Bibliografías temáticas / Politics and education

Literatura académica sobre el tema "Politics and education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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Artículos de revistas sobre el tema "Politics and education"

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Chodubski, Andrzej. "Globalization — Politics — Education". Polish Political Science Yearbook 42, n.º 1 (31 de diciembre de 2013): 7——. http://dx.doi.org/10.15804/ppsy2013001.

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Camp, Roderic A., Donald J. Mabry y Mary Kay Vaughan. "Education and Politics, Politics and Education: Mexico in the Twentieth Century". History of Education Quarterly 25, n.º 1/2 (1985): 215. http://dx.doi.org/10.2307/368901.

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OLIVEIRA, Marcos Antônio Bessa. "(Des)política para corpos-política na arte, na cultura e na educação". INTERRITÓRIOS 6, n.º 10 (14 de abril de 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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Germain, Ruth. "POLITICS: Politics Page UK". British Journal of Special Education 35, n.º 1 (3 de marzo de 2008): 59–60. http://dx.doi.org/10.1111/j.1467-8578.2008.00371.x.

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Germain, Ruth. "POLITICS: Politics Page UK". British Journal of Special Education 35, n.º 2 (28 de junio de 2008): 119–21. http://dx.doi.org/10.1111/j.1467-8578.2008.00383.x.

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Germain, Ruth. "POLITICS: Politics Page UK". British Journal of Special Education 35, n.º 3 (20 de septiembre de 2008): 182–84. http://dx.doi.org/10.1111/j.1467-8578.2008.00392.x.

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Germain, Ruth. "POLITICS: Politics Page UK". British Journal of Special Education 35, n.º 4 (18 de noviembre de 2008): 249–50. http://dx.doi.org/10.1111/j.1467-8578.2008.00404.x.

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

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J, Arthur, Gearon L y Sears A. "Education, Politics and Religion". Education and Society 28, n.º 3 (1 de enero de 2010): 93–97. http://dx.doi.org/10.7459/es/28.3.07.

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Bolotin, David. "Liberal Education and Politics". Academic Questions 34, n.º 4 (20 de diciembre de 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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Tesis sobre el tema "Politics and education"

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Adams, Paul Derrick. "Education, education policy and the politics of pedagogy". Thesis, University of Hull, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550506.

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Zyskind, Ari. "The Politics of Physical Education Reform". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/402.

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The purpose of the paper is to determine why today's youth are so physically inactive by examining the role and efforts of physical education, and the state and federal governments responsibility in supporting these programs, in fighting today's obesity epidemic by creating generations of healthy and physically active children. Research led to the determination that states have failed to maintain and improve physical education resulting in a physically inactive youth. Therefore, the nation should look to federal legislation to support state-led physical education, which this paper found to be constitutional if the enactments followed the provisions established in South Dakota v. Dole. Examples of recent physical education bills, most specifically the FIT Kids Act, are briefly analyzed for effectiveness and likeliness of enactment. Lastly, the determination is made that federal legislation has failed because of the view that physical education is not a "core" subject, preventing programs from receiving Title I and Title II funding. The findings are useful in light of the numerous attempts to get children physically active.
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Markopoulos, Apostolos. "Politics and education : the democratization of the Greek education system". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020165/.

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This thesis is a study of the developLent of tne Greek educational system, from the foundation of the modern Greek State in 1828 to 1981. In that period, Greece underwent a series of changes in political organisation. Greece was a monarchy, a republic, a democracy and a dictatorship, was occupied by foreign powers and suffered a civil war. These political changes were of great significance for the educational system of Greece, and the development of education in each period must be seen as closely related to the peculiar political situation in each period. The thesis traces the increasing polarisation of educational politics in Greece which was linked to the violent shifts in political power in the country as a whole. It gives detail of the debates on education which centred on the question of which form of the Greek language to use as the medium of instruction in schools, and the structure and method of selection for the secondary cycle of education. However, the history of Greek education also illustrates the failure to implement important reforms. While education has been an important issue in Greek politics, exercising both politicians and the general public, many areas, especially rural areas, have remained without adequate educational provision, insufficient resources have been provided for education, and illiteracy rates have remained disturbingly high. This thesis also reveals an increasing convergence on the part of politicians from different parts oi the political spectrum with regard to educational policy. Despite the vigorous debates, the areas about which there now exis s , conoensus are considerable. The only conclusion which can be drawn from this is that if education were removed from some of the political pressures to which it has been subject in the past, and if adequate resources were to be made available, substantial improvements could be made in educational provision on the basis of broad agreement. Since education and political development are closely linked, this is also a possible way of securing the future of democratic Greece.
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Azar, Dufrechou Paola. "Public education spending: efficiency, productivity and politics". Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457195.

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Existe un amplio consenso, tanto entre académicos como entre decisores políticos, sobre el cúmulo de beneficios derivados de la educación. Mejorar el nivel educativo de la población se ha identificado como un factor clave para el crecimiento económico y el desarrollo; pero también para el avance de la democracia, la movilidad social y la realización individual. La potencia de estas ventajas suele ser recogida en los discursos políticos, que consideran el progreso educativo un objetivo esencial para el desarrollo. Sin embargo, la amplitud de este consenso parece tornarse más difuso a la hora de asignar recursos públicos. Entonces, objetivos macroeconómicos y técnicos, presiones de las elites sociales o intereses políticos de los partidos gobernantes terminan configurando las opciones de política. Esta tesis analiza el gasto público en educación y sus resultados. Adopta una doble perspectiva: considera grupos de países y su dinámica en el tiempo. Sus tres capítulos exploran diferentes aspectos del tema y buscan respuestas a preguntas como las siguientes: ¿cómo y por qué los recursos públicos se traducen en resultados educativos valiosos? ¿Por qué algunos países obtienen mayores beneficios del gasto en educación que otros? ¿Qué motivación impulsa a los políticos a dar prioridad al gasto en educación? El primer estudio aborda la eficiencia del gasto en educación: provee evidencia sobre su evolución y posibles determinantes. Sostiene que en entornos de baja inversión pública, el mero aumento de la eficiencia del gasto en educación no resulta suficiente para mejorar los resultados. En el segundo capítulo se evalúa el impacto de la educación terciaria sobre la productividad. El trabajo muestra que los retornos sociales de este nivel educativo están condicionados por el monto de recursos que concentra a expensas de los niveles masivos de educación y por la proporción de estudiantes matriculados en áreas de conocimiento vinculadas a las matemáticas, física y ciencias de la vida. Por último, en el tercer capítulo se realiza un análisis de historia económica. Se investiga en qué medida la decisión sobre el monto de recursos fiscales destinados a la expansión de la educación primaria en Uruguay ha estado marcada por intereses y tácticas políticas. La conclusión apunta a que, efectivamente, al distribuir fondos para la educación primaria en el territorio, los partidos de gobierno han ponderado su fortaleza política en las diferentes regiones. A través de los diferentes capítulos se ha prestado especial atención al desempeño de países de América Latina (AL). En particular, los dos primeros capítulos examinan las economías de ingreso medio alto de la región en comparación con otros países en desarrollo y desarrollados durante el período 1970-2010. Por su parte, el último capítulo se centra en el caso de Uruguay durante la primera mitad del siglo XX.
The numerous benefits arising from education have become a consensual issue among scholars and policy-makers. Education has been recognized as a key factor of economic growth and development; and also of democracy, social mobility and individual fulfillment. The strength of these advantages has reached the political discourses, which have often seen education upgrading as a crucial development goal. However, this widespread agreement becomes hazy when it comes to the decisions about the allocation of public resources. Then, macroeconomic and technical objectives, pressures of social elites or political interests of governing parties seem to end up shaping policy choices. This dissertation examines public education spending and educational outcomes across countries and over time. Its three chapters explore different aspects of the topic and delve into questions like: how (and why) public resources are translated into valued educational outputs? Why do some countries obtain more benefits from education spending than others? What drives policy makers to prioritize education spending? Hence, a first study on the efficiency of public education outlays provides empirical evidence about its evolution and determinant factors. It argues that in low spending settings the mere efficiency increase would not be enough to lead to better educational outcomes. The second chapter performs an evaluation of the productivity impacts of higher education focusing on the structure of education spending among levels and on the skill profile of tertiary students. The analysis shows that the benefits from higher education are conditioned by the range of fiscal resources it captures at the expense of primary schooling and the share of students trained at the fields of mathematics, physics and life sciences. Finally, the last chapter adopts an economic history perspective. It analyses whether the extent of the government fiscal commitment to expand primary education in Uruguay has been explained by the interests of tactically motivated politicians. It concludes that, when distributing basic education funds, the ruling party weighted its political strengths across the country regions. All chapters pay special attention to the performance of Latin American countries (LACs). The first two chapters examine upper-middle LACs in the context of a set of developed and developing economies for the period 1970-2010. In turn, the last chapter focuses on the case of Uruguay during the first half of the 20th century.
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Stubager, Rune. "The education cleavage new politics in Denmark /". Århus : Politica, 2006. http://books.google.com/books?id=bRyOAAAAMAAJ.

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Thexton, Wayne Stuart. "Discourse and the psychological politics of education". Thesis, Staffordshire University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443299.

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Rafferty, Anne Marie. "The politics of nurse education 1860-1948". Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240325.

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Andrews, R. W. "Practising autonomy well : character, politics and education". Thesis, Swansea University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635783.

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This thesis aims to show that a right to be able to practice autonomy well lies at the heart of liberal aspirations for individual flourishing. In the past, autonomy was associated with metaphysical or essentialist conceptions of the self. However, the diversity of contemporary liberal societies has meant that liberals now seek new conceptual resources to underpin their normative theories. This is accomplished here by decontesting a doctrine which recognises that liberal acceptance of the malleability of the elf can generate certain moral aspirations associated with practising autonomy in a liberal society. It then aims to highlight that the normative content of these aspirations can be attractively conceptualised by reviving the currently neglected concept of character. A right to be able to practice autonomy well implies that agents in liberal societies should possess a certain sort of character to do so. A liberal concept of character has two aspects: moral and individual. These two aspects together provide normative content and criteria for a liberal character-ethics which can be promoted by the liberal state (and civil society) to enable agents in liberal societies to practice autonomy well. And the philosophical presuppositions of promoting this liberal character-ethics can be helpfully understood in quasi-Foucauldian terms as the inculcation of specifically liberal ‘technologies of the self’. The final chapter uses the liberal doctrine defended throughout the thesis to examine the normative cogency of the programme of political education currently being implemented in English secondary schools. The thesis then concludes by highlighting that liberal aspirations for character, politics and education must be confidently explicated if they are to shape the processes of ‘governmentality’ in liberal democracies.
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Christodoulou, Eleni. "The politics of peace education in Cyprus". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6030/.

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The focus of this thesis is \(resistance\) \(to\) \(peace\) \(education\) in the conflict-ridden island of Cyprus. Departing from the premise that education, and in particular antagonistic historical narratives immersed in demonised articulations of the Other, have obstructed the transformation of the conflict, I attempt to uncover what is crippling constructive dialogue and critical thinking when it comes to peace education in the Greek-Cypriot community and bring forward ways to improve this. In particular, I analyse negative hegemonic discourses over potential changes to history textbooks that not only distort the objectives of peace education, but also exacerbate existing fears and insecurities. These nationalist discourses present changes associated with peace education as a betrayal and threat to the nationalist struggle, a process I argue constitutes the \(securitization\) of peace education. Through the ‘politics of peace education’ framework, I show how within a particular community, institutions and discourses both constitute and are constitutive of, asymmetric power relationships that act as impediments to peace education. I expose and interrogate the conditions of possibility that ensure resistance to peace education is not only reproduced, but is also successful through the exercise of asymmetrical power relations.
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Osborne, Teresa Squires. "Politics and Education: The Nicaraguan Literacy Crusade". PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/2038.

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The Nicaraguan Literacy Crusade of 1980, carried out in the aftermath,of a long and destructive revolution, was able, in five months time, to decrease the nation's illiteracy rate from 50 percent to 13 percent. The newly fonned Nicaraguan government, recognizing the political nature of education, viewed its Literacy Crusade as a major step· in the development of a "new", post-revolutionary Nicaragua. As a means of comparison, two other literacy campaigns are also examined: the Cuban campaign of 1961, and the UNESCO-sponsored Experimental World Literacy Programme, in place from 1965-1973. The Cuban campaign served as a precursor to the Nicaraguan effort. It, too, occurred after a revolution, with education also,viewed as a key to the consolidation of a new 2 government. Likewise, the effort in Cuba depended upon an intense and massive effort by the public, to participate as students, teachers, or both. In less than one year, the illiteracy rate in Cuba decreased from 26 percent to 4 percent, with 700,000 Cubans achieving minimal literacy. In addition, the campaign was simply the first step in a series of educational changes. Follow-up campaigns, as well as increased emphasis on formal schooling, has continued in Cuba. The UNESCO effort proved to be much less successful. The EWLP was to include intensive and selective literacy projects in eleven designated nations. The literacy projects were based upon work-oriented definitions of literacy, and were, for the most part, planned and administered by international experts. The lack of involvement by national leaders or educators proved to be a great hinderance, especially since many of the nations were interested in mass literacy programs, not selective literacy projects. At the conclusion of the EWLP, thirty-two million dollars had been spent, but only 120,000 adults had been classified as new literates. UNESCO's own assessment of the EWLP pointed to a number of problems in organization, personnel, methods and materials that contributed to this lack of success. The Nicaraguan Literacy Crusade was able to take the best parts of both of these previous efforts, and achieve some remarkable successes. The mass involvement of the people, and the commitment of time and resources at the national level made the Nicaraguan effort a national priority. While experts from other nations and international agencies participated in the Crusade, it was a decidedly Nicaraguan effort. Unlike the EWLP, the idea of literacy in both Nicaraguan and Cuba was tied to an overall change in the structures and attitudes of society; literacy was to be integrated into the people's lives, not to just be a way to improve job skills. For Nicaragua, the Literacy Crusade decreased the illiteracy rate, created 400,000 new literates, and led to follow-up efforts meant to further develop the educational and social process. From the comparison of these literacy efforts, three factors stand out as keys to successful increases in literacy in developing nations. Education must first be seen as part of an overall development strategy, created by and for a particular nation. A literacy campaign must also involve a majority of citizens in some way, especially those with no previous access to education. Finally, to enact these goals of overall development and mass participation, a literacy campaign must have support from all levels of government, who must be willing to sacrifice other goals in order to achieve long-term change.
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Libros sobre el tema "Politics and education"

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Demaine, Jack. Politics and education. Loughborough: Loughborough University, Department of Education, 1992.

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Mauros, Panagiōtēs K. Politics in education. Larnaca, Cyprus: [Publisher not identified], 2013.

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Freire, Paulo. Politics and education. Los Angeles: UCLA Latin American Center Publications, 1998.

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Saltman, Kenneth J. The Politics of Education. Second edition. | New York : Routledge, 2018. | “[First edition published by Paradigm 2014]”–T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351110396.

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Freire, Paulo. The Politics of Education. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17771-4.

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Mal, Leicester, Modgil Celia y Modgil Sohan, eds. Politics, education, and citizenship. London: Falmer Press, 2000.

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Poststructuralism, politics, and education. Westport, Conn: Bergin & Garvey, 1996.

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Thom, Bruce. Politics in nursing education. Uxbridge: Brunel University, 1993.

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Dawkins, David. Economics, politics, and education. Victoria: Deakin University, 1986.

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1949-, Sorrentino Frank M. y Curcio Frances R, eds. Soviet politics and education. Lanham, MD: University Press of America, 1986.

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Capítulos de libros sobre el tema "Politics and education"

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Scapp, Ron. "Politics and Education". En Reclaiming Education, 105–26. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-38843-8_7.

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Whalley, Caroline y Hugh Greenway. "Politics aside". En Education System Design, 56–63. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-7.

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Halsey, A. H. "Politics and Education". En No Discouragement, 121–37. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-25137-7_9.

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Wexler, Philip, Rebecca Martusewicz y June Kern. "Popular Education Politics". En Critical Pedagogy and Cultural Power, 227–43. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18562-7_12.

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Rich, Jennifer. "Education as Politics". En Politics, Education, and Social Problems, 1–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76085-4_1.

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Jeffrey, Robin. "Education". En Politics, Women and Well-Being, 150–59. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12252-3_13.

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Jeffrey, Robin. "Education". En Politics, Women and Well-Being, 55–71. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12252-3_5.

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David, Miriam E. "Education". En The New Politics of Welfare, 154–77. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20384-0_7.

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Smith, Gordon B. "Science, Technology, and Education". En Soviet Politics, 225–49. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19172-7_10.

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Bleakley, Alan. "Politics". En Medical Education, Politics and Social Justice, 3–23. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003099093-2.

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Actas de conferencias sobre el tema "Politics and education"

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Sarachan, Jeremy H. "Programming Politics". En SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293762.

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Sihidi, Iradhad, Laeli Khanifah y Achmad Romadhan. "The Politics of Gender in Indonesia’s Political Parties". En Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.62.

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Marci-Boehncke, Gudrun, Matthias O. Rath, Thomas Goll y Michael Steinbrecher. "HOW TO BECOME POLITICAL? BASIC CONCEPTS FOR EXPLORING EARLY CHILDHOOD UNDERSTANDING OF POLITICS". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end038.

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"In the interdisciplinary project PoJoMeC, we investigate children's understanding of politics at preschool and primary school age. The interdisciplinary research approach is based on the perspectives of political didactics, literature and media didactics, and journalism. Initially, we will use qualitative approaches to find out how children's political awareness is shown. Our research methods focus on the one hand on the children's explicit knowledge, but on the other hand already on concepts of rule-governed action. The different degrees of abstraction of these concepts are based on a modification of the ecological model of human development according to Uri Bronfenbrenner (1979). The paper reconstructs the argumentative process of developing an acceptable interdisciplinary concept of politics for our joint research. Considering political didactics, literature and media studies, and philosophy, a research framework is presented that does not start with terms and concepts but considers more fundamental forms of social perception."
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Li, Fei, Ching-Han Liao, Ruoyuan Ma, Qianyao Zhu y Yuzhe Liu. "COVID-19 and Politics". En 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211011.103.

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Suryanef, Suryanef, Al Rafni, Syafri Anwar y Hariyanti. "Political Education for Female Cadres as an Effort to Gender Equality in Politics". En Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssis-18.2019.38.

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Moita, Sulsalman y Lilik Rita Handayani. "The Reconstruction of Gender In Politics". En 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.106.

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Hu, Yujing y Yuncong Yao. "Exploration and Practice of Curricular Ideology and Politics Education Reform in Biochemistry Course Ideological and Political Education". En 2021 2nd International Conference on Modern Education Management, Innovation and Entrepreneurship and Social Science (MEMIESS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210728.049.

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Kelmendi, Jeton. "GOVERNMENT�S POLITICS FOR HIGH EDUCATION IN KOSOVO". En 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.060.

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Polcicova, Maria. "POLITICAL EDUCATION AS A NECESSARY PART OF AN EDUCATIONAL PROCESS IN A DEMOCRATIC SOCIETY". En NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b2/v4/27.

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"There is currently a noticeable increase in extremism, populism, hatred and intolerance in all EU countries, which are evoked by several political conflicts, social events (critical situation in Afghanistan, response to the COVID pandemic, conflict in Ukraine, migration from third countries etc.). Political education as an integral part of the educational process in schools, not only at the national level, we therefore naturally consider it one of the tools for promoting democratic tools in society. We also consider foreign language teaching to be one of the tools of political education. Within it, on the example of learning about important political events, which at the same time shaped the moral democratic values of the bearers of a given language, we can mediate a critical analysis of the way of life in a given developmental stage of society. The aim of our paper is to present the idea of the educational process as a driving force for the spread of democratic values on the example of foreign language teaching at our faculty. From the point of view of theoretical backgrounds, we define the very concept of political education on the example of several experts in the field of sociology, politics and education. In order to find out the current state of the concept of political education in the educational process at national and transnational level, we analyze the individual documents of the European Union. Throughout the post, we mainly use qualitative data, such as thematic analysis, to interpret patterns and meanings in the data and descriptive data."
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Nikolić, Neda, Miodrag Zečević, Zoran Nešić y Gordana Rendulić Davidović. "The Impact of Global Changes on the Transformation of Politics, Economy and Education". En 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.371n.

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Society faces many challenges in transitioning toward sustainable development, and education is key to make this transition happen. Through education we influence on human consciousness, create their needs and changing behavior. One of most important educational programs is environmental education. It brings motivations, skills, values and commitment that people need to efficiently manage their earth’s resources and take responsibility for maintaining environmental quality and understand the problems they face. The limitation of access to certain resources is getting closer and we need to be aware of those limitations and put those in center of our life and work. The most effective way for doing it is throught environmental education started from earliest age. The limitation of access to certain resources is getting closer, and this fundamentally changes our relationship to economics, politics and ecology. This paper discusses the imperative of action within the limits of the finite world. The paper emphasizes the pressure on natural resources, which means that politics and the economy will have to undergo a radical transformation in order to be suitable not only today, but also in the future
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Informes sobre el tema "Politics and education"

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Osborne, Teresa. Politics and Education: The Nicaraguan Literacy Crusade. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2037.

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de la Croix, David y Matthias Doepke. To Segregate or to Integrate: Education Politics and Democracy. Cambridge, MA: National Bureau of Economic Research, agosto de 2007. http://dx.doi.org/10.3386/w13319.

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Stoffel, Lawrence. The politics of education -- An analysis of selected cases and controversies in American education. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1963.

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Schneider, Ben Ross, Pablo Cevallos Estarellas y Barbara Bruns. The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17. Research on Improving Systems of Education (RISE), marzo de 2018. http://dx.doi.org/10.35489/bsg-rise-wp_2018/021.

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Unterhalter, Elaine. Education policy in hard times : the politics of gender, justice and hope. Unknown, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii060.

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Chambers-Ju, Christopher, Amanda Beatty y Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), julio de 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
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McGuinn, Patrick y Jonathan Supovitz. Parallel Play in the Education Sandbox: The Common Core and the Politics of Transpartisan Coalitions. New America, enero de 2016. http://dx.doi.org/10.12698/cpre.2016.parallelplay.

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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), diciembre de 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), diciembre de 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Asgedom, Amare, Shelby Carvalho y Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), marzo de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.

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In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.
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