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Journal articles on the topic 'Radical education'

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Published: 4 June 2021
Last updated: 25 January 2023

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1

Anderson, Gary. "Radical Education." Performance Research 23, no. 4-5 (July 4, 2018): 60–64. http://dx.doi.org/10.1080/13528165.2018.1519328.

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2

Lichtenstein, Peter M. "Radical Liberalism and Radical Education." American Journal of Economics and Sociology 44, no. 1 (January 1985): 39–53. http://dx.doi.org/10.1111/j.1536-7150.1985.tb01885.x.

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3

Lister, Ian, and Nigel Wright. "Assessing Radical Education." British Journal of Educational Studies 38, no. 4 (November 1990): 395. http://dx.doi.org/10.2307/3121038.

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4

Sexton, Stuart. "Radical Education Reform." Journal of Education 176, no. 2 (April 1994): 1–5. http://dx.doi.org/10.1177/002205749417600202.

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5

Mendel‐Reyes, Meta. "Radical Democratic Education." Review of Education, Pedagogy, and Cultural Studies 19, no. 2-3 (January 1997): 225–44. http://dx.doi.org/10.1080/1071441970190205.

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6

Gordon, Jane Anna. "Symposium on Radical Education." Radical Philosophy Review 5, no. 1 (2002): 96–100. http://dx.doi.org/10.5840/radphilrev200251/28.

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7

Mayes, Eve. "Radical reform and reforming radicals in Australian schooling." History of Education Review 48, no. 2 (September 26, 2019): 156–70. http://dx.doi.org/10.1108/her-07-2018-0017.

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Purpose The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Design/methodology/approach Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Findings Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person. Social implications Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. Originality/value A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.
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8

Oakes, Jeannie, and John Rogers. "Radical change through radical means: learning power." Journal of Educational Change 8, no. 3 (April 21, 2007): 193–206. http://dx.doi.org/10.1007/s10833-007-9031-0.

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9

Schoenfeld, Alan H. "Radical Constructivism and the Pragmatics of Instruction." Journal for Research in Mathematics Education 23, no. 3 (May 1992): 290–95. http://dx.doi.org/10.5951/jresematheduc.23.3.0290.

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Radical Consfructivism in Mathematics Education contains a dozen attempts to deal with one of the most difficult philosophical and pedagogical issues of our time, the reconciliation of a radical constructivist perspective with the demands of individual and classroom instruction. To see why these problems are so difficult, we begin by identifying what distinguishes the radicals represented in this book from their mainstream counterparts.
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10

Kirkman, Sandy. "A radical approach to education." Nursing Standard 4, no. 50 (September 5, 1990): 37–39. http://dx.doi.org/10.7748/ns.4.50.37.s42.

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11

Holden, Constance. "Radical Reform for Science Education." Science 243, no. 4895 (March 3, 1989): 1133. http://dx.doi.org/10.1126/science.243.4895.1133.a.

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12

Ng, Wendy, Audrey Hudson, and Jaclyn Roessel. "Radical Reimaginings in Museum Education." Journal of Museum Education 47, no. 1 (January 2, 2022): 4–7. http://dx.doi.org/10.1080/10598650.2022.2031523.

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13

Dittmar, Linda, and Joseph Entin. "Introduction: Archives and Radical Education." Radical Teacher 105 (July 7, 2016): 1–6. http://dx.doi.org/10.5195/rt.2016.317.

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Though Alain Resnais’ documentary film about the French National Library, All the World’s Memory (Toute la Memoir du Monde), is meant to celebrate the library’s scope and organization, anxiety seeps into its cinematic “language”: dim black-and-white footage, a restlessly prowling camera, close-ups that cut off object from context and detail from whole, discontinuous cuts, choppy bullet-like comments, and darkly foreboding orchestral music. It’s a beautiful film, but what does it say about Resnais’ feelings about the library? Certainly awe, but also high modernism’s anxiety about proliferating knowledge. “Man,” the authoritative male voice-over proclaims, “fears being engulfed by this mass of words.”
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14

Steffe, Leslie P., and Thomas Kieren. "Radical Constructivism and Mathematics Education." Journal for Research in Mathematics Education 25, no. 6 (December 1994): 711. http://dx.doi.org/10.2307/749582.

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15

Steffe, Leslie P., and Thomas Kieren. "Radical Constructivism and Mathematics Education." Journal for Research in Mathematics Education 25, no. 6 (December 1994): 711–33. http://dx.doi.org/10.5951/jresematheduc.25.6.0711.

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Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.
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16

Foley, Griff. "Radical adult education and learning." International Journal of Lifelong Education 20, no. 1-2 (January 2001): 71–88. http://dx.doi.org/10.1080/02601370010008264.

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17

Cordner, Sheila. "Radical Education in Aurora Leigh." Victorian Review 40, no. 1 (2014): 233–49. http://dx.doi.org/10.1353/vcr.2014.0005.

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18

Ho, Connie Suk-Han, Ting-Ting Ng, and Wing-Kin Ng. "A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals." Journal of Literacy Research 35, no. 3 (September 2003): 849–78. http://dx.doi.org/10.1207/s15548430jlr3503_3.

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Two studies investigating the significance of radical knowledge in Chinese reading development are reported in this paper. Study 1 examined the semantic radical knowledge of 20 Grade 1, 20 Grade 3, and 20 Grade 5 Chinese children in Hong Kong. It was found that various types of semantic radical knowledge, including the position and semantic category of semantic radicals, correlated significantly with Chinese word reading and sentence comprehension. Study 2 examined phonetic radical knowledge with another three groups of 20 Chinese children in Grades 1, 3, and 5 respectively. It was found that various measures of phonetic radical knowledge, including the function and sound value of phonetic radicals, correlated significantly with Chinese word reading. These studies found that, developmentally, the children started acquiring the knowledge of character structure, position, semantic category, and sound value of radicals from about Grade 1. However, they did not understand that the function of semantic radicals is to provide meaning cues in reading until Grade 3. The authors concluded that the radical is an important orthographic processing unit in reading development in Chinese.
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19

Nagendrappa, G. "An appreciation of free radical chemistry 6. Experiments involving free radicals." Resonance 10, no. 9 (September 2005): 79–84. http://dx.doi.org/10.1007/bf02896323.

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20

Fordham, Paul, and Brendan Evans. "Radical Adult Education: A Political Critique." British Journal of Educational Studies 37, no. 2 (May 1989): 201. http://dx.doi.org/10.2307/3121388.

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21

MORGAN, JOHN. "The Political Economies of Radical Education." FORUM 54, no. 3 (2012): 417. http://dx.doi.org/10.2304/forum.2012.54.3.417.

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22

Corson, David. "A radical learning theory for education." Cogito 3, no. 3 (1989): 224–30. http://dx.doi.org/10.5840/cogito19893323.

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23

Groundwater-Smith, Susan. "Gratitude in education: a radical view." Educational Action Research 21, no. 2 (June 2013): 284–86. http://dx.doi.org/10.1080/09650792.2013.789733.

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24

O'Neill, Willian F. "The Religious Radical Right and Education." Religion & Public Education 13, no. 2 (March 1986): 62–70. http://dx.doi.org/10.1080/10567224.1986.11487921.

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25

CARLSON, SUSAN E. "Gratitude in Education: A Radical View." Journal of Research on Christian Education 22, no. 3 (September 2013): 344–46. http://dx.doi.org/10.1080/10656219.2013.845543.

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26

Fenton, Jane. "Radical challenges for social work education." Social Work Education 40, no. 1 (January 1, 2021): 1–3. http://dx.doi.org/10.1080/02615479.2021.1858739.

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27

Rose, Amy. "Is Multicultural Education a Radical Notion?" Adult Learning 3, no. 7 (May 1992): 6. http://dx.doi.org/10.1177/104515959200300702.

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28

Manicas, Peter. "The radical restructuring of higher education." Futures 30, no. 7 (September 1998): 651–56. http://dx.doi.org/10.1016/s0016-3287(98)00072-x.

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29

Allman, Paula, and John Wallis. "Praxis: Implication for ‘Really’ Radical Education." Studies in the Education of Adults 22, no. 1 (April 1990): 14–30. http://dx.doi.org/10.1080/02660830.1990.11730534.

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30

Friedrich, Eric J. "Radical Adult Education with Older Persons." New Horizons in Adult Education and Human Resource Development 7, no. 1 (April 1993): 3–10. http://dx.doi.org/10.1002/nha3.10046.

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31

Lai, Chun, Xuedan Qi, Chan Lü, and Boning Lyu. "The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing." Language Teaching Research 24, no. 4 (October 9, 2018): 496–518. http://dx.doi.org/10.1177/1362168818805265.

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This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.
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32

Mathews, Julie. "‘...IF RADICAL EDUCATION IS TO BE ANYTHING MORE THAN RADICAL PEDAGOGY’." Discourse: Studies in the Cultural Politics of Education 15, no. 2 (December 1994): 60–72. http://dx.doi.org/10.1080/0159630940150206.

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33

Li, Bianye. "Chinese Character Teaching and Learning with Marginalized Radicals and Non-radical Components in a Character." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 76. http://dx.doi.org/10.17507/jltr.1201.08.

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Naming or indexing of a radical in a dictionary will foreground dominant meanings of a radical and, at the same time, marginalize the other meanings of a radical as well as the meanings of non-radical components in a character. More efforts should be made to go beyond the dominant meaning(s) of a radical to have a better knowledge of the marginalized meanings of a radical and to identify the meanings of non-radical components in a character. With the assistance of Oracle/Bone Script, Bronze Script, and Seal script, and reinstatement of the significance of the marginalized meaning(s) of radicals or non-radical components, the Chinese character teaching and learning process will be considerably improved and it will become a fun-generating experience.
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34

von Glasersfeld, Ernst. "Constructivisme radical et enseignement1." Canadian Journal of Science, Mathematics and Technology Education 1, no. 2 (April 2001): 211–22. http://dx.doi.org/10.1080/14926150109556462.

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35

Nagendrappa, G. "An appreciation of free radical chemistry part 5: Free radicals in organic synthesis." Resonance 10, no. 8 (August 2005): 80–90. http://dx.doi.org/10.1007/bf02866748.

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36

Nagendrappa, G. "An appreciation of free radical chemistry Part 4. Free radicals in atmospheric chemistry." Resonance 10, no. 7 (July 2005): 61–72. http://dx.doi.org/10.1007/bf02867108.

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37

Nagendrappa, G. "An appreciation of free radical chemistry 3. Free radicals in diseases and health." Resonance 10, no. 4 (April 2005): 65–74. http://dx.doi.org/10.1007/bf02834649.

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38

Heron, John. "An Overview of Radical Education in Action." E-Learning and Digital Media 9, no. 3 (January 2012): 304–16. http://dx.doi.org/10.2304/elea.2012.9.3.304.

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39

FIELDING, MICHAEL. "Alex Bloom, Pioneer of Radical State Education." FORUM 47, no. 2 (2005): 119. http://dx.doi.org/10.2304/forum.2005.47.2.1.

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40

Scott, Graham, and Paul Dinsdale. "Government considers radical overhaul of education funding." Nursing Standard 21, no. 21 (January 31, 2007): 7. http://dx.doi.org/10.7748/ns.21.21.7.s7.

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41

Entwistle, Harold, and Richard A. Brosio. "A Radical Democratic Critique of Capitalist Education." History of Education Quarterly 35, no. 3 (1995): 330. http://dx.doi.org/10.2307/369769.

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42

Whitty, Geoff. "Radical Theory and Practice in Urban Education." Review of Education 12, no. 3 (June 1986): 172–76. http://dx.doi.org/10.1080/0098559860120303.

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43

Tuman, Myron C., Susan Gushee O'Malley, Robert C. Rosen, and Leonard Vogt. "Politics of Education: Essays from Radical Teacher." College Composition and Communication 42, no. 4 (December 1991): 518. http://dx.doi.org/10.2307/358015.

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44

Longhurst, Chris. "NMC consults on ‘radical’ nurse education plans." Nursing Standard 31, no. 42 (June 14, 2017): 10. http://dx.doi.org/10.7748/ns.31.42.10.s7.

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45

Korthagen, Fred. "Collaborative Teacher Education: restitution or radical change?" Journal of Education for Teaching 20, no. 4 (July 1994): 67–69. http://dx.doi.org/10.1080/0260747940200422.

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46

Kleinberg, Sue. "Collaborative Teacher Education: restitution or radical change?" Journal of Education for Teaching 20, no. 4 (July 1994): 70–72. http://dx.doi.org/10.1080/0260747940200423.

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47

Ebrahim, Shah, Neil Squires, José Luis di Fabio, Gail Reed, Peter G. Bourne, William Keck, Andre-Jaques Neusy, and Kalipso Chalkidou. "Radical changes in medical education needed globally." Lancet Global Health 3, no. 3 (March 2015): e128-e129. http://dx.doi.org/10.1016/s2214-109x(15)70013-6.

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48

Beresford, Quentin, and Jan Gray. "Radical Hope: Education and Equality in Australia." Australian Journal of Education 54, no. 1 (April 2010): 108–9. http://dx.doi.org/10.1177/000494411005400108.

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49

Allman, Paula. "Paulo Freire's Contributions to Radical Adult Education." Studies in the Education of Adults 26, no. 2 (October 1994): 144–61. http://dx.doi.org/10.1080/02660830.1994.11730603.

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50

Levy, Michelle. "The Radical Education of Evenings at Home." Eighteenth Century Fiction 19, no. 1 (2006): 123–50. http://dx.doi.org/10.1353/ecf.2006.0084.

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