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Journal articles on the topic 'Educational ideology'

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

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1

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Phuong Thuy, Huynh Thi. "John Locke's Educational Ideology with Educational Innovation in Vietnam Today." Journal of Advances in Education and Philosophy 4, no. 9 (September 9, 2020): 381–86. http://dx.doi.org/10.36348/jaep.2020.v04i09.001.

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12

de Kock, A. (Jos). "Educational Change and Christian Ideology: How Identity Shapes Educational Innovation." Christian Higher Education 8, no. 4 (September 2, 2009): 304–26. http://dx.doi.org/10.1080/15363750902821254.

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13

Pyle, Kenneth B., Teruhisa Horio, and Steven Platzer. "Educational Thought and Ideology in Modern Japan." Journal of Japanese Studies 16, no. 1 (1990): 200. http://dx.doi.org/10.2307/132510.

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14

Daun, Holger. "Globalization of Meta-Ideology and Educational Governance." World Studies in Education 10, no. 2 (January 1, 2009): 23–47. http://dx.doi.org/10.7459/wse/10.2.03.

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15

McNamara, James F., and Robert O. Slater. "Professional Ideology and Educational Reform: Part One." International Journal of Educational Reform 4, no. 2 (April 1995): 236–44. http://dx.doi.org/10.1177/105678799500400215.

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Slater, Robert O., and James F. McNamara. "Professional Ideology and Educational Reform: Part Two." International Journal of Educational Reform 4, no. 3 (July 1995): 378–87. http://dx.doi.org/10.1177/105678799500400316.

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17

Alves, Mariano. "Ideology and Educational Policy: The Portuguese Case." Higher Education Policy 8, no. 2 (June 1995): 44–46. http://dx.doi.org/10.1057/hep.1995.28.

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18

Roy, Delwin A., and Thomas Naff. "Ba'thist ideology, economic development and educational strategy." Middle Eastern Studies 25, no. 4 (October 1989): 451–79. http://dx.doi.org/10.1080/00263208908700794.

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19

Myers, Mitzi. "Socializing Rosamond: Educational Ideology and Fictional Form." Children's Literature Association Quarterly 14, no. 2 (1989): 52–58. http://dx.doi.org/10.1353/chq.0.0735.

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20

Croll, Paul, and Diana Moses. "Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs." British Journal of Educational Studies 46, no. 1 (March 1998): 11–25. http://dx.doi.org/10.1111/1467-8527.00067.

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21

Fortunatova, Vera A., and Elena V. Valeeva. "Archetypification as the Ideology and Technology of Educational Process." Observatory of Culture 15, no. 6 (December 28, 2018): 644–57. http://dx.doi.org/10.25281/2072-3156-2018-15-6-644-657.

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The article is based on the methodology of development of the cultural heritage of the past, which translates the value of educational stability. For this purpose, the concept of generatype is introduced in the form of an educational model that concentrates the best of what humanity has preserved for the formation of human. Generatypes are derived from the change of cultural matrices, vary from era to era and depend on the nature of evolutionary changes of these sources within the individual cultural stages of social evolution. The concept we introduce does not mean grandiose “chips” of archetypal ideas, but only correlates them with the new human and the new world. A generatype is a total (collective) image that creates a special edu­cational ideology and determines the nature of human actions. It is the totality of human actions that forms a special type of person developed in a particular era. The most important in this process is the idea of accumulation of meanings. Educatio­nal gene­ratypes act as structural principles of exteriorization of educational reality, in which we distinguish the following periods characterized by specific generatypes: Antiquity, the Middle Ages, the 17th—18th centuries, the 19th and 20th centuries. Classical literature and the art of the past give us examples of spiritual dominants of each cultural era. The anthropological ideals we identify are the following: Antiquity — the hero, the Middle Ages — the saint, the Age of Enlightenment — the encyclopedist (universalist), the 19th century — the engineer/artist, the 20th century — the financier. Actualization of the ideas of the past is the extraction of the studied material from long-term and short-term memory for the purpose of its subsequent use in recognition or direct reproduction in the modern educational process. The combination of educational ideologies (ideas) of different relevance opens up new facets of modern educational theory and practice and reveals their cultural potential. Moreover, the mechanism of actualization should not be based on rough mo­dernization, but involves the use of receptive abilities of people, the development of their imagination and emotional memory. The cognitive-metaphorical scheme of synthesis of humanitarian content given in the article provides an example of the stated idea development both in the research direction and in the educational-applied space of new technologies of teaching eternal meanings.
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Walker, Joseph A. "Ideology and Educational Aims: The Case of Jamaica." International Journal of Bahamian Studies 5 (February 28, 2008): 1. http://dx.doi.org/10.15362/ijbs.v5i0.86.

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Haydon, Graham, and Landon E. Beyer. "Knowing and Acting: Inquiry, Ideology and Educational Studies." British Journal of Educational Studies 37, no. 2 (May 1989): 184. http://dx.doi.org/10.2307/3121379.

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Stoddard, Jeremy. "The role of ideology andhabitusin educational media production." Curriculum Inquiry 45, no. 4 (August 8, 2015): 389–409. http://dx.doi.org/10.1080/03626784.2015.1064306.

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Reid, Ian. "Wordsworth institutionalized: the shaping of an educational ideology." History of Education 31, no. 1 (January 2002): 15–37. http://dx.doi.org/10.1080/00467600110072097.

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Zhitnov, E. A. "Ideology educational logistics as element of political activity." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2017): 46–50. http://dx.doi.org/10.20339/am.02-17.046.

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Kvåle, Gunhild. "Software as ideology." Journal of Language and Politics 15, no. 3 (August 4, 2016): 259–73. http://dx.doi.org/10.1075/jlp.15.3.02kva.

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Software has become ubiquitous in higher education, especially often taken-for-granted Microsoft Word. Educational writing involves more than horizontal lines of text, but also multimodal representations. When students write in Word, the affordances of the program constrain what multimodal representations of knowledge they can and cannot make. Software such as Word is not neutral tool-kits, but also historical and semiotic constructs loaded with social values and ideologies. By taking a social semiotic approach to Word and SmartArt, this article shows how this software is pre-loaded with values and styles from office management. These values are then infused into education, in the case this article investigates, grammar models in language studies.
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Cam-Lien, Ngo Thi, and Cao Xuan Long. "HO CHI MINH’S EDUCATIONAL IDEOLOGY AND ITS MEANING IN EDUCATION INNOVATION IN VIETNAM TODAY." Revista de Investigaciones Universidad del Quindío 33, no. 1 (July 29, 2021): 214–20. http://dx.doi.org/10.33975/riuq.vol33n1.560.

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Education is one of the important contents in Ho Chi Minh’s ideology to contribute to solving the requirements of Vietnam’s history and society in the early modern period. His educational ideology has been expressed quite abundantly and profoundly through issues such as: purposes, roles, content, methods, etc. in people education. That ideology has still brought out the breath of the era to this day, and has theoretical and practical significance, directing the process of educational development and innovation in Vietnam today.
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Palmieri, Patricia Ann. "Symmetrical Womanhood: The Educational Ideology of Activism at Wellesley." Academe 81, no. 4 (1995): 16. http://dx.doi.org/10.2307/40251503.

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Vasilyeva, Alena L. "Language ideology and identity construction in public educational meetings." Journal of International and Intercultural Communication 12, no. 2 (February 15, 2019): 146–66. http://dx.doi.org/10.1080/17513057.2019.1575453.

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Down, Barry. "Educational science, mental testing, and the ideology of intelligence." Melbourne Studies in Education 42, no. 1 (May 2001): 1–23. http://dx.doi.org/10.1080/17508480109556374.

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Down, Barry. "Educational science, mental testing, and the ideology of intelligence∗." Melbourne Studies in Education 47, no. 1-2 (November 2006): 333–57. http://dx.doi.org/10.1080/17508480609556445.

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Avalos, Beatrice. "Ideology, Policy and Educational Change in Papua New Guinea." Comparative Education 29, no. 3 (January 1993): 275–92. http://dx.doi.org/10.1080/0305006930290305.

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Lee, Jong-su, and Seon Joon Sunim. "Monastic Education and Educational Ideology in the Late Chosŏn." Journal of Korean Religions 3, no. 1 (2012): 65–84. http://dx.doi.org/10.1353/jkr.2012.0001.

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Hextrum, Kirsten. "Individualizing conflict: how ideology enables college athletes’ educational compromises." Studies in Higher Education 45, no. 4 (December 4, 2018): 755–67. http://dx.doi.org/10.1080/03075079.2018.1554639.

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Green, Anthony G. "Educational Accountability and Market Ideology: some socio‐legal considerations." International Studies in Sociology of Education 3, no. 2 (January 1993): 213–32. http://dx.doi.org/10.1080/0962021930030204.

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Karasoy, Murad. "An overview of education in national socialist period in GermanyAlmanya’da nasyonal sosyalizm döneminde eğitime genel bir bakış." Journal of Human Sciences 15, no. 1 (February 21, 2018): 209. http://dx.doi.org/10.14687/jhs.v15i1.4600.

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The National Socialist German Workers’ Party (Nationalsozialistische Deutsche Arbeiterpartei) came into power with democratic procedures between the years of 1933-1945, shaped the educational system in the framework of fascist ideology. In that period, because the schools were regarded as the main venues of creating a German Nationalist Society, the physical structure of schools, curricula, teachers’ education, management and supervision of educational tools and equipment were designed pursuant to the Nazi ideology. Germany has prominently separated from the countries of France, England and Turkey which shape their education system with democratic ideals with coming Hitler into power. The purpose of this study is to investigate the educational system during National Socialism in Germany. In the light of the literature survey conducted for this purpose, it has been revealed how National Socialist German Workers’ Party, primarily Hitler as the leader of the party and the Nazi ideologues, organize pre-school education, primary education and secondary schools according to the Nazi ideology to establish a German Nationalist Society. This period could be a stunning example to show how the education system is structured in the framework of a definite ideology. This study, which examines the education system without anachronism, is thought to provide important contributions to the educational sciences literature.Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet1933-1945 yılları arasında, demokratik yollarda iktidara gelen Nasyonal Sosyalist Alman İşçi Partisi, eğitim sistemini faşist ideoloji çerçevesinde biçimlendirmiştir. Bu dönemde eğitim kurumları, nasyonalist Alman toplumu oluşturmanın ana mekânları olarak kabul edilerek okulların fiziksel yapısı, müfredat programları, öğretmen eğitimi, eğitim araç-gereçleri, yönetimi ve denetimi Nazi ideolojisine göre dizayn edilmiştir. Almanya, Hitler’in iktidara gelmesi ile beraber Fransa, İngiltere ve Türkiye gibi eğitim-öğretimini demokratik idealler doğrultusunda şekillendiren devletlerden belirgin bir şekilde ayrılmaya başlamıştır. Bu çalışmanın amacı, Almanya’da Nasyonal sosyalizm döneminde eğitim sisteminin incelenmesidir. Bu amaçla yapılan literatür taraması ışığında Nasyonal Sosyalist İşçi Partisi ve başta bu partinin lideri Hitler ile Nazi ideologlarının, nasyonal sosyalist Alman toplumunun inşa edilmesinde okul öncesi eğitim, ilköğretim, ortaöğretim ve yükseköğretim kademelerinin Nazi ideolojisi çerçevesinde nasıl biçimlendirildiği ortaya konulmuştur. Okulların belli bir ideoloji etrafında yapılandırılmasına çarpıcı bir örnek oluşturan bu dönemde eğitim sisteminin anakronizme düşülmeden irdelendiği bu çalışmanın, eğitim bilimleri literatürüne önemli katkılar sağlayacağı düşünülmektedir.
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Matson, Laura. "Educational Equality." Leviathan: Interdisciplinary Journal in English, no. 5 (August 19, 2019): 13–24. http://dx.doi.org/10.7146/lev.v0i5.115494.

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This article examines the impact of linguistic discrimination on learner’s academic performance in the context of teaching English as a second or foreign language (TESL/TEFL). Standard English ideology has permeated the education system in a way that affects many facets of English language teaching and learning. Three learner affective factors related to anxiety, motivation and self-confidence will be discussed to illustrate ways in which students are impacted by linguistic discrimination. In light of the evidence that linguistic discrimination is detrimental to learner’s academic performance, two methods will be discussed as ways in which linguistic discrimination can be mitigated. These methods, anti-racist education and plurilingualism, have been selected based on their potential to address linguistic discrimination at a more systemic level.
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Mandt, Hege Marie Poulaki. "Negotiating Identity Within Diverse Educational Ideologies." Journal of Research in Mathematics Education 10, no. 2 (June 24, 2021): 213. http://dx.doi.org/10.17583/redimat.2021.6194.

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We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher’s identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher’s identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.
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Kavale, Kenneth A., and Mark P. Mostert. "River of Ideology, Islands of Evidence." Exceptionality 11, no. 4 (December 2003): 191–208. http://dx.doi.org/10.1207/s15327035ex1104_1.

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41

Standish, Paul. "Disciplining thought: Between ideology and anything goes." European Educational Research Journal 18, no. 5 (March 8, 2019): 546–58. http://dx.doi.org/10.1177/1474904119827750.

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Educational research is subject to orthodoxies of old and novel kinds. The ‘foundations’ approach risks becoming stuck in footnotes to received ideas, while new-fangled disciplines seek to legitimate themselves in jargon and deference to new ‘authorities’. The critical deficit in both tendencies obstructs responsible enquiry. I begin by sketching the weaknesses and the potential of the foundations approach and go on to identify a range of threats to this potential. The first and major concern is the rise of empiricism, understood as the view that it is only through empirical enquiry that research into education can take place. A second concern is the dominance of English in educational research, in relation not only to the inevitable unfairness this brings in opportunities for publication but also to the substance of thought and enquiry. Exploration of the key terms in David Bridges’ ‘“Rigour”, “discipline” and the “systematic” in educational research’: and why they matter’ (this issue) frames the discussion, raising questions of inter- and multi-disciplinarity. There is an internal relation between discipline, rigour and coherence, and these, though not systematicity, are requirements of argument. The notion of disciplined thought is prised apart from distorted conceptions of rigour and over-reliance on procedure.
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Selander, Staffan. "Socio-cultural theories as ideology?" MedienJournal 32, no. 1 (April 1, 2017): 40–47. http://dx.doi.org/10.24989/medienjournal.v32i1.249.

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My concern here is the hegemony of socio-cultural approaches in educational research, especially the use of socio-cultural perspectives as a general ideological orientation. Although the perspective has widened our understanding of situated learning, it seems that the value of socio-cultural perspectives has come to an end. It cannot, is my argument, give us the necessary clues to learning. Instead, a design-theoretic, multimodal approach will give us the adequate perspective and analytical tools to understand learning in different kinds of formal and non-formal settings.
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43

Weber, Jean Jacques. "Safetalk Revisited, or: Language and Ideology in Luxembourgish Educational Policy." Language and Education 22, no. 2 (January 2008): 155–69. http://dx.doi.org/10.2167/le736.0.

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44

ADAMS, IAN. "Kant, Pestalozzi and the Role of Ideology in Educational Thought." Journal of Philosophy of Education 24, no. 2 (December 1990): 257–69. http://dx.doi.org/10.1111/j.1467-9752.1990.tb00238.x.

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45

Ayzyatov, F. A., and Yu V. Burova. "COUNTERACTION TO TERRORISTIC IDEOLOGY THROUGH EDUCATIONAL SYSTEM OF MODERN RUSSIA." Integration of Education 18, no. 4 (December 25, 2014): 017–24. http://dx.doi.org/10.15507/inted.077.018.201404.017.

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46

Musgrave, P. W. "Book Reviews : Knowing and Acting: Inquiry, Ideology and Educational Studies." Australian and New Zealand Journal of Sociology 25, no. 2 (August 1989): 320–22. http://dx.doi.org/10.1177/144078338902500227.

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47

Baez, Benjamin, and V. Darleen Opfer. "Ideology and Educational Policy: An Analysis of the Religious Right." Educational Policy 14, no. 5 (November 2000): 582–99. http://dx.doi.org/10.1177/0895904800014005004.

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48

Ferri, Giuliana. "‘I speak slang, but wiv the teacher ‘normal’’. Language ideology in the primary classroom." Problemy Wczesnej Edukacji 37, no. 2 (March 30, 2017): 19–27. http://dx.doi.org/10.5604/01.3001.0010.5586.

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The paper is a work in progress investigating the perceptions of Standard English expressed by a group of children in their last year of primary school in a multicultural and multilingual educational setting in London. The theoretical framework employed to interpret the data, a series of group interviews with small groups, is that of language ideology. The idea brought forward in the paper is that language ideology is a habitus (Bourdieu, 1991) which attaches certain values to the prestige variety of a language, while devaluing non-standard varieties. Through the adoption of this theoretical lens, the paper attempts to evaluate the educational implications of this ideology.
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Sumachev, Alexey V. "PREVENTION OF THE TERRORISM IDEOLOGY IN THE FIELD OF EDUCATION (SOME PRACTICAL ASPECTS)." Oeconomia et Jus, no. 2 (June 25, 2021): 61–66. http://dx.doi.org/10.47026/2499-9636-2021-2-61-66.

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The article notes the public danger of the facts of public terrorism justification, as well as its propaganda, since recently the development of information technologies has also promoted this phenomenon. It is also indicated that among the measures to prevent the ideology of terrorism, the main importance belongs to the criminal-legal regulation on committing a crime in this area. The article defines measures to prevent the ideology of terrorism at the general social, special criminological and individual levels. The main focus is put on the methods of special criminological prevention of the ideology of terrorism. At this, the role of pedagogical collectives of secondary schools, colleges and higher educational institutions in the system of terrorism ideology prevention is analyzed. Possible practical forms of extracurricular work with students, teachers and parents of students, aimed at preventing the expansion of terrorism ideology in the field of education are indicated. At this, the article gives examples of preventive activities carried out in the form of: lectures by police officers, prosecutors and law school teachers in educational institutions; professional development of teachers of educational institutions, as well as state and municipal employees on implementing the tasks in the field of terrorism ideology preventing among young people; conducting scientific seminars on the problems of terrorism and extremism; developing and teaching a special course "Legal Foundations for Countering Extremism and Terrorism" not only for lawyers, but for students of other specialties as well.
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Niu, Weihua. "Confucian Ideology and Creativity." Journal of Creative Behavior 46, no. 4 (December 2012): 274–84. http://dx.doi.org/10.1002/jocb.18.

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