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Holsteen, Nathan D. "Current trends in globalism as related to Biblical prophecy." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Pedro, F. "Elements of popular education in the learning activities of a new social movement: a case study of the social movement equal education." Thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3858.
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Lambert, Ian Peter Morrison. "The new Christian Schools' movement in Britain : a case study." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318362.
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Ryu, Jae-Shin. "A philosophical basis for the new Christian School Movement in Korea (South) / Jae-Shin Ryu." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1308.
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Because of the many shortcomings of public school education in Korea, an
alternative school movement has begun to surface. Analysis of the philosophical
foundations of this alternative movement reveals, however, that its programmes
have thus far also been inspired by motives that have been characteristic for some
time now of public schools, namely serious competition for places in higher
education institutions. The purpose of this project was to, on the one hand, discover
the shortcomings of current public and alternative schools in Korea, and on the other
to reflect on replacing their current philosophies with a Christian approach and
philosophy to schooling and education.
The first step in understanding present day Korean education schooling was tracing
the history and philosophy of Korean public and Christian alternative education. It
emerged from this analysis that the biggest problem for Korean education is that
education is knowledge-centred and intended for preparing students for entrance
examinations to universities. instead of educating the whole person.
The next step was to analise the history and philosophy of Australian Christian
alternative schools. Christian schooling in Australia has contributed significantly to
the development of a biblical understanding of' education. The Christian Parent
Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views.
Christian Community Schools (CCS), on the other hand, has put emphasis on the
importance of the school a? a learning community where relationships arc more
important than how they teach or even what they teach.
Based on this comparative study and a study of a biblical philosophy of education,
an educational philosophy for Korean Christian alternative schools could be
suggested. Christian alternative schools have to teach education based on a Christian
worldview and philosophy. Korean education. public as well as non-government
school education, has thus far been totally dualistic in that it has tended to separate
fact and \due, public realm from private. The Christian school rejects such dualisms
and educates its students as complete and total persons to know this world, to live
and survive in it, to practice their God-given calling of stewardship of reality, to
maintain their cultural mandate, to serve God in doing so. and to love and serve their
fellowmen.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007
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Lee, Alice Yuet Lin. "Legitimating media education : from social movement to the formation of a new social curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25088.pdf.
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Martinovic-Trejgut, Nada. "The Effect of Movement Instruction on Memorization and Retention of New-Song Material Among First-Grade Students." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291041505.
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MacDonald, Margaret. "Elwyn Richardson and The Early World of Art Education in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5114.
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This study examines the work of Elwyn Stuart Richardson, director and teacher of Oruaiti School between 1949 and 1962, an experimental school in Northland, New Zealand and places it with the context of the history of art education in New Zealand. After documenting the historical and educational reform contexts of the first half of the twentieth century, Richardson’s philosophy of art education is framed through an analysis of moments of his early life, schooling and teaching experiences.
Richardson (1925-) is best known for his book In the Early World published by the New Zealand Council of Educational Research in 1964. The book describes his work as a teacher at Oruaiti and highlights his pedagogical belief that the most powerful learning arises out of children’s own lives and experiences, that learning through the arts raises students’ potential for self-knowledge, critical discernment, imagination, understanding, awareness and empathy for others, and that the arts have an important role to play in the fostering of community and social reform.
The administration of art and craft education in the New Zealand primary school during Richardson’s years at Oruaiti was shaped by early advances in manual and technical education. The development of these reforms and the varied educational doctrines school officials used to advocate for the inclusion of these subjects in the curriculum are examined from 1885 to 1920. As well, significant educational policies and events in the 1920s provided exposure to progressive education ideology from abroad. These initiatives contributed to the great interest in child art which grew out of the New Education movement of the 1930s. New ideas about the development of artistic ability in children led to innovative policies in art and craft education that transformed teaching practices and the place of art and craft in New Zealand schools during the 1940s and 1950s. The newly formed Art and Craft Branch of the Department of Education in 1946 reorganised the administration of art education to change public perceptions of art, create contexts of art appreciation and develop community education in tandem with primary school art education.
Examining Richardson’s educational biography is another lens used to understand his philosophy and pedagogy. Oruaiti's status as an experimental school is explored through the unique relationship of Oruaiti School to the Art and Craft Branch of the Department of Education. Further, Richardson’s developing educational philosophy, in particular his ideas about artistic ability in children and the growth of aesthetic standards, is explored relative to the teaching practices of his day.
The study also uncovers the critical role that science played in Richardson’s educational pedagogy and curriculum and the profound influence Richardson’s early educative experiences were to have on the development of his educational philosophy. Locating Richardson’s work within its historical context demonstrates both that he worked in an environment which was hospitable to educational experimentation in the field of art and crafts, and that, on many levels, he transcended the educational practices of his times.
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Tozman, Naomi. "Kinder zhurnal : a microcosm of the Yiddishist philosophy and secular education movement in America." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69640.
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Using Kinder zhurnal, an American Yiddish children's literary magazine, as the focus for this thesis, the intimate relationships between the Yiddish cultural movement which began in East Europe and the Yiddish secular school movement in America are explored. As a product of and for the Sholom Aleichem Folk Institute, a now defunct educational organization, Kinder zhurnal demonstrated the key philosophical tenets of the Yiddishist education movement as it evolved.In an analysis of the Yiddishist philosophy of education parallels are drawn between modern Yiddish secular education and that of John Dewey in their humanistic emphasis and underlying pragmatism. Utilizing the parameters of the Yiddishist/Deweyian theory, an assessment to determine the practical viability of the Yiddishist concepts is made. Kinder zhurnal, as representative of Yiddishist philosophy and educational methodology, provides the microcosmic source for much of this discussion. Its close affiliation with the unique educational philosophy of the Sholom Aleichem Folk Institute provides the opportunity to examine the educational implications of teaching Yiddish as part of Jewish education.
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Suter, Lisa Kay. "The American Delsarte Movement and The New Elocution: Gendered Rhetorical Performance from 1880 to 1905." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250536860.
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Dowdle, Brett David. "A New Policy in Church School Work: The Founding of the LDS Supplementary Religious Education Movement, 1890-1930." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2470.
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The following thesis is a study of the founding years of the Mormon supplementary religious education between 1890 and 1930. It examines Mormonism's shift away from private denominational education towards a system of supplementary religious education programs at the elementary, high school, and college levels. Further, this study examines the role that supplementary religious education played in the changes between the nineteenth and the twentieth centuries. During the 1870s and 1880s, Utah's territorial schools became an important part of the battles over polygamy and the control of Utah. As the Federal Government began to wrest control of the schools from the Mormon community, the Church established a system of private academies. Economic problems during the 1880s and 1890s, however, made it difficult for the Church to maintain many of these schools, necessitating the Mormon patronage of the public schools. As a result, in 1890 the Church established its first supplementary religious education program, known as the Religion Class program. The Religion Class program suffered from a variety of problems and was criticized by both Mormon and non-Mormon officials. Despite the failings of the Religion Class program, the need for supplementary religious education became increasingly important during the first two decades of the twentieth century. In 1912, the Granite Stake established the Church's first high school seminary. Within ten years, the seminary program replaced the majority of the academies and became the Church's preeminent educational program. During the 1920s, the Church began extending supplementary religious education to its students in colleges and universities through the establishment of the institute program and the near-complete abandonment of its private colleges and schools. The successive establishment of these three programs demonstrates a shift in Mormon educational priorities and attitudes throughout this period. Whereas the academies and the Religion Class program emphasized a general fear of Americanization, the seminary and institute programs accepted the public schools and much of the Americanization that accompanied them, while at the same time providing means for the continued inculcation of Mormon values into the lives of Latter-day Saint youth.
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Wanamaker, Brooke. "If Only They Tried; The Complicated Crusade for Salvation in the Post-Katrina Education Reform Movement." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2254.
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Education reform is shifting the landscape of New Orleans public schools, where alternative certification programs are thriving and changing the demographics of core teachers. This study follows a Teach for America (TFA) Corps Member from 2007 (just after the historic flooding from Hurricane Katrina) who brought a promise of innovation through idealism and green wisdom. The teacher’s preparation and motivations are shown to be problematic. Examining the assumptions and privileges that underlie the import of inexperienced talent to urban education systems, this study considers the ways that community voices have been lost or undervalued in New Orleans schools. The thesis tracks five unique student experiences in two schools over nine years, with accounts of the daily life of students and educators, some of whom are effective and make marked contributions to the community. The study concludes that care should be taken as reform continues to make schools better for kids.
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Ryan, Angela Rose. "Education for the People: The Third World Student Movement at San Francisco State College and City College of New York." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275416332.
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Ide, Michael Carl. "GRADUATE EMPLOYEES’ WORK AND ORGANIZING IN TODAY’S UNIVERSITY: A NEW SOCIAL MOVEMENT THEORY APPROACH TO INTERNAL AND EXTERNAL STRUGGLES." UKnowledge, 2012. http://uknowledge.uky.edu/sociology_etds/8.
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This is a mixed-methods comparative study of union and non-union graduate employees’ work experiences, following Wicken’s (2008) call for additional research into the graduate union movement. I used focus group interviews, finding that nonunionized participants had significantly more negative views of their work and faculty members than unionized participants. Non-unionized participants were also more likely to display greater internalization of neoliberal views and neoliberal subjectivity, and were more likely to see their problems in fatalistic terms. I found increased activity with the union to be associated with both decreased fear and anxiety as well as an increased sense of personal and collective agency in relation to work. These findings are analyzed using new social movement theories as well as the concepts of civil society, hegemony and counterhegemony, and cognitive liberation.
I used quantitative data on employment trends in higher education institutions to investigate the concept of the neoliberal university, finding support for central claims of this concept: undergraduate education is increasingly reliant on part-time, un-tenured staff and graduate employees. I also quantitatively investigated the graduate employee union (GEU) movement at a nation-wide scale, finding many union local to conform to Fantasia and Stepan-Norris’ (2007) concept of “social movement unionism.”
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Bam, June. "The development of a new history curriculum for the secondary level in South Africa : considerations related to the possible inclusion of themes drawn from Unity Movement history." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/12747.
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Bibliography: leaves 128-145.This thesis focuses on the recognition of alternative content and perspectives provided in popular history traditions as a "necessary condition" for the development of a new history for secondary school in South Africa. In arguing for this recognition, research on the Unity Movement historical and dialectical materialist historiographical tradition and its potential for the pedagogical process is used as illustration. Aspects discussed as the context for such an argument include (a) the nature of history and popular history (as a world phenomenon), (b) the nature and objectives of history education, (c) the legacy of Apartheid history education and (d) guidelines for the development of a new history curriculum based on Curriculum Development Theory and pedagogical principles of the New History Movement. The thesis concludes that recognition of the historiographical tradition of the Unity Movement is a necessary condition for the development of a new school history for South Africa based on its "legitimacy" regarding its version of history as embracing the experiences, traditions and values of the majority of people in South Africa. Furthermore, it is also a tradition which provides the children of this majority a place (not only in the history of Southern Africa), but (more importantly) in the history of the world. This recognition would have far-reaching implications for a new history for schools. These are: revision of the present content of the secondary syllabus, the re-interpretation of themes currently considered as representing "major" processes in historical formation in both Southern African and World History, and the inclusion of more "relevant" and "popular" themes. It is argued that the facilitation of a more "legitimate" and "popular" history curriculum will be realised in South Africa if cognisance is taken of both this popular historiographical tradition and crucial aspects of the pedagogical principles of the New History Movement.
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Carlock, Robert Michael. "A New (Bowling Green State) University: Educational Activism, Social Change, and Campus Protest in the Long Sixties." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555087986990235.
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Jackson, Marilyn E. "Relating creation spirituality to Lutheranism : viewed from the perspective of education for social change : this dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy to the faculty and board of the Western Institute for Social Research (WISR), Berkeley, California /." Electronic access available at, 2004. http://www.peacehost.net/EPI-Calc/Marilyn/.
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Marconi, Juliana Guedes dos Santos. "Passado presente : anarquismo e construtivismo na educação brasileira." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2547.
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The present research aims at reflecting about the contemporary educational anarchist methodology from the analysis of that one in relation to the educational constructivist theories. The emphasis of this work is on methodology since the purpose is not comparing or making approaches among the educational movements uttered or defended by anarchists or any other recent educational movements. In fact, besides the historical context, the political-ideological differences that constitute anarchist and constructivist concepts are evident. Thus, firstly, it was done an explanation regarding the anarchist movement and its aspects with emphasis to that dipped into the idealism that gave rise to the educational theories anarchists worked in this text. Then was discussed the main theoretical guidelines of anarchist education and, as an example of activity in the foreign context, La Escuela Moderna, Barcelonean institution created and managed by Francisco Ferrer y Guardia in the transition from the nineteenth to the twentieth century and, in the Brazilian context, the Escolas Modernas n.1 and n.2, the homonymous Barcelonean institution that were created in São Paulo. About the three institutions, the historical context, the main guidelines and them process of opening and closing, were mentioned. Thirdly, the theories of both, New School Movement and constructivism (established in the end of the twentieth century and based on the New School Movement) were analyzed. Fourthly, approaches between the methodologies developed not only by anarchist but also by constructivist initiatives were verified without forgetting the political-ideological differences, the contemporary educational anarchist methodology was analyzed. Finally, was possible to reflect on an educational theory that, although it is utopian and apprehensive, shows to be implicitly employed in educational environment. Besides, it was possible to reflect about issues as the recent detriment of teachers role and their performance and also the double possibility of employing methodologies adapted according to the political-ideological bases of each educational conception.
O presente trabalho tem por objetivo refletir acerca da atualidade da metodologia anarquista de educação a partir da análise desta em relação às teorias construtivistas de educação. O enfoque do trabalho está na metodologia, porque não se trata aqui de comparar ou fazer aproximações entre as educações proferidas e defendidas pelos anarquistas e qualquer outra nos dias atuais. Isso porque, além do contexto histórico, são inegáveis as diferenças político-ideológicas que fundamentam as concepções anarquistas e construtivistas de educação. Para tanto, inicialmente se fez uma explanação acerca do movimento anarquista e suas vertentes, com destaque àquela mergulhada no idealismo, que deu origem às teorias educacionais anarquistas trabalhadas neste texto. Em seguida, discutiram-se as principais diretrizes teóricas da educação anarquista e, como exemplo de atuação no contexto estrangeiro, La Escuela Moderna, instituição barcelonesa criada e dirigida por Francisco Ferrer y Guardia na transição do século XIX para o XX; e, no contexto brasileiro as Escolas Modernas nº 1 e nº 2, homônimas à instituição barcelonesa, que foram criadas na cidade de São Paulo. Acerca das três instituições, o contexto histórico, as principais diretrizes e o processo de abertura e fechamento das instituições foram abordados. Dando continuidade ao trabalho, foram analisadas as teorias escolanovistas e as teorias construtivistas (presentes no final do século XX e que tiveram suas bases na primeira). Por fim, foram verificadas aproximações entre as metodologias desenvolvidas pelas iniciativas anarquistas e construtivistas de educação sem que fossem esquecidas as diferenças político-ideológicas e a análise sobre a atualidade da metodologia anarquista de educação. Ao final do texto, foi possível refletir sobre uma teoria educacional que, embora viva no mundo das utopias e cause tanto receio às pessoas, se mostra mais presente do que nunca no cenário educacional, ainda que de forma não declarada. Além disso, foi possível refletir a respeito do atual detrimento do papel e da atuação docente e da dual possibilidade de utilização de metodologias adaptando-as às bases político-ideológicas de cada concepção educacional.
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Ross, Gail Macdonald. "New Zealand Prints 1900-1950: An Unseen Heritage." Thesis, University of Canterbury. School of Fine Arts, 2006. http://hdl.handle.net/10092/937.
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The vibrant school of printmaking which emerged and flourished in New Zealand between 1900 and 1950 forms the subject of this thesis. It examines the attitudes of the printmakers, many of whom regarded the print as the most democratic of art forms and one that should reflect the realities of everyday life. Their subject matter, contemporary city scenes, people at work and leisure, local landscapes, Maori and indigenous flora and fauna, is analysed and revealed as anticipating by over a decade that of regionalist painters. They are also identified as the first New Zealand artists to draw attention to social and environmental issues. Trained under the British South Kensington art education system, New Zealand printmakers placed great importance on craftsmanship. Although some worked in a realist style others experimented with abstraction and surrealism, placing them among the forefront of New Zealand artists receptive to modern art. Expatriate New Zealand printmakers played significant roles in three major printmaking movements abroad, the Artists' International Alliance, Atelier 17 and the Claude Flight Linocut Movement. The thesis redresses the failure of existing histories of New Zealand art to recognise the existence of a major twentieth-century art movement. It identifies the main factors contributing to the low status of printmaking in New Zealand. Commercial artists rather than those with a fine arts background led the Quoin Club, which initiated a New Zealand school of printmaking in 1916; Gordon Tovey's overthrow of the South Kensington system in 1945 devalued the craftsmanship so important to printmakers; and the rise of modernism, which gave priority to formal values and abstraction, further exacerbated institutional indifference to the print. The adoption of Maori imagery by printmakers resulted in recent art historians retrospectively accusing them of cultural appropriation. Even the few printmakers who attained some recognition were criticised for their involvement in textile and bookplate design and book-illustration. Key artists discussed in the thesis include James Boswell, Stephen Champ, Frederick Coventry, Rona Dyer, Arnold Goodwin, Thomas Gulliver, Trevor Lloyd, Stewart Maclennan, Gilbert Meadows, John L. Moore, E. Mervyn Taylor, Arthur Thompson, Herbert Tornquist, Frank Weitzel, Hilda Wiseman, George Woods, John Buckland Wright and Adele Younghusband. Details of the approximately 3,000 prints created during this period are recorded in a database, and summarised in the Printmakers' Survey included in Volume Two. In addition reproductions of 156 prints are illustrated and documented; while a further 43 prints are reproduced within the text of Volume One.
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Jelena, Petrović. "Интелектуално и емоционално васпитање у реформној педагогији са почетка 20. века – актуелност изворних схватања." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=96417&source=NDLTD&language=en.
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Основна сврха овог рада је да препозна најзначајније теоријске поставке ипрактичне педагошке моделе које је реформна педагогија понудила на пољуинтелектуалног и емоционалног васпитања, као и да укаже на оне које могу бити актуелнеи корисне за савремену педагогију.Први део рада има за циљ да објасни историјски и теоријски оквир реформнепедагогије. Он истражује друштвено-историјски контекст у коме се реформна педагогијаразвијала, укључујући утицаје великих филозофских система и учења и значајних научнихсазнања у области психологије и друштвених наука. Он анализира основне теоријскепоставке реформне педагогије, посебно истичући схватања концепта слободе и природедетета као оквира у коме су дефинисани циљеви васпитања и из кога су развијенипедагошки приступи.Други део рада односи се на то како реформна педагогија гледа на интелектуално иемоционално васпитање и како види могућности и начине њихове реализације у школама.Овде се истиче улога интеракције, комуникације и мотивације као одлика наставе којаподржава интелектуално напредовање и здраве емоционалне односе. Посебно суанализиране три алтернативне школе које су настале из реформне педагогије, а којепредстављају целовите и стабилне системе у којима је веза интелектуалног иемоционалног васпитања обострана и чини основу целокупног система. То су Далтоншколе, Монтесори школе и Валдорф школе.У трећем делу рада проучаване су савремене алтернативне школе, и то као наставактежњи реформне педагогије. Указано је на њихов допринос плурализацији образовања иразвијању модела интелектуалног и емоционалног васпитања у савременој педагогији којидоприносе и развоју традиционалних школа.Показало се да је реформна педагогија повољну емоционалну климу видела каоподршку интелектуалном развоју, као и да је у интелектуалним способностима децепрепознала подстицаје за емоционално израстање. У раду се указује на теоријска,организациона и дидактичка решења која се могу сматрати актуелним у савременојпедагогији, а која обухватају стварање позитивне емоционалне климе, повољне средине заучење, могућности слободног избора, планирање времена, нове форме евалуације, значајинтересовања, мотивацију, развој метакогнитивних способности и другеOsnovna svrha ovog rada je da prepozna najznačajnije teorijske postavke ipraktične pedagoške modele koje je reformna pedagogija ponudila na poljuintelektualnog i emocionalnog vaspitanja, kao i da ukaže na one koje mogu biti aktuelnei korisne za savremenu pedagogiju.Prvi deo rada ima za cilj da objasni istorijski i teorijski okvir reformnepedagogije. On istražuje društveno-istorijski kontekst u kome se reformna pedagogijarazvijala, uključujući uticaje velikih filozofskih sistema i učenja i značajnih naučnihsaznanja u oblasti psihologije i društvenih nauka. On analizira osnovne teorijskepostavke reformne pedagogije, posebno ističući shvatanja koncepta slobode i prirodedeteta kao okvira u kome su definisani ciljevi vaspitanja i iz koga su razvijenipedagoški pristupi.Drugi deo rada odnosi se na to kako reformna pedagogija gleda na intelektualno iemocionalno vaspitanje i kako vidi mogućnosti i načine njihove realizacije u školama.Ovde se ističe uloga interakcije, komunikacije i motivacije kao odlika nastave kojapodržava intelektualno napredovanje i zdrave emocionalne odnose. Posebno suanalizirane tri alternativne škole koje su nastale iz reformne pedagogije, a kojepredstavljaju celovite i stabilne sisteme u kojima je veza intelektualnog iemocionalnog vaspitanja obostrana i čini osnovu celokupnog sistema. To su Daltonškole, Montesori škole i Valdorf škole.U trećem delu rada proučavane su savremene alternativne škole, i to kao nastavaktežnji reformne pedagogije. Ukazano je na njihov doprinos pluralizaciji obrazovanja irazvijanju modela intelektualnog i emocionalnog vaspitanja u savremenoj pedagogiji kojidoprinose i razvoju tradicionalnih škola.Pokazalo se da je reformna pedagogija povoljnu emocionalnu klimu videla kaopodršku intelektualnom razvoju, kao i da je u intelektualnim sposobnostima deceprepoznala podsticaje za emocionalno izrastanje. U radu se ukazuje na teorijska,organizaciona i didaktička rešenja koja se mogu smatrati aktuelnim u savremenojpedagogiji, a koja obuhvataju stvaranje pozitivne emocionalne klime, povoljne sredine zaučenje, mogućnosti slobodnog izbora, planiranje vremena, nove forme evaluacije, značajinteresovanja, motivaciju, razvoj metakognitivnih sposobnosti i druge
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Potriquet, Ghislain Pierre-Yves. "La politique linguistique de l'Etat de New York." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030064.
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La première partie de cette étude est consacrée au cadre institutionnel dans lequel s’élaborent les politiques linguistiques américaines ; la Constitution des États-Unis, ainsi que ses amendements, s’avèrent déterminants dans leur formulation. Depuis l’adoption de politiques linguistiques nationales dans les années 1960, l’influence de l’État fédéral se trouve encore accrue. Néanmoins, la politique linguistique des États-Unis demeure lacunaire. La politique linguistique de l’État de New York, étudiée dans le deuxième chapitre, complète en partie cette politique en intervenant principalement dans les domaines de l’éducation et du droit de vote. La politique linguistique de l’État du New York est déterminée, d’une part, par un antagonisme structurel Ville-État et, d’autre part, par la lutte des Portoricains pour le respect de leurs droits linguistiques. La dernière partie de cette étude consiste en une étude de cas ; quarante entretiens semi-dirigés menés auprès d’immigrants russophones révèlent l’importance de la reconversion professionnelle dans le processus d’intégration linguistiqueIn a first part, this study analyzes the institutional framework in which American language policies are elaborated; the Constitution of the United States and its amendments appear to play a major role in their elaboration. Since the adoption of national language policies in the 1960’s, federal influence has grown further. However, the language policy of the United States remains incomplete. The language policy of the State of New York, which is studied in the second chapter, supplements it by intervening in the fields of education and voting rights mainly. The language policy of New York is determined by, on the one hand, a structural City-State antagonism, and on the other hand, by the activism of Puerto Ricans who mobilized to assert their language rights. The last chapter of this study consists of a case-study; forty semi- conducted interviews were carried out with Russian-speaking immigrants. As a whole, they stress the importance of retraining in the language acquisition process
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Chiari, Camila Maria. "Educação, pedagogia e psicologia no pensamento educacional de Carlos da Silveira 1916 1923." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2730.
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Previous issue date: 2014-02-25Financiadora de Estudos e Projetos
This research carried out in the context of the history of National Education has its beginning in middle normal school-oriented issues, more specifically the regular school of São Carlos- SP. Valuable teaching-learning space that allowed the formation of teachers during a long time in our country, covered by the prestige that stands out among the other educational institutes in the region. The understanding of this teacher training process allows you to describe the intellectual elite of São Paulo State, because many of the graduates in the capital migrated inland in order to occupy the chairs of teachers available in normal schools. Not unlike this, the Secondary Normal School of San Carlos was also very well represented by these intellectuals as an example Professor Carlos da Silveira who occupied important chair at the Escola Normal de São Carlos from 1911 to 1921. Therefore, this dissertation aims to analyze the educational ideas of Brazilian Carlos da Silveira educator looking to capture through its conceptions of education, pedagogy and psychology the disclosure of its ideals and the ideals of the new school in Brazil during the period from 1916 to 1923. The research appeared in the midst of the work which I participated as a training in the project "Pedagogical ideas in motion in the formation of teachers at Escola Estadual Dr. Álvaro (1930-1969): an analysis of his bibliographic collection and documentation". The documentary and bibliographic collection of the Normal School of San Carlos made know the history of Brazilian education, and drew attention in particular to the investigative wealth it found. The frequent presence of Carlos da Silveira in the Normal School of San Carlos sparked the search for greater understanding of this great Brazilian educator and intellectual, which despite its vast publishing material, has no in-depth studies about his life and works. Sen devoted himself to education and to promote his educational ideas by publishing them in magazines, newspapers etc. This fact opens the search for a productive research, that involves to gather their articles to understand the ideas he espoused. The relevance of this research consists in the (re) discovery of records fundamental to the reconstruction and understanding of the history of Brazilian public school and, even more, for the (re) construction of the history of National Education.
A presente pesquisa realizada no âmbito da História da Educação Nacional tem seu início em meio a assuntos voltados a escola normal, mais especificamente a Escola Normal de São Carlos SP. Valoroso espaço de ensino-aprendizado que possibilitou a formação de professores durante um extenso tempo em nosso país, coberta pelo prestígio que a destaca entre os demais institutos educacionais da região. A compreensão desse processo de formação de professores permite descrever ainda a elite intelectual do Estado de São Paulo, pois muitos dos alunos formados na capital migravam para o interior no intuito de ocupar as cadeiras de professores disponíveis nas escolas normais. Não diferente disto, a Escola Normal Secundária de São Carlos foi também muito bem representada por esses intelectuais, como exemplo o Professor Carlos da Silveira que ocupou importante cadeira na escola normal de São Carlos entre os anos de 1911 a 1921. Por isso, esta dissertação tem por objetivo analisar as ideias educacionais do educador brasileiro Carlos da Silveira procurando apreender por meio de suas concepções de educação, pedagogia e psicologia a divulgação dos seus ideais e os ideais da Escola Nova no Brasil no período de 1916 a 1923. A pesquisa surgiu em meio ao trabalho do qual participei como bolsista treinamento no projeto ―As ideias Pedagógicas em movimento na Formação de Professores na Escola Estadual Dr. Álvaro (1930-1969): uma análise de seu acervo bibliográfico e documental‖. O acervo documental e bibliográfico da Escola Normal de São Carlos possibilitou conhecer a história da educação brasileira, e chamou a atenção em especial para a riqueza investigativa nele encontrada. A frequente presença de Carlos da Silveira na Revista Escola Normal de São Carlos despertou a busca por maior compreensão sobre este grande intelectual e educador brasileiro, que apesar do seu vasto material de publicação, não possui estudos aprofundados sobre sua vida e obras. Silveira dedicou-se à educação e a promover suas ideias educacionais publicando-as em revistas e jornais. Este fato abre a pesquisa para uma investigação profícua, que envolve reunir seus artigos para compreender as ideias que defendia. A relevância desta pesquisa consiste na (re)descoberta de registros fundamentais para a reconstituição e compreensão da História da Escola Pública Brasileira e, mais ainda, para a (re)construção da História da Educação Nacional.
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Ceylan, Ceray. "Educational governance in Turkey : the role of Islamic social movements in the New Public Management age." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/educational-governance-in-turkey-the-role-of-islamic-social-movements-in-the-new-public-management-age(bcf7c523-bae3-481e-9799-4ac45d9c3fb3).html.
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Framed within theoretical discussions on both New Public Management (NPM) theory and New Social Movement (NSM) theory, this thesis explores increasing religiosity in education delivery in secular Turkey. Particularly, it investigates the ways in which two Islamic religious groups, the Gulen Movement (GM) and the Iskenderpasa Cemaati (IC), engage with education as a result of neoliberalization in both the public sphere and public administration. Islam, and especially the Islamic Social Movements (ISMs), play an important role in politics and in the socio-economic spheres; therefore, it is necessary to consider their growing role in the delivery of public services such as education not only in Muslim countries, but also in secular societies. Since education is defined as a public service which has a significant role in the creation of social capital (Putnam, 1993), these movements increased their interest in education systems in order to make their own voice heard during the process of education delivery, or in other words, the creation of social capital. This research combines three different research methods: 1) documentary analysis of official papers from the public administration reforms, government archives, the GM and IC's own reports and web pages, the Organisation for Economic Co-operation and Development (OECD) and World Bank reports on the Turkish education system; 2) in-depth interviews conducted with parents, teachers and alumni of GM an IC schools; 3) focus group analysis conducted with graduates from the IC and the GM schools. The data collected from the documents and field research suggest that in Turkey, NPM, which was applied to privatized public services and the deregulated public sphere, has created opportunity spaces for Muslims and ISMs to move upward in the social stratification ladder. The result is the emergence of an ISM controlled education service. The GM and the IC are the best examples of this process. The researcher used the GM and the IC as examples of a collective case study. Although both the GM and the IC have emerged in a similar socio-political and economic environment, in which there is an increasing trend of Islamisation in the social structure and neoliberalization in the economy and politics, these movements responded differently to the same changes. The GM has managed to integrate into the new conditions and produced a similar discourse to NPM. Therefore, rather than establishing an Islamic order, the GM focused on political, social and economic wealth by opening education institutions. However, by demonstrating a traditional form of Islam, the IC shows the other face of religious groups in Turkey. For this reason, the researcher refers to the GM as a 'movement' and the IC as a 'cemaat'. Additionally, by being visible in the public sphere and producing a neoliberal discourse, which is parallel with NPM doctrines, the GM managed to develop educational governance that increases secular and pious families' voices in the education system. This research provides an analysis of a new approach in public administration related to education, one that distances itself from the traditional, prescriptive structures, and instead engages in flexible and participative relationships. Finally, the findings of this research will provide a greater understanding of states where there are tensions between modernisation and democratisation, and demands for 'traditional values'.
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Hounzandji, Aimé Frédéric. "Une université dans un processus de construction nationale : l'université du Dahomey-Bénin en Afrique occidentale (1950-2002)." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040068.
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L’université du Bénin (ex Dahomey), étudiée entre 1950 et 2002, est un essai de contribution à l’histoire des universités en Afrique subsaharienne. L’ambition de cette recherche a été de montrer comment une université a pu être un lieu-clé dans le processus de construction nationale du Dahomey-Bénin, au lendemain des indépendances africaines de 1960. Créée en 1970, grâce essentiellement à l’appui de la France, l’université du Bénin, à l’instar de toutes celles de l’Afrique francophone, est marquée par un conflit permanent entre continuité et rupture avec le système éducatif hérité de l’époque coloniale. Conçue comme l’institution publique de formation des élites, l’université du Bénin est aussi un haut lieu de militantisme de la jeunesse et d’opposition au pouvoir, avec des répercutions sur la vie nationale entière. Étudier l’histoire de l’université, c’est en définitive, faire l’histoire de la société, de la jeunesse, des élites, du pouvoir, de l’administration et des relations internationales. Aussi, comprendre les enjeux des transformations de l’enseignement supérieur au Bénin aujourd’hui, nous apparaît-il, à la lueur de nos propres recherches, nécessiter des collaborations internationales permettant de croiser les échelles d’analyse et de multiplier les points de vueThe University of Benin (ex Dahomey), studied between 1950 and 2002, is an attempt to contribute to the history of universities in sub-Saharan Africa. The ambition of this research was to show how a university could be a key place in the process of national construction of Dahomey-Benin, following the independence of Africa in 1960. Established in 1970, with mainly to the support of France, the University of Benin, like all those in French-speaking Africa, is marked by a permanent conflict between continuity and rupture with the educational system inherited from the colonial era. The Benin University, conceived as a public institution for the training of elites, is also a center of youth activism and opposition to power, with repercussions on the entire national life. To study the history of the university means ultimately to study the story of the society, youth, elites, power, administration and international relations. To understand the challenges of the transformations of higher education in Benin today, it appears to us, in the light of our own research, to require international collaborations allowing to cross the scales of analysis and to diversify the points of view
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Silva, Débora Alfaro São Martinho da. "José Scaramelli: um bandeirante do ensino paulista na implementação e divulgação de uma didática e metodologia da educação nova para a infância brasileira." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2664.
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Previous issue date: 2013-02-25Universidade Federal de Minas Gerais
The subject of this work is to study the pedagogical ideas in Brazil during the First Republic through the life history and the work of José Scaramelli who was one education expert from educational mission of Sao Paulo state. The aim of this dissertation is learning, to analyze and to understand how the methods of New Education came in to Brazilian educational scenario and, how the author Scaramelli appropriated them. Scaramelli tried to adapt them to Brazilian education reality at that time. Were Scaramelli pedagogical ideas a novelty or simply a copy of the original ideas wrote by New Education Movement Scholars? To discuss this question, the concepts of didacticism and methodology were analyzed based on his work which was produced from 1914 to 1931. Methodological guides were used as such as were proposed by Dermeval Saviani works.
Esta pesquisa tem por tema o estudo do movimento das ideias pedagógicas em circulação no Brasil no período da Primeira República, mediante a trajetória de vida e das interlocuções de um intelectual da educação brasileira, José Scaramelli, intelectual partícipe das missões de professores paulistas. Seu objetivo consiste em apreender, analisar e compreender como os ideais do Movimento da Educação Nova adentram no cenário educacional brasileiro, sendo apropriados e adaptados à realidade da época por este educador. A proposição de um novo modelo pedagógico que indica para a escola brasileira resultaria em algo inovador ou constituiria uma reprodução de tais sistemas de pensamento? Para isso foram tomados como categoria de análise os conceitos de didática e metodologia no conjunto de sua obra, produzida no período de 1914 a 1931. Como guias metodológicos para a análise dos resultados serão considerados o caráter concreto do conhecimento histórico-educacional, a perspectiva de longa duração, o olhar analítico-sintético no trato com as fontes, a articulação do singular e do universal e a atualidade da pesquisa histórica.
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Gray, Vaughan R., and n/a. "Referral source selection in word of mouth communication : findings from export education movements of China and Malaysia." University of Otago. Department of Marketing, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070501.120724.
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Research attention on word of mouth (WOM) communication is growing in necessity and popularity as recent studies continue to confirm that WOM has a significant effect on consumer and organisational decision-making and buying behaviour. Much of the theory generated from this field of communications research has been based on product purchase situations that take place in the United States. More recent developments in the stream of research have begun to address WOM in service contexts and also driven a need to test the reliability of previous works in other countries and cultures.
The research problem of this thesis emerged from such needs to further develop WOM theory and is defined by two key statements: (i) How does perceived source credibility and the content (message) of personal communication shape and determine the nature of a WOM system? (ii) What likely influence does culture have on a WOM system?
The WOM system conceptualised within this thesis refers to a network of actors in which, personal, verbal, face to face communication occurs. It also refers to the nature of the information exchanged and how these messages determine which actors within the system participate. Addressing the need for further research into service-based contexts, the industry of export education was identified as an ideal environment in which to investigate the problem. In particular, international students (current and potential) were interviewed and surveyed on how WOM is used to gather information to make a decision on where to study.
A predictive model of referral source selection is developed as the significant contribution to theory resulting from the qualitative and quantitative research employed in the methodology. The qualitative research was exploratory in nature and designed to understand the decision-making process international students went through before making a choice on their study destination. In depth interviews confirmed that WOM was used frequently throughout this process and identified the important pieces of information sought after by students and which sources the students consulted to obtain the information. International students are concerned about the international recognition of a university, teaching styles, tuition fees, graduate prospects and how compatible the lifestyle of the host country is for them amongst many issues. They consult a variety of personal sources including family, friends, alumni, university agents and even their school teachers.
The main quantitative study in this thesis surveyed 420 university students from China and Malaysia and was designed to provide theory verification for the WOM system and explore potential impacts of culture on this system. Firstly, four common WOM themes were identified from all of the content exchanged through WOM between students and their referral sources. These themes are grouped as; informational messages, comparative messages, personal perspectives and guidance messages. The WOM system was then depicted as a predictive model of referral source selection based on which WOM themes are exchanged between actors.
As consumers progress through a structured decision-making process, their information requirements (WOM themes) change and so do the sources selected to deliver the information. Secondly, important differences in WOM behaviour emerged between the Chinese and Malaysian samples. Although students from both countries are equally influenced by personal sources of communication, Malaysians considered alumni friends and parent/family sources to be more influential than the Chinese. Whereas the Chinese preferred talking with school teachers and close friends to help in their decisions. These findings added credible evidence of national culture effects to the predictive model of source selection.
The thesis concludes by addressing limitations in the research - largely, that the study failed to produce evidence of cultural value dimensions impacting on the WOM system. The Chinese cultural value framework employed was well justified as an appropriate measure however, there were no equivalent measurements of Malaysian cultural values and the study was conducted on a limited convenience sample, making results difficult to generalise through Chinese and Malaysian populations. Further research was then suggested to address these limitations.
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Griffin, Lonnie F. III. "An Analysis of Print Media Reporting of Established Religions and New Religious Movements." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1057.
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This thesis reports findings from a content analysis of 720 newspaper articles and 3,052 newspaper article cases focused on the issue of print media bias. Sunday editions of three major newspapers were drawn from the six-year period 1998-2003 for analysis. Prior research has uncovered print media bias in reporting of religious groups, and this thesis examines the substance of those claims pertaining to both established religions and new religious movements. Research findings show that established religions and their members are typically described in favorable or neutral terms, while new religious movements and their members are consistently described with pejorative terms. However, specific established religion members received the overwhelming majority of negative religion member descriptors. Articles focusing on established religion members were found to contain the bulk of visual aides accompanying the articles. Newspaper articles discussed incidents of violence by and/or against specific religious groups of both types of religion with a high frequency. Also, newspaper article themes and angles were found to be important for conveying the content of the articles. Additionally, an appendix is included that analyzes the treatment of religion, established religions and their members, and new religious movements and their members in sociology textbooks.
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Diamond, Jeffrey Mark. "Developing indigenous and European knowledge : the vernacular education movement and neo-orientalism in the Punjab, 1849-1870." Thesis, SOAS, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269764.
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Alldén, Häll Emmilie, and Johanna Saukko. "Nyreligiösa rörelser i dagens gymnasieskolor." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29538.
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The purpose of this paper is to study how some upper secondary teachers define and understand the terms New Religious Movement, New Religiosity and cult. We also look at what the teachers teach about and why they pick those specific parts of the course. Firstly, to get a wider view of this subject we looked at previous research about the teaching of New Religious Movements. In addition to the previous research we did our own research where we interviewed upper secondary teachers from two different schools. Secondly, for our results we analysed the transcripts by using two different theoretical frameworks: religious didactics in the form of abductive perspective in connection to the didactical questions - what, why and how? We have also used a hermeneutic interpretation when looking at the empirical material.Through our research we found that teachers have some difficulties defining the terms “New Religious Movements”, “New Religiosity” and “Cults”. They also have a problem with differentiating them from each other. The research shows that even the teachers’ selection, planning and implementation of their teaching varies between the schools for different reasons. Some of this stems from the teachers’ capacity within the subject, different interpretations of the syllabus and the influence that students have on the teaching.
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Bynum, Katherine E. "Weeding Out the Undesirables: the Red Scare in Texas Higher Education, 1936-1958." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699918/.
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When the national Democratic Party began to transform to progressive era politics because of the New Deal, conservative reactionaries turned against the social welfare programs and used red scare tactics to discredit liberal and progressive New Deal Democrat professors in higher education. This process continued during the Second World War, when the conservatives in Texas lumped fascism and communism in order to anchor support and fire and threaten professors and administrators for advocating or teaching “subversive doctrine.” In 1948 Texas joined other southern states and followed the Dixiecrat movement designed to return the Democratic Party to its original pro-business and segregationist philosophy. Conservatives who wanted to bolster their Cold Warrior status in Texas also played upon the fears of spreading communism during the Cold War, and passed several repressive laws intended to silence unruly students and entrap professors by claiming they advocated communist doctrine. The fight culminated during the Civil Rights movement, when conservatives in the state attributed subversive or communist behavior to civil rights organizations, and targeted higher education to protect segregated universities. In order to return the national Democratic Party to the pro-business, segregationist philosophy established at the early twentieth century, conservatives used redbaiting tactics to thwart the progressivism in the state’s higher education facilities.
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Forsström, Fredrik. "Att undervisa om nyreligiositet : En studie om högstadielärares urval, metoder och definitionsproblem." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36268.
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Fyra stycken lärares beskrivningar om hur de undervisar och definierar nyreligiositet och nya religiösa rörelser har studerats i föreliggande uppsats. Syftet med studien är att undersöka vad verksamma religionskunskapslärare på högstadiet säger att de undervisar om i undervisningen kring nyreligiositet och nyreligiösa rörelser. En kvalitativ metod med semistrukturerade intervjuer har använts för att få fram data till studien. Teorier om didaktiskt innehåll och undervisning som meningserbjudande har använts vid analysen av resultatet. Uppsatsen utgår från tre stycken frågeställningar om hur definierar religionskunskapslärare begreppen nyreligiositet och nyreligiösa rörelser, om vad beskriver religionskunskapslärare att de undervisar kring nyreligiositet och nyreligiösa rörelser och hur beskriver lärare att de arbetar kring nyreligiositet och nyreligiösa rörelser i undervisningen? Resultatet i studien visar att lärarna har problem med att definiera begreppet nyreligiositet, vilket kan vara en orsak till att området får en marginell plats i religionskunskapsundervisningen. Lärarna anser att kursplanen är den viktigaste faktorn i urvalet av undervisningsinnehåll, men skyller på att tiden är för knapp för att hinna med allt. Eleverna är ofta delaktiga i planeringen och urvalet av undervisningsinnehållet i området nyreligiositet och nya religiösa rörelser.In this essay, the teaching on the subjects new religiousness and new religious movements and the definition of these subjects have been studied amongst four teachers. The aim of the study is to examine how religion teachers in secondary school say they teach the subjects. The data has been collected by semi-structured interviews, which is a qualitative method of data gathering. Theories on didactic content and teaching as provider of meaning have been used during the analysis of the result. The essay is based on three questions about how the teacher defines the terms new religiousness and new religious movements, what the teachers include in his or her teaching on the subjects, and how the teachers describes his or her teachings on the subjects. The result of the study shows that the teachers have problems defining the terms new religiousness, which may be one reason why the subject is neglected during the teaching on religion. The teachers think that the curriculum is the most important factor in the selection of content in their teaching, but blames time as the most important factor when they decide to focus on other content. The students are often involved in the planning and when selecting content in the area of new religiousness and new religious movements.
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Chase, Steve. "Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
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Thesis (Ph. D.)--Antioch University New England, 2006.Title from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).
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Wissmann, Ross B. "The Christian ministry : case studies of preachers of the Churches of Christ in Bicol, Philippines." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5919.
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This thesis examines the challenges faced by the ministers of religion in Churches of Christ (Restoration Movement) in Bicol, Philippines. The goal is to do theology from below, not from above, as pastoral ministry must come from the experience of those who practice it, not from textbooks. The pastoral perspectives of the dilemmas that the ministers raise are heard, observed, documented, and then reflected upon. To do this, case studies of four preachers are used and the mga problema that they present are explored with them. As a result, first, I introduce some of those challenges which are perplexing on the ground level and which appear to be under-researched in serious theological circles, especially in an Asian context. Second, I hope that these case studies can be used to stimulate reflection in ministerial and spiritual formation. Third, I document some of the theology and methodology of the Churches of Christ, particularly as practiced in the Philippines. Chapter 1 explores the dichotomy between the perceived satisfaction in the pastoral ministry with the crisis of role and identity. In particular, issues such as forced exits and stress are presented while baptism and preaching are scrutinized. Chapter 2 centres on the conundrums experienced in planting a new church and being the lone planter. Chapter 3 examines three challenges–the task of ministering in a home congregation, the issue of accreditation in ministerial training, and how the minister can be a success and grow the church. Never far from the thoughts and actions of any of the Bicolano ministers is the problema of poverty, so Chapter 4 considers some of the Filipino, personal, and spiritual complexities of poverty, delineates a number of factors that need to be taken into consideration in any effort to overcome this malady and concludes with a particular reference to ministry.
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Eriksson, Fredrik. "Nya religiösa rörelser och synen på utbildning : en studie i hur medlemmar från nya religiösa rörelser uppfattar skola och undervisning." Thesis, Södertörns högskola, Institutionen för genus, kultur och historia, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16625.
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The previous research in the field of new religious movements has mostly focused on the spectacular parts where phenomena such as “brainwashing” and the “charismatic leader” have attracted both media and the scientific studies of religion. Professor Liselotte Frisks has done several enquiries about sects and new religious movements in Sweden. One of her main conclusions is that the relation between these new religious movements and the rest of society has changed; a relation that used to be characterized by conflicts and tension is now becoming more open as both parts are changing. This study does not focus on the spectacular parts. Instead I have studied something more common and general. I have studied how members from new religious movements are apprehending subjects as school and education. I have chosen two well-known religious movements: the church of Scientology and the Family Federation of World Peace and Unification. My comprehensive purpose is to analyze the members' opinions and views, to see whether their ideas are on terms with what the majority says or if it differs from the norm. My conclusion is that the members of the Church of Scientology criticize the Swedish school system. They find it too theoretical and believe that there is not enough focus on aspects such as word-understanding. The Church of Scientology has their own pedagogy which is based on word-understanding. The members of the Family Federation for World Peace and Unification shared the opinion of the majority to a larger extent, as they did not prescribe such harsh critics about the school. However, they do believe that the school has to take a huge responsibility raising the students since many young people of today come from broken families. Strong families are one of the corner pillars of this movement.
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Cavalcante, Maria Lenira Gurgel. "Movimento estudantil e servi?o social no capitalismo contempor?neo: tend?ncias e particularidades." Universidade Federal do Rio Grande do Norte, 2009. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17882.
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This dissertation aims to analyze the social direction in which the Student Movement in Social Work in Brazil (ENESSO) has gone through. This is done considering how the functioning of the National Executive, the Brazilian Social Work Student union has operated. The research analyzed their political position regarding the university as well as professional education in the period of 2003 to 2008. The study s theoretical and methodological object was obtained according to its structural, juncture, and time determinants. All of the mentioned elements considered the contemporary capital crisis and its implications towards the State and Society emphasizing specifically the changes that occurred in the University regarding professional education. For the purpose of data collection and production, a documental and field research was realized. Thus, interviews were done considering one manager of each management period of the ENESSO group in the time span of 2003 to 2008. Some subjects that represented the Brazilian Social Work Teaching and Research Association (ABEPSS) as well as were also interviewed. These subjects have had a relevant role in partnership with these entities and represented students in the contemporary scene. Results suggest that ENESSO has developed work that defends a project of a public, free and laic quality university. This entity also defends a project that considers the 1996 Curricular Guidelines. Currently, there is internal dispute in the social direction of the MESS, this is seen amongst political groups that diverge in opinions related to the analysis done by the Lula government regarding the political role that the National Student Union-UNE has taken in the counter-reform of higher education. This current juncture is seen as extremely individualist and it results as in unfavorable for the collective organization of the working class, especially regarding student movement. MESS has been going through a moment of profound instability and this dimension is being expressed by the absence of national coordinator for the 2008/2009 management period at ENESSO. Even though there are difficulties, it is possible to point out partnership of the entities that represent the national Social Work in Brazil. These partnerships are all related to a struggle and search for the development of a professional project that leads towards the sociability awareness that goes beyond capital.
A disserta??o analisa a dire??o social do Movimento Estudantil de Servi?o Social(MESS)por meio da atua??o da Executiva Nacional dos(as) estudantes de Servi?o Social(ENESSO), no que se refere a sua posi??o pol?tica sobre Universidade e Forma??o profissional no per?odo de 2003-2008. Do ponto de vista te?ricometodol?gico, o objeto de estudo foi apreendido em suas determina??es estruturais, conjunturais e geracionais, considerando a crise contempor?nea do capital e suas implica??es na rela??o Estado e Sociedade, com ?nfase nas particularidades e mudan?as na Universidade e nas exig?ncias postas no ?mbito da Forma??o profissional. Para a coleta e produ??o dos dados foi realizada pesquisa documental e de campo. Foram entrevistados(as) dirigentes da ENESSO, um(a) de cada gest?o entre os anos de 2003-2008, al?m de representantes da Associa??o Brasileira de Ensino e Pesquisa em Servi?o Social(ABEPSS) que destaca a relev?ncia da parceria constru?da com a entidade de representa??o dos(as) estudantes, na cena contempor?nea. Os resultados obtidos sugerem que a ENESSO desenvolve uma atua??o em defesa do projeto de universidade p?blica, gratuita, laica e de qualidade e do projeto de forma??o fundado nas Diretrizes Curriculares de 1996; o tempo presente ? marcado no MESS pelo acirramento de disputas pela dire??o social do movimento entre os grupos pol?ticos, os quais divergem, sobretudo, da an?lise realizada sobre o governo Lula e do papel pol?tico assumido pela UNE, nesse contexto de contrareforma do ensino superior. A conjuntura atual de exalta??o extrema do individualismo tem se revelado desfavor?vel ? organiza??o coletiva da classe trabalhadora e em particular dos movimentos estudantil. O MESS atravessa um momento de profunda instabilidade, dimens?o que se expressa na aus?ncia de coordenadores nacionais para gest?o 2008/2009 da ENESSO. Apesar das dificuldades enfrentadas, destaca-se a parceria constru?da entre as entidades representativas do Servi?o Social em n?vel nacional e a luta que desenvolvem em defesa do projeto profissional vinculado a constru??o de outra sociabilidade, para al?m do capital.
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Custódio, Sérgio José. "A emergência do discurso dos sem universidade no Brasil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-101118/.
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O objetivo da dissertação é caracterizar o processo de emergência do discurso dos Sem Universidade no Brasil. Para tanto, vale-se da observação da presença histórica dos discursos sobre as relações raciais no Brasil, como o embranquecimento, o mulatismo, a negritude, o indigenismo e o discurso dos povos indígenas no geral, e, em particular da percepção da reprodução, ocorrência, ecos, rumores desses respectivos discursos em um corpus específico, fruto de experiências de projetos de educação popular, realizados em cursinhos populares na periferia de São Paulo, no ano de 2003, com participantes egressos da escola pública e que não tiveram acesso às alterações de políticas educacionais relativas à incorporação transversal do ensino de história, cultura africana e dos povos indígenas na educação básica, obrigatórias apenas a partir de 2003 na letra da lei nacional. A pesquisa tem abordagem interdisciplinar e fundamentação teórica baseada nos estudos de análise de discurso, particularmente na categoria de interdiscurso. A metodologia vale-se da construção de um quadro de restrição semântica, da análise do corpus, do estabelecimento de relações com fontes semióticas complementares. Como resultado, o estudo indicou a presença do discurso de novíssimos sujeitos sociais, sua dimensão coletiva, sua imbricação institucional e a emergência do discurso do MSU, dos Sem Universidade, como indicia a luta comum por isenção de taxas dos vestibulares, por novas universidades públicas, pela criação de um sistema público de bolsas de estudos o PROUNI, por uma reforma universitária popular, pelo ENEM como critério de acesso à universidade, pela aprovação da Lei de Cotas no Brasil (lei 12.711/12), pela instalação das Conferências Nacionais de Educação e pelo Plano Nacional de Educação no Brasil.The purpose of this work is to characterize the process of the discourse emerging from the Without University in Brazil. For that, it is worth-watching the historic presence of the speeches about race relations in Brazil, such as the discourse of whitening, mulatism, negritude, indianism, and the discourse of the brazilian native people, in general. Particularly, it matters the perception of the reproduction of these discourses, as well as its occurrences, echoes, rumors in a specific corpus. The corpus of this academic work was obtained from popular educational projects (preparatory courses to enter the university level) accomplished on the outskirts of São Paulo, in 2003, with students that came from the brazilian public educational system. As the teaching of African and brazilian native history and culture was introduced in basic education only from 2003, by the approval of a national law, the corpus analyzed has no influence of it. The research has an interdisciplinary approach but the theoretical framework is based on the study of discourse analysis with emphasis on interdiscourse. The methodology is based on a construction of one framework semantic constraints, the analysis of the corpus and in to see the relationships with complementary relevant semiotic sources.
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Luft, Celito Urbano. "Reformas educacionais em tempos de globalização neoliberal e o desencanto do magistério gaúcho." Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1895.
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A década de 90 é marcada pelo desencanto e apatia do magistério gaúcho frente às reformas educacionais promovidas, especialmente, durante os dois mandatos do Presidente Fernando Henrique Cardoso (1995-2002), tendo à frente do Ministério da Educação, Paulo Renato de Souza. O foco principal deste trabalho foi investigar as razões que explicam esta indiferença do magistério do Rio Grande do Sul, que tivera na combatividade uma de suas principais marcas. Este desencanto só pode ser compreendido no bojo das políticas educacionais neoliberais, que procuraram cooptar a escola para legitimar a reestruturação do processo produtivo, imposta pelo capitalismo neoliberal globalizado. A função principal da escola passou a ser a qualificação da mão-de-obra, para um mercado cada vez mais exigente e competitivo e, por isso, excludente. As políticas educacionais implementadas neste período foram exigidas pelos Organismos Internacionais, especialmente pelo BM e pela CEPAL e prontamente acatadas pelo governo brasileiro. O movime
In the nineties, specially while President Fernando Henrique Cardoso was governing (1995-2002), and Paulo Renato de Souza was in charge of the Ministry of Education, radical educational reforms occurred, which were taken on, passively, by most of the teachers in Rio Grande do Sul. This paper aims at investigating the reasons that explain the teachers’ indifference in accepting those changes, since they were the ones fighting against them. This dissatisfaction can only be understood in the core of educational neo-liberal policies, which tried to connect the schools to legitimate the reforms of the productive process imposed by globalized neo-liberal capitalism. Therefore, the main function of the school was to qualify manpower for a more and more demanding and competitive market and, this way, eliminatory. Educational policies implemented in that period were demanded by International Organizations, especially by World Bank and CEPAL, and were soon accepted by Brazilian government. The Union Movement, with int
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Malekzadeh, Setareh, and Bahram Nouraei. "Den Svenska Folkrörelsekulturen : En deskriptiv studie om folkrörelsers organisationskultur under påverkan av kulturpolitiken." Thesis, Södertörns högskola, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34682.
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Syftet med denna studie är att kartlägga organisationskultur inom folkrörelseorganisationer samt att undersöka dess eventuella förändringar under påverkan av kulturpolitiken. Denna studie tillämpar Geert Hofstedes teorier som behandlar olika nivåer och dimensioner av organisationskultur. Studien behandlar värderingar, ritualer, hjältar och symboler inom varje organisation i fråga i ett sammanhang av organisatoriska praktiker som meningsbärande kulturella uttryck. Studien har genomförts med ett kvalitativt angreppssätt där semistrukturerade intervjuer utförts med hjälp av ett bekvämlighetsrvalsstrategi. Datainsamlingen har genomförts genom personliga intervjuer med fyra medarbetare på två folkrörelseorganisationer i Stockholm d.v.s. ABF och Riksteatern. De valda Organisationerna är verksamma inom olika verksamhetsområde och respondenterna har jobbat i varierande positioner och har fleråriga arbetserfarenheter. Intervjuerna spelades in efter beviljat tillstånd och säkerställandet av respondenternas anonymitet. En innehållsanalys genomfördes efter transkribering av inspelat material i form av citat och egna tolkningar. Studien behandlar också en del sekundärdata i form av historisk information om folkrörelsernas samhälleliga rötter och utvecklingsprocess. Studien visar en ständigt pågående omorganiseringsprocess inom folkrörelseorganisationer vilket orsakat signifikanta förändringar inom folkrörelsernas organisationskultur. Konflikten mellan folkrörelsernas ideella logiker och kulturpolitikens kvalitetslogik uppträder i organisationskulturen på olika sätt. ABF:s kärnvärderingar nämligen hjälpsamhet, jämlikhet och högt arbetsengagemang anses vara mindre aktuella idag. Hjälpsamhet och jämlikhet ligger också till grund för Riksteaterns demokratiseringsverksamhet och anses fortfarande vara aktuella i organisationen. När det gäller ABF har vi funnit att organisationen har utvecklat en professionell och icke-normativ organisationskultur med stränga kontrollmekanismer och stor fokus på arbetsutförande och processansvar i ett slut organisationssystem. Stränga kontrollmekanismer anses vara ett resultat av kulturpolitikens krav på ökad internkontroll och kvalitetssäkring. Studien visar att Riksteatern har utvecklat en komplex mångsidig organisationskultur som finns i två sammanhängande lager. En lokal, personalinriktad och normativ arbetskrets som omger sig med professionella, resultatinriktade och pragmatiska medarbetare. Detta leder till en normativ organisationskultur som erbjuder pragmatiska lösningar i syfte att kunna leva upp till kulturdepartementets krav på hög kvalitet, resurseffektivitet och antalet besökare. Det finns en tendens mot professionalism och pragmatism inom båda organisationerna. Detta kan bero på att båda organisationerna är ekonomiskt beroende av statliga bidrag och därför ska leva upp till kulturpolitikens kvalitetskrav. Detta ledde också till svagt normativt engagemang och ett slags samhällelig passivitet. Vi har också funnit att betoningen på kvantitativ utvärdering inte är en fungerande strategi för utvärdering av ideell kulturverksamhet. Istället har detta orsakat paradoxala uppdrag och identitetsförvirring inom organisationerna enligt våra respondenter.The purpose of this paper is to provide a systematic description of the organizational culture in social movement organizations in Sweden and also to investigate its possible changes under the impact of cultural policy. The following study has been done using Geert Hofstede’s theories on different levels and dimensions of organizational culture. The study explores the organizational values, rituals, heroes and symbols in the context of organizational practices to be examined as meaningful cultural representations. This study has been done based on qualitative research method using semi-structured interviews and convenience sampling strategy for data collection. The data has been collected through personal interviews with four employees from two social movement organizations in Stockholm and from different areas of practice; The Swedish National Touring Theatre (Riksteatern) and The Workers’ Educational Association (ABF). The respondents have been working in variety of positions and have many years of experience. The interviews have been recorded as audio files after granting permission and ensuring the respondents’ anonymity to be preserved. A content analysis has been done following the transcription of the recorded material in the form of quotes and interpretations. Secondary data has been also used in the form of historical information regarding the origins of Swedish social movements and their development process. Our study shows that there is a constantly ongoing reorganization process in the Swedish social movements which has caused significant changes in the social movements’ organizational culture. The conflict between the logic of the social movements and the quality-oriented logic of the Swedish cultural policy emerges in the organizational culture in different ways. ABF’s core values such as benevolence, equality and high work engagement are considered to be less relevant in the current organizational culture. Benevolence and equality are also the core values of Riksteatern and are still considered to be relevant in the current organizational culture. When it comes to ABF, we have found that the organization has developed a professional and pragmatic organizational culture with strict control mechanisms and huge focus on task performance and processes in a closed-system organization. The strict control mechanisms are considered to be the result of the Swedish cultural policy’s requirements regarding internal control and quality assurance. The study shows that Riksteatern has developed a complex multidimensional organizational culture which exists in two interrelated layers. A local, employee-oriented and normative work circle surrounded by professional, result-oriented and pragmatic coworkers. This leads to a normative organizational culture which offers pragmatic solutions in order to be able to meet the ministry of culture’s requirements regarding high quality, resource efficiency and visitor numbers. There’s a tendency towards professionalism and pragmatism in both organizations. This might depend on the fact that both organizations are economically dependent to public funds and therefore are required to meet the cultural policy’s quality requirements. This leads also to a low normative engagement and societal passivity. We have also found that the emphasis on the quantitative evaluation ad revision is not an effective strategy to evaluate nonprofit cultural organization. Instead, this strategy has caused paradoxical missions and confusion regarding organizational identity, according to our respondents.
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Lauby, Fanny. "Immigrants Facing Immigration Policy : state Laws Regulating Eligibility for In-State Tuition and Belonging among Latino Immigrant Youth in the United States." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030055.
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Cette thèse porte sur les nouveaux réseaux d’incorporation politique et sur la mobilisation politique des jeunes immigrés irréguliers de la région de New York et du New Jersey. Son objectif est d’évaluer si les politiques qui ouvrent ou ferment l’accès de ces jeunes aux frais d’inscription à l'université appliqués aux résidents de l'État sont associés à différents niveaux d’appartenance et à différents styles d’organisations politiques. La recherche s’appuie sur les théories relatives à l’incorporation politique et sur un modèle de mobilisation collective lié aux ressources disponibles. Elle emprunte aussi aux théories sur la formulation des politiques publiques qui mettent en lumière le rôle de l’image publique associée à la réforme de l’immigration. L'étude de terrain menée dans l'État de New York et dans le New Jersey permet d’analyser un niveau important de gouvernance qui fait souvent défaut dans le débat sur la réforme de l’immigration. L'approche méthodologique est mixte, combinant des données quantitatives tirées d’une enquête en ligne et des données qualitatives recueillies au cours de soixante entretiens. Les résultats indiquent que les jeunes irréguliers se mobilisent davantage dans les États où la loi crée un contexte de réception plus contraignant et où la coalition de soutien est encore en formation. Les politiques publiques des États influent également sur les ressources nécessaires à la participation politique et civique des jeunes immigrés. Cette thèse souligne l’importance du lieu de résidence dans l’incorporation politique des immigrés aux États-Unis, ainsi que la manière dont l’image associée aux politiques publiques encourage ou dissuade l’engagement politique. Ses résultats aideront le législateur à mieux comprendre les contextes de réception que les politiques publiques créent pour les jeunes immigrésThis dissertation focuses on new paths of immigrant incorporation and on the political mobilization of undocumented youths in the New York-New Jersey area. The goal of this investigation is to assess whether contrasting state laws that either open or restrict eligibility for in-state tuition are associated with different levels of belonging and different styles of organizing among immigrant youths. This research draws from theories on political incorporation and a resource mobilization model of collective action. It also builds on theories of policy design highlighting the role of policy images in immigration reform. The contrasting cases of state-level policy in New York and New Jersey provide for an investigation into an important level of government that has largely been missing from the debate on comprehensive immigration reform. The dissertation relies on an innovative mixed-methods approach, collecting both quantitative data from a survey and qualitative data from sixty in-depth interviews. Results indicate that undocumented youths tend to become mobilized in states which provide more restrictive contexts of reception, and where the coalition of support is still being recruited. However, state laws affecting access to college do shape the availability of political and civic resources for immigrant youths. This dissertation highlights the importance of place in immigrants’ paths of incorporation into the United States, as well as the role of policy narratives in fostering or deterring political engagement. The results will help policymakers better understand the contexts of reception which public policies create for young immigrants
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CALDIROLA, ANNA. "Clara Reeve; ovvero, una scrittrice che ha sfidato il suo tempo." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/167.
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La dissertazione si pone due principali obiettivi: la ricostruzione della biografia della scrittrice settecentesca Clara Reeve e la presentazione della sua vasta produzione letteraria nella quale l'autrice sperimenta diversi generi, dalla poesia (Original Poems on Several Occasions) al saggio di critica (The Progress of Romance), dal romanzo gotico e storico (The Old English Baron, Memoirs of Sir Roger de Clarendon) al romanzo pedagogico-sentimentale (The Two Mentors, The School for Widows, Plans of Education, The Exiles, Destination), cimentandosi in svariate tecniche espressive quali l'epistolario, il dialogo e la conversazione, il memoriale. Le opere sono state affrontate seguendo principalmente l'ordine cronologico al fine di valorizzare le peculiarità di ciascuna e al contempo rappresentare il processo di maturazione della scrittrice. Ne deriva una monografia inedita che pone particolare enfasi sul contesto storico e sull'ambiente culturale in cui le opere fecero la loro apparizione al fine di comprendere meglio i processi di ricezione presso i lettori e i critici coevi. Chiudono lo studio tre importanti appendici: la prima fornisce i contenuti delle opere reeviane in sintesi; la seconda propone l'integrale trascrizione dai manoscritti della corrispondenza di Clara Reeve a Joseph Cooper Walker; la terza offre una consistente documentazione fotografica.The dissertation focuses on two main objectives: the reconstruction of Clara Reeve's fragmentary biography and the presentation of this eighteenth century authoress' literary production in which she attempts different literary genres, from poetry (Original Poems on Several Occasions) to the essay (The Progress of Romance), from the gothic and historical novel (The Old English Baron, Memoirs of Sir Roger de Clarendon) to the sentimental and didactic novel (The Two Mentors, The School for Widows, Plans of Education, The Exiles, Destination), experimenting different forms such as the epistle, the dialogue and the memoir. The analysis of the text is based on a chronological perspective in order to emphasize the peculiarity of each work and simultaneously to present the progress of an artist. The result is an unprecedented monograph which stresses the historical context and the cultural environment in which Clara Reeve's works appeared so as to understand the dynamics of her public and critical reception. Three important appendixes close the dissertation: the first offers the plots of the works; the second proposes the full text transcription from the manuscripts of Clara Reeve's letters to Joseph Cooper Walker; the third collects documents and illustrations.
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Marín, Gómez Isabel. "Asociacionismo, sociabilidad y movimientos sociales en el franquismo y la transición a la democracia. Murcia, 1964-1986." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/10896.
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El marco político español de la década de 1960 hubo de adaptarse a los nuevos valores y actitudes sociales que cambiaban más allá del contexto jurídico. La Ley de Asociaciones de 1964 creó un espacio legal, con las restricciones propias del franquismo, para una extraordinaria proliferación de viejas y nuevas formas de asociación. Una voluntad asociativa que generó espacios de sociabilidad, contribuyendo al mismo tiempo a la reconstrucción de la sociedad civil, sirviendo de base legal para la gestión de unos nuevos movimientos sociales que participaron en el proceso político de transición a la democracia en España.El estudio de las asociaciones civiles a lo largo del periodo comprendido entre 1964-1986, permite observar además la evolución de la sociedad española entre el franquismo y la consolidación democrática, con toda la serie de cambios que se producen en un país que en poco tiempo alcanzará las pautas globales del mundo occidental.The political Spanish framework of the decade of 1960 had to adapt to the new values and social attitudes that were changing faster than the juridical context. The law of associations of 1964 created a legal space, with the own restrictions of the Franco's regime, for an extraordinary proliferation of old and new forms of association. An associative will that generated spaces of sociability, contributing at the same time to the reconstruction of the civil society, using as legal base for the management of new social movements that took part in the political process of the Spanish transition to democracy. The study of the civil associations along the period among 1964-1986 shows in addition the evolution of the Spanish society between the Franco's regime and the democratic consolidation, with the whole series of changes that are produced in a country that in a little time will reach the global guidelines of the Western World.
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Swanson, Joshua. "Talk This Way: A Look at the Historical Conversation Between Hip-Hop and Christianity." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3810.
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Christianity and Hip-Hop culture are often said to be at odds with one another. One is said to promote a lifestyle of righteousness and love, while the other is said to promote drugs, violence, and pride. As a result, the public has portrayed these two institutions as conflicting with no willingness to resolve their perceived differences. This paper will argue that there has always been a healthy conversation between Hip-Hop and Christianity since Hip-Hop’s inception. Using sources like Hip-Hop lyrics, theologians, historians, autobiographies, sermons, and articles that range from Ma$e to Tipper Gore, this paper will look at the conversation between Hip-Hop and Christianity that has been ongoing for decades. This thesis will show why that conversation is essential for the church and necessary for Hip-Hop artists to express themselves fully. This paper will show rap and Hip-Hop culture to be a complex institution with its own theology, history, and prophets – that uses its own voice to express how urban youth view not only their lives but also how God and the church are present in their lives.
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"Will the arts come marching in? Access to arts education within the New Orleans education reform movement." Tulane University, 2020.
Find full textAbstract:
archives@tulane.eduNew Orleans is the first city in the country to become an all-charter school district. This study examines how school reform founded on principles of test-based accountability, school autonomy, and family choice shapes access to arts education and the pedagogical beliefs and practices surrounding arts education in schools. Prior research shows that test-based accountability may force schools to prioritize tested subjects at the expense of offering a well-rounded education that includes the arts. On the other hand, charter school theory suggests that schools must be responsive to students’ needs and interests in order to compete for enrollments. The first component of this mixed methods research study is a quantitative descriptive analysis of Louisiana Department of Education administrative data on course enrollments from the 2009-10 through the 2015-16 school years. The purpose of this analysis is to understand how access to arts education is distributed across New Orleans schools, and how this distribution compares to academically and demographically similar school districts across Louisiana. The second component of the research study is a qualitative analysis of 28 semi-structured interviews with arts educators and school administrators. This study integrates quantitative and qualitative data to describe the nuanced ways that school type and performance influence how school leaders navigate different school pressures. This study finds that school leaders’ decisions about arts education are guided by both test-based accountability and market accountability pressures related to family choice. However, it is ultimately test-based accountability pressure that dominates the experiences of arts educators in the study. This study also contributes a conceptual framework of arts education approaches. Interview participants draw on the “academic,” “transformative,” and “professional” value of arts education to describe the purpose and perceived benefits of arts education. This study documents the ways in which charter school reform shapes each of these three approaches to arts education within the New Orleans school system.
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Sarah Woodward
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Ryu, Jae Shin. "A philosophical basis for the new Christian School Movement in Korea (South) / Jae-Shin Ryu." Thesis, 2007. http://hdl.handle.net/10394/1308.
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Shih, Hui-Ming, and 施慧敏. "New Taipei City Preschool Inclusive Education Classes for Staff in the Field of Health and Body Movement. Discussion of Implementation and Professional Development Requirements." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/03473754013558390928.
Full textAbstract:
碩士國立屏東大學
體育學系碩士班
105
The aim of this study is to understand the teaching practices in New Taipei City’s pre-school inclusive education classes in the field of physical movement and health, and to explore the different background variables and relevant circumstances in professional development requirements for these staff. This research is based on information gathered from a questionnaire on "The status of teaching practices in the field of body movements and professional development requirements”. The questionnaires for the study were issued to, and completed by, staff from New Taipei City’s public kindergarten inclusive education classes. To facilitate sampling a total of 350 questionnaires were issued, with 332 valid questionnaires being returned using a convenience sampling method. The data consisted of independent sample t tests, single factor analysis of variance, Pearson product-difference correlation and multiple regression statistical analysis. Significant level within this study way set at α = .05. The conclusions arrived at were: • The samples for unmarried teachers had an average factor scores that was significantly higher than those for married teachers. • Responders under 25 years of age differed significantly on the impact of the teaching. • The number of years of teaching experience also produced significant differences in the requirements for professional development. • Those with less than one’s experience in teaching children with special needs also generated a significantly different result in the teaching of the principles of assessment and in the demand for curricular activities. • The current status of inclusive education classes staff, administrative and related resources and facets of professional growth patterns each produced significant differences. The average score on the status of higher education and the professional development requirements of the average score will continue to increase. • The positive factors are due to teaching principles, the principles of assessment, and professional development requirements.
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Aucamp, Barend Bernardus. "'n Histories-opvoedkundige ondersoek na die invloed van die sinkretisme op die moderne onderwys." Thesis, 2001. http://hdl.handle.net/10500/863.
Full textAbstract:
Text in AfrikaansSummary in Afrikaans and English
This study is an attempt to analyse and describe syncretism as an encompassing phenomenon from a historical-educational perspective. In recent times, the ideas of globalization, the influence of modern science, as well as certain ideas concerning modern education, are closely related to the manifestation of syncretism. A study of various exemplars from the past and present disclosed the essences of syncretism, thus unveiling the religious growth-motives that underlie syncretism, which also played an important role in the development of Western civilization and the modem world. The multi-faith idea (the idea of unity and synthesis), the idea of secularization, and the idea of relativity, were identified as prominent characteristics of syncretism. The identification and analysis of the essences of syncretism and supporting religious principles. become possible when syncretism is set in opposition to the Biblical and reformational thought processes. Bible-based education provides an alternative to syncretism in a fast changing and post-modern world. It gives perspective on the instruction to people to care for and develop God's creation. The intrinsic characteristics of Bible-based education were used as evaluation criteria in an attempt to expose syncretism. The characteristics of Bible-based education which also provide a framework for establishing a corrective to the problematic educational situation, are the following: • the acknowledgement of the Holy Trinity as central to man's existence; • the Bible/Holy Scriptures as essential for a Christian world and life view; • the essence of a Christian anthropology; • education as the fulfilment of God's covenant with man; • the directive role of Bible-based norms; • the transfer of culture through education • Biblical cosmology as an expression of the Christian faith; • the reformational aspect of Bible-based education. In the evaluation of syncretism, it was discovered that the relationship between man and the Holy Trinity would be negatively affected if the Christian religion were not regarded as the only source of truth concerning the salvation of man and the true meaning of life. The influence of syncretism necessitates a reformational and antithetical approach, which constantly emphasises the importance of the educator's role in the teaching and education of the child in the modem educational system.
In hierdie studie word gepoog om die sinkretisme as omvattende verskynsel vanuit 'n histories-opvoedkundige perspektief te ontleed en te omskryf. Die globaliseringsverskynsel, die inwerking van die modeme wetenskap en bepaalde idees in die moderne onderwys hang saam met die manifestasie van die sinkretisme in die eietyd. In 'n eksemplariese verlede- en eietydse studie is grondig ondersoek ingestel na tendense en verskynsels wat die wesenlike van die sinkretisme openbaar. Religieuse grondmotiewe in die Westerse beskawingsontwikkeling het 'n wesenlike bydrae gelewer tot die opkoms van die sinkretisme van die moderne wereld. Die wesenskenmerke wat prominent in die eksemplariese ondersoek betreffende die realisering van die sinkretisme gemanifesteer het, was die multireligieuse/intergeloofsidee en sintesedenke (eenheidsidee), die sekulariseringsverskynsel en die relatiwiteitsverskynsel. Die identifisering en ontleding van die wesenskenmerke van die sinkretisme en ondersteunende religieuse grondmotiewe word moontlik indien die sinkretisme teenoor die Bybelse en reformatoriese denkhouding gestel word. Bybelgefundeerde onderwys bied 'n altematief vir die sinkretisme in 'n snel veranderende en postmodeme wereld en gee perspektief aan die mens se beheersingsopdrag in die skeppingswerklikheid. Die wesenskenmerke van Bybelgefundeerde onderwys is as evalueringskriteria aangewend in 'n poging om die sinkretisme in sy ware gedaante te ontbloot. Die wesenskenmerke wat terselfdertyd die raamwerk vir die daarstel van 'n korrektief vir die problematiese onderwyssituasie bied, is: • God Drie-enig as sentrale uitgangspunt; • die Bybel/Heilige Skrif as essensieel vir 'n Christelike lewens en wereldbeskouing; • die Christelike mensbeeld (antropologie) as voorwaarde vir Bybel-gefundeerde onderwys • onderwys en opvoeding as die bevestiging van God se verbond met die mens; • die rigtinggewende rol van Bybelgefundeerde norme; • kultuuroordrag en Bybelgefundeerde onderwys; • die Bybelse skeppingsleer as 'n uitdrukking van die Christelike geioof; • die refonnatoriese/gereformeerde inslag van Bybelgefundeerde onderwys In die evaluering van die sinkretisme is bevind dat die mens se grondverhouding met God Drie-enig aangetas word indien die Christelike godsdiens nie as die enigste bron van waarheid betreffende die mens se redding en toekomsverwagting beskou word nie. Die inwerking van die sinkretisme noodsaak in die moderne onderwyssisteem 'n reformatoriese en antitetiese denkhouding wat die mens deurlopend opskerp ten opsigte van sy rol as opvoeder in die opvoeding en onderwys van die kind.
Educational Studies
D. Ed. (History of Education)
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Brejtrová, Jitka. "Jenská škola lidskosti." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-368654.
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This thesis deals with the concept of education of German pedagogue and university professor Peter Petersen, on the basis of which he elaborated and verified a pedagogical concept called the Jenaplan, which is a synthesis of different lines of the international reform educational movement of the beginning of the last century. It's only ten years left, and one centuries since the first verification of this concept at the practice school of university of Jena and the first book publication of The Small Jena-Plan (Der kleine Jena- Plan, 1927). Yet it is still a challenge that encourages thinking about changes in the work of a regular school. Still again, he questions the stereotypes and serves as a contemporary model of the school as a workshop of humanity. The first chapter deal with the historical background of the reform educational movement and the basic features of reform pedagogy. The second chapter describes the life of Peter Petersen. The third chapter is devoted to the basic elements of Petersen's pedagogy and the principles of the Jenaplan school. The fourth chapter forms the core of the theoretical part of the work and, on the basis of quotes from Petersen's writings, describes and interprets its concept of pedagogical anthropology, which is the starting point for education to humanity. The fifth...
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Gould, Roxanne Jean. "Creating an indigenous educational movement listening to the voices of Māori leaders /." 2004. http://ndhadeliver.natlib.govt.nz/content-aggregator/getIEs?system=ilsdb&id=1384224.
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Thesis (PhD--Education)--University of Minnesota, 2004.Archived by the National Library of New Zealand. Title from PDF cover (viewed on May 19, 2010). Hypertext links contained in the archived instances of this title are non-functional. Nz Includes bibliographical references (p. 192-212). Also available in a print ed.
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ZENG, RUI-CHENG, and 曾瑞成. "General physical education thoughts of the neo-cultural movement period(1919-1927)." Thesis, 1991. http://ndltd.ncl.edu.tw/handle/64320737432528848889.
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I-lin, Wu, and 吳易凌. "The exploration of educational spaces planning and environmental teaching from New schoolyard''''s movement in Tu-Neo Primary School in Taichung." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/22702118406327584425.
Full textAbstract:
碩士國立臺灣師範大學
環境教育研究所
90
School is the place except Family where children spend most of their time, and it’s also the second home for children. When a student goes from family to school-education stage, the first impression given by the school environment will absolutely have certain influence on him. School is the place where children spend the longest time learning and construct the elementary knowledge for the first time, therefore, in addition to the curriculum teaching, the potential influence of school environment cannot be ignored. As a result, we must have a long-goaled plan in the beginning of school plan to create a peaceful and beautiful environment, so that students can develop their noble personality in the free, cheery, convenient and filled with originality space. When Researcher studied in Graduate School, luckily meeting School’s large-scale campus reconstruction, and government had intent to make Education revolution practical in construction of space. This supplied students better study environment and teachers more abundant subject matters. Researcher joined new campus campaign and thoroughly explored the spreading chances to enter campus to search environmental education after process of carrying out concept of education in space planning. Researcher hopes this would be reference materials for environmental education, subject courses plans, and campus plans. The research views time as main shaft and views new campus campaign as staring point, and understands the effect of campus space construction through document analysis, still more cross compares new campus campaign’s correlative document content analysis with focal figures’ interview and describes changing chances and effects of new campus campaign in education revolution. Also through observation on practical course teaching people view the model of carrying out new campus campaign and find the moment of environmental education practice. The main purpose of this research is applied to the spatial design for the building, to the specialized field in education and to confer a conversation. Throughout the research it have discover that teachers will improve their belonging and identification to the school when they can participate in the schoolyard scheme. At the campus there is full of teaching resources, in time the function for the environmental education and the design for the teaching environment will affect the interactive relationship between teachers and students in the school life. From the changes to promote teaching activity, the environmental education can be fulfill from life experience and integrate it into classes. Also the children can gain abundance of learning chances from the games. Throughout the process and the analysis from the research, we have concluded the following points. 1.The main of school plan concept is educational meanings: only involve the need of education and educational meanings, can help schools work educational potential best. 2.New schoolyard’s sport speed the work of education reform: New schoolyard’s sport involve open space, green school and corporative teaching into plan concept, and through the make of hard space, to influence the soft equipment and teaching activity. 3.Campus is the best place for environmental education: the children through play gain environmental knowledge and skills. By school design and teaching, there are many environmental education opportunities in schools. 4. The huge teaching tool is school building: the new schools change traditional classroom into group classrooms, corporative teaching spaces, helping teaching activities change. By architecture skills making school spaces and natural resources be used teaching well. 5.The children is the main rule of school: because school is the main places for learning, so the children is the main factor for school plan.
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Campos, Emmet Espinosa. "Crucibles of cultural and political change : postmodern figured worlds of Tejana/o Chicana/o activism." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4138.
Full textAbstract:
Supervisors: Luis Urrieta and Noah De Lissovoy
This qualitative and sociohistorical study examines the lives and experiences of Chicana/o educators in Texas and the ideological and political discourses of equity and social justice that they draw from to shape their practice in three educational sites: the Llano Grande Center (LGC), Red Salmon Arts/Resistencia Bookstore (RSA), and the Advanced Seminar in Chicana/o Research (ASCR). I document their work based on the oral narratives of fifteen educators, site document analysis, and ethnographic work I conducted as observant participant associated with these organizations. This project extends recent scholarship that links critical pedagogy, social and cultural theories of identity formation and new social movement scholarship to understand the multiple cultural, social and political dimensions of activist education. My principal findings indicate new senses of individual and collective identity practice, reframed critical and culturally relevant pedagogies, and a reconceptualization of indigenous discourse and practice. These findings have important implications for activists, educators and researchers by rearticulating scholar activist work in new more emancipatory ways that considers place-based models of critical and cultural relevant teaching and learning and more radically democratic research practices.text