scholarly journals SUEHIRO Akira and OIZUMI Keiichiro (eds.), Drastic Demographic and Social Change in East Asia, Nagoya: The University of Nagoya Press, 2017.

2019 ◽  
Vol 2019 (48) ◽  
pp. 98-102
Author(s):  
Yuka ISHII
2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.


1992 ◽  
Vol 8 (29) ◽  
pp. 34-47 ◽  
Author(s):  
Dorrian Lambley

How to accommodate and utilize the insights and the methodology of marxism – and, simply, its potential as a vehicle for social change – at a time when the popular perception of its political ideology stands discredited? Dorrian Lambley explores the dilemma through the specifics of developments in British theatre since 1968 – the stifling of the early radical impulses under political and economic pressures, which has produced, at best, a sense of marginalization, at worst a conviction of impotence. In proposing ways of working within this situation, Lambley draws on the writings of dramatists such as Edward Bond to suggest that marxism must recognize the most important of the liberal humanist emphases – ‘the presence of the subject’, but perceived within a marxist understanding of social relations. Dorrian Lambley is presently working on her doctoral thesis in the University of Exeter, where she helped to organize the conference ‘Theatre and the Discourses of Power’, on which she wrote in the ‘Reports and Announcements’ section of NTQ28 (1991).


2020 ◽  
Vol 7 (1) ◽  
pp. 39-48
Author(s):  
J.M Bautista-Vallejo ◽  
M Duarte de Krummel ◽  
R.M Hernández-Carrera ◽  
M.J Espigares-Pinazo

Author(s):  
David John Frank ◽  
John W. Meyer

This chapter discusses curricular growth, focusing on the new human materials made available by globalization and liberalization that was developed during the liberal period of the last half-century. It explains how globalization diminishes both real and imagined boundaries around humans, society, and nature, and opens new cultural terrains to academic scrutiny. It also assesses liberalization that reconstitutes society and culture around the human individual and launches a greatly empowered agent of cultural inquiry and social change. The chapter analyzes the changes in the university that occur in an ideological context that renders them as normal and seemingly inevitable. It also investigates globalization and liberalization and the changes they foster in the wider institutional context.


Sociology ◽  
2019 ◽  
Vol 53 (6) ◽  
pp. 1026-1042
Author(s):  
Laura Connelly ◽  
Remi Joseph-Salisbury

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.


1975 ◽  
Vol 12 ◽  
pp. 357-368
Author(s):  
Brian Taylor

When James Brooke became rajah of Sarawak in 1841, his enterprise – the acquiring of territorial sovereign rule by a private British citizen– was regarded with doubt and hesitation in official circles in London, and all three white rajahs were always very sensitive about their status. But when James Brooke visited England in 1847-8 there was no doubt about his personal standing as a romantic figure. Moreover, he added to the strength of the British presence in south-east Asia, which was needed to discourage Dutch assertiveness, and so he was lionised, and knighted, and among other things given an honorary doctorate by the university of Oxford. While he was there, about £500 was collected by members of the university, who considered that a mission to Borneo ‘ought to go forth under the superintendence of a Bishop from the very first’. This was sound doctrinal theory, but unlikely to be put into practice then or indeed since. But the idea was there, and the money was funded, and the church in Borneo did not have to wait as long as many places for episcopal ministrations, or for an episcopate of its own. Plans for a mission to Sarawak had already been made, and the first two missionaries sailed with their families at the end of 1847, and landed in Sarawak on 29 June 1848.


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