Search results for: the-culture-of-education

Shaping the Culture of Schooling

Author : Cheryl Taylor Desmond
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Focusing on the cultural history of the origins of outcome-based education (OBE), this book investigates the social and economic culture of Johnson City, New York, schools. OBE has often been proclaimed the salvation for ailing American schools and has spread to thousands of school districts throughout the United States. The reform has also been the lightning rod for fierce challenges from community members who oppose OBE's dismantling of the bell-shaped curve and its promotion of secular humanism. The author uncovers the messy business of school change and its deep roots in the values of the local community and economy. Grounding the story historically and theoretically, Desmond analyzes the reshaping of the Johnson City schools from a production mill for blue collar workers to a development center of technologically minded, middle-class, well-educated citizens. She argues that the heart of successful, synergistic school reform lies in the consensus that children have unlimited learning capacity and a long-term moral leadership that is committed to caring, reciprocal relationships of power.

The Culture of Education

Author : Jerome Bruner
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The One Best System presents a major new interpretation of what actually happened in the development of one of America’s most influential institutions. At the same time it is a narrative in which the participants themselves speak out: farm children and factory workers, frontier teachers and city superintendents, black parents and elite reformers. And it encompasses both the achievements and the failures of the system: the successful assimilation of immigrants, racism and class bias; the opportunities offered to some, the injustices perpetuated for others. David Tyack has placed his colorful, wide-ranging view of history within a broad new framework drawn from the most recent work in history, sociology, and political science. He looks at the politics and inertia, the ideologies and power struggles that formed the basis of our present educational system. Using a variety of social perspectives and methods of analysis, Tyack illuminates for all readers the change from village to urban ways of thinking and acting over the course of more than one hundred years.

Culture in Education and Education in Culture

Author : Pernille Hviid
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In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education.

The Culture of Education Policy

Author : Sandra Stein
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This powerful book shows the many unintended ways in which social and educational policy can shape, if not constrain, the work of educating students. Focusing on the creation and history of Title I of the Elementary and Secondary Education Act (ESEA) from its inception in 1965 to the present, Stein shows how underlying assumptions of policymakers and bureaucratic red tape actually interfere with both educational practice and the goals of the legislation itself. This examination is especially timely, given the recent passage of the No Child Left Behind Act and its sweeping attempts to raise achievement and reduce failure, especially for underserved populations. This invaluable volume: Offers an innovative framework for the analysis of education policy that can be applied to other government initiatives, particularly those directed at the poor. Challenges prevailing assumptions about children and poverty and the organizational strategies for addressing their needs. Brings the reader into the halls of Congress, analyzing the language of Congressional floor debates, showing shifts in how students have been characterized and their needs defined over time. Presents a fresh perspective on the controversial No Child Left Behind Act, the most recent reauthorization of ESEA, as well as federal desegregation and bilingual policies. Provides intimate portraits of nine elementary schools, presenting the language and routines of schooling to demonstrate how practitioners react to the culture of education policy in practice. “This book breaks new ground! Stein demonstrates the ways in which the language and symbols that are used work to delimit not only our understanding of the problems federal policy addresses, but the range of solutions it deploys. A foundational piece of work.” —Jean Anyon, Graduate Center, City University of New York

Geography Culture and Education

Author : Rod Gerber
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The aim of this book is to inject more intercultural understanding and education into people's lives. This is achieved by focusing on key aspects such as geography and culture, geography and citizenship, pedagogic implications and future directions for inter-cultural learning, understanding, and education. This publication demonstrates how the study of geography can assist people in different social and cultural groups to sustain their lifeworlds, and improve them for future generations of citizens.

The Culture of Denial

Author : C. A. Bowers
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Argues that environmentalists must expand their political involvement to include the reform of public schools and universities, and that education must be revamped to support ecologically sustainable paths for society.

Culture and Education

Author : Filiz Meseci Giorgetti
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This book explores the fascinating and complex interactions between the ways that culture and education operate within and across societies. In some cases, education is imagined as an integrated part of general cultural phenomena; in others, educational interventions become the means for transforming the cultural circumstances of different populations. The contributors to this volume show how certain educational practices produce new cultural and professional knowledge; discuss the impacts of initially foreign educational ideas and institutions on established cultural institutions in very different societies; and explore the impacts of modernity and modern educational ideas on more traditional gendered and religious practices and communities. The book also provided striking examples of when these impacts were not benign. Increasingly powerful twentieth-century governments attempted to use education and schools to produce new, reformed citizens suitable for their newly created colonial, national, socialist, and fascist states. The expectation was that cultural and social transformation might be engineered, in major part, through schooling. This book was originally published as a special issue of Paedagogica Historica.

Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools

Author : Taukeni, Simon George
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With the recent uptick of violence in schools, it is essential to strategize new concepts for promoting nonviolent tendencies in children and creating safe environments. Through nonviolent teaching techniques, it is possible to effectively demonstrate mutual respect, tolerance, and compassion in order to have a lasting peace. Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools aims to expand and deepen multicultural nonviolent teaching techniques and concepts to achieve desired outcomes for early childhood development centers, schools, institutions of higher learning, and centers of teacher development and training. While highlighting topics including child development, conflict resolution, and classroom leadership, this book is ideally designed for teachers, directors, principals, teacher organizations, school counselors, psychologists, social workers, government officials, policymakers, researchers, and students.

Exposing the culture of Arrogance in the Academy

Author : Gail L. Thompson
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There generally remains a gulf between the way most Black faculty perceive the racial climate at their institutions and the recognition by non-Black faculty and administrators that there are problems and that these perceptions have merit. This book is intended to promote a productive dialogue. This book weaves the authors' own experiences with the responses of 136 Black faculty to a questionnaire, and a smaller sample who were interviewed, to identify the factors that determine Black faculty's satisfaction or dissatisfaction with their jobs and institutions. Recurring themes underscore the importance of a supportive work environment that is built on mutual respect, full inclusion in the decision-making process, and an institutional climate that does not tolerate cultural insensitivity or racism. The qualitative and quantitative information and the authors' conclusions can help postsecondary institutions improve Black faculty satisfaction levels, and ultimately, retention rates. This book will resonate with any Black faculty who have felt frustrated enough to consider leaving a postsecondary institution and with those who are content at their current institutions. For non-Black faculty and for administrators of all races, the book illuminates the sources of job satisfaction and dissatisfaction, explains the reasons their Black colleagues leave or stay, and offers valuable recommendations for change. For anyone, at any level, interested in the issue of the racial climate at his or her institution, this book offers a constructive framework for discussion and action

Culture and Education

Author : Birgitta Qvarsell, Christoph Wulf
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Culture and Power in the Classroom

Author : Antonia Darder
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In this work, Darder examines the impact of dominant cultural forces on the lives of students from disenfranchised communities, and confronts the cultural values and practices that serve to marginalize Black, Latino, Asian, and other bicultural students. She offers a set of theoretical principles from which to develop a critical practice of bicultural education, and provides classroom teachers with a critical perspective by which they can evaluate their current practices with bicultural students. The book concludes with a practical study of bicultural development at one college.

Creating Cultures of Thinking

Author : Ron Ritchhart
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Discover why and how schools must become places where thinkingis valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothingless than environments that bring out the best in people, takelearning to the next level, allow for great discoveries, and propelboth the individual and the group forward into a lifetime oflearning. This is something all teachers want and all studentsdeserve. In Creating Cultures of Thinking: The 8 Forces We MustMaster to Truly Transform Our Schools, Ron Ritchhart, author ofMaking Thinking Visible, explains how creating a culture ofthinking is more important to learning than any particularcurriculum and he outlines how any school or teacher can accomplishthis by leveraging 8 cultural forces: expectations, language, time,modeling, opportunities, routines, interactions, andenvironment. With the techniques and rich classroom vignettes throughout thisbook, Ritchhart shows that creating a culture of thinking is notabout just adhering to a particular set of practices or a generalexpectation that people should be involved in thinking. A cultureof thinking produces the feelings, energy, and even joy that canpropel learning forward and motivate us to do what at times can behard and challenging mental work.

The Culture of Violence

Author : United Nations
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. These essays will provide new insights and focus for understanding internal violence and its cultural connections to a broad audience of scholars, policy makers, and students of international politics and culture.

The Cultural Content of Education

Author : Unesco
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Cultures of Educational Leadership

Author : Paul Miller
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This book explores how to be fully cross-cultural and intercultural with research and theory building in educational leadership. It adopts an integrated approach to the examination of common issues across and between cultures and contexts. Each chapter examines an issue or a set of issues that builds on evidence from a minimum of three countries across at least two continents. The data collection methods are consistent for all countries and therefore allow meaningful conclusions to be drawn across the field. All six continents are represented in the book, including both developing and developed countries, to ensure an open dialogue and an innovative approach to lay the foundations for future research.

Harnessing Child Development Children and the culture of human

Author :
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Embedding Change in the Culture of a School

Author : Tennessee. Department of Education
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Class Culture and the Curriculum

Author : Denis Lawton
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It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of the working class. Consequently, distinctive culture needs a different kind of education. This volume examines this claim and the wider question of culture in British society. It analyses cultural differences from a social historical viewpoint and considers the views of those applying the sociology of knowledge to educational problems. The author recognizes the pervasive sub-cultural differences in British society but maintains that education should ideally transmit knowledge which is relatively class-free. Curriculum is defined as a selection from the culture of a society and this selection should be appropriate for all children. The proposed solution is a common culture curriculum and the author discusses three schools which are attempting to put the theory of such curriculum into practice. This study is an incisive analysis of the relationships between class, education and culture and also a clear exposition of the issues and pressures in developing a common culture curriculum.

Young People Popular Culture and Education

Author : Chris Richards
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Written to support the Education Studies student with full pedagogical features throughout, this book explores the inter-relationship between the three fields and considers how these relationships have informed teaching practice, especially in the school context.

A Critical Study of Thailand s Higher Education Reforms

Author : Rattana Lao
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This book offers a critical examination of contemporary higher education reforms in Thailand situated in the broader historical, socio-economic and political changes. Through a qualitative case study with three methods of inquiry, this book explores why different 'global education policies' such quasi-privatisation, internationalization, as quality assessment (QA) have resonated in Thailand higher education sector. Grounded in policy borrowing and lending, this book uses the politics, economics and culture of borrowing to analyse major reforms in Thailand for the past one hundred years. It is argued that historical legacy, policy contexts and belief systems of policy elites play pivotal roles in facilitating policy changes or the lack thereof. While historical analysis elucidates that the Thai state has always been an active borrower of western ideas, the perseverance of the 'Thai-ness' discourse has often been used to suggest its so-called independence and idiosyncrasy. This in-depth analysis of the Thai case aims to contribute to the critical studies in Asian education, comparative higher education, policy borrowing and lending and Thai studies. The Culture of Borrowing intensively studies the policy appropriation in the Thai education system by analysing: • Selective Borrowing and the Historical Development of Thai Higher Education • The Asian Economic Crisis as Window of Opportunity: Autonomous University • Internationalization of Teaching: Quantitative and Qualitative Challenges • The Emergence of Quality Policies and their Rationales • The Intended and Unintended Consequences of Quality Policies This book will appeal to researchers in Education, particularly to scholars studying educational policies within the context of tertiary education. It will also interest scholars specialising in Asian and South-east Asian Studies.