  
pp. 129-138
Author(s):  
Aleksandra Bocheńska
Keyword(s):  
Public Education ◽  
Public Sector ◽  
Civil Service ◽  
Education Sector ◽  
Main Area ◽  
Area Of Interest ◽  
Current State ◽  
Legal Obligations ◽  
The Right

The main area of interest of this paper focuses on the right to strike in public education sector. All the possibilities of limiting the right to strike in this public sector needs to be verified in the context of constitutional provisions and international legal obligations binding the legislator. The possibility of “including” teachers in the Civil Service Corps is being considered in this paper. Under the current state of law, there are no grounds to restrict or prohibit the right to strike in the education sector. The potential subordination of teachers to the rigours binding the Civil Service Corps would require far-reaching adjustments within this institution, stemming from the constitutional provisions that would necessitate these changes.

scholarly journals Toward an Alaskan Critical Regionalist Pedagogy

Lateral ◽  
2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Richard Simpson
Keyword(s):  
Critical Pedagogy ◽  
Urban Space ◽  
Decisive Role ◽  
Cruise Ship ◽  
Production Of Space ◽  
Productive Force ◽  
Spatial History ◽  
Visual Spatial ◽  
History Of ◽  
The Right

In an era when urban space is theorized as an educative science enhancing productivity, business, and management, we witness the emergence of teaching as a dominant productive force for the first time in the history of capital. Given the decisive role of knowledge production in the development of globalized urbanization it becomes vital to identify critical pedagogies that not only engage the production of space but grasp the production of space as pedagogical. To do so, I attend to interventions into regionalist studies and the global city to argue for visual spatial tactics as a tool for a critical regionalist pedagogy capable of linking material, affective, and discursive practices with a placed-based approach to globalized urbanization. Students design a collaborative website documenting the spatial history of cruise ship tourism in Alaska as an argument over the right to the city. Identifying this living process—framing the cruise industry as a constitutive system fusing discourse, space, and identity to restructure history, nature, and region—becomes a means of questioning and revising otherwise generalized theories often brought to bear on tourist landscapes, on Alaska, and on critical pedagogy itself. This case study shows the emergence of the cruise ship city as inseparable from the onset of globalized urbanization and how it, in turn, provides edifying material to mobilize a critical regionalist pedagogy within contemporary forms of educative landscapes.

Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth?

2020 ◽  
Vol 53 (1) ◽  
pp. 3-22
Author(s):  
Danielle A. Rathey
Keyword(s):  
Public Education ◽  
School Choice ◽  
Historical Context ◽  
Attendance Rates ◽  
Neighborhood Schools ◽  
Achievement Orientation ◽  
Achievement Data ◽  
Research Article ◽  
Alternative Facts ◽  
The Right

This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of students in a low performing district has similarly aligned attitudes and self-reported behaviors related to achievement and success as a neighboring affluent district. Differences appear when students reflect upon safety and resources. This article demonstrates that public education works when the right resources are in place; so why push minorities out of their neighborhood schools toward charters and magnets rather than bolster and make equitable the existing system?

Will NCLB Improve or Harm Public Education?

2006 ◽  
Vol 76 (4) ◽  
pp. 503-525 ◽  
Author(s):  
JOHN BORKOWSKI ◽  
MAREE SNEED
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
English Language ◽  
Local Level ◽  
Federal Funding ◽  
Language Learner ◽  
Adequate Funding ◽  
State And Local ◽  
The Right

Drawing on their legal expertise and their experience working with public school districts, John W. Borkowski and Maree Sneed discuss the controversies surrounding the implementation of the No Child Left Behind Act (NCLB). They acknowledge that its principal benefits lie in its recognition of the right of each child to learn and be assessed by high academic standards, as well as in the act's requirement that test results be disaggregated by race, ethnicity, socioeconomic status, disability, and English language learner status. However, they critique the act's imposition of untested, federally mandated remedies driven by ideology rather than by scientific, educational research. These unproven, federally mandated remedies, along with inconsistencies in state and local implementation, are potentially more harmful than helpful. Finally, the authors examine the federal funding needed to implement additional tests, accountability measures, and the proven reforms necessary to improve educational outcomes. They argue that adequate funding has not been provided for these purposes, and that federal funds allotted for NCLB implementation should reflect the increases in resources necessary to improve public education and should be used for appropriate remedial measures designed and implemented at the state and local level. Borkowski and Sneed remain hopeful that with appropriate and consistent assessments, locally driven educational improvement measures, and adequate federal funding, NCLB can fulfill its promise to ensure educational equity for all students in American public schools.

Is Alcoholism a Problem of the Elderly?

1982 ◽  
Vol 12 (2) ◽  
pp. 103-111 ◽  
Author(s):  
Stanley Zimering ◽  
Joseph R. Domeischel
Keyword(s):  
Public Education ◽  
The Elderly ◽  
Fixed Income ◽  
Human Needs ◽  
Stress Relieving ◽  
The Right ◽  
Alcohol Programs

Alcoholism is a problem that effects over 5.6 per cent of our population. It can be said that the desire to alter reality is probably one of the oldest persistent, and acceptable of human needs. Given the right circumstances the mood-changing and stress relieving qualities of alcohol seem warranted. The old, lonely, on a fixed income, frightened, bored and alone have the right circumstance for abusing alcohol. Recent evidence has shown that an alarming number of elderly are becoming dependent on alcohol. Programs to intercept the disease of alcoholism are mounting. Public education is needed to make individuals aware of this growing crisis in our society.

scholarly journals CRITICAL PEDAGOGY - MOVEMENT FOR STUDENTS VOICE, TEACHER′S AUTHORITY AND EQUALITY IN EDUCATION

2018 ◽  
Vol 1 (2) ◽  
pp. 151
Author(s):  
Aleksandra K. Andjelković
Keyword(s):  
Identity Development ◽  
Critical Pedagogy ◽  
Pedagogical Practice ◽  
School Practice ◽  
Voice Teacher ◽  
The Usa ◽  
The Right ◽  
Equality In Education ◽  
Political Economic ◽  
Future Vision

Critical pedagogy has significant place among the papers of numerous researchers and theoretician of education especially in the USA. The central focus of this paper is directed to historical development of critical pedagogy, the most significant postulates and on ideas of their bearer. The starting points for considering presents the ideas of critical pedagogues as Paulo Freire and Henry Giroux, ideas of Jean Jacques Rousseau and John Dewey that are considered as forerunners of this movement, until the contemporary representatives of critical pedagogy who continued to support and develop this approach. The aim of this paper is to consider the influence of critical pedagogy and its representatives on school practice and education. It can be concluded that promoted idea, which was created and developed in critical pedagogy that education is never „sterile clean“, is impregnated with reflections of numerous political, economic and social circumstances, and it stayed as future vision to be considered by theoretician of education, pedagogues and pedagogy of future. At the end, some of the implications for modern pedagogical practice, formed by analyzing the critical pedagogy and needed to nurture in school practice are separated, those implications are developing teachers’ critical spirit and its autonomy, nurturing the quality in relations with students that induce their development and improve outcomes, the strength of the dialogue culture which respects the right to be different and which straightens the ethical responsibility of teachers that represents the basics of teachers’ identity development and building of their profession.   

scholarly journals Elementos para uma educação pública com qualidade social

2017 ◽  
Vol 10 (1) ◽  
pp. 169
Author(s):  
Felix Barbosa Carreiro
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Large Scale ◽  
Teaching Quality ◽  
Educational Systems ◽  
Education Development ◽  
Learning And Teaching ◽  
The Public ◽  
The Right

Cabe ao Estado garantir o direito a uma educação pública com qualidade socialmente referenciada. A julgar pelos indicadores educacionais publicados a partir dos resultados do Índice de Desenvolvimento da Educação Básica (Ideb), esse direito, no que se refere ao acesso, à permanência e ao sucesso escolar dos alunos que frequentam as escolas públicas, não está sendo sufi cientemente garantido. Apontamos como causa desse fracasso escolar a inexistência de políticas públicas educacionais focadas na aprendizagem escolar. Vale lembrar que as escolas públicas que apresentam o Ideb para além da meta, não significam necessariamente qualidade da educação. Reconhecemos que as avaliações em larga escala têm a potencialidade de subsidiar as políticas em educação com vistas à melhoria dos indicadores de qualidade do ensino e da aprendizagem, sobretudo quando os resultados são problematizados e sistematizados pelos sistemas educacionais e pelas escolas. Compreendemos que a qualidade na educação pública implica a efetivação da aprendizagem, ou seja, que o aluno aprenda, seja aprovado tenha garantido um futuro promissor. No contexto de uma escola pública de orientação emancipadora, é preciso que algumas condições objetivas sejam satisfeitas, a saber: gestão escolar democrática, compromisso docente com a escola pública, razoabilidade da infraestrutura escolar, materiais pedagógicos adequados consolidação das mediações escolares de participação.Palavras-chave: Qualidade. Educação. Escola pública.Elements for a public education with social qualityABSTRACTIt is the State’s responsibility to ensure the right of a public education with quality socially acknowledged. Judging by the educational indicators published as from The Brazilian Education Development Index (Ideb), this right, in relation to the access, the stay, and the school success of the students that attend the public schools, are not being suffi ciently guaranteed. We point as the cause of this school failure the lack of educational public policies focused in school learning. It is worth remembering that the public schools that present the Ideb above the target do not necessarily mean educational quality. We recognize that the evaluations of large scale have the potential of subsidizing the policies in education in order to the improvement of learning and teaching quality indicators, mainly when the results are questioned and systematized by the educational systems and the schools. We understand the quality in public education implies the learning realization, in other words, that the student learn, can be approved, and ensure a promising future. In the context of a public school with na emancipating orientation, it is necessary that some objective conditions must be satisfied, such as a democratic school management, teaching commitment with the public school, the reasonableness of the school infrastructure, appropriate teaching materials, and the consolidation of the educational mediations of the participation.Keywords: Quality. Education. Public School.Elementos para una educación pública con calidad socialRESUMENPuede el Estado garantizar el derecho a una educación pública con calidad socialmente valorada. A juzgar por los indicadores educacionales publicados a partir de los resultados del Índice de Desarrollo de la Educación Básica (IDEB), ese derecho, en lo que se refi ere al acceso, a la permanencia y al éxito escolar de los alumnos que frecuentan las escuelas públicas, no está siendo suficientemente garantizado. Apuntamos como causa de ese fracaso escolar a la inexistencia de políticas públicas educacionales enfocadas en el aprendizaje escolar. Es preciso recordar que las escuelas públicas que presentan el IDEB como meta, no significa necesariamente calidad de educación. Reconocemos que las evaluaciones a gran escala tienen la potencialidade de subsidiar las políticas de educación con vistas a el mejoramiento de los indicadores de calidad de la enseñanza y del aprendizaje, sobretodo cuando los resultados son planteados y sistematizados por los sistemas educacionales y por las escuelas. Comprendemos que la calidad de la educación pública implica la efectividad del aprendizaje, osea, que el alumno aprenda, sea aprobado y tenga garantizado un futuro prometedor. En el contexto de una escuela pública de orientación emancipadora, es preciso que algunas condiciones objetivas sean satisfechas, a saber: gestión escolar, infraestructura escolar, materiales pedagógicos adecuados, consolidación de las mediaciones escolares de participación.Palabras Clave: Calidad, Educación, Escuela Pública.

Sign in / Sign up

Export Citation Format

Share Document