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Journal articles on the topic 'Politics and education'

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Published: 4 June 2021
Last updated: 3 March 2023

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1

Chodubski, Andrzej. "Globalization — Politics — Education." Polish Political Science Yearbook 42, no. 1 (December 31, 2013): 7——. http://dx.doi.org/10.15804/ppsy2013001.

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2

Camp, Roderic A., Donald J. Mabry, and Mary Kay Vaughan. "Education and Politics, Politics and Education: Mexico in the Twentieth Century." History of Education Quarterly 25, no. 1/2 (1985): 215. http://dx.doi.org/10.2307/368901.

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3

OLIVEIRA, Marcos Antônio Bessa. "(Des)política para corpos-política na arte, na cultura e na educação." INTERRITÓRIOS 6, no. 10 (April 14, 2020): 1. http://dx.doi.org/10.33052/inter.v6i10.244891.

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RESUMOArte, Educação, Política compõem uma tríade compreendida historicamente no Ocidente como interdependentes. Entretanto, arte, educação e políticas ocidentais não estão compreendidas para corpos aquém dos padrões de raça, gênero e classe edificados pelo pensamento que arquitetou o projeto moderno europeu levado à expansão em todo mundo no século XVI. Igualmente, histórico e contemporaneamente, políticas têm definido, no caso do Brasil em níveis federal, estaduais e municipais, atuações e ações de corpos e sobre os corpos na arte, na educação e na própria política. Considerando a histórica indissociação entre a tríade arte, educação e política, mas também a atual e fascista dissociação das políticas em relação aos corpos que atuam nas artes e na educação em contexto brasileiro contemporâneo, este artigo discuti, por uma perspectiva descolonial de abordagem bi(os)bliográfica, a falta de arte em política, educação em política e corpos em política que consideram as diferenças culturais e coloniais porque não contemplam o padrão de arte, educação, corpo e política modernos. Arte. Educação. Política. (Dis) politics for political bodies in art, culture and education ABSTRACT Art, Education, Politics make up a triad historically understood in the West as interdependent. However, Western art, education and politics are not understood for bodies below the standards of race, gender and class built by thought that architected the modern European project led to expansion around the world in the sixteenth century. Similarly, historically and contemporatically, policies have defined, in the case of Brazil at federal, state and municipal levels, actions and actions of bodies and on bodies in art, education and politics itself. Considering the historical indissociation between the triad art, education and politics, but also the current and fascist dissociation of policies in relation to the bodies that work in the arts and education in a contemporary Brazilian context, this article discussed, for a decolonial perspective of bi(os)bliographical approach, lack of art in politics, education in politics and bodies in politics that consider cultural and colonial differences because they do not contemplate the standard of modern art, education, body and politics.Art. Education. Politics. (Des) política para cuerpos-políticos en arte, cultura y educación RESUMENArte, educación, política producen un trío históricamente entendido en el Occidente como interdependientes. Pero, el arte, la educación y las políticas occidentales no están incluidas para cuerpos con padrones inferiores a las normas de raza, género y clase construidas por el pensamiento que he producido el proyecto moderno europeo expandido en todo el mundo desde el siglo XVI. Asimismo, se han definido políticas históricas y contemporáneas, en el caso de Brasil, a nivel federal, estatal y municipal, actividades y acciones de cuerpos y sobre los cuerpos en el arte, en la educación y en la política. Considerando la indisociación histórica entre el trío arte, educación y política, pero también la actual y fascista desagregación de las políticas con relación a los cuerpos que actúan en las artes en la educación en el contexto brasileño contemporáneo, este artículo discutió, bajo un enfoque descolonial de abordaje bi(os)bliográfica, la ausencia de arte en política, educación en política y cuerpos en política que consideran las diferencias culturales y coloniales, porque no contemplan el estándar del arte, educación, cuerpo y política modernos.Arte. Educación. Política.(Des) politica per gli organi politici nell'arte, nella cultura e nell'educazioneSINTESE Arte, educazione, politica producono un trio storicamente inteso in Occidente come interdipendente. Ma l'arte occidentale, l'istruzione e la politica non sono incluse per gli organismi con standard inferiori agli standard di razza, genere e classe costruiti dal pensiero che ho prodotto il moderno progetto europeo ampliato in tutto il mondo dal XVI secolo. Allo stesso modo, le politiche storiche e contemporanee sono state definite, nel caso del Brasile, a livello federale, statale e municipale, attività e azioni di corpi e di corpi nell'arte, nell'istruzione e nella politica. Considerando la dissociazione storica tra arte, istruzione e trio politico, ma anche l'attuale e fascista disaggregazione delle politiche in relazione agli organismi che agiscono nelle arti nell'educazione nel contesto brasiliano contemporaneo, questo articolo discute, sotto un approccio decoloniale approccio bi-os, assenza di arte in politica, educazione in politica e corpi politici che considerano le differenze culturali e coloniali, perché non contemplano lo standard dell'arte moderna, dell'educazione, del corpo e della politica.Arte. Istruzione. Politica.
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4

Germain, Ruth. "POLITICS: Politics Page UK." British Journal of Special Education 35, no. 1 (March 3, 2008): 59–60. http://dx.doi.org/10.1111/j.1467-8578.2008.00371.x.

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5

Germain, Ruth. "POLITICS: Politics Page UK." British Journal of Special Education 35, no. 2 (June 28, 2008): 119–21. http://dx.doi.org/10.1111/j.1467-8578.2008.00383.x.

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6

Germain, Ruth. "POLITICS: Politics Page UK." British Journal of Special Education 35, no. 3 (September 20, 2008): 182–84. http://dx.doi.org/10.1111/j.1467-8578.2008.00392.x.

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7

Germain, Ruth. "POLITICS: Politics Page UK." British Journal of Special Education 35, no. 4 (November 18, 2008): 249–50. http://dx.doi.org/10.1111/j.1467-8578.2008.00404.x.

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8

Lee, Chang-hee. "Ethics Education and Politics." Journal of Ethics Education Studies 59 (January 31, 2021): 125–59. http://dx.doi.org/10.18850/jees.2021.59.05.

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9

J, Arthur, Gearon L, and Sears A. "Education, Politics and Religion." Education and Society 28, no. 3 (January 1, 2010): 93–97. http://dx.doi.org/10.7459/es/28.3.07.

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10

Bolotin, David. "Liberal Education and Politics." Academic Questions 34, no. 4 (December 20, 2021): 19–23. http://dx.doi.org/10.51845/34.4.5.

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St. John’s College tutor emeritus David Bolotin claims that political correctness, with its power to enforce consequences on those who challenge its orthodoxies, has suppressed the reasoned examination of society’s deepest moral convictions.
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11

Watts-Miller, Willy, and Simon Whiteside. "Art, Education and Politics." Cogito 2, no. 3 (1988): 1–5. http://dx.doi.org/10.5840/cogito19882336.

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12

Dutton, Thomas A. "Cultural Politics and Education." Journal of Architectural Education (1984-) 44, no. 2 (February 1991): 67. http://dx.doi.org/10.2307/1425098.

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13

Frey, Patricia, and Ronald M. Gillum. "Politics and Adult Education." Adult Learning 5, no. 1 (September 1993): 5. http://dx.doi.org/10.1177/104515959300500102.

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14

Young, Robert. "POSTMODERN POLITICS OF EDUCATION." Discourse: Studies in the Cultural Politics of Education 13, no. 1 (October 1992): 133–41. http://dx.doi.org/10.1080/0159630920130110.

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15

Emler, Nicholas, and Elizabeth Frazer. "Politics: The education effect." Oxford Review of Education 25, no. 1-2 (March 1999): 251–73. http://dx.doi.org/10.1080/030549899104242.

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16

Dutton, Thomas A. "Cultural Politics and Education." Journal of Architectural Education 44, no. 2 (February 1991): 67–68. http://dx.doi.org/10.1080/10464883.1991.11102671.

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17

Stephens, David. "Politics in African education." International Journal of Educational Development 11, no. 3 (January 1991): 259. http://dx.doi.org/10.1016/0738-0593(91)90026-5.

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18

Lutz, Frank W. "Education politics in Texas." Peabody Journal of Education 63, no. 4 (June 1986): 70–89. http://dx.doi.org/10.1080/01619568609538531.

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19

Howard, Robert W., Marvin W. Berkowitz, and Esther F. Schaeffer. "Politics of Character Education." Educational Policy 18, no. 1 (January 2004): 188–215. http://dx.doi.org/10.1177/0895904803260031.

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20

Millei, Zsuzsa, and Kirsi Pauliina Kallio. "Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics." Contemporary Issues in Early Childhood 19, no. 1 (December 21, 2016): 31–47. http://dx.doi.org/10.1177/1463949116677498.

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In his inspirational article titled ‘Bringing politics into the nursery’, Peter Moss argues for early childhood institutions to become places of ‘democratic political practice’. In this article, the authors add to Moss’s call and argue that these institutions are sites of ‘mundane political practice’, containing various attitudinal orientations and ideologies, and including many kinds of purposive activities. Recognizing different dimensions of political life in institutional spaces where children lead their lives requires a differentiation between two types of politics: first, official politics and policies that aim to institute certain ideals in early childhood education and care and, second, everyday politics unfolding in communities that involve people as political subjects from birth until death. When the latter is discussed in early childhood research, if at all, it is rarely identified in political terms, which the authors consider problematic. The lacking recognition of mundane politics denies important aspects of children’s agency, which is prejudicial in itself. Moreover, such ignorance may lead to unintended consequences in democratization processes, like the one suggested by Moss. Imposing political ideals without recognizing children’s existing political agencies carries a risk of interfering with their political lives so that some children may feel misrecognized or find their capacities to act hindered or their activities misunderstood. In order to avoid such outcomes, this article is an argument for research and pedagogies that acknowledge and scaffold children’s political agencies at large.
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21

Fujita, Hidenori. "Education reform and education politics in Japan." American Sociologist 31, no. 3 (September 2000): 42–57. http://dx.doi.org/10.1007/s12108-000-1033-9.

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22

Sultana, Naveed. "How Does Politics Affect Higher Education In Pakistan." Asia Proceedings of Social Sciences 2, no. 4 (December 4, 2018): 43–46. http://dx.doi.org/10.31580/apss.v2i4.276.

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Today, universities are highly politicized mostly in all matters (Karim, 2007). The effects of political parties and their leaders spoil the strong educational system. Political interference ignores talented people and supports their political supporters. It’s impossible to separate politics from education in Pakistan. The education system of Pakistan is headed by a minister of education who is a politician, not an educator. The educational policies of the whole education system are overwhelmingly impacted by political policies and practices the ruling party. Accordingly the existing study was intended to reveal the affects of politics on higher education in Pakistan. Therefore this study concluded that politics is a major factor which influences and does sometime very immoral things. Moreover, these political leaders make a lot of corruption in education, especially in Higher Education. From educational budgetary allocation to spending on it, all​ is under control of politics.
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23

Zuryani, Nazrina, Ikma Citra Ranteallo, and Ni Luh Nyoman Kebayantini. "The Role of Study Program In Political Education." Udayana Journal of Social Sciences and Humanities (UJoSSH) 1, no. 1 (February 27, 2017): 92. http://dx.doi.org/10.24843/ujossh.2017.v01.i01.p16.

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Research grant/HUPS for Sociology Department from Udayana University utilized FGD to frame up the political education utilized by internship and learning via text book of ‘Political Parties Accountability’ published in 2015 at FISIP Unud that is compared with general lecture delivered by Nazrina Zuryani1) as guest lecturer at Bina Nusantara International (communication Department) in Jakarta. Bina Nusantara International University has not Faculty of Social and Political Sciences as in UNUD but all the students get double degree with overseas universities and Communication department belongs to Faculty of Computing and Media of Binus International. Political education at Sociology department of UNUD has not yet increase the critical thinking of students by argumentation while Binus International urge their students to be more critical for any social changes and global politics. Utilizing the organizational of political parties by Basedeau dan Stroh (2008), as well as the critics from Heywood (2013) who said that political parties have not yet successfully implementing politic of education for people especially the youth. This research is the result of comparing the political education that has been minor in critical thinking at Sociology department at Unud Bali but in contrary, it becomes a major critical thinking for global politics topic at Binus International in Jakarta. Both participants of Focus Group Discussion/FGD were 26 students and 21 students for general lecture. Almost 85% of FGD participants had undertaking subject of Political Sociology while participants of ‘Political Globalization’ never undertaking it. The result of FGD shows that most of students unaware of global politics as they focus only at subjects’ correlations while at Binus International, the general lecture participants shows the ability to synthesize the social and political engineering to face the dilemma of right wings that now are pandemic in the global world.
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24

Eisenberg, Avigail. "Education and the Politics of Difference: Iris Young and the politics of education." Educational Philosophy and Theory 38, no. 1 (January 2006): 7–23. http://dx.doi.org/10.1111/j.1469-5812.2006.00171.x.

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25

Szkudlarek, Tomasz. "Discourse: Education, Theory of Politics, and Politics of Theory." Przegląd Badań Edukacyjnych 2, no. 40 (January 31, 2023): 7–27. http://dx.doi.org/10.12775/pbe.2022.016.

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In this paper, I revisit and reflect on my own and my research partners’ attempts at investigating the relationship between education and politics through the lens of discourse theory and discourse analysis methodology. This auto-analytical reflection corresponds to the shift in discourse studies from a technically understood discourse analysis to a more generally conceived discourse-analytical approach (Howarth & Torfing, 2005). Revisiting my own analyses made me understand better not only the specificity of the ways of conducting discourse studies in which I have been involved but also some lessobvious ontological assumptions and methodological problems of discourse studies. One such issue is that as long as discourse analysis is powerful in how it shows power relations, and thus politics within non-political phenomena like education, its application to political theory may reveal how its desire for construing social totalities grounds it in the pedagogical.
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26

Frazer, Elizabeth. "Citizenship Education: Anti-Political Culture and Political Education in Britain." Political Studies 48, no. 1 (March 2000): 88–103. http://dx.doi.org/10.1111/1467-9248.00252.

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The British Government white paper ‘Excellence in Schools' and the subsequent report of the Advisory Group on Citizenship Education for Citizenship recommend that schools educate pupils in citizenship and democracy. This recommendation is considered in the context of reasons why there has traditionally been no formal or well articulated political education in schools. Among these reasons a pervasive antipathy to politics and to government is identified as one of the most powerful. This antipathy is expressed from the left and the right wings of the political spectrum, and the ‘critical’ opposition to both, as well as from interests such as those defending professional and personal autonomy. These arguments imply that ‘politics' is optional, not a set of practices and institutions with which individuals must be familiar. It is argued that this proposition cannot be valid.
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27

Hou, Qingqing, Cuicui Wang, Zhiyu Ding, and Liang Du. "A brief analysis of the integration of ideological and political education in vocational education courses from the perspective of "three comprehensive education"." Advances in Education, Humanities and Social Science Research 1, no. 3 (February 2, 2023): 255. http://dx.doi.org/10.56028/aehssr.3.1.255.

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In the goal of talent training, vocational education, in addition to cultivating excellent professional knowledge and practical skills, also attaches great importance to the correct guidance of students' ideological and political education and values. Under the background of "three comprehensive education", only by "every course has ideology and politics, and everyone talks about educating people"[1], can we better achieve the general goal of building morality and cultivating people. This paper discusses the practical significance of integrating ideological and political education in professional teaching, points out the existing problems in the implementation of curriculum ideology and politics in professional curriculum teaching in vocational education colleges, and proposes specific measures for integrating professional courses into ideological and political education.
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28

Parrinder, Patrick, W. John Morgan, and Peter Preston. "Raymond Williams: Politics, Education, Letters." Yearbook of English Studies 26 (1996): 339. http://dx.doi.org/10.2307/3508724.

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29

Collins, Roger, Madan Sarup, Ranjit Arora, and Carlton Duncan. "The Politics of Multiracial Education." Contemporary Sociology 17, no. 1 (January 1988): 105. http://dx.doi.org/10.2307/2069473.

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30

Cole, Mike, and Madan Sarup. "The Politics of Multiracial Education." British Journal of Sociology 38, no. 2 (June 1987): 291. http://dx.doi.org/10.2307/590543.

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31

Cohen, Jonathan R. "Philosophy is Education is Politics." Ancient Philosophy 22, no. 1 (2002): 1–20. http://dx.doi.org/10.5840/ancientphil200222122.

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32

Harrison-Mattley, Peter. "Politics and Child Migrant Education." Australian Quarterly 59, no. 3/4 (1987): 401. http://dx.doi.org/10.2307/20635453.

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33

Steiner, David, Darryl J. Gless, and Barbara Herrnstein Smith. "The Politics of Liberal Education." Journal of Higher Education 64, no. 6 (November 1993): 730. http://dx.doi.org/10.2307/2960020.

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34

Tanner, Christine A. "On Politics, Education, and Scholarship." Journal of Nursing Education 31, no. 9 (November 1992): 387–88. http://dx.doi.org/10.3928/0148-4834-19921101-03.

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35

Crutcher, Paul A. "The Politics of Contemporary Education." Cultural and Pedagogical Inquiry 11, no. 2 (September 13, 2019): 1–3. http://dx.doi.org/10.18733/cpi29479.

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36

Rice, Mark. "The politics of education reforms." Compare: A Journal of Comparative and International Education 42, no. 3 (May 2012): 547–49. http://dx.doi.org/10.1080/03057925.2012.657926.

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37

Garcia, Eugene E. "The Politics of Bilingual Education." Review of Education 13, no. 3-4 (June 1987): 192–94. http://dx.doi.org/10.1080/0098559870130309.

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38

SECADA, WALTER G. "Research, Politics, and Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 81–106. http://dx.doi.org/10.1177/0002716290508001008.

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Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.
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39

Scott∗, Roger. "Politics, Markets and Tertiary Education." Journal of Tertiary Education Administration 9, no. 1 (May 1987): 51–63. http://dx.doi.org/10.1080/0157603870090104.

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40

Hoffa, Harlan. "Power Politics and Arts Education." Arts Education Policy Review 94, no. 2 (December 1992): 29–34. http://dx.doi.org/10.1080/10632913.1992.9936906.

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41

Orr, David. "Politics, Conservation, and Public Education." Conservation Biology 5, no. 1 (March 1991): 10–12. http://dx.doi.org/10.1111/j.1523-1739.1991.tb00381.x.

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42

Westheimer, Joel. "Politics and Patriotism in Education." Phi Delta Kappan 87, no. 8 (April 2006): 608–20. http://dx.doi.org/10.1177/003172170608700817.

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43

Saltmarsh, David, Anne McMaugh, Colin Symes, and Jennifer Sumsion. "Teacher Education: Politics and practice." Asia-Pacific Journal of Teacher Education 34, no. 3 (November 2006): 271–73. http://dx.doi.org/10.1080/13598660600927034.

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44

Corrigan, Dean. "Politics and Teacher Education Reform." Journal of Teacher Education 36, no. 1 (January 1985): 8–11. http://dx.doi.org/10.1177/002248718503600103.

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45

Steiner, David. "The Politics of Liberal Education." Journal of Higher Education 64, no. 6 (November 1993): 730–31. http://dx.doi.org/10.1080/00221546.1993.11778465.

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46

Heater, Derek. "The Politics of Political Education." Westminster Studies in Education 9, no. 1 (January 1986): 33–44. http://dx.doi.org/10.1080/0140672860090104.

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47

Rienzo, Barbara A. "The Politics of Sexuality Education." Journal of Sex Education and Therapy 15, no. 3 (September 1989): 163–74. http://dx.doi.org/10.1080/01614576.1989.11074958.

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48

Claxton, David. "The Politics of Physical Education." Quest 64, no. 3 (July 2012): 141–49. http://dx.doi.org/10.1080/00336297.2012.704776.

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49

TAYLOR, D. C. "Botswana: Education, Culture and Politics." African Affairs 91, no. 362 (January 1, 1992): 153–55. http://dx.doi.org/10.1093/afraf/91.362.153.

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50

Vandenberg, Phyllis. "Civility in politics and education." Journal of Moral Education 42, no. 4 (December 2013): 512–14. http://dx.doi.org/10.1080/03057240.2013.825080.

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