Relevant bibliographies by topics / Educational ideology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational ideology'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Educational ideology"

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Watt, John. "Ideology and educational apartheid." Melbourne Studies in Education 29, no. 1 (January 1987): 99–114. http://dx.doi.org/10.1080/17508488709556224.

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Munis, Khujayev. "The Importance Of National Ideology In The Educational Process." American Journal of Social Science and Education Innovations 03, no. 02 (March 24, 2021): 138–44. http://dx.doi.org/10.37547/tajssei/volume03issue03-19.

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In the usual sense, ideology is not a science, although it includes scientific knowledge. The difference between ideology and science lies in the fact that it includes not only scientific knowledge and knowledge about socio-political life, but also an assessment of current events, trends, processes and various forces of this socio-political life. Strictly speaking, ideology does not exist in isolation from socio-political, national, economic, class and other communities and groups. It arises with them, forms and changes as their life cycle progresses, reflecting the interests of groups united by a given ideology.
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Wortham, Stanton. "Language Ideology and Educational Research." Linguistics and Education 12, no. 3 (September 2001): 253–59. http://dx.doi.org/10.1016/s0898-5898(01)00055-9.

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Tripp, David H. "THE IDEOLOGY OF EDUCATIONAL RESEARCH." Discourse: Studies in the Cultural Politics of Education 10, no. 2 (April 1990): 51–74. http://dx.doi.org/10.1080/0159630900100204.

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Tripp, David. "THE IDEOLOGY OF EDUCATIONAL RESEARCH." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (April 1990): 51–74. http://dx.doi.org/10.1080/0159630900100204a.

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Syafii, Ahmad. "IDEOLOGI PENDIDIKAN DALAM KURIKULUM PENDIDIKAN TINGGI MENGACU KKNI DAN SNPT BERPARADIGMA INTEGRASI-INTERKONEKSI." Jurnal Pendidikan Agama Islam 15, no. 2 (December 30, 2018): 48–61. http://dx.doi.org/10.14421/jpai.2018.152-04.

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in the world of education The issue of ideology is interesting because it relates to the values ​​or patterns of ideas that are reflected in human life. College as an important part of life should be able to provide refreshment to human culture. For that reason the pattern of ideas within the educational ideology of the college curriculum is interesting to discuss. From the results of the study showed that: 1) Profile picture in general is to achieve the profile of graduates. There are three profiles of PAI graduates: educators, education counselors, and educational researchers. curriculum objectives in the form of learning achievement. The curriculum materials are courses that are derivatives of the curriculum. The curriculum method uses student centered learning (SCL) principles, and curriculum evaluation using the rubric system. 2) The educational ideology contained in the Curriculum refers to KKNI and SNPT berparadigma Integration-Interconnection applied in PAI Study Program Faculty of Tarbiyah and Teacher Training UIN Sunan Kalijaga Yogyakarta is an eclectic ideology. This shows that the educational ideology in the curriculum has its own distinctive characteristics. Keywords: curriculum referring KKNI and SNPT Paradigm Integration-Interconnection, Education Ideology. Abstrak dalam dunia pendidikan Persoalan ideologi menarik karena berhubungan dengan nilai atau pola gagasan yang tercermin dalam kehidupan manusia. Perguruan tinggi sebagai salah satu bagian penting dalam kehidupan harus dapat memberikan penyegaran terhadap kebudayaan manusia. Untuk itu maka pola gagasan di dalam ideologi pendidikan dari kurikulum perguruan tinggi menarik untuk dibahas. Dari hasil penelitian menunjukkan bahwa: 1) Gambaran profil secara umum adalah untuk mencapai profil lulusan. Terdapat tiga profil lulusan PAI yaitu pendidik, konselor pendidikan, dan peneliti pendidikan. tujuan kurikulum berupa capaian pembelajaran. Materi kurikulum adalah mata kuliah yang merupakan turunan dari kurikulum. Metode kurikulum menggunakan prinsip student centered learning (SCL), dan evaluasi kurikulum menggunakan sistem rubrik. 2) Muatan ideologi pendidikan yang terdapat pada Kurikulum mengacu KKNI dan SNPT berparadigma Integrasi-Interkoneksi yang diterapkan di Program Studi PAI Fakultas Ilmu Tarbiyah Dan Keguruan UIN Sunan Kalijaga Yogyakarta adalah ideologi yang bersifat eklektik. Hal ini menunjukkan bahwa ideologi pendidikan dalam kurikulum memiliki karakteristik tersendiri yang khas. Kata kunci: kurikulum mengacu KKNI dan SNPT Berparadigma Integrasi-Interkoneksi, Ideologi Pendidikan.
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Al-anbiya, Dzulfikar, Aquarini Priyatna, and R. M. Mulyadi. "REPRESENTASI MUSIK SEBAGAI SEBUAH IDEOLOGI DI PESANTREN DALAM FILM BAIK-BAIK SAYANG." Patanjala : Jurnal Penelitian Sejarah dan Budaya 10, no. 3 (November 8, 2018): 403. http://dx.doi.org/10.30959/patanjala.v10i3.432.

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Artikel ini membahas musik di pesantren yang direpresentasikan sebagai sebuah ideology dalam film Baik-Baik Sayang.Perdebatan ideologi yang membolehkan dan melarang musik masih diperdebatkan di kalangan ulama dapat diargumentasikan sebagai manifestasi ideologi sebuah instansi pendidikan berbasis agama Islam tertentu. Perdebatan ideologi tersebut direpresentasikan dalam film Baik-Baik Sayang dengan mengangkat cerita perjalanan sebuah band musik bernama Wali yang dibentuk di Pesantren La Tansa. Penelitian ini menggunakan pendekatan kualitatif dengan konsep media representasi Stuart Hal dan kajian sinema. Penelitian ini menunjukkan bahwa film merepresentasikan musik sebagai ideologi secara biner. La Tansa dan Band Wali merupakan representasi ideologi yang membolehkan musik di pesantren. Ideologi yang berlawanan direpresentasikan melalui tokoh antagonis. Film juga merepresentasikan fenomena bentuk ideologi lain yang lebih negosiatif dalam sosok ayah Fa’ank.This article explains music within pesantren, which is represented as an ideology in the movie Baik-Baik Sayang. Ideological debates about legalizing and prohibiting music among Muslim theologian can be argued as ideology manifestation from certain Islamic educational institute. Those ideology debates are represented in movie Baik-Baik Sayang that tells the story about a music band called Wali, which is formed within pesantren La Tansa. This research uses qualitative approach using the concept of media representation proposed by Stuart Hall and cinema studies. This research shows that movie representing music as ideology binary. La Tansa and Band Wali are the representation of ideology that legalizing music within pesantren. The contradiction ideology is represented by an antagonistic role. This movie also representing another ideology form, which is more negotiable within Ayah Fa'ank role
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Fiala, Robert, and Audri Gordon Lanford. "Educational Ideology and the World Educational Revolution, 1950-1970." Comparative Education Review 31, no. 3 (August 1987): 315–32. http://dx.doi.org/10.1086/446694.

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Chandler, Daniel. "The educational ideology of the computer." British Journal of Educational Technology 21, no. 3 (September 1990): 165–74. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00035.x.

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Samsudin, Umar. "Pendidikan Demokrasi dalam Kurikulum Bermuatan Ideologi pada Institusi Pendidikan Islam." Eduprof : Islamic Education Journal 2, no. 2 (September 21, 2020): 261–77. http://dx.doi.org/10.47453/eduprof.v2i2.37.

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Education as a major factor in the development of people's culture is often used by various thoughts and ideologies to spread their understanding and thinking patterns. It is not strange if a thought dominates a certain educational institution or system. Among the ideas that influence and even determine the goals and learning methods of an educational system are ideology and religion. The relationship between education and ideology is rooted in the history of education. The domination of an ideology is not only obtained through revolution or violence carried out by state institutions, but also through other institutions, such as religious institutions, education, mass media and the family. And it becomes clear that the nature of education is very dependent on the perspective of the ideology it adopts. Abstrak Pendidikan sebagai faktor utama perkembangan budaya masyarakat, seringkali dimanfaatkan oleh berbagai pemikiran dan ideologi untuk menyebarkan pemahaman dan pola pikirnya. Sudah tidak asing lagi jika suatu pemikiran mendominasi lembaga atau sistem pendidikan tertentu. Di antara pemikiran-pemikiran yang banyak memberikan pengaruh dan bahkan menentukan tujuan dan metode pembelajaran suatu sistem pendidikan adalah ideologi dan agama. Hubungan antara pendidikan dan ideologi sudah mengakar dalam perjalanan sejarah dunia pendidikan. Dominasi suatu ideologi tidak hanya didapatkan melalui revolusi atau kekerasan yang dilakukan oleh institusi-institusi negara, tetapi juga dapat melalui institusi-institusi lain, seperti institusi agama, pendidikan, media massa dan keluarga. Dan menjadi jelaslah bahwa hakikat pendidikan sangat tergantung dari kacamata ideologi yang dianutnya.
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Dissertations / Theses on the topic "Educational ideology"

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Adams, Ian S. "Philosophy, ideology and educational theory." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6681/.

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This work is concerned with the nature and scope of ideology. It begins with an examination of the relationship between theory and practice in the relatively uncontentious area of education. An analysis of different kinds of educational theory reveals the nature of the most comprehensive form of such theorising to be problematic. It is argued that a solution to this problem depends upon the solution to the wider problem of the nature of political ideology, to which the discussion therefore shifts. Existing theories of political ideology being deemed inadequate, a fresh start is made by showing how this form of theory combines the descriptive and the evaluative in a particular way and with particular logical consequences. These consequences characterise ideology as a peculiar form of ethical understanding, involving a distinctive way of thinking and having a logical structure of its own. However, these characteristics which make ideology distinctive are not inherently political, and the possibility of there being several different forms of ideology is discussed. With these conclusions it becomes possible to return to the problem of comprehensive educational theory and show that it is composed of a number of forms of ideology, some related to political ideology and some not. The work concludes with some reflections upon the extent to which ideology is an inevitable component of all thinking about human affairs.
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Brenner, Michelle Klein. "Ideology and decision making in school-based counseling." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601695.

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The present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology.

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Dewar, Merilyn. "Gifted education and ideology : the growth of the gifted education movement in South Africa." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/14570.

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Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.
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Indabawa, Akilu Sani. "Issues in the ideology of educational knowledge (with particular reference to Nigeria)." Thesis, University of Bristol, 1992. http://hdl.handle.net/1983/9e2297a9-919a-443e-bdca-1dc485f048f0.

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Winfield, Ann Gibson. "Eugenics and Education: Implications of Ideology, Memory and History." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04072004-131230/.

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Eugenics has been variously described "as an ideal, as a doctrine, as a science (applied human genetics), as a set of practices (ranging from birth control to euthanasia), and as a social movement" (Paul 1998 p. 95). "Race suicide" (Roosevelt 1905) and the ensuing national phobia regarding the "children of worm eaten stock" (Bobbitt 1909) prefaced an era of eugenic ideology whose influence on education has been largely ignored until recently. Using the concept of collective memory, I examine the eugenics movement, its progressive context, and its influence on the aims, policy and practice of education. Specifically, this study examines the ideology of eugenics as a specific category and set of distinctions, and the role of rhetoric and collective memory in providing the mechanism whereby eugenic ideology has shaped and fashioned interpretation and action in current educational practice. The formation of education as a distinct academic discipline, the eugenics movement, and the Progressive era coalesced during the first decades of the twentieth century to form what has turned out to be a lasting alliance. This alliance has had a profound impact on public perception of the role of schools, how students are classified and sorted, degrees and definitions of intelligence, attitudes and beliefs surrounding multiculturalism and a host of heretofore unexplored ramifications. My research is primarily historical and theoretical and uses those material and media cultural artifacts generated by the eugenics movement to explore the relationship between eugenic ideology and the institution of education.
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Accuardi-Gilliam, Joseph Emile. "Examining the Gap| Teachers' Color-Blind Racial Ideology and Deficit Thinking through the Lens of School Discipline." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10622699.

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Current statistics in education suggest a systemic problem of racist disciplinary practices in schools, as Black males have been demonstrated to be overwhelmingly overrepresented in the practices of school discipline (U.S. Department of Education Office for Civil Rights, 2014). While researchers have begun to explore the causes of this phenomenon to find solutions to counteract this trend (Gillborn, 2014; Skiba et al., 2014), little has been done to examine how racism—in the form of racial colorblindness—may play a role in manifesting the discipline gap and perpetuate structural racism in schools. Considering that a majority of the teaching force in the Northwest are white, this research examines how racial color-blind ideologies (Bonilla-Silva, 2014; Neville, Awad, Brooks, Flores, & Bluemel, 2013) and deficit thinking (Valencia, 2010) are related to ideologies of school discipline, which perhaps condition discipline in schools.

This quantitative research combines Neville, Lilly, Duran, Lee, and Browne's (2000) Color-Blind Racial Attitudes Scale, items from Skiba et al.’s (2003) Disciplinare Practices Survey, and scales developed for this study, designed to address deficit thinking (Valencia, 2010) and attitudes toward Black males within disciplinary contexts. An online survey was administered to practitioners in contrasting educational communities within the Northwest. Correlation analyses included examining relationships between components of the survey within and in-between organizations. Furthermore, this study introduces new scale items to address attitudes toward Black males within educational discipline settings, further penetrating the literature base on the topic.

Findings demonstrate significant correlations between color-blind, deficit thinking, and pro-discipline attitudes, suggesting a relationship between educators’ attitudes toward the justification for discipline and color-blind attitudes are perhaps an interwoven issue which contributes to racial disparities in school discipline. These data suggest a need for developing the racial identities of a predominantly white educational workforce in the effort to eliminate the discipline gap.

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Beatty, Thomas Hall. "The relationship between teacher sense of efficacy and pupil control ideology in urban middle schools." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618836.

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The purpose of this study was to investigate teacher sense of efficacy and its relationship to pupil control ideology in urban middle schools. The following questions were investigated: (1) Among urban middle school teachers, what is the relationship between their level of self-efficacy for teaching and their pupil control ideology? (2) Are female middle school teachers more or less efficacious than male middle school teachers? (3) Are female middle school teachers more or less humanistic than male middle school teachers?;The study included middle school teachers from 4 urban school divisions in the Commonwealth of Virginia. Teachers from 13 middle schools from the 4 school divisions participated in this study which yielded a total of 161 teachers.;A Pearson r correlation was run to investigate the relationship between teacher sense of efficacy and pupil control ideology. T-tests were run to determine if statistically significant difference existed between the pupil control ideology and teacher sense of efficacy scores of urban male and female middle school teachers. The results of the Pearson r correlation indicated that there was no statistically significant relationship between teachers' sense of efficacy and their pupil control ideology. The t-test results indicated that urban female middle school teachers were more efficacious than urban male middle school teachers. There was no statistically significant difference between the pupil control ideology mean scores of urban middle school teachers.;This study has implications for schools to provide staff development for urban male teachers to increase their sense of efficacy. A replication of this study using a larger sample and a different measure of pupil control ideology may yield different results.
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Hickey, Colm Fintan. "Athleticism and the London Training Colleges : the proletarian absorption of an educational ideology." Thesis, University of Strathclyde, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275051.

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Brehony, Kevin Joseph. "The Froebel movement and state schooling 1880-1914 : a study in educational ideology." n.p, 1987. http://ethos.bl.uk/.

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Thomas, Desmond. "Culture, ideology and educational change : the case of English language teachers in Slovakia." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020323/.

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This study of cultural and ideological aspects of educational change presents the case of state school teachers of English in Slovakia in the immediate post-1989 period. It considers the problems they face in the successful management of rapid change in their field, at the same time examining the implications of their situation for teacher education and support programmes in the region and elsewhere. It is argued that the voices of teachers, who are expected to act as both recipients and agents of change, have often been overlooked in previous studies of this type, with the ideas of the educational planner or innovator tending to dominate. The views of older, more experienced teachers in particular have seldom been consulted, with the result that they are sometimes perceived as being 'resistant to change'. In addition, many studies of change fail to take into consideration strong cultural and ideological influences on educational practice: it is claimed that these are of particular importance in the context of post-communist societies opening their doors to ideas imported from the West. In this study, a combination of interview, focus group and classroom observation data allows the voices of different protagonists (including educational specialists) to emerge. Through the juxtaposition of different accounts of the effects of educational change, it can be shown that successful change management depends very much on teachers themselves, and on their ability to resolve tensions between different cultural and ideological traditions. The provision of support for teachers via published materials, educational projects or collaborative networks also needs to take such traditions into account.
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Books on the topic "Educational ideology"

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Ideology and curriculum. 2nd ed. New York: Routledge, 1990.

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Paris, David C. Ideology and educational reform: Themes and theories in public education. Boulder: Westview Press, 1995.

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Verdugo, Richard R. Educational reform in Europe: History, culture, and ideology. Charlotte, NC: Information Age Publishing, Inc., 2014.

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Ideology, Curriculum, and the New Sociology of Education. London: Taylor and Francis, 2006.

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Knowing and acting: Inquiry, ideology, and educational studies. London: Falmer Press, 1988.

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Globalisation, ideology and education policy reforms. Dordrecht: Springer, 2010.

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Critical race theory matters: Education and ideology. New York: Routledge, 2011.

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H, Wood George, and Sheehan James J. 1966-, eds. Justice, ideology, and education: An introduction to the social foundations of education. 4th ed. Boston: McGraw-Hill, 2002.

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Edward, Stevens. Justice, ideology, and education: An introduction to the social foundations of education. 3rd ed. New York: McGraw-Hill, 1995.

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Macey, Marie. Education, racism and ideology in Britain: The implications of the 1988 Educational Reform Act. Bradford: University of Bradford, Department of Social and Economic Studies, 1992.

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Book chapters on the topic "Educational ideology"

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Anselmi, Manuel. "Ideology." In Encyclopedia of Educational Philosophy and Theory, 1–4. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_225-1.

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Anselmi, Manuel. "Ideology." In Encyclopedia of Educational Philosophy and Theory, 1097–100. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_225.

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Santos-Gómez, Marcos. "Educational Innovation as Ideology." In Encyclopedia of Educational Innovation, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_33-1.

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De Lissovoy, Noah. "The Ideology of Educational Accountability." In Education and Emancipation in the Neoliberal Era, 27–48. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137375315_3.

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Orlowski, Paul. "Ideology, Democracy, and the “Good” Citizen." In Explorations of Educational Purpose, 149–70. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1418-2_8.

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Fiala, Robert. "Educational Ideology and the School Curriculum." In School Knowledge in Comparative and Historical Perspective, 15–34. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5736-6_2.

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Hayes, Sarah. "Digital Learning, Discourse, and Ideology." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_122-1.

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Hayes, Sarah. "Digital Learning, Discourse, and Ideology." In Encyclopedia of Educational Philosophy and Theory, 571–76. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_122.

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Orlowski, Paul. "What’s Ideology Got to Do With It?" In Explorations of Educational Purpose, 19–36. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1418-2_2.

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Keizer, Piet K. "PBL, Ideology Or Practical Solution?" In Educational Innovation in Economics and Business Administration, 53–61. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8545-3_6.

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Conference papers on the topic "Educational ideology"

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Dong-xue, Qiao. "The Educational Ideology of Han Ying." In Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.30.

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"Education and Power: Republican Ideology and its Educational Policy." In International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815042.

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Anokhina, Svetlana. "Business Culture Ideology Represented In Its Educational Practice." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.5.

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Sukaesih, Ina, M. R. Nababan, Riyadi Santosa, and Djatmika Djatmika. "English Politeness Markers and Translation Ideology." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282284.

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Malenko, S. A. "The Ideology Of Disciplinarity Educational Spaces In The American Horrorfilm." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.55.

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Chen, Qiaoling, and Quanxiang Zhao. "Study on Confucianism's Educational Ideology under the Language Competitive Program." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.190.

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"Research on Ways to Improve Education in Ideology and Politics in Universities from the Perspective of Internet." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000649.

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Halimatul Humairah, Liza, Agustina Agustina, and Ngusman Abdul Manaf. "Ideology in public comments towards news about Jakarta election in social media." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018149.

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"Practice and Innovation of Online Education for Ideology and Politics from the Perspective of School-based Construction of YiBan." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000936.

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"A Probe Into the Living of Education in Ideology and Politics for Higher Vocational Students." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000413.

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Reports on the topic "Educational ideology"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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Abstract:
In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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