scholarly journals Democracy as Othering Within Finnish Education

2018 ◽  
Vol 3 (2) ◽  
pp. 77-93 ◽  
Author(s):  
Ashley Simpson
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Democratic Education ◽  
Student Participation ◽  
Youth Participation ◽  
The Other ◽  
Democracy Education ◽  
Critical Attention ◽  
Cultural Stereotyping ◽  
Education Training

The word democracy is frequently uttered by academics, politicians, and, generally within society. Phrases such as ‘democratic education', ‘democracy education' and ‘(student) participation' are often referred to within national curricula, policy briefings, and, teacher education/training and resources. Little critical attention has been given to the word within the context of Finnish education. In recent years the educational system of Finland has been described as a ‘miracle' and commentators have noted its ‘successes.' This article offers a deeper gaze within Finnish education by looking at the ways democracy discourses are uttered by practitioners. For the purposes of this article the author analyses two in-depth conversation extracts, one was from a youth participation conference in Helsinki in 2015, the other is a conversation from a conference held in February 2016. This article focuses on the uses and functions of discourse to uncover cultural stereotyping and othering in terms of how democracy is discussed and expressed within the context of Finland.

Globalization and its Challenges for Teacher Education in Nigeria

2014 ◽  
pp. 229-236
Author(s):  
A. O. K. Noah ◽  
Adesoji A. Oni ◽  
Simeon A. Dosunmu
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Developed Countries ◽  
Global Market ◽  
The Other ◽  
Other Hand ◽  
Catch Up ◽  
The Developed Countries

The phenomenon of globalization is defined variously, but in general, it is defined as the establishment of a global market for goods and capital, leading to what could be described as a multiplicity of linkages and interconnections between places, events, ideas, issues, and things, irrespective of whether they are directly related or not. Globalization on the other hand cannot be a reality in any nation if its educational system is not implicitly or explicitly geared towards achieving meaningful and desirable change for that society. However, since education and indeed the (educator) teacher constitute the most viable instruments by which an emerging nation can catch up with the developed countries, globalization will therefore be a mirage if teacher education is not geared towards producing teachers who are globalization friendly, teachers who are not allergic to globalization. In view of the above, this chapter examines the concept of globalization side by side with the current goals of teacher education in Nigeria.

Globalization and its Challenges for Teacher Education in Nigeria

2015 ◽  
pp. 996-1003 ◽  
Author(s):  
A. O. K. Noah ◽  
Adesoji A. Oni ◽  
Simeon A. Dosunmu
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Developed Countries ◽  
Global Market ◽  
The Other ◽  
Other Hand ◽  
Catch Up ◽  
The Developed Countries

The phenomenon of globalization is defined variously, but in general, it is defined as the establishment of a global market for goods and capital, leading to what could be described as a multiplicity of linkages and interconnections between places, events, ideas, issues, and things, irrespective of whether they are directly related or not. Globalization on the other hand cannot be a reality in any nation if its educational system is not implicitly or explicitly geared towards achieving meaningful and desirable change for that society. However, since education and indeed the (educator) teacher constitute the most viable instruments by which an emerging nation can catch up with the developed countries, globalization will therefore be a mirage if teacher education is not geared towards producing teachers who are globalization friendly, teachers who are not allergic to globalization. In view of the above, this chapter examines the concept of globalization side by side with the current goals of teacher education in Nigeria.

scholarly journals More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept

2021 ◽  
Vol 13 (12) ◽  
pp. 6524
Author(s):  
Per J. Sund ◽  
Niklas Gericke
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Sustainability Education ◽  
Qualitative Studies ◽  
The Other ◽  
Research Practice ◽  
Selective Tradition ◽  
Qualitative Systematic Review ◽  
Selective Traditions

This study investigates functions of the concept of selective traditions by means of a qualitative systematic review synthesis of earlier research. The study is based on a review method for integrating qualitative studies and looks for “themes” in or across them. In this case, it is about how the identified publications (twenty-four in total) use the concept of selective traditions. All but two studies stem from the Swedish context. The selective traditions relate to teachers’ approaches to the content, methods and purposes of environmental and sustainability education (ESE). Teachers mainly work within one specific selective tradition. Seven different functions were found in the publications of which five are claimed to be valuable for the development of ESE teaching, while the other two functions are useful in monitoring changes and development in ESE teaching. The results are discussed in terms of the consequences for research, practice and teacher education aiming at offering suggestions on how to develop future (transformative) ESE teaching.

Camus's Absurd and the World of Melville's Confidence-Man

PMLA ◽  
1967 ◽  
Vol 82 (1) ◽  
pp. 14-27
Author(s):  
Leon F. Seltzer
Keyword(s):  
Careful Analysis ◽  
The Other ◽  
The Novel ◽  
The Past ◽  
The World ◽  
Critical Attention ◽  
Confidence Man ◽  
Ugly Duckling ◽  
History Of ◽  
The One

In recent years, The Confidence-Man: His Masquerade, a difficult work and for long an unjustly neglected one, has begun to command increasingly greater critical attention and esteem. As more than one contemporary writer has noted, the verdict of the late Richard Chase in 1949, that the novel represents Melville's “second best achievement,” has served to prompt many to undertake a second reading (or at least a first) of the book. Before this time, the novel had traditionally been the one Melville readers have shied away from—as overly discursive, too rambling altogether, on the one hand, or as an unfortunate outgrowth of the author's morbidity on the other. Elizabeth Foster, in the admirably comprehensive introduction to her valuable edition of The Confidence-Man (1954), systematically traces the history of the book's reputation and observes that even with the Melville renaissance of the twenties, the work stands as the last piece of the author's fiction to be redeemed. Only lately, she comments, has it ceased to be regarded as “the ugly duckling” of Melville's creations. But recognition does not imply agreement, and it should not be thought that in the past fifteen years critics have reached any sort of unanimity on the novel's content. Since Mr. Chase's study, which approached the puzzling work as a satire on the American spirit—or, more specifically, as an attack on the liberalism of the day—and which speculated upon the novel's controlling folk and mythic figures, other critics, by now ready to assume that the book repaid careful analysis, have read the work in a variety of ways. It has been treated, among other things, as a religious allegory, as a philosophic satire on optimism, and as a Shandian comedy. One critic has conveniently summarized the prevailing situation by remarking that “the literary, philosophical, and cultural materials in this book are fused in so enigmatic a fashion that its interpreters have differed as to what the book is really about.”

scholarly journals CAMBIO DE LAS CONCEPCIONES DEL FUTURO PROFESORADO DE PRIMARIA ACERCA DE LAS IDEAS DE LOS ALUMNOS

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Isabel Escrivà-Colomar
Keyword(s):  
Preservice Teachers ◽  
Educational System ◽  
Training Programs ◽  
The Other ◽  
Inquiry Based Learning ◽  
The World ◽  
Curricular Elements ◽  
Futuros Maestros ◽  
Level Of Agreement ◽  
Teacher Centered

Resumen:La formación del profesorado es un elemento clave en la mejora de cualquier sistema educativo y, consecuentemente, analizar qué aprenden los futuros maestros y maestras al trabajar propuestas educativas específicas es sumamente importante para ajustar programas formativos ya existentes y/o crear nuevos más adaptados. Por ello, en esta investigación tratamos de indagar qué aprende el futuro profesorado de 2º curso del Grado de Maestro de primaria acerca de las ideas de los alumnos sobre el mundo, y lo hacemos a través de los resultados obtenidos en un cuestionario tipo Likert implementado al iniciar y al acabar una propuesta formativa de corte socioconstructivista, diseñada específicamente para trabajar los distintos elemento curriculares a través de problemas prácticos profesionales y prácticas innovadoras. Los resultados indican que el profesorado en formación empieza el curso manifestando acuerdo hacia concepciones de las ideas de los alumnos sobre el mundo propias de un modelo de aprendizaje por investigación, pero en cambio mantiene ciertas dudas en cuanto al rechazo de proposiciones menos constructivistas, como las propias de un modelo centrado en el profesor; sin embargo al acabar el curso aparecen cambios que muestran como el grado de acuerdo con modelos alternativos sigue aumentando, mientras que el grado de desacuerdo con modelos centrados en el profesor también aumenta, despareciendo algunas de las dudas que presentaban al principio. Abstract:Teacher training is a key element for improving any educational system. Therefore, analyzing what future teachers learn when participating in specific educational proposals is extremely important in order to adjust existing training programs and/or create new more adapted ones.In this study we try to investigate which conceptions preservice teachers have regarding students' ideas about the world through the results of a Likert questionnaire. This was implemented at the beginning and at the end of a socioconstructivist training proposal and was designed specifically to learn about different curricular elements through practical professional problems and innovative practices. Our results indicate that, at the beginning of the course, preservice teachers agree with those conceptions of misconceptions that are close to an inquiry based learning model, however they don’t reject absolutely less constructivist propositions that are close to a teacher-centered model. On the other side, at the end of the course these conceptions change; we have found an increase in the level of agreement with alternative models, while the level of disagreement with a teacher-centered model keep declining, vanishing some of the doubts preservice teachers had at the beginning of the course.

scholarly journals TEACHER EDUCATION IN ETHIOPIA: GROWTH AND DEVELOPMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Shoeb Ahmad
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Education System ◽  
Growth And Development ◽  
Educational Systems ◽  
Education Reforms ◽  
New Paradigm

The main focus of this study is on teacher education in Ethiopia, with particular reference to its reforms and policies. In Ethiopia, with the emergence of various education reforms and policies, and with the discourse of Teacher Education System Overhaul (TESO) the complete infrastructure of the educational system shows signs of development. Teacher education in Ethiopia is directed towards developing both the students and teachers equally, to stand on par with the educational systems of other societies. This article highlights various aspects of teacher education in Ethiopia and focuses upon its various reforms and policies established to develop teacher education in the country. We explore the changes in the teacher education system and approaches that have emerged since 1900 to the present time in Ethiopia. We also provide examples of institutions and programs that are particularly successful in implementing some of the key policies. The concluding part of the study reflects on a new paradigm in teacher education highlighting the ICT and plasma teacher phenomenon.

scholarly journals Intercultural practicum: Perceptual learning through video in the pandemic context

Teachers Work ◽  
2020 ◽  
Vol 17 (1and2) ◽  
pp. 56-72
Author(s):  
Dawn Joseph ◽  
Richard Johnson
Keyword(s):  
Teacher Education ◽  
Perceptual Learning ◽  
International Student ◽  
Cultural Practices ◽  
The Other ◽  
Initial Teacher Education ◽  
Cultural Environment ◽  
Asian Countries ◽  
The Social ◽  
Travel Restrictions

In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums. We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the ‘international student’. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empowering students to cultivate intercultural understandings of ‘the other’.

scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

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