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Descriptors:
Minority Group Children; Preschool Education; Bilingual Education; Semitic Languages; Foreign Countries; Control Groups; Speech Communication; Bilingualism; Monolingualism; Schemata (Cognition); Role of Education; Russian; Longitudinal Studies; Native Language Instruction; Second Language Learning; Linguistic Input; Preschool Children

Abstract:
The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool bilingual education was based on the "first language first approach" with L2 immersion around age three. The study design was longitudinal and comparative. The children's script schema knowledge was measured at three time points during one academic year. Thirty-two Russian/Hebrew-speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. In addition, 19 Hebrew-speaking monolinguals acted as the control group. The results demonstrated that relatively late immersion in L2 and continuous development of L1 within a bilingual educational context does not impede the acquisition of script schema knowledge in L2. At the same time, in the case of the monolingual preschools, the lack of input in children's L1 within the educational curriculum seems to hinder their script schema development in this language. Finally, the research provides evidence of linguistic interdependence near to onset of script schema acquisition. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Climate; Geography; Sustainable Development; Sustainability; Curriculum; Environmental Education; Geography Instruction; Role of Education

Abstract:
The economic and environmental crises that face humanity today require an educational response. This article accepts the proposition that education may play a part in preparing human beings to survive impacts of human-induced climate change for example. However, education, according to some conceptualizations, is also in crisis. It therefore appears far from clear what a "curriculum of survival" consists of. This article adopts a sceptical viewpoint on education for sustainability. Rather than be concerned with ever tighter definitions of what this may mean, or prescriptions of more effective practices, it turns its gaze towards what is there already--the imperfect but long-standing idea and disciplinary enquiry called geography. Geography as the "world subject" is of great salience. It is about human occupation of the planet and has always ultimately been concerned with survival. This article explores the two ideas of geography and education, and appeals for a re-assessment of the role of the "traditional" disciplines, especially geography, in a curriculum of survival. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Islam; Foreign Countries; Religious Education; Terrorism; Recruitment; Educational Change; Muslims; Role of Education; International Education

Abstract:
Described as "terrorist factories", the South Asian madrasas have become the subject of great controversy since September 11, 2001. In Afghanistan, people commonly blame Pakistani madrasas for recruiting Afghan youth into militant groups. In response, the Afghan government has initiated a comprehensive reform of the Islamic education sector. Yet, little analytical attention has been paid to Afghan madrasas and their transnational links. This article examines more closely the role of religious education in Afghanistan, transnational connections with madrasas in Pakistan, the alleged links to militancy, and the scope for reform of the religious education sector in Afghanistan. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conflict; Foreign Countries; Problem Solving; Correlation; Role of Education; Attribution Theory; Cultural Context; Social Environment; Social Change; Program Design; Educational Policy

Abstract:
This Introduction discusses approaches to and perspectives on analyzing the complex relationship between education, fragility, and conflict and its underlying causes and dynamics. It argues for the need for contextual and time-bound multi-level analyses of interlinked societal dimensions in order to address the ultimate purposes of education policies and programmes, whether they aim to ameliorate or transform existing conditions. Examples are presented of the ways these dimensions apply to the country cases on Afghanistan, Bolivia, Nepal, and Sudan and to the discussion of why quality data is important for analysis, and for policy and programme design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Preservice Teacher Education; Role of Education; Electronic Learning; Content Analysis; Discourse Analysis; Teacher Educators; Distance Education; Educational Research; Educational Environment; Search Engines; Sustainable Development; Preservice Teachers

Abstract:
This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers' discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants' involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Low Income; Role of Education; Lifelong Learning; Foreign Countries; Foreign Policy; Correlation; Financial Support; Case Studies; Educational Policy; Economic Development; Indigenous Knowledge

Abstract:
This paper discusses the relationship between international agendas for lifelong learning and financial aid for low income countries, especially those on the African continent. It argues that there are subtle differences in terminology written by policymakers respectively in Europe and South Africa for lifelong learning but that international development agendas reinscribe lifelong learning for countries in receipt of development aid. Taking a postcolonial perspective the paper provides a textual analysis of case examples from policy documents in two African countries to demonstrate how international aid priorities negatively affect government choices and policies for lifelong learning, in spite of more regional analyses of the role of education and lifelong learning for the continent's development needs. It argues that the inclusion of indigenous worldviews from the south have potential to enhance a global agenda for the social purpose element of lifelong learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Comparative Education; Public Sector; Higher Education; Stakeholders; Government Role; Commercialization; Role of Education; Educational History; Private Colleges; Equal Education; Public Policy; Educational Policy; Policy Analysis; Policy Formation; Educational Change; International Education; Politics of Education; Government School Relationship; Governance; Institutional Autonomy

Abstract:
The relationship between the state and higher education institutions has always been a complex one. The "state" itself in this context is a heterogeneous mix of elite people--bureaucrats, politicians, committees of co-opted academics and business leader--and it increasingly faces pressures from diverse stakeholders, including students (themselves an increasingly diverse community), staff, families, employers and businesses (local, regional and multinational). This volume explores the rapidly evolving relationship between the state and higher education in Europe and in East Asia through a combination of empirical studies, secondary analyses and personal observations from many of the leading scholars in the field of comparative education studies. A scenario emerges where the state seeks to encourage stakeholder influence, while, at the same time, acts to moderate such influence in order to ensure that wider objectives are satisfied; markets are controlled, elements of demand and supply are manipulated and funding is targeted to meet particular policy priorities through a model that is described as "controlled stakeholder steering" which offers a new explanation of the relationship between the state and higher education, certainly in the countries addressed in this book. Contents include: (1) The State and Higher Education Institutions: new pressures, new relationships and new tensions (John Taylor); (2) The Changing Roles of the State and the Market in Japanese, Korean and British Higher Education: lessons for continental Europe? (Roger Goodman); (3) Universities, the State and Geography: perspectives from the United Kingdom and Japan (Fumi Kitagawa); (4) State-Academy Relations in the United Kingdom, 1960-2010 (Ivor Crewe); (5) United Kingdom Higher Education and the Binary Dilemma: whatever happened to public sector higher education? (David Watson); (6) What Japan Tells us about the State and the Future of Higher Education in France (Christian Galan); (7) German Higher Education and the State: a critical appraisal in the light of post-Bologna reforms (Hubert Ertl); (8) Reforming Italian Universities: dynamic conservatism and policy change, 1989-2010 (Paola Mattei); (9) Japanese Higher Education and the State in Transition (Motohisa Kaneko); (10) The State and Private Higher Education in Japan: the end of egalitarian policy? (Aya Yoshida); (11) The State's Role and Quasi-Market in Higher Education: Japan's trilemma (Takehiko Kariya); (12) The (Un)changing Relationship between the State and Higher Education in South Korea: some surprising continuities (Terri Kim); and (13) Afterword (Ronald Dore). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Practices; Teaching Methods; Epistemology; Educational Philosophy; Role of Education; Educational History; Drills (Practice)

Abstract:
This article explores the uses of Agamben's philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of "practising" show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the "practice of practising" in terms of learning outcomes, I turn to Bollnow's attempt to analyze this phenomenon in a substantially educational way, which for him essentially consists in opposing practising and learning. I show that his analysis is superficial and that we need Agamben's notion of "potentiality" in order to come to grips with the sense of this phenomenon. This will allow to see that practising concerns an uncommon way to relate to a subject matter that makes possible a transformation of individual and collective existence. The main objective of this investigation is not to hold a plea for reintroducing obsolete pedagogical methods, but to rethink the very meaning of education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Social Justice; Role of Education; Democracy; Social Problems; Government Role; Futures (of Society); Educational Trends; Marxian Analysis; Educational Philosophy; Politics of Education; Educational Policy; Educational History; Discourse Analysis

Abstract:
Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida's spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to liberate education from its present enclosure. This rereading of the field of education in the light of an account of the fundamental ontology of its key institution problematizes all rhetorics of education as social salvation. Education, it proposes, cannot be conceived as the ideal soul of a corrupted or as yet defective body, the school. Education--having taken on the character of an ontotheological principle--has become a governmental instrument as much as its specific institutions. This ontological condition can be understood within various accounts of the nature of contemporaneity. This paper considers the monstrous proposal that education be abandoned as the grounds for social, ethical and cultural redemption. The good news is that this abandonment opens the possibility for thinking beyond education, a beyond that is also beyond the strictures of instrumental rationality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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