scholarly journals Quando o colono é negro: educação e práticas sociais de reprodução do racismo em Angola

2018 ◽  
Vol 2 (2) ◽  
pp. 106
Author(s):  
Alberto Kapitango Nguluve
Keyword(s):  
Social Status ◽  
Education System ◽  
Social Inclusion ◽  
Social Practices ◽  
Colonial Education ◽  
Complex Phenomenon ◽  
Education School ◽  
Negro Education

ResumoO racismo é, ainda hoje, um fenômeno complexo que remete às questões da humilhação ou discriminação da pessoa a partir dos diferentes conceitos (raça, cor da pele e cultura) e status sociais hierarquicamente construídos. A partir dele se constrói e reproduz o discurso que contribui para consolidar formas e processos que dão voz à exclusão ou à inclusão social. A proposta deste artigo é analisar as práticas sociais que contribuem para a produção e reprodução do racismo em Angola; olhar para o racismo como um instrumento a serviço de fins políticos, econômicos e de poder; e destacar os seus efeitos na educação angolana. O texto traz alguns exemplos que permitem entender como a partir da concepção do sistema educacional angolano, em 1975, se incorporaram elementos que apontam para o racismo, tipicamente da educação colonial, e que ao longo dos 40 anos de independência foram “minando” a concepção de uma educação cultural própria.Palavras-chave: Educação. Escola. Racismo. Angola.When the colonizer is negro: education and social practices of racism reproduction in AngolaAbstractRacism is, nowadays, a complex phenomenon which poses questions of humiliation or discrimination of people from different concepts (race, skin of color and culture) and social status hierarchically constructed. From racism, it has been constructed and reproduced a discourse which consolidates forms and processes which give voices to exclusion or social inclusion. This article intends to examine social practices which favors for production of racism in Angola; it looks at racism as an instrument of politics, economy and power. The paper emphasizes the effects of racism in the angolan education. Also, it gives some examples which allow to understand how the conception of the Angolan education system, in 1975, incorporated elements that illustrates practices of racism, typically of the colonial education, and that throughout 40 years of independence constituted a proper concept of cultural education.Keywords: Education. School. Racism. Angola.Cuando el colono es negro: educación y prácticas sociales de reproducción del racismo en AngolaResumenEl racismo es, aún hoy, un fenómeno complejo que remite a las cuestiones de la humillación o discriminación de la persona a partir de los diferentes conceptos (raza, color de la piel y cultura) y status social jerárquicamente construidos. A partir de él se construye y reproduce el discurso que contribuye a consolidar formas y procesos que dan voz a la exclusión o la inclusión social. La propuesta de este artículo es analizar las prácticas sociales que contribuyen a la producción y reproducción del racismo en Angola; mirar al racismo como un instrumento al servicio de fines políticos, económicos y de poder; y destacar sus efectos en la educación angoleña. El texto trae algunos ejemplos que permiten entender cómo a partir de la concepción del sistema educativo angoleño, en 1975, se incorporaron elementos que apuntan al racismo, típicamente de la educación colonial, y que a lo largo de los 40 años de independencia fueron “minando” la concepción de una educación cultural propia.Palabras clave: Educación. Escuela. Racismo. Angola.

scholarly journals Socijalna integracija mladih u riziku od ispadanja iz sustava obrazovanja: rezultati slovenskog programa Projektno učenje mladih odraslih

2020 ◽  
Vol 27 (3) ◽  
pp. 287-308
Author(s):  
Miloslav Poštrak ◽  
Natalija Žalec ◽  
Gordana Berc
Keyword(s):  
Young Adults ◽  
Education System ◽  
Social Inclusion ◽  
Team Work ◽  
Drop Out ◽  
Dropping Out ◽  
Project Learning ◽  
Self Confidence ◽  
Social Fund ◽  
The Republic

SOCIAL INTEGRATION OF YOUNG PERSONS AT RISK OF DROPPING OUT OF THE EDUCATION SYSTEM: RESULTS OF THE SLOVENIAN PROGRAMME PROJECT LEARNING FOR YOUNG ADULTS In order to understand the phenomenon of dropping out of the education system, it is important to direct scientific and professional interest on understanding the lifestyle of these young persons from their perspective. The concept of social vulnerability of the youth is useful for that purpose, as it explores risk factors in various life circumstances of young persons, based on which approaches and programmes focused on prevention of dropping out, solving the problems of droputs and unemployed young persons are developed. The programme Project Learning for Young Adults combines both approaches and is based on an individualised, holistic and structured way of working with vulerable young persons. It consists of three levels of project activities: elective, individual and interest based with the aim of developing working habits, team work, self-confidence and career interests in order to reintegrate young adults in the education system and promote their entering the labour market and social inclusion. The programme has been active for 25 years in the Republic of Slovenia and it has included over 1,370 young adults. It has been financed by the European Social Fund. Key words: vulnerable youth, drop-out, NEET population, project learning for young adults.

scholarly journals A importância da leitura na educação de jovens e adultos: de que tipo de leitura estamos falando?

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Ivonete De Souza Susmickat Aguiar ◽  
Nair Floresta Andrade Neta
Keyword(s):  
Adult Education ◽  
Adult Learner ◽  
Semantic Content ◽  
Social Practices ◽  
Cultural Practice ◽  
Critical Reading ◽  
Adult Individual ◽  
Education School

Resumo: Este artigo discute a importância da leitura na Educação de Jovens e Adultos (EJA), a partir de trabalhos de Freire (2005), Meurer (2000), Silva (1984), Solé (1998), Yunes (1995), dentre outros autores. Nesse estudo bibliográfico, a leitura é entendida como um direito do educando jovem e adulto e como uma prática cultural complexa e plural capaz, quando não circunscrita ao conteúdo semântico do texto, de possibilitar a esse sujeito uma compreensão mais independente dos mais variados textos que circulam socialmente e das relações que esses textos, entendidos como formas materializadas de linguagem, estabelecem com as práticas sociais vigentes. Como resultado da discussão tecida, destacamos três atitudes importantes que devem permear o trabalho com a leitura na EJA, de modo a colaborar com a formação crítica do sujeito-leitor jovem e adulto. Palavras-chave: Educação de Jovens e Adultos. Escola. Leitura crítica. THE IMPORTANCE OF READING IN THE YOUTH AND ADULT EDUCATION: WHAT KIND OF READING ARE WE TALKING ABOUT? Abstract: This article discusses the importance of reading in the Youth and Adult Education (EJA), starting from Freire's work (2005), Meurer (2000), Silva (1984), Solé (1998), Yunes (1995), among other authors. In this bibliographical study, reading is understood as a right of the juvenile and adult learner and as a complex and plural cultural practice, that is able, when not limited to the semantic content of the text, of making it possible for this individual a more independent understanding of various texts circulating socially and of the relationships that these texts, understood as language materialized forms, establish with the current social practices. As a result of the presented discussion, we highlight three important actions that should permeate the work with reading in the EJA, in order to collaborate with the critical learning of the Juvenile and Adult individual-reader. Keywords: Youth and Adult Education. School. Critical reading. 

scholarly journals Who will work in libraries? Employers’ requirements and professional education paradoxes

2016 ◽  
pp. 56-62 ◽  
Author(s):  
Marina Rassadina
Keyword(s):  
Social Status ◽  
Education System ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Further Development

The issues of training librarians for modern libraries are discussed. Main problems of continuing professional education are defined, the need for secondary professional education further development and the interaction within the education system are proved. The author argues that librarians’ social status has to be increased.

scholarly journals Examining the Effects of Overtime Work on Subjective Social Status and Social Inclusion in the Chinese Context

2020 ◽  
Vol 17 (9) ◽  
pp. 3265 ◽  
Author(s):  
Yashuo Chen ◽  
Pengbo Li ◽  
Chunjiang Yang
Keyword(s):  
Social Status ◽  
Social Life ◽  
Social Inclusion ◽  
Relative Deprivation ◽  
Critical Role ◽  
Negative Relationship ◽  
Subjective Social Status ◽  
Low Level ◽  
Overtime Work ◽  
High Level

Although researchers have argued that long work hours have been shown to threaten individual health, lead to work-family conflict, and reduce job performance, the effect of overtime work on social-related outcomes has received little attention. Based on the framework of relative deprivation, we attempt to address this important issue by exploring whether, why, and when individuals’ overtime work influences their social attitudes. By using the data of 400 Chinese employees from the China Labor-Force Dynamics Survey (CLD), we found that overtime work was associated with a low level of subjective social status and social inclusion. In addition, we found that the time type of overtime work (work overtime on weekdays or on weekends and holidays) has a moderating effect on the relationship between overtime work and social inclusion. That is, employees who work overtime on weekdays are unlikely to have a sense of social inclusion. Furthermore, the negative relationship between overtime work and subjective social status was stronger at a low level of fairness rather than a high level of fairness. In contrast, the negative relationship between overtime work and social inclusion was stronger at a high level of fairness rather than a low level of fairness. These findings highlight the critical role of overtime work in social life and also provide novel insights into social intervention aimed at the happiness and harmony of a society.

Inclusive Education as Complex Process and Challenge for School System

2015 ◽  
Vol 10 (3) ◽  
pp. 265-268 ◽  
Author(s):  
Danuta Al-Khamisy
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Social Practices ◽  
The State ◽  
Integrated System ◽  
Human Being ◽  
Complex Phenomenon ◽  
Complex Process ◽  
Simple Rules

AbstractEducation may be considered as a number of processes, actions and effects affecting human being, as the state or level of the results of these processes or as the modification of the functions, institutions and social practices roles, which in the result of inclusion become new, integrated system. Thus this is very complex process. Nowadays the complexity appears to be one of very significant terms both in science and in philosophy. It appears that despite searching for simple rules, strategies, solutions everything is still more complex. The environment is complex, the organism living in it and exploring it, and just the exploration itself is a complex phenomenon, much more than this could initially seem to be.

The Word Is Mightier than the Throne: Bucking Colonial Education Trends in Manchukuo

2009 ◽  
Vol 68 (3) ◽  
pp. 895-925 ◽  
Author(s):  
Andrew Hall
Keyword(s):  
Education System ◽  
Whole Language ◽  
Language Education ◽  
Colonial Education ◽  
Japanese Empire ◽  
Daily Lives ◽  
Japanese Colonial ◽  
Whole Language Education ◽  
Imperial Family ◽  
The Military

Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an education system that was unlike any other in the Japanese empire. Using Manchukuo textbooks, education journals, and postwar memoirs, the author examines a school of thought among Japanese colonial language educators, referred to as “reform optimists,” who held that whole language education could solve the contradiction between Manchukuo's stated ideal of ethnic equality and the reality of Japanese domination.

scholarly journals MEWUJUDKAN KEUNGGULAN MADRASAH

MADRASAH ◽  
2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Mulyono Mulyono
Keyword(s):  
Local Government ◽  
Private Sector ◽  
Social Status ◽  
Education System ◽  
Quality Of Education ◽  
Fundamental Matter

Existence of madrasah in Indonesia since decade 1990-an really show existence which continue strength, either through quantitative and also qualitative is. Relevant of growth, there [is] two fundamental matter needing careful with is. First, amount of private sector madrasah much more big than country madrasah; Both, madrasah born, grow, and expand from and for society. Level of society participation in education of this madrasah express that madrasah is true base on strength at society (education based community). All the growth push Departmental functionary of Religion, functionary of Local government, all Islamic educationist and also moslem society progressively believe that excellence of education of madrasah can be improved. They also believe that pre-eminent education which on the market by madrasah will be able to be accepted by moslem parent from various social status and circle. To reach excellence of madrasah hence enableness effort and renewal of system education of madrasah require to be [done/conducted] continuous so that can face various challenge according to growth of epoch in globalization era and area autonomy. Challenge faced by education system cover problems of generalization, quality of, education efficiency and relevansi.<br /> Keyword: Excellence, Madrasah<br /><br />

Countering the dominance of a global north in early childhood education through an Indigenous lens in the global south

2017 ◽  
Vol 7 (2) ◽  
pp. 84-98
Author(s):  
Mere Skerrett
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Education System ◽  
Continuous Flow ◽  
Colonial Education ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Global North ◽  
Historical Antecedents

This article challenges the global coloniality of the doctrine of domination that re-presents itself in Aotearoa/New Zealand as an uneven ‘partnership’ between Māori (the Indigenes) and the colonizer (the British). That domination is maintained through the western positivistic one-size-fits-all ‘global north’ policies and practices in a colonial education system which is hegemonic and racist. The work of Kōhanga Reo (Indigenous language nests) in the early year’s education stream means a continuous flow of productive unsettlement, in order to survive, in order to dismantle the hegemonic structures and in order to transform Indigenous children’s lives. Through the southern lens of a ‘counter-global coloniality’, some of the historical antecedents of the doctrine of ‘civilization’ and philosophical underpinnings of Kōhanga Reo are sketched in terms of their ability to transform pedagogies of oppression and neoliberal futures. It is argued that Indigenous knowledge and languages can mediate the power relations of colonial dominance and Indigenous subordination, because they provide the keys to unlock and liberate the spaces, places and minds of coloniality.

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