This theoretical review examines how democratic education is conceptualized within educational scholarship. Three hundred and seventy-seven articles published in English language peer-reviewed ...journals between 2006 and 2017 are discursively analyzed. Democratic education functions as a privileged nodal point of different political discourses. Two discourses against (elitist and neoliberal) and six discourses pro democratic education (liberal, deliberative, multiculturalist, participatory, critical, and agonistic) construct its meaning. It is argued that the different versions of democratic education respond to various (a) ontological and epistemological assumptions, (b) normative approaches to democracy, and (c) conceptions of the relationship between education and politics. For educational policy, the review provides a critique of elitist and neoliberal policies and support for participatory decision making across discourses. Recommendations for educational practice are made by identifying pedagogies across democratic education scholarship as well as specific pedagogies for each discourse.
Learning Legacies explores the history of cross-cultural teaching approaches, to highlight how women writer-educators used stories about their collaborations to promote community-building. Robbins ...demonstrates how educators used stories that resisted dominant conventions and expectations about learners to navigate cultural differences. Using case studies of educational initiatives on behalf of African American women, Native American children, and the urban poor, Learning Legacies promotes the importance of knowledge grounded in the histories and cultures of the many racial and ethnic groups that have always comprised America’s populace, underscoring the value of rich cultural knowledge in pedagogy by illustrating how creative teachers still draw on these learning legacies today.
This book makes the case for a critical turn in development thinking around universities and their contributions in making a more equal post-2015 world. It puts forward a normative approach based on ...human development and the capability approach, one which can gain a hearing from policy, scholarship, and practitioners dealing with practical issues of understanding policy, democratising research and knowledge, and fostering student learning - all key university functions. The book argues that such an approach can elucidate development debates drawing on local, national and international issues and examples to show why higher education matters for sustainable development goals both in educational and social terms. It advocates a new arena of engagement with universities as key sites of development and freedoms beyond human capital and challenges development omissions and gaps around university education. The book explores how the human development approach addresses the following core ideas: the meaning of well-being, the idea of agency, participation and democratic citizenship, how to address inequalities, the relation between local and global, and the idea of equitable partnerships.This book is addressed to researchers and postgraduate students in development studies, university education, the capability approach and human development community. (HRK / Abstract übernommen).
Over the last few decades, the decline of the public university
has dramatically increased under intensified commercialization and
privatization, with market-driven restructurings leading to the
...deterioration of working and learning conditions. A growing reserve
army of scholars and students, who enter precarious learning,
teaching, and research arrangements, have joined recent waves of
public unrest in both developed and developing countries to
advocate for reforms to higher education. Yet even the most visible
campaigns have rarely put forward any proposals for an alternative
institutional organization. Based on extensive fieldwork in
Venezuela, The Alternative University outlines the origins
and day-to-day functioning of the colossal effort of late President
Hugo Chávez's government to create a university that challenged
national and global higher education norms.
Through participant observation, extensive interviews with
policymakers, senior managers, academics, and students, as well as
in-depth archival inquiry, Mariya Ivancheva historicizes the
Bolivarian University of Venezuela (UBV), the vanguard institution
of the higher education reform, and examines the complex and often
contradictory and quixotic visions, policies, and practices that
turn the alternative university model into a lived reality.
This book offers a serious contribution to debates on the future
of the university and the role of the state in the era of
neoliberal globalization, and outlines lessons for policymakers and
educators who aspire to develop higher education alternatives.
Im Lichte der hohen Gewichtung von sozialen Kompetenzen bzw. Softskills im Kontext der dualen Berufsausbildung in Deutschland steht das Verhalten von Jugendlichen gegenwärtig im Fokus pädagogischer ...Institutionen am Übergang Schule–Beruf. Die gesellschaftlichen Vorstellungen zu den für eine erfolgreiche Ausbildung als notwendig erachteten Verhaltensweisen realisieren sich in berufsvorbereitenden Bildungsgängen des Übergangssektors in einer spezifischen pädagogischen Ordnung, welche die vorliegende Studie ethnografisch beleuchtet.
Students in some countries do far better on international achievement tests than students in other countries. Is this all due to differences in what students bring with them to school--socioeconomic ...background, cultural factors, and the like? Or do school systems make a difference? This essay argues that differences in features of countries' school systems, and in particular their institutional structures, account for a substantial part of the cross-country variation in student achievement. It first documents the size and cross-test consistency of international differences in student achievement. Next, it uses the framework of an education production function to provide descriptive analysis of the extent to which different factors of the school system, as well as factors beyond the school system, account for cross-country achievement differences. Finally, it covers research that goes beyond descriptive associations by addressing leading concerns of bias in cross-country analysis. The available evidence suggests that differences in expenditures and class size play a limited role in explaining cross-country achievement differences, but that differences in teacher quality and instruction time do matter. This suggests that what matters is not so much the amount of inputs that school systems are endowed with, but rather how they use them. Correspondingly, international differences in institutional structures of school systems such as external exams, school autonomy, private competition, and tracking have been found to be important sources of international differences in student achievement.
Just what is the role and impact of corporate elites in contemporary reforms of public sector universities and schools?
Providing fresh perspectives on matters of governance and vibrant case studies ...on the particular types of provision including curriculum, teaching and professional practices, Gunter, Hall and Apple bring together contributions from Argentina, Australia, England, Indonesia, Singapore and US to reveal how corporate elites are increasingly influencing public education policy, provision and service delivery locally, nationally and across the world.
Leading scholars, including Patricia Burch, Tanya Fitzgerald, Ken Saltman, and John Smyth scrutinise the impact elites are having on opportunity, access and outcomes through political and professional networks and organisations.
There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in ...which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators' professional development might be better understood and interpreted. Author abstract
As online learning has been widely adopted in higher education in recent years, artificial intelligence (AI) has brought new ways for improving instruction and learning in online higher education. ...However, there is a lack of literature reviews that focuses on the functions, effects, and implications of applying AI in the online higher education context. In addition, what AI algorithms are commonly used and how they influence online higher education remain unclear. To fill these gaps, this systematic review provides an overview of empirical research on the applications of AI in online higher education. Specifically, this literature review examines the functions of AI in empirical researches, the algorithms used in empirical researches and the effects and implications generated by empirical research. According to the screening criteria, out of the 434 initially identified articles for the period between 2011 and 2020, 32 articles are included for the final synthesis. Results find that: (1) the functions of AI applications in online higher education include prediction of learning status, performance or satisfaction, resource recommendation, automatic assessment, and improvement of learning experience; (2) traditional AI technologies are commonly adopted while more advanced techniques (e.g., genetic algorithm, deep learning) are rarely used yet; and (3) effects generated by AI applications include a high quality of AI-enabled prediction with multiple input variables, a high quality of AI-enabled recommendations based on student characteristics, an improvement of students’ academic performance, and an improvement of online engagement and participation. This systematic review proposes the following theoretical, technological, and practical implications: (1) the integration of educational and learning theories into AI-enabled online learning; (2) the adoption of advanced AI technologies to collect and analyze real-time process data; and (3) the implementation of more empirical research to test actual effects of AI applications in online higher education.
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