Journal articles: 'New Education movement'

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강일국. "A comparative study of characteristics of education movements in Korea : New Education Movement and Open Education Movement." Korean journal of sociology of education 19, no. 3 (September 2009): 1–23. http://dx.doi.org/10.32465/ksocio.2009.19.3.001.

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Halpern, Andrew S. "Transition: Old Wine in New Bottles." Exceptional Children 58, no. 3 (December 1991): 202–11. http://dx.doi.org/10.1177/001440299105800303.

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The transition movement of the 1980s was preceded by two similar movements: (a) the career education movement in the 1970s and (b) the work/study movement in the 1960s. These three movements are described and compared to provide an historical context for understanding current problems and issues regarding transition. Some broad social issues, such as educational reform, are then examined to illustrate the potential influence of such issues on the future development of policy that will affect the transition movement.

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Carreño, Miryam. "The New Museums of Education, an International Movement." Encounters in Theory and History of Education 9 (October 9, 2008): 75–91. http://dx.doi.org/10.24908/eoe-ese-rse.v9i0.1769.

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In this article the resurgence of interest in museums of education during the last twenty years of the twentieth century and their development up to this day is analyzed. The “new museums” of education are different from their predecessors, the pedagogical museums, which were created in the last fifty years of the nineteenth century. The new museums constitute an international movement that is developing in an age of deep transformation. Some of them are analyzed here with the goal of looking for the explanation of that great development: new historiography tendencies; the current globalization process; movements for the recovery of historical memory; and finally changes in museology. Lastly, the creation and development of the new museums of education in Spain are analyzed, as well as the museographical and museological activities that are taking place in this country

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Jeong, Kwang-Soon. "The Reading Change-Points of Elementary School Teaching in Korea based on New Education Movement, Open Education Movement, School Innovation Movements." Journal of Elementary Education 33, no. 4 (November 30, 2020): 353–78. http://dx.doi.org/10.29096/jee.33.4.14.

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Carli, Sandra. "The New School Movement in Argentina." Paedagogica Historica 42, no. 3 (June 2006): 385–404. http://dx.doi.org/10.1080/00309230500358370.

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Ovchinnikov, Yu, and A. Stoylov. "Hobbyhorses: New Approaches in the Physical Activity of Children and Adolescents." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 1 (April 10, 2020): 50–54. http://dx.doi.org/10.12737/2587-912x-2020-50-54.

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Modern additional education and upbringing of children reaches a new level of social needs. In the article, the authors present a new leisure for young people – hobby horsing (jumping on a toy horse), which shows the aesthetics and beauty in the movements of teenagers. The method of conducting a master class on the production of horses for teachers of additional education and the method of opening the movement of horses on the basis of centers of additional education of children is proposed. In the course of scientific and pedagogical research, it was revealed that hobbyhorses perform a type of movement with a certain cycle. Moving movements allow not only to increase the motor activity of a person for a certain period of time, but also to develop coordination of movements. The practical significance of the study is that students of Kuban State University of Physical Culture, Sports and Tourism promote a new sports movement of youth and offer to introduce it in institutions of additional education in various regions of Russia as a socially-oriented project that performs the function of health-saving education. Additional education of children with the participation of students can get a new practice-oriented stage in the development of motor activity and creative cooperation of young people of different ages.

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Halverson, Erica Rosenfeld, and Kimberly Sheridan. "The Maker Movement in Education." Harvard Educational Review 84, no. 4 (December 1, 2014): 495–504. http://dx.doi.org/10.17763/haer.84.4.34j1g68140382063.

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In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

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Meckbach, Jane, Béatrice Gibbs, Jonas Almqvist, and Mikael Quennerstedt. "Wii Teach Movement Qualities in Physical Education." Sport Science Review 23, no. 5-6 (December 1, 2014): 241–66. http://dx.doi.org/10.1515/ssr-2015-0004.

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AbstractIn Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities. With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students’ movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.

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Hurd, Paul Dehart. "Science Education for a New Age: The Reform Movement." NASSP Bulletin 69, no. 482 (September 1985): 83–92. http://dx.doi.org/10.1177/019263658506948213.

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Popham, W. James. "The Standards Movement and The Emperor's New Clothes." NASSP Bulletin 81, no. 590 (September 1997): 21–25. http://dx.doi.org/10.1177/019263659708159005.

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Aksa, Aksa. "Gerakan Islam Transnasional: Sebuah Nomenklatur, Sejarah dan Pengaruhnya di Indonesia." Yupa: Historical Studies Journal 1, no. 1 (January 31, 2017): 1–14. http://dx.doi.org/10.30872/yupa.v1i1.86.

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Transnational Islamic movement is a terminology that belongs in the new academic study. The term has become a ' nomenclature ' is generally understood as an ideology that crosses state boundaries (nation state). The emergence of transnational Islamic movement's lively lately is part of an Islamic revival and renewal of an era that grew in the Middle East since the 18th century. The post-war collapse of the Caliphate based in Ottoman Turkey in 1924, the movement has found the right momentum by forming new forces in conducting resistance against colonialism and imperialism of the West. Presence of transnational Islamic movement in Indonesia is part of the revivalism Islamic movement in the Middle East that directly make effect against the pattern of Islam in Indonesia. Transmission lines the ideas of this movement through the social movements, education and publications

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Incetas, Yusuf. "Politics, Education, and a Glocal Movement: Gulen-Inspired Educators and Their Views on Education in Politically Turbulent Times." Journal of Educational Issues 4, no. 1 (June 29, 2018): 191. http://dx.doi.org/10.5296/jei.v4i1.13172.

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The Hizmet Movement a.k.a. Gulen Movement is a collective initiative of a group of people from Turkey following altruistic ideals. Although it is rooted in Islam and the Sufi tradition, it appeals to all backgrounds via its secular schools and interfaith dialogue outreach. In the U.S., the movement runs educational institutions, interfaith dialogue centers, and charities, and has grown significantly since the start of the new millennium. The academic excellence, college admission rates, and medals won at local and international science and math competitions helped Hizmet Movement schools gain recognition and appreciation in the more than 100 countries where they operate. However, recent political unrest and, as a result, anti-democratic treatment of Hizmet participants in Turkey has taken a toll on this success and has transformed the movement into a diaspora. This paper serves as an introduction to Hizmet Movement’s history, its perceptions in the U.S. and in Turkey, and the educational philosophies of its educators in a post-911 and post-15 July world. The focus on events is between 1960 to present.

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Aksa, Aksa. "GERAKAN ISLAM TRANSNASIONAL: SEBUAH NOMENKLATUR, SEJARAH DAN PENGARUHNYA DI INDONESIA." Yupa: Historical Studies Journal 1, no. 1 (January 30, 2017): 1. http://dx.doi.org/10.26523/yupa.v1i1.6.

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Transnational Islamic movement is a terminology that belongs in the new academic study. The term 'nomenclature', generally the ideology they have crossed the State boundary of the critical limits stretcher (Nation state). The emergence of transnational Islamic movement's lively lately is part of an Islamic revival and renewal of the Era that grew in the Middle East since the 18th century. The post-war collapse of the Caliphate based in Ottoman Turkey in 1924. The transnational Islamic movement has found its momentum by forming new forces in conducting resistance against colonialism and imperialism of the West. Presence of Transnational Islamic movement in Indonesia is part of the revivalisms Islamic movement in the Middle East and influenced directly against the pattern of Islam in Indonesia. Transmission line ideas Islamism is at least via the social movements, education, and publications.

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Bobulescu, Roxana. "Popularising the ‘New International Political Economy’: The ATTAC Movement." Policy Futures in Education 6, no. 2 (January 2008): 176–86. http://dx.doi.org/10.2304/pfie.2008.6.2.176.

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15

Lauder, Hugh, and G. I. A. R. Khan. "Democracy and the effective schools movement in New Zealand." International Journal of Qualitative Studies in Education 1, no. 1 (January 1988): 51–68. http://dx.doi.org/10.1080/0951839880010105.

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Ilyazova, A., C. Shambetova, and E. Zhunusova. "New methods of education in movement disorders for medial students." Parkinsonism & Related Disorders 79 (October 2020): e90-e91. http://dx.doi.org/10.1016/j.parkreldis.2020.06.329.

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Wills, Jane. "Health literacy: new packaging for health education or radical movement?" International Journal of Public Health 54, no. 1 (January 16, 2009): 3–4. http://dx.doi.org/10.1007/s00038-008-8141-7.

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Dubohay, Olexandra, and Anatolii Tsos. "Realization of a Health Saving Educational Technology «In-Movement Education» in Elementary School." Physical education, sports and health culture in modern society, no. 2(38) (June 30, 2017): 29–35. http://dx.doi.org/10.29038/2220-7481-2017-02-29-35.

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Topicality of the research is conditioned by the need to improve the children’s physical, psychological and emotional health by their involvement into active educational forms combining studying and physical movement activities. The aim of the study is to determine the ways of a health saving technology «In-Movement Education» in elementary school. Work Results. Health saving technology «In-Movement Education» is a methodological complex, serving the aim of recreational and educational activities, realized gradually, in dynamics of studying material acquisition based on both «child-mother (father)» and «pupils-teacher» relations. Above-mentioned technology ameliorates educational environment, stimulating new knowledge acquiring, motivating creating thinking and making students fulfill already known exercises in a new order. Conclusions. Health saving technology «In-Movement Education» presupposes intellectual, emotional and physical activities alteration, in individual, pair and group forms. This stimulates children’s mental processes, enhancing their physical movements, timely prevention of their brain fatigue, develops their responsibility by means of game situations creation and challenging integrated classes.

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Slater, Graham B. "Toward a New Common School Movement." Educational Philosophy and Theory 49, no. 1 (July 6, 2016): 99–101. http://dx.doi.org/10.1080/00131857.2016.1198247.

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Hamlin, Françoise N. "Schooling for Freedom: Education and the Black Freedom Struggle in Mississippi." History of Education Quarterly 57, no. 2 (April 28, 2017): 278–84. http://dx.doi.org/10.1017/heq.2017.5.

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John Hale's book about the Freedom Schools during the 1964 Mississippi Freedom Summer Project and Crystal Sanders's work on the largest Head Start program run by the Child Development Group of Mississippi (CDGM) from 1965 to 1968 sit at the end of a long line of histories of the black freedom struggle's mass movement years in Mississippi. Mississippi civil rights histories form well-trodden ground, from trailblazers John Dittmer and Charles Payne and nearly twenty-five years of subsequent scholarship and research supported by the building of new archives, to oral histories collected around the recent movement milestone anniversaries and reunions. There is always room for more accounts and fresh vantage points, given the nature of mass movements simultaneously orchestrated on multiple levels and in multiple locales, each with its own nuance and host of characters. Each book illustrates the cacophony of stories, voices, opinions, conflicts, political scuffles, and sacrifices that constitute a mass of movements with many routes to vaguely defined (and not always agreed upon) goals. As I have said elsewhere, full stories are messy and complicated, reflecting the reality of life. Recognizing these activist pasts becomes more relevant with the new phase of mass protest in the persistent struggle for black freedom, particularly around the global and domestic Black Lives Matter movement.

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Maiwan, Mohammad. "HEGEMONI, KEKUASAAN, DAN GERAKAN MAHASISWA ERA 1990-AN: PERSPEKTIF DAN ANALISA." Jurnal Ilmiah Mimbar Demokrasi 16, no. 1 (October 31, 2016): 49–69. http://dx.doi.org/10.21009/jimd.v16i1.1182.

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ABSTRACT The student movement that emerged in the 1990s was a response to the authoritarian New Order policies. Although New Order succeeded in economic development but lead to inequality. Student activists form an alliance with pro-democracy groups such as NGOs, unions, farmers, and critical opposition groups. Therefore, their movements become an important part of the pro-democracy movement. In general the issues presented students are: First, the issues of democratization and human rights. Secondly, issues related to land, environment and labor. In addition to address issues of local and national, their movements also a response of international issues To control the student movement, the government established the SMTP (Student Senate Higher Education), accompanied by harsh measures. Nevertheless, their movement is still weak and disunited. The existence of a strong student movement and spread emerge when the economic crisis hit Indonesia, dropping of President Soeharto in May 1998. Keywords: Student movement, politics, New Order, 1990s-era.

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Burton, Allen W., and Richard W. Rodgerson. "New Perspectives on the Assessment of Movement Skills and Motor Abilities." Adapted Physical Activity Quarterly 18, no. 4 (October 2001): 347–65. http://dx.doi.org/10.1123/apaq.18.4.347.

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The practice of adapted physical education should be consistent with a theoretical model of motor behavior. We believe that the dominant view of movement skills, motor abilities, and general motor ability, as expressed in the current literature, often is not congruent with assessment instruments currently used in adapted physical education. The purpose of this paper is to review the dominant conceptualization of skills, abilities, and general motor ability; present four problems with the dominant view related to assessment in adapted physical education; and then offer a new perspective based on a four-level taxonomy. The levels of the proposed taxonomy are movement skills, movement skill sets, movement skill foundations, and general motor ability.

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Čubajevaitė, Marta. "Transformative Adult Learning in New Social Movement – a Case Study from South Africa." International Journal of Area Studies 10, no. 2 (December 1, 2015): 139–71. http://dx.doi.org/10.1515/ijas-2015-0007.

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Abstract New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.

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Harding, Vincent. "Gifts of the Black Movement: Toward “A New Birth of Freedom”." Journal of Education 172, no. 2 (April 1990): 28–44. http://dx.doi.org/10.1177/002205749017200204.

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Putra, EkaVidya. "Literation Movement From Tanah Ombak’s Community." SHS Web of Conferences 42 (2018): 00109. http://dx.doi.org/10.1051/shsconf/20184200109.

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Nowadays, Character education becomes the attention of many parties. The key to character education is the availability of a positive character environment. Because character building is not enough just to provide knowledge about which is good attitude and what is bad as taught in school. This misunderstanding of school is the cause of character education and failure. Intended for character building requires a character environment that provides good examples to its members. The problem is that there are many character environments that do not support the building of good characters. Bad character environments can be seen in slum area. Slums, identical to poverty, low levels of education, many criminal acts, promiscuity and other negative behaviors. By using a new institutional approach . Data collection is done by qualitative method, through observation, interview and literature study. The success of the Tanah Ombak Community manipulates the institutional environment can not be separated from two things. First, there are actor who become key figures. Second, there in collectively shared values that drives ideas. How the environment is manipulated can be seen from the three aspects, regulative, normative and cognitive. Regulatively, many emergence of positive rules for character development. Normatively, bad old habits are replaced by positive new habits for character building. Finally, cognitively new knowledge emerges for the new characters building.

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Rice, Lincoln. "The Catholic Worker Movement and Racial Justice: A Precarious Relationship." Horizons 46, no. 1 (May 15, 2019): 53–78. http://dx.doi.org/10.1017/hor.2019.9.

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The Catholic Worker Movement, widely known for its critique of violence and capitalism in American culture, has largely neglected racism. This seems surprising because its urban houses of hospitality, staffed mostly by middle-class whites, provide material resources disproportionately to impoverished African Americans. The movement's embodiment as a white movement and the failure of its founders (Dorothy Day and Peter Maurin) to prioritize racial justice has impeded its ability to adequately confront racism. This article contrasts the ways in which racism was addressed by the founders with the way it was addressed by two prominent African American Catholic Workers. The article includes a new Catholic Worker narrative to explain the movement's relationship with racial justice and offer suggestions for ways the movement can mine its own rich resources to become an authentically anti-racist movement.

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Nikčević, Ivan, Jelena Krulj, Milica Krulj-Mladenović, and Vesna Jokanović. "Inclusion: Movement for open and fair education." Bizinfo Blace 12, no. 1 (2021): 43–52. http://dx.doi.org/10.5937/bizinfo2101043n.

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Education is of inestimable importance for a person. The process of education implies the acquisition of knowledge and acquisition of skills and habits for developing abilities, forming a view of the world, as well as nurturing work on self-learning. However, there are also students with special educational needs who need to be included in the educational process. Inclusion is a new model of organized teaching and learning that implies not only the inclusion of children with disabilities in the regular educational system, but also the inclusion of the child in the social life of the community at all levels. Within the model of inclusive teaching, the rights of every child to education have been recognized and conditions have been created for the realization of that right. The sources of legal regulations on which inclusive education relies can be found in internationally ratified documents and documents of a national character that relate in whole or in part to inclusion. Having in mind the topicality of this problem and its application in the education system, inclusive education should be the subject of further research in our environment, because previous research has mainly focused on examining attitudes towards children with disabilities in inclusive education.

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Brown, Trent, and Dawn Penney. "Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education." European Physical Education Review 19, no. 1 (December 6, 2012): 39–61. http://dx.doi.org/10.1177/1356336x12465508.

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Dowling, Ross. "Environmental Education in New Zealand." Australian Journal of Environmental Education 9 (1993): 21–32. http://dx.doi.org/10.1017/s0814062600003165.

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Environmental education in New Zealand (NZ) was born out of the environmental movement during the 1960s and 1970s. During that time it became increasingly apparent that we needed to know more about ourselves, our surroundings and the interactions between these two. The central impulse of environmental education is to help develop people who are knowledgeable of, concerned about, and motivated to do something for, the environment. This involves being:1. Knowledgeable about the physical, social and economic environment of which people are a part;2. Concerned about environmental problems; and3. Motivated to act responsibly in enhancing the quality of our environment as well as our life.In NZ a common misconception held was that environmental education is the same as outdoor education. It is not. Environmental education is concerned with those aims listed above, whereas outdoor education is now taken to mean, and is officially called, ‘Education Outside the Classroom’. Obviously the two are neither synonymous nor mutually exclusive (Dowling 1986). In the school context, environmental education has traditionally been considered as any teaching about ‘the environment’. Today, however, it is being understood as a process which is multi-disciplinary in approach and for the environment at heart.

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Wong, Shiau Ching, and Scott Wright. "Hybrid mediation opportunity structure? A case study of Hong Kong’s Anti-National Education Movement." New Media & Society 22, no. 10 (November 1, 2019): 1741–62. http://dx.doi.org/10.1177/1461444819879509.

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This article assesses how social movements make use of media, and how their media practices influence movement outcomes using a case study of the Anti-National Education Movement in Hong Kong. It contributes to the literature on this important protest event and to ongoing debates about changes in the relationship between media and protesters. It is argued that activists adapted to what we call a “hybrid mediation opportunity structure.” The concept of a hybrid mediation opportunity structure is built on a critical engagement with Cammaerts’ mediation opportunity structure and is informed by Chadwick’s hybrid media system theory. We find that old (mainstream) and new (social) media tactics were deployed interdependently in a hybrid, symbiotic process. Old and new media logics fed off each other, in turn producing new logics: hybrid mediation opportunities which enabled activists to simultaneously broaden their connective networks and capture the attention of news media to publicize and legitimize their collective protests.

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Gough, Noel. "Postparadigmatic materialisms: A “new movement of thought” for outdoor environmental education research?" Journal of Outdoor and Environmental Education 19, no. 2 (October 2016): 51–65. http://dx.doi.org/10.1007/bf03400994.

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Chiles, Robert. "SCHOOL REFORM AS PROGRESSIVE STATECRAFT: EDUCATION POLICY IN NEW YORK UNDER GOVERNOR ALFRED E. SMITH, 1919–1928." Journal of the Gilded Age and Progressive Era 15, no. 4 (October 2016): 379–98. http://dx.doi.org/10.1017/s1537781416000244.

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Since the Progressive Era itself, scholars have exhibited strong interest in the connections between progressivism and education. Historical studies have elucidated countless ways that such reformist impulses as the settlement house movement, the country life movement, the progressive education movement, the “cult of efficiency,” and battles against social ills like child labor influenced early twentieth-century education policy.1Indeed, as historian Lawrence Cremin has contended, “the Progressive mind was ultimately an educator's mind, and … its characteristic contribution was that of a socially responsible reformist pedagogue.”2

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Vastola, Rodolfo, Nadia Carlomagno, Rosa Sgambelluri, and Maurizio Sibilio. "New Technologies for Writing and Drawing Evaluation." International Journal of Digital Literacy and Digital Competence 4, no. 1 (January 2013): 47–55. http://dx.doi.org/10.4018/jdldc.2013010105.

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Movement analysis is generally considered the analysis of walking, with the first workshops not by chance being called Gait Analysis Laboratories. Improvement of the technical specifications of these tools and the simplification of user interfaces have allowed these tools to be applied to other motor actions apart from walking. Simple or complex movements of the upper or lower limbs have become the object of movement analysis. The areas of interest range from sports to the clinical. This possibility to refer to several motor actions as well as different areas has meant that these laboratories are now known as Movement Analysis Laboratories. Is it possible to consider the use of these systems in the evaluation of the writing skills of the child. The specific research is part of the screening of special needs education, highlighting important information that is subject to the planning and production of the drawing. The project starts from the desire to investigate the possible integration of the traditional rating scales with digital systems, for this reason, and in order to be a predictive tool of the writing skills of children, the VMI test has been adopted as a working basis. In particular, attention has been given to the first page of the test.

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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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Hidayat, Rakhmat. "Democratic Citizenship of Teacher Movement in Indonesia Post-Soeharto: Between Democratic Citizenship and Civic Engagement." Jurnal Ilmiah Peuradeun 6, no. 3 (September 28, 2018): 479. http://dx.doi.org/10.26811/peuradeun.v6i3.236.

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After May 1998, Indonesia began the transition from centralization to the era of autonomy. During 32 years, Soeharto’s New Order regime (1966-1998) demonstrated authoritarian regime in many sectors, like politics, economics, social, especially in education. The political freedom of the Reform era has opened up an opportunity for the revival of social movements in Indonesia. Reform has enabled more open political structure, including a friendlier political atmosphere for the teacher movement. The purpose of this research is to explain how teacher movement in Indonesia made transformation from authoritarian which close movement to liberal with open movement. In New Order regime with authoritarian performance, Persatuan Guru Republik Indonesia (Teacher Union in Indonesia) is as the single actor. The paper discussed three main aspects: (1) the explanation of the emerging of teacher movements in the process of democratic citizenship (2) the dynamics of teacher movement in developing teacher capacity in era of decentralization of Indonesia (3) the relations of teacher movement between the civil societies in era of decentralization. The teacher movement influences Indonesia’s democratization process. Teacher movement has contributed substantially in increasing participation and democracy in Indonesia, building the legal and institutional infrastructure for democracy, and providing voice and educational advocacy in supporting the reform.

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Grayson, John. "Developing the Politics of the Trade Union Movement: Popular Workers’ Education in South Yorkshire, UK, 1955 to 1985." International Labor and Working-Class History 90 (2016): 111–32. http://dx.doi.org/10.1017/s0147547916000090.

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AbstractDrawing on evidence from research interviews, workers’ memoirs, oral histories, and a range of secondary sources, the development of popular workers’ education is traced over a thirty year period, 1955 to 1985, and is rooted in the proletarian culture of South Yorkshire, UK. The period is seen as an historical conjuncture of Left social movements (trade unions, the Communist and Labour parties, tenants’ movements, movements of working-class women, and emerging autonomous black movements) in a context of trade union militancy and New Left politics. The Sheffield University extramural department, the South Yorkshire Workers' Educational Association (WEA), and the public intellectuals they employ as tutors and organizers are embedded in the politics and actions of the labor movement in the region, some becoming Labour MPs. They develop distinctive programs of trade union day release courses and labor movement organizations (Institute for Workers' Control, Conference of Socialist Economists, Society for the Study of Labour History). Workers involved in the process of popular workers' education become organic intellectuals having key roles in local and national politics, in the steel and miners' strikes of the 1980s, and in the formation of Northern College. The article draws on the language and insights of Raymond Williams and Antonio Gramsci through the lens of social movement theory and the praxis of popular education.

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Lax, Michael. "New York State’s COSH Movement: A Brief History." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 28, no. 2 (January 10, 2018): 202–26. http://dx.doi.org/10.1177/1048291117752462.

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Unions, health and safety activists, and professionals came together to create Coalitions for Occupational Safety and Health (COSH groups) in a number of cities across the United States beginning in the 1970s. The COSHes have played an important and unique role in advocating worker health and safety since that time, through activities including technical assistance, training and education, and campaigns on workplace and public policies. In New York State, activist coalitions created eight COSH groups distributed around the state. This paper presents a history of New York’s COSHes based on interviews with key participants. The interviews shed light on the origins of the COSH movement in New York, the development and activities of the COSHes, and the organizational trajectory of individual New York COSHes in response to both extra and intraorganizational challenges. Participants’ accounts of these issues may be useful for those seeking to sustain the COSH movement.

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Wu, Hantian, and Qiang Zha. "A New Typology for Analyzing the Direction of Movement in Higher Education Internationalization." Journal of Studies in International Education 22, no. 3 (March 14, 2018): 259–77. http://dx.doi.org/10.1177/1028315318762582.

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This article proposes a new typology of “inward- and outward-oriented” higher education (HE) internationalization based on the spread of innovations that involve knowledge, culture, HE models, and norms. It reviews existing typologies related to HE internationalization; discusses theories of world system, soft power, and knowledge diplomacy; and utilizes the notion of transcultural diffusion of innovations. As a supplement to existing theories, this new typology is constructed primarily for capturing the currents and dynamics of HE internationalization as they relate to the spread of innovations to analyze newly emerging scenarios. The article applies this new typology to a discussion of real-world cases and tests its viability.

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Kaplan, Michael. "Orchestrating a new approach to learning." Phi Delta Kappan 98, no. 7 (March 22, 2017): 23–28. http://dx.doi.org/10.1177/0031721717702627.

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In 2011, the directors of the Phoenix Symphony came up with a bold plan to improve and expand their community outreach programs. Inspired by the growing movement to integrate the arts with the other subjects in the K-12 curriculum, they created a thriving program called Mind Over Music, which pairs professional musicians with local elementary school teachers, helping them design and deliver lessons that blend music education with instruction in science, technology, engineering, and math.

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HAYNES, REBECCA. "WORK CAMPS, COMMERCE, AND THE EDUCATION OF THE ‘NEW MAN’ IN THE ROMANIAN LEGIONARY MOVEMENT." Historical Journal 51, no. 4 (November 18, 2008): 943–67. http://dx.doi.org/10.1017/s0018246x08007140.

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ABSTRACTThis article explores two aspects of the Romanian legionary movement's organization in the 1930s, namely work camps and commerce. These are placed in the context of the Legion's attempts to construct a ‘parallel society’ that challenged the hegemony of the state and the dominant class of Romanian politicians and Jewish capitalists. The Legion's work camps and commercial ventures played a crucial educational role within the movement. The work camps were regarded as ‘schools’ in which the legionary ‘New Man’ was to be created and nurtured. Through its commercial ventures, the Legion aimed to educate a new generation of ‘Christian’ entrepreneurs to win back the economic position which the Romanians had allegedly lost to Jewish traders. This new elite would thus replace the decadent Romanian political and commercial classes which the Legion regarded as devoid of national awareness. The success of the Legion's ‘parallel society’ provoked government counter-measures which culminated in the murder of the movement's leader, Corneliu Zelea Codreanu, in 1938, and the fragmentation of the Legion. The article draws upon hitherto unused Romanian archival sources, as well as legionary memoirs and articles.

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Addison, Richard. "A New Look at Musical Improvisation in Education." British Journal of Music Education 5, no. 3 (November 1988): 255–67. http://dx.doi.org/10.1017/s0265051700006665.

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After a brief summary of the development of ‘Creative Music’ in schools in the U.K., the author suggests that the emphasis on Improvisation, advocated by Orff and others, has been lost in favour of the Composition/Product model.An attempt to define ‘Improvisation’ leads to various considerations of its value and purpose in various educational settings, and in Music Therapy. Links with ‘play’ in young children, and with practices in Movement/Dance education are drawn.Practical examples are suggested, and a ‘spectrum’of degrees of ‘improvisation’ opportunity are suggested. Participants perceptions of improvisation and composition are described, and finally the case for improvisation as an essential part of any music curriculum is made.

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Merrill, Michael, and Susan J. Schurman. "Toward a General Theory and Global History of Workers’ Education." International Labor and Working-Class History 90 (2016): 5–11. http://dx.doi.org/10.1017/s0147547916000259.

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AbstractWorkers’ education, understood to mean the education of workers by workers for purposes they themselves determine, has always been highly contested terrain, just like work itself. If there is to be an adequate global history of workers’ education, it will need to be guided by a suitable general theory. Hegel most expansively and Durkheim most persuasively argued that societies are cognitive and moral projects, of which education is constitutive: knowing and social being are inextricably bound up with one another. In the global democratic revolutions of the last 250 years, the labor movement distinguished itself as simultaneously a social movement, an education in democracy, and a struggle for a democratic education. The history of workers’ education is a history of workers striving to remake their communities into democracies and themselves into democrats. This brief essay introduces a collection of essays representative of a new generation of scholarship on the history of workers’ education, which we hope will help both traditional and emerging labor movements understand their past and think more clearly about their future.

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Warren, Mark R. "Closing Commentary: New Strategies for Racial Equity in Education: Interest Convergence and Movement Building." Peabody Journal of Education 92, no. 3 (May 27, 2017): 425–31. http://dx.doi.org/10.1080/0161956x.2017.1324666.

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Depaepe, Marc, Frank Simon, and Angelo Van Gorp. "The Canonization of Ovide Decroly as a “Saint” of the New Education." History of Education Quarterly 43, no. 2 (2003): 224–49. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00121.x.

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If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has shown, this movement manifested itself primarily by means of the development of its own language and discourse in which the “new school” was projected into a “new” society. However, ultimately, it turned out that the “new” did not involve a radical break with the modernizing trends from which it emerged and that it wanted to combat. Without going further into the discussion of its success or failure, about continuity and discontinuity of discourse and movement, we want to show that the construction of the self-discourse of the New Education was largely determined by the extolling of its own merits. We will do this via the example of Ovide Decroly. This extolling was generally done by epigones who, from the immediate circle of often charismatic school reformers, gazed in wonder on the work of the Master (or Mistress) and ascribed to his or her “method” an authenticity that it did not actually have.

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Reed, Wayne A. "Radical Possibilities: Public Policy, Urban Education and a New Social Movement – Jean Anyon." WorkingUSA 9, no. 3 (September 2006): 377–79. http://dx.doi.org/10.1111/j.1743-4580.2006.00120.x.

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Morrissey, Marietta. "Book Review: Radical Possibilities: Public Policy, Urban Education and a New Social Movement." Economic Development Quarterly 30, no. 4 (July 26, 2016): 384–85. http://dx.doi.org/10.1177/0891242416660222.

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Scott, Leodis. "Learning Cities for All: Directions to a New Adult Education and Learning Movement." New Directions for Adult and Continuing Education 2015, no. 145 (March 2015): 83–94. http://dx.doi.org/10.1002/ace.20125.

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Ryan, Ann Marie. "Book Review: Radical Possibilities: Public Policy, Urban Education, and a New Social Movement." Urban Affairs Review 41, no. 3 (January 2006): 418–20. http://dx.doi.org/10.1177/1078087405281550.

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Doležalová, Kateřina, and Viléma Novotná. "Aplikace intervenčního programu hudebně-pohybové výchovy do hodin školní tělesné výchovy na ZŠ." Studia sportiva 11, no. 1 (July 19, 2017): 80–89. http://dx.doi.org/10.5817/sts2017-1-26.

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The aim of this paper is to present the content and results of pre research study of dissertation. Musicalmovement education is part of the curriculum of physical education lesson. Although the educational content of physical education remains essentially the same during the year, the methods and forms of teaching are more subjected on the social requirements. Existing musical-movement education is using traditional forms of teaching, which is not that attractive for students. Therefore, the aim of the study is to create the new interventional musical-movement program and verification of its effect on the level of the selected music and movement skills. The paper presents the main characteristics of the intervention program and results obtained within the pre research in secondary school. Measuring the effectiveness of the musical-movement program was implemented through tests of music-movement abilities in the group of 14 girls, students of secondary school in Prague. The tests assessing the level of rhythmic perception and rhythmic adaptability, shows no statistically significant differences in the pretest and posttest. The tests of dynamic balance and collective movement creativity demonstrate statistically significant effect. The results could be influenced by a small number of respondents. We assume, the results of music movement education will contribute to the further insights that can contribute to creating new musica- movement programs and help them with implementation in to the physical education lessons.

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O’Malley, Riahl. "Pocket Political Education: A New Tool from United for a Fair Economy." Labor Studies Journal 44, no. 2 (November 23, 2018): 184–87. http://dx.doi.org/10.1177/0160449x18814316.

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At the time of this writing, the richest 1 percent owns nearly 40 percent of private wealth in the United States. The bottom 50 percent owns just 1 percent of that same pie. Meanwhile, the median black family owns just ten cents for every dollar of wealth owned by white families. Women make up three-quarters of the low-wage workforce and 36 percent of low-wage workers are women of color. Thanks to movements like Occupy, Black Lives Matter, #MeToo, and the hard work of movement educators around the country, consciousness around economic, racial, and gender inequality is growing. And yet while more are aware these problems exist, few see the links between them or agree on how we can solve them. Pocket Political Education from United for a Fair Economy supports interactive dialogue that helps working people connect the dots between economic, racial, and gender inequality to inform their strategic action for change. The tool is highly adaptable so that organizers and educators working in diverse contexts can create spaces for consciousness-raising that move people and groups to action.

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Journal articles on the topic 'New Education movement'

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