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Journal articles on the topic 'Marist Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 April 2023

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1

Friales, Wilter. "The Shared Mission: A Phenomenological Study on the Marist-Lay Partnership." JPAIR Multidisciplinary Research 38, no. 1 (October 8, 2019): 42–58. http://dx.doi.org/10.7719/jpair.v38i1.723.

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The term partnership is being viewed in the context that the lay people are not just simply workers or employees of the Brothers in schools, but they are partners in fulfilling the mission of education. This Phenomenological Study of the Marist-lay partnership explored the lived experiences of both the Marist lay and Marist Brothers in the context of a partnership for the mission of the Marist. It is a phenomenological qualitative design of research that aimed to explore the lived experiences of both the Marist Brothers and the Lay in the context of the partnership. This qualitative research used the transcendental Phenomenological approach following the method introduced by Moustaka (1994). The first part of the study explored the lived experiences of the Marist Brothers and lay while they work with the Marist mission. It presented their vocation stories, challenges encountered, and attitudes towards work, working relationships, and the impact of such a partnership in their lives. The second part of the study revealed the different meanings and the themes drawn in understanding the concept of Marist-lay partnership as perceived by the Marist Brothers and the lay in working for the Marist mission. The emergent themes were extracted after the thorough process of thematic coding, analysis, and categorization of the transcripts from the in-depth interview of the researcher to the identified participants of the study. Based on the result of the exploration, it was drawn out that collaboration appeared to be very important to be established in the Marist community.

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2

do Prado, João Carlos, and Rogério Renato Mateucci. "Marist education in Brazil: achievements and challenges." International Studies in Catholic Education 9, no. 2 (July 3, 2017): 146–61. http://dx.doi.org/10.1080/19422539.2017.1360605.

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3

McGinty, John W. "Marist College opens new library." College & Research Libraries News 61, no. 3 (March 1, 2000): 171. http://dx.doi.org/10.5860/crln.61.3.171.

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4

Clerkin, Ciaran. "‘Good Christians and good citizens’: the early years of Marist education in Oceania: 1830s–1900s." International Studies in Catholic Education 2, no. 1 (March 2010): 95–111. http://dx.doi.org/10.1080/19422530903494876.

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5

Norkeliunas, Casimir J. "TRANSITION FROM MULTIMEDIA MATERIALS TO INTERACTIVE VIDEOTAPE IN TEACHING RUSSIAN CULTURE AND LANGUAGE." CALICO Journal 2, no. 2 (January 14, 2013): 19–22. http://dx.doi.org/10.1558/cj.v2i2.19-22.

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This article describes some of the benefits that can be found by using high technology materials in difficult teaching situations. Marist College is developing several CALI programs. The author describes a slightly different use of technology where multimedia and CAI are used to teach Russian culture. Increased student motivation is a major benefit. The author also discusses how this approach allows for meeting individual needs.

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6

O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.

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7

Aguma, Bernard Meshach, Caroline Kinuu Kimathi, and Martin Situma. "Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria." Journal of Marketing and Communication 4, no. 1 (October 14, 2021): 79–95. http://dx.doi.org/10.53819/81018102t4017.

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The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

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8

Aguma, Bernard Meshach, Caroline Kinuu Kimathi, and Martin Situma. "Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria." Journal of Marketing and Communication 4, no. 1 (October 14, 2021): 79–95. http://dx.doi.org/10.53819/81018102t4017.

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The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

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9

Goodman, Don, and Maggie Smith. "An Interview with Eddie Ellis." Humanity & Society 22, no. 1 (February 1998): 98–111. http://dx.doi.org/10.1177/016059769802200107.

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Edwin (Eddie) Ellis is President of the Community Justice Center, Inc., an anti-crime research, education, and advocacy organization located on 125th Street in Harlem, New York. A target of the FBI's Counter Intelligence Program (COINTELPRO) for his Black Panther Party activities, Ellis served 25 years in various New York State prisons. While he was in prison, he earned a Masters degree from New York Theological Seminary, a Bachelor's from Marist College and a paralegal degree from Sullivan County Community College. Widely recognized as a writer, lecturer, and community activist, Ellis is credited with the successful public dissemination of the research findings of the Think Tank, a group of prisoners from Greenhaven Correction Facility which established that 75% of the prisoners in New York State come from seven neighborhoods in New York City. Eddie Ellis is a fellow of the Bunche Dubois Institute for Public Policy at Medgar Evers College/CUNY, serves on the Board of Directors of Center for Law and Justice in Albany, NY, is a member of the Drug Policy Task Force, The Vera Institute IRB, and the National Criminal Justice Commission. This interview took place in the offices of the Community Justice Center on August 6, 1997.

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10

Alves, Maicon José, Inês Caroline Reichert, and Fabricio Locatelli Ribeiro. "CAMPUS I FEEVALE: UMA MEMORIA A SER CONTADA." Revista Conhecimento Online 1 (January 2, 2020): 155. http://dx.doi.org/10.25112/rco.v1i0.1698.

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O trabalho “Campus I Feevale: uma memória a ser contada” tem como objetivo pesquisar a memória e a história desse prédio que, além de ser de grande valor histórico, teve grande representação arquitetônica na cidade de Novo Hamburgo e na região, no início do século XX, e foi utilizado ao longo de sua existência para fins educacionais, tendo sido sede do Colégio São Jacó, de 1915 a 1969, e da Universidade Feevale, em 1970, quando teve sua turma inaugural, até os dias atuais. A pesquisa está sendo desenvolvida no âmbito do projeto de ensino “Memória em Movimento” e pretende, além de constituir acervo documental sobre o tema, realizar, posteriormente, ações de Educação Patrimonial. Entendendo que a reconstrução desta memória não é apenas a do prédio, ou das instituições que ali habitaram, mas também da comunidade que ajudou a construí-lo e mantê-lo.Palavras-chave: São Jacó. Ernst Seubert. Irmãos Maristas. Feevale.ABSTRACTThe work “Campus I Feevale: a memory to be told”, aims to search the memory and history of this building, which besides being of great historical value, had a great architectural representation in the city of Novo Hamburgo and in the region, in the and was used throughout its existence for educational purposes, having been the seat of the São Jacó College from 1915 to 1969, and of the Feevale University of 1970, when it had its inaugural class until the present day. The research is being developed within the scope of the “Memory in Motion” teaching project, and intends, besides constituting a collection of documents on the subject, to carry out, afterwards, Patrimonial Education actions. Understanding that the reconstruction of this memory is not only that of the building, or of the institutions that lived there, but also of the community that helped to build and maintain it.Keywords: São Jacó. Ernst Seubert. Marist Brothers. Feevale.

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11

Montagutelli, Malie. "VINOVSKIS (Maris A.). – History & Educational Policymaking." Histoire de l'éducation, no. 93 (January 1, 2002): 149–51. http://dx.doi.org/10.4000/histoire-education.938.

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12

Yamamoto, Oswaldo H., and Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil." Sociological Research Online 4, no. 1 (March 1999): 17–28. http://dx.doi.org/10.5153/sro.209.

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It is argued in this paper that the effect of the Marxist thought on Brazilian education was a process heavily determined by a peculiar set of historic circumstances. The main context was the struggle against the military dictatorship and in favour of the democratisation of society, conditioning both educational literature and educators’ organisation. The educational literature has a wide thematic range and is characterised by heterogeneity concerning the actual contributions to the explanation of Brazilian educational reality and the patterns of incorporation of Marxist sources. After this golden age of the Marxist paradigm the influence of Marxist studies has dramatically declined. Nowadays, this influence can be of two kinds: (i) a diffuse and non-exclusive one informing general reflections on a wide spectrum of educational studies; (ii) a specific set of educational studies on themes directly related to the core of the Marxist theory.

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13

Zhou, Qing. "SWOT analysis of Marxist faith education in the new era." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 47. http://dx.doi.org/10.56028/aehssr.1.1.47.

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The new era highlights the particularity of Marxist belief education, and endows it with new educational background, new educational content and new value of the times. In this paper, SWOT analysis method is used to conduct the Strengths and Weaknesses, Environmental Opportunities and Threats analysis of the impact factors of Marxist faith education in the new era. This study is helpful to deeply grasp the situation of Marxist belief education in the new era, is conducive to further unify the thinking, gather strength, and push forward the Marxist faith education from a new starting point.

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14

Clarke, Peter, and Andrew Mearman. "Why Marxist economics should be taught but probably won't be!" Capital & Class 27, no. 1 (March 2003): 55–80. http://dx.doi.org/10.1177/030981680307900105.

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An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then moves on to discuss why it is unlikely that Marxist economics will be taught in this way.

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15

Ellis, John M. "Fredric Jameson’s marxist criticism." Academic Questions 7, no. 2 (June 1994): 30–43. http://dx.doi.org/10.1007/bf02683154.

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16

HILL, DAVE. "Comprehensive education: Ideology and wider socialist and Marxist education policy." FORUM 63, no. 1 (2021): 47. http://dx.doi.org/10.3898/forum.2021.63.1.47.

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17

Stablein, Ralph. "Capitalism and management education; a Marxist view." Academy of Management Proceedings 2013, no. 1 (January 2013): 15097. http://dx.doi.org/10.5465/ambpp.2013.15097abstract.

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18

Green, Anthony. "Critical Realism for Marxist Sociology of Education." Journal of Critical Realism 16, no. 3 (May 22, 2017): 339–45. http://dx.doi.org/10.1080/14767430.2017.1312215.

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19

Zipin, Lew. "Critical realism for Marxist sociology of education." Discourse: Studies in the Cultural Politics of Education 38, no. 2 (September 23, 2016): 317–20. http://dx.doi.org/10.1080/01596306.2016.1235396.

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20

Zhang, Meng. "Marxist Philosophy in Object-Oriented Practical Education." Advanced Materials Research 989-994 (July 2014): 5189–92. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5189.

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Marxist, the renowned mathematician and philosopher, advocated combining theory and practice in education, emphasizing methods by which to grasp and use knowledge. Education has both regular and irregular characteristics and these are reflected in how individuals develop and grow naturally. Individuals should be taught based on their abilities and circumstances, and these vary by individual. An example is given in this article, to demonstrate the contemporary significance of the Marxist process in education. This example refers to applying Marxist’s process philosophy to object-oriented practical education in communication major at Xinxiang University.

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21

Hancock, Curtis L. "Why American Education Today Ought to be Counter-Cultural." Roczniki Kulturoznawcze 13, no. 1 (March 30, 2022): 81–90. http://dx.doi.org/10.18290/rkult22131.6.

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In his article, the author points out the gradual domination of leftists in universities, which eventually affected all American institutions. This is very evident today in the leftist attitudes of the media, the legal profession, the bureaucracy, the government, and even the clergy. The author argues that because of this transformation, if one wants to assess the state of American society, one must address what has happened in the universities. As universities have normalized Marxist cultural principles and attitudes, the critic of higher education must expose these Marxist tendencies in schools. Because this Marxist tendency now dominates university culture, it must be demanded that higher education reform today be countercultural.

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22

Crittenden, Brian, and K. A. Strike. "Comparing Liberal and Marxist Theories." Curriculum Inquiry 21, no. 3 (1991): 387. http://dx.doi.org/10.2307/1180159.

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23

Serna, Laura Isabel. "Anita Maris Boggs." Feminist Media Histories 1, no. 2 (2015): 135–43. http://dx.doi.org/10.1525/fmh.2015.1.2.135.

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This short essay sketches the career of Anita Uada Maris Boggs, cofounder of the Bureau of Commercial Education, a charitable organization that from the 1910s through the 1930s circulated a library of sponsored films. I argue that Boggs's absence from film historiography has been doubly determined: first by the relative invisibility of educational film, and second by ideologies of gender that obscured women's work in the film industry, broadly construed, behind that of their male collaborators.

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24

Cole, Mike. "US Imperialism, Transmodernism and Education: A Marxist Critique." Policy Futures in Education 2, no. 3-4 (September 2004): 633–43. http://dx.doi.org/10.2304/pfie.2004.2.3.15.

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25

Boger, Mary, and Juliet Ucelli. "Socialist education at the New York Marxist school." Socialism and Democracy 3, no. 2 (July 1987): 121–30. http://dx.doi.org/10.1080/08854308908427988.

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26

Maystrenko, Olga, and Iryna Kinas. "Features of image formation of higher education institutions to increase the rating in the market of educational services." Development Management 18, no. 3 (October 15, 2020): 14–27. http://dx.doi.org/10.21511/dm.18(3).2020.02.

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The article identifies a significant deformation of education, which led to the opening of new edu¬cational institutions. The authors noted the change of priorities in the state regarding the image of knowledge and education. This article examines the problem of creating a positive image for higher education institutions; orientation of modern educational institutions on search, development, and application of managerial cognitive and artistic means of creating a positive image of educational institution, reflection in this image of internal, essential meanings, maintenance and tasks, features of its activity. The authors investigated certain shifts in the market of educational services, namely: increasing so¬ciety’s requirements for the quality of vocational education, constant updates of teaching technology, rapidly changing economic conditions of universities, intensification of competition in the market of educational services. All this causes the urgent problem of finding new sources of increasing the competitiveness of higher education, the basic indicator of which is the image. The authors consider approaches to rating higher education institutions. The most famous interna¬tional university rankings are analyzed. The theoretical and methodological approaches and the basic principles of university rankings are compared. Using cluster analysis to enhance the competitiveness of higher education institutions, expand their capabilities and take them to the next level. The cluster analysis was conducted to determine the activity of students, graduates, employees, employers in the life of the university, their awareness of the symbolism of the university. As the students are not part of the university, their answers were not taken into account. The technological chain of formation of public attitude to the HEA through event measures was also formed.

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27

Mayoni, María Gabriela. "Estudiar la cultura material de la educación científica en la Argentina: mercado de consumo, circulación transnacional, prácticas educativas y apropiación local." História, Ciências, Saúde-Manguinhos 29, no. 3 (September 2022): 813–31. http://dx.doi.org/10.1590/s0104-59702022000300013.

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Resumen El artículo tiene por objetivo dar a conocer parte de un proceso de investigación sobre la cultura material de la enseñanza científica, en particular de las ciencias naturales, en la Argentina, entre la segunda mitad del siglo XIX y comienzos del siglo XX. A través de algunas herramientas metodológicas que resultaron útiles para manejar las diversas fuentes, como la perspectiva biográfica de la vida cultural de los objetos, la noción de circulación de conocimientos e instrumentos científicos, se analiza el complejo entramado de relaciones entre los artefactos, los saberes y las prácticas científico-educativas locales. En este artículo se exponen algunos indicadores y ejemplos de los materiales científicos estudiados.

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28

Šafránková, Jana Marie, and Martin Šikýř. "Society, Higher Education And Labour Market." MONTENEGRIN JOURNAL OF ECONOMICS 12, no. 3 (October 20, 2016): 167–77. http://dx.doi.org/10.14254/1800-5845.2016/12-3/12.

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29

Cole, Mike. "Learning without Limits: A Marxist Assessment." Policy Futures in Education 6, no. 4 (January 2008): 453–63. http://dx.doi.org/10.2304/pfie.2008.6.4.453.

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30

Hill, Dave. "Marxist education and teacher education against capitalism in neoliberal/ neoconservative/ neofascist/ times." Cadernos do GPOSSHE On-line 2, no. 1 (August 14, 2019): 91–119. http://dx.doi.org/10.33241/cadernosdogposshe.v2i1.1524.

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In this article I analyse global and national neoliberalisms- economic and social class war from above- neoconservatisms which are leading to and connected with NeoFascisms- with their scapegoating, racism, xenophobia, misogyny, heterophobia, militarism and the attacks on dissent- whether electoral, media, or from academics/ universities and workers’ organisations and actions. Six prime examples are Erdogan in Turkey, Bolsonaro in Brazil, Trump in the USA, Orban in Hungary, the Law and Justice government in Poland, and the racist government in Italy, in effect led by Salvini. Across Europe Far-right anti-immigrant, xenophobic and ultra nationalist authoritarian parties are recruiting and becoming electorally significant- and, in some cases, significant on the streets. Critique social democratic reformist parties and governments for adopting neoliberal austerity policies and thereby becoming delegitimised, together with the too-often `accomodationist' trade union and party leaderships. and critically examine prospects for left social democracy as represented, for example, by the Jeremy Corbyn led Labour Party in the UK. Much of the article is devoted to the resistant and the revolutionary role of teachers, academics and education/ cultural workers in different arenas, from national and local electoral and direct action politics/ Focusing on Critical Education, Critical Educators, Marxist Education, Marxist Educators, I seek to address four aspects of education: pedagogy, the curriculum, resistance in the classroom and the hidden curriculum, and the structure of schooling nationally and locally (within-school). I conclude by setting out what is specifically Marxist about the proposals set out. These are: (1) Class Analysis: the Capital-Labour Relation; (2) Capitalism must be replaced by Socialism and that change is Revolutionary; and (3) Revolutionary Transformation of Economy and Society needs to be preceded by and accompanied by a Class Programme, Organisation, and Activism. Regarding capitalism, our task is to replace it with democratic Marxism, to lead, firstly, into socialism, and ultimately, into communism. As teachers, as educators, as cultural workers, as educational, union and party activists, as intellectuals, we have a role to play.

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31

Rikowski, Glenn, and Derek R. Ford. "Marxist Education Across the Generations: a Dialogue on Education, Time, and Transhumanism." Postdigital Science and Education 1, no. 2 (January 9, 2019): 507–24. http://dx.doi.org/10.1007/s42438-018-0028-1.

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32

Bortoni-Ricardo, Stella Maris, and Kleber Aparecido da Silva. "SOCIOLINGUÍSTICA EDUCACIONAL: UMA ENTREVISTA COM STELLA MARIS BORTONI-RICARDO." Linguagem em (Dis)curso 22, no. 1 (April 2022): 219–31. http://dx.doi.org/10.1590/1982-4017-220114-9221.

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Resumo A descrição da Sociolinguística Educacional, voltada para o ensino de Língua Portuguesa, nesta entrevista com a Professora Stella Maris Bortoni-Ricardo, da Universidade de Brasília, é parte do dossiê da Revista Linguagem em (Dis)curso e suscita reflexões críticas a partir de experiências docentes em sala de aula, por apresentar a realidade do ensino de Língua Portuguesa e possibilidades metodológicas e teóricas profícuas para a ruptura de concepções cristalizadas no sistema de ensino público brasileiro. Esta entrevista, (re)construída em forma de diálogo, brinda-nos com uma ampla discussão sobre língua(gem), políticas linguísticas e educacionais, letramentos, gêneros textuais/discursivos, e nos convida a uma “crítica de dentro para fora”, por meio da provocação: “Como empoderar o professor de Língua Portuguesa para ensinar de forma produtiva e formar cidadãos brasileiros?”

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33

Singal, Pooja. "Analytical Philosophy of Education: A Critique from Marxist Lens." Journal of Indian Council of Philosophical Research 38, no. 2 (April 16, 2021): 261–69. http://dx.doi.org/10.1007/s40961-021-00236-8.

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34

Marginson, Simon. "A Revised Marxist Political Economy of National Education Markets." Policy Futures in Education 2, no. 3-4 (September 2004): 439–53. http://dx.doi.org/10.2304/pfie.2004.2.3.2.

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35

Livingstone, David W. "Searching for Missing Links: neo‐Marxist theories of education." British Journal of Sociology of Education 16, no. 1 (January 1995): 53–73. http://dx.doi.org/10.1080/0142569950160104.

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36

Milton, Audrey, and Brendan O'Connell. "Commodification of higher education in accounting: a Marxist perspective." International Journal of Critical Accounting 1, no. 3 (2009): 204. http://dx.doi.org/10.1504/ijca.2009.027317.

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37

Wrigley, Terry. "Grant Banfield, Critical realism for Marxist sociology of education." Power and Education 10, no. 2 (June 14, 2018): 209–12. http://dx.doi.org/10.1177/1757743818762934.

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38

Papapolydorou, Maria. "Review: Critical Race Theory and Education: a Marxist response." Race & Class 51, no. 4 (April 2010): 109–11. http://dx.doi.org/10.1177/03063968100510040703.

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39

Peters, Michael A. "Marxist Futures: Knowledge Socialism and the Academy." Policy Futures in Education 2, no. 3-4 (September 2004): 435–38. http://dx.doi.org/10.2304/pfie.2004.2.3.1.

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40

Carpenter, Sara. "Centering Marxist-Feminist Theory in Adult Learning." Adult Education Quarterly 62, no. 1 (December 13, 2010): 19–35. http://dx.doi.org/10.1177/0741713610392767.

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41

Skordoulis, C. D. "Science and worldviews in the marxist tradition." Science & Education 17, no. 6 (June 15, 2007): 559–71. http://dx.doi.org/10.1007/s11191-007-9092-8.

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42

Chen, Xin. "A Study on the Ideological and Political Education of Inter-Subjectivity in Colleges and Universities in the Era of New Media." World Journal of Educational Research 7, no. 1 (February 27, 2020): p187. http://dx.doi.org/10.22158/wjer.v7n1p187.

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Under the background of the new media era, teenagers, especially college students, have pushed the new media to a blowout development trend. This provides opportunities and challenges for the development of Ideological and political education in Colleges and universities. Inter subjectivity ideological and political education is the frontier issue in the discipline of Ideological and political education, which embodies the Marxist theory of subject human and the Marxist concept of communication practice. In the era of new media, the research on the ideological and political education among the main bodies of colleges and universities is a reasonable choice to conform to the trend of the times. Ideological and political education in Colleges and universities can be effectively developed on the platform of new media.

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Sanders, James T. "Marxist Criticisms of IQ: A Defence of Jensen." Canadian Journal of Education / Revue canadienne de l'éducation 10, no. 4 (1985): 402. http://dx.doi.org/10.2307/1494840.

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Liston, Daniel P. "Faith and Evidence: Examining Marxist Explanations of Schools." American Journal of Education 96, no. 3 (May 1988): 323–50. http://dx.doi.org/10.1086/443898.

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Partington, Geoffrey. "The Concept of Progress in Marxist Educational Theories." Comparative Education 24, no. 1 (January 1988): 75–89. http://dx.doi.org/10.1080/0305006880240107.

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Margonis, Frank. "THEORIES OF CONVICTION: THE RETURN OF MARXIST THEORIZING." Educational Theory 48, no. 1 (March 1998): 85–101. http://dx.doi.org/10.1111/j.1741-5446.1998.00085.x.

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Apple, Michael W. "EDUCATION, CULTURE, AND CLASS POWER: BASIL BERNSTEIN AND THE NEO-MARXIST SOCIOLOGY OF EDUCATION." Educational Theory 42, no. 2 (March 1992): 127–45. http://dx.doi.org/10.1111/j.1741-5446.1992.00127.x.

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Lisman, C. David. "Marxist Literary Theory: A Critique." Journal of Aesthetic Education 22, no. 2 (1988): 73. http://dx.doi.org/10.2307/3333124.

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Machingambi, Severino. "The Impact of Globalisation on Higher Education: A Marxist Critique." Journal of Sociology and Social Anthropology 5, no. 2 (April 2014): 207–15. http://dx.doi.org/10.1080/09766634.2014.11885625.

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Zhang, Weiwei. "The Sinicization of Marxist Theory of Ideological and Political Education." Advances in Higher Education 3, no. 3 (August 30, 2019): 30. http://dx.doi.org/10.18686/ahe.v3i3.1458.

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<p>The essence of sinicization of Marxism is to fully integrate its basic theory with the specific situation of the Chinese revolution, so that the ideological and political education theory production reflects the unique characteristics of China. Both the ideological and political theories put forward by Marx and the educational theories put forward by Engels and Lenin are the basic premise and theoretical source for the realization of their sinicization, providing the correct direction and opening up the road for the sinicization of Marxist theories. This article takes the China Marxism theory as the core to carry on the comprehensive analysis and the depth elaboration.</p>

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