Artigos de revistas sobre o tema "Formal education contexts"
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Kucukaydin, Ilhan, e Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts". International Journal of Adult Vocational Education and Technology 3, n.º 1 (janeiro de 2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.
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Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.
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Zepke, Nick, e Linda Leach. "Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?" International Journal of Lifelong Education 25, n.º 5 (setembro de 2006): 507–18. http://dx.doi.org/10.1080/02601370600912089.
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Antić, Slobodanka. "Informal learning seeks its place in formal education contexts". Psiholoska istrazivanja 21, n.º 1 (2018): 41–60. http://dx.doi.org/10.5937/psistra1801041a.
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Castillo-Cárdenas, Patricia, e Luciana Gastaldi. "Report of media education in the school curriculum in Latin America". Comunicar 12, n.º 24 (1 de março de 2005): 13–20. http://dx.doi.org/10.3916/c24-2005-03.
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The need for reflection on the incorporation of a media education curriculum has brought about a concern about that has arisen in the new contexts of the information society. The international discussions on this issue demonstrate the obvious need for this kind of curriculum. In this paper, a framework is presented in the context of the discussion about introducing a media education curriculum for formal education in Latin America and the Iberian peninsula, taking into account the socio-cultural diversities involved in this specific context. La necesidad de reflexionar sobre la incorporación de un currículo de educación en medios es una inquietud que se siente fuertemente en los nuevos contextos de la sociedad de la información. Los debates internacionales sobre este tema ponen en evidencia esta necesidad. En el presente artículo se intenta generar un marco de referencia para el debate de la inserción de un currículum de educación en medios en la educación formal dentro del contexto iberoamericano, teniendo en cuenta las diversidades socioculturales que este contexto implica.
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Costa, Sebastiano, Francesca Cuzzocrea e Antonella Nuzzaci. "Use of the Internet in educative informal contexts. Implication for formal education". Comunicar 22, n.º 43 (1 de julho de 2014): 163–71. http://dx.doi.org/10.3916/c43-2014-16.
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Media use plays an important role in the social, emotional, and cognitive development of young individuals and accounts for a large portion of their time. For this reason it is important to understand the variables that contribute to improve the use of the Internet as a source of information and knowledge in formal and informal contexts. How is it possible to exploit the huge potential of this tool to help people learn? What are the cognitive and social characteristics that help individuals experience the Internet without being overwhelmed by its negative effects? What skills are needed to select and manage information and communication? What type of Internet use creates new relationships and ways of learning? A sample of 191 subjects was examined to determine certain characteristic differences between subjects with high and low levels of Internet use. The results show that individuals with high levels of Internet use have higher extroversion and openness scores. The research analyses the use of the Internet in informal contexts to determine the benefits that may result from Internet use in education which may include the development of the skill set necessary to evaluate information critically and analytically and build independent attitudes. El uso de Internet ofrece un importante espacio para el desarrollo social, emocional y cognitivo de los jóvenes y ocupa gran parte de su tiempo libre. Por lo tanto, es muy importante observar algunas variables que contribuyen a mejorar su uso como fuente de información y conocimiento en contextos formales e informales. ¿Cómo, entonces, aprovechar el enorme potencial de esta herramienta para ayudar a las personas en su aprendizaje?, ¿cuáles son las características cognitivas y sociales que ayudan a utilizarla sin que les afecte negativamente?, ¿qué habilidades se necesitan para seleccionar y gestionar la información y la comunicación?, ¿qué tipos de usos de Internet suscitan aprendizaje y nuevas y diferentes relaciones? En una muestra de 191 sujetos se examinan las diferentes características entre los sujetos con alto y bajo nivel de uso. Los resultados muestran que los individuos con alto nivel de uso de Internet tienen una puntuación más alta en lo que se refiere a las características de extroversión y apertura. La investigación se basa en un marco teórico que parte del análisis del uso de en un contexto informal para llegar a una reflexión sobre las posibilidades y ventajas que pueden derivarse de su uso en la educación, y del conjunto de habilidades que es necesario desarrollar para utilizar y evaluar la información de manera crítica y analítica y para construir una mente abierta y una actitud independiente.
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VOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK e MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS". Comparative Professional Pedagogy 11, n.º 2 (2 de dezembro de 2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.
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The article summarizes Ukrainian and foreign experience in delivering teacher professional development in formal and non-formal education. It shows that Ukraine has taken certain effective measures to improve the system of continuing teacher education (legally regulating professional development in both formal and non-formal education; expanding opportunities for continuing professional development in distance learning; providing material encouragement to teachers based on the results of certification, internships, advanced training, project activities; focusing on the effective development of teacher professional competencies (digital, ICT, innovation); elaborating teacher professional standards). A detailed analysis of the relevant foreign experience has allowed the authors to select valuable educational practices and determine the prospects for improving the system of teacher professional development. These are the following: introducing a gradual trajectory of teacher professional development which contributes to an increase in wages and promotes various social benefits; providing state grants; considering the regional context (including the needs of individual schools); creating appropriate research sites at schools; motivating novice teachers to participate in project activities; organizing effective training of mentors who provide support to students during teacher placement, as well as novice teachers at universities and practical training facilities; developing diversified (in terms of duration and forms) programmes on professional development; providing financial incentives under the results of advanced training, internships; organizing compulsory certification to confirm the teacher’s license; promoting partnership between teacher associations and different organizations, such as the Regional Commonwealth of Schools and Universities and committees for teacher professional development in the regions; enhancing non-formal learning in distance and full-time formats; creating virtual platforms, centres of methodical support in individual fields (language, mathematics, natural sciences) in cooperation with research institutions and universities.
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English, Lyn D. "Children's Problem Posing Within Formal and Informal Contexts". Journal for Research in Mathematics Education 29, n.º 1 (janeiro de 1998): 83–106. http://dx.doi.org/10.5951/jresematheduc.29.1.0083.
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This study investigated the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. The study addressed (a) whether children recognize formal symbolism as representing a range of problem situations, (b) whether children generate a broader range of problem types for informal number situations, (c) how children from different achievement profiles respond to problem-posing activities in formal and informal contexts, and (d) whether children's participation in a problem-posing program leads to greater diversity in problems posed. Among the findings were children's difficulties in posing a range of problems in formal contexts, in contrast to informal contexts. Children from different achievement profiles displayed different response patterns, reflected in the balance of structural and operational complexity shown in their problems.
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STEWART, William H., Patrick R. LOWENTHAL e David RICHTER. "A MODEL OF REMOTE TEACHING AND LEARNING UNDER EMERGENCY AND SUSTAINED CRISIS CONDITIONS: A DESCRIPTION OF NOVEL DISTANCE EDUCATION CONTEXTS AND MANIFESTATIONS". Turkish Online Journal of Distance Education 24, n.º 2 (1 de abril de 2023): 183–201. http://dx.doi.org/10.17718/tojde.1090810.
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Humans have been learning at a distance for millennia. Modern information and communications technology has enabled formal distance education to be conducted online, though significant variation exists in purpose, course format, delivery methods, etc. Under duress of COVID-19, educators and students alike have been forced to engage in their courses remotely. These courses, however, are not equivalent to formal distance education and to date have broadly been referred to as Emergency Remote Teaching (ERT). Nevertheless, ERT courses are no longer unexpected and have become plannable; many are being sustained indefinitely due to the prolonged nature of the pandemic. Despite this paradox, current ERT literature typically conceptualizes the ongoing practice monolithically. This conceptual paper discusses key differences between formal distance education, emergency remote teaching, and the evolving practice of Sustained Remote Teaching (SRT). We suggest a descriptive contextual model as a research analytic for discussion in the field of distance education.
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Fenouli, V., C. Rojas, F. Gonzalez, S. Valiero, C. Yañez, I. Núñez, I. Galain et al. "University outreach, non-formal education and science literacy in challenging contexts". Acta Crystallographica Section A Foundations and Advances 79, a2 (22 de agosto de 2023): C526. http://dx.doi.org/10.1107/s2053273323090903.
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Zubrickienė, Ilona, e Birutė Anužienė. "EXPERIENCES OF EXPRESSING SOCIAL JUSTICE IN NON-FORMAL ADULT EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (19 de maio de 2022): 877–90. http://dx.doi.org/10.17770/sie2022vol1.6832.
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Social justice in education is a research area aimed at providing equal opportunities for everybody to participate in the educational system. Research in the field of social justice rather focuses on formal education, in which the perception of the social justice concept depends on the attitude framed by the state – it is inseparable from the form of governance, the set of basic principles prevailing in society, as well as from the historical and cultural context. On the contrary, non-formal adult education, as a relatively convenient and most accessible form of adult education to upgrade or acquire new skills, involves occasional studies of these service providers in terms of social justice. It is also limited to the generalised perception of this phenomenon and, usually, to the contexts of its expression that are not always regulated by the state. Therefore, it is not clear how non-formal adult education addresses the problem of perceiving and expressing the concept of social justice, what role the state might play in ensuring social justice for adults in lifelong development and acquisition of new skills. The article raises the following problematic questions: How do adults perceive and experience social justice when participating in and engaging in non-formal adult education? How and in what ways does social justice exist in non-formal adult education? The aim of the article is to show the authentic experiences of study participants, by identifying the concept of social justice and expressions thereof in non-formal adult education. The results of the study demonstrate the controversy of the concept of social justice. This helped to confirm that there is no single definition of social justice that would be acceptable in all contexts of education. The following key forms of expression of social justice were pointed out by the study participants: equal opportunities, access, non-compliance of non-formal adult education services with participants’ learning needs, goals, and objectives. This has revealed a partial aspect of implementing social justice in non-formal adult education.
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Lonnert, Lia. "Amateur orchestras as a learning environment for music academy students". International Journal of Community Music 13, n.º 1 (1 de maio de 2020): 49–63. http://dx.doi.org/10.1386/ijcm_00012_1.
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Orchestral playing is a common form of ensemble playing within higher music education. However, students sometimes participate in amateur orchestras outside of their formal education. This study focuses on what students learned by participating and what the educational institutions gained. The study is a case study of a music education institution and four amateur orchestras and consisted of eight interviews with conductors and administrators. The study shows that learning in the amateur orchestra is similar to learning in formal education contexts, such as developing knowledge of repertoire, in which both institutions contribute to the student’s overall knowledge. Nevertheless, some aspects are better learnt outside of formal education such as educational roles, the creation of a professional identity as a musician and knowledge of different social contexts.
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Ogawa, Rodney T., Rhiannon Crain, Molly Loomis e Tamara Ball. "CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations". Educational Researcher 37, n.º 2 (março de 2008): 83–95. http://dx.doi.org/10.3102/0013189x08316207.
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This article is intended to spark a discussion between two research communities—scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist theory of organization. The authors employ preliminary findings from research and secondary historical accounts to illustrate the potential of the framework for guiding research that ties learning to contexts in formal organizations.
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Vorpagel, Fernanda Seidel, e Rosangela Inês Matos Uhmann. "Práticas e Concepções de Educação Ambiental e Meio Ambiente em contexto não formalPractices and Conceptions of Environmental Education and Environment in non-formal contextPrácticas y Concepciones de Educación Ambiental y Medio Ambiente en contexto no formal". REMEA - Revista Eletrônica do Mestrado em Educação Ambiental, n.º 1 (26 de novembro de 2018): 63–74. http://dx.doi.org/10.14295/remea.v0i1.8563.
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A Educação Ambiental (EA) é uma temática que por vezes é discutida em diversos contextos formal e não formal. Este trabalho se apresenta no campo da educação não formal e se constitui a partir do objetivo de saber quais as práticas realizadas, como e qual a concepção e percepção que se tem de meio ambiente. O que nos levou a fazer uma revisão bibliográfica na Revista Eletrônica de Mestrado em Educação Ambiental (REMEA), período entre 2010 a 2012 com foco nas práticas desenvolvidas em contexto não formal. O caminho trilhado apontou indícios para práticas ambientais que superam as questões enraizadas, a exemplo, da percepção naturalista para avançar na concepção e percepção de meio ambiente em direção à concepção globalizante, entendendo que nós seres humanos somos o meio ambiente e não parte dele.
Environmental Education (EE) is a subject that is sometimes discussed in several formal and non-formal contexts. This work is presented in the field of non-formal education and is based on the objective of knowing which practices are performed, how and what is the conception and perception of the environment. This led us to make a bibliographic review in the Electronic Journal of Master's Degree in Environmental Education (REMEA), period between 2010 and 2012 focusing on practices developed in a non-formal context. The path traced pointed indications to environmental practices that overcome the issues rooted, for example, from the naturalistic perception to advance in the conception and perception of the environment towards the globalizing conception, understanding that we human beings are the environment and not part of it.
La Educación Ambiental (EA) es una temática que a veces se discute en diversos contextos formal y no formal. Este trabajo se presenta en el campo de la educación no formal y se constituye a partir del objetivo de saber cuáles son las prácticas realizadas, cómo y cuál es la concepción y percepción que se tiene de medio ambiente. Lo que nos llevó a hacer una revisión bibliográfica en la Revista Electrónica de Maestría en Educación Ambiental (REMEA), período entre 2010 a 2012 con foco en las prácticas desarrolladas en contexto no formal. El camino trillado apuntó indicios para prácticas ambientales que superan las cuestiones arraigadas, a ejemplo, de la percepción naturalista para avanzar en la concepción y percepción del medio ambiente hacia la concepción globalizadora, entendiendo que los seres humanos somos el medio ambiente y no parte de él.
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Yang, Yang, e Graham Welch. "Pedagogical challenges in folk music teaching in higher education: a case study of Hua’er music in China". British Journal of Music Education 33, n.º 1 (11 de janeiro de 2016): 61–79. http://dx.doi.org/10.1017/s0265051715000248.
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Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as ‘informal’, the practice of folk music that was recently introduced into Chinese Higher Music Education appears to be much more complex and fluid, at least in its real world setting. This case study presents a detailed example of the teaching and learning of folk singing in contemporary society in Western China. In this particular context, both ‘informal learning’ and ‘formal’ music practices were observed and compared, based on research data collected from four music lessons and subsequent interviews with the participants. Drawing upon the analytical evidence, the research discusses a possible pedagogical model where two apparently contrasting approaches to learning (i.e. a conservatory model vs. traditional folk learning) could coalesce to ensure more effective learning outcomes of traditional folk music in higher education contexts.
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Putra, Ari. "Development of Learning Materials for Nonformal Educational Leadership with Gender-Responsive Values". International Journal of Research and Review 10, n.º 11 (20 de novembro de 2023): 281–92. http://dx.doi.org/10.52403/ijrr.20231133.
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This study aims to present the results of a content analysis of gender-responsive values that have been incorporated into non-formal education leadership courses. These courses play a crucial role in preparing prospective non-formal education leaders who are gender-aware and capable of addressing gender-related challenges in educational contexts. The Non-formal Education Leadership course is a vital component in nurturing high-quality leaders in the field of non-formal education. Integrating gender-responsive values into the curriculum of this course is of paramount importance to achieve inclusive and sustainable leadership. The study employs a qualitative approach, utilizing document analysis to examine the syllabus, teaching materials, and teaching methods of non-formal education leadership course documents. The research focuses on developing gender-responsive content values within non-formal education leadership teaching materials, including understanding gender roles in leadership, promoting gender equality in education, dismantling gender stereotypes, and empowering women within the educational context. The study's findings demonstrate that gender-responsive values are thoughtfully integrated into the non-formal education leadership course, aligning with the course's competency objectives and emphasizing the importance of diversity. The syllabus, structured around teaching materials, addresses gender issues in educational leadership and provides relevant case examples. The teaching methods employed facilitate open discussions and reflections on gender matters, encouraging students to adopt inclusive and gender-sensitive perspectives. Moreover, the study highlights efforts made to promote women's participation and empowerment within the context of educational leadership. The non-formal education leadership courses effectively incorporate gender-responsive values that are relevant and significant. Successful implementation of these values will contribute to fostering more inclusive, equitable, and sustainable educational leadership. Keywords: Leadership, Non-formal Education, Gender Responsive.
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Ofulue, Christine I. "Literacy at a distance in multilingual contexts: Issues and challenges". International Review of Research in Open and Distributed Learning 12, n.º 6 (7 de outubro de 2011): 84. http://dx.doi.org/10.19173/irrodl.v12i6.981.
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<p>Literacy is perhaps the most fundamental skill required for effective participation in education (formal and non-formal) for national development. At the same time, the choice of language for literacy is a complex issue in multilingual societies like Nigeria. This paper examines the issues involved, namely language policy, language and teacher development, and the role of distance education and information and communication technologies (ICTs), in making literacy accessible in as many languages as possible. Two distance learning literacy projects are presented as case studies and the lessons learned are discussed. The findings of this study suggest that although there is evidence of growing accessibility to ICTs like mobile phones, their use and success to increase access to literacy in the users’ languages are yet to be attained and maximised. The implication of the lessons learned should be relevant to other multilingual nations that seek the goal of increasing access to learning and promoting development so as to harvest economic benefits.</p>
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Bannò, Mariasole, EMILIA FILIPPI e Sandro Trento. "How does the institutional context affect the risk of substitution faced by women and men?" International Conference on Gender Research 5, n.º 1 (13 de abril de 2022): pp36–42. http://dx.doi.org/10.34190/icgr.5.1.138.
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This paper aims to investigate how the institutional context considered in light of the level of gender equality explains the difference in the risk of substitution faced by men and women. To this end, the probability of automation of European occupation is estimated and it is analysed how it is influenced by the gender of the worker. We found that in contexts where gender equality is higher, female workers face a lower risk compared to contexts with a lower gender equality. However, the protection enjoyed by female workers is reduced in less egalitarian contexts because, due to barriers regarding the participation in formal and non-formal education and training, women are not able to acquire the necessary skills to protect themselves from the risk of substitution.
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FONTANA, GIUDITTA. "Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989–2016". Harvard Educational Review 93, n.º 2 (1 de junho de 2023): 173–201. http://dx.doi.org/10.17763/1943-5045-93.2.173.
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In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of for mal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the con text for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peace building potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and education reforms are primarily framed as contributing to security and conflict management rather than long-term peace building. With fundamental implications for scholarship and policy, this article shows that peace agreements’ focus on the promotion of negative peace rather than more ambitious positive peace is an obstacle to realizing the peacebuilding potential of education in conflict-affected contexts.
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Fujii, Michi Sebastian, Jana Hüttmann, Nadia Kutscher e Henrike Friedrichs-Liesenkötter. "Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic". Media Education 11, n.º 2 (2 de novembro de 2020): 37–47. http://dx.doi.org/10.36253/me-9605.
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This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering the educational participation of young refugees, especially regarding online learning, are discussed. The empirical data show that during the period of distance education the specific needs of young refugees are only taken into account to a limited extent and thus increasing risks of exclusion from education emerge. Lack of technical access, media expertise, language skills and personal support turn out to be major challenges in enabling educational participation of vulnerable groups such as young refugees. Therefore, educational policy at federal and national level in Germany needs to outline a scheme on how to meet these challenges by further developing non-formal as well as formal educational support structures.
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Salmi, Hannu, e Helena Thuneberg. "The role of self-determination in informal and formal science learning contexts". Learning Environments Research 22, n.º 1 (19 de março de 2018): 43–63. http://dx.doi.org/10.1007/s10984-018-9266-0.
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Cortés-de-Cervantes, Patricia. "Media education, TIC education: some reflections from Latin America". Comunicar 13, n.º 26 (1 de março de 2006): 89–92. http://dx.doi.org/10.3916/c26-2006-14.
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Nowadays young people live in two very different worlds: one which is related to school and one which is related to the streets and the day-to-day life. Then, we can speak about two ways of education: a formal education that is ruled at schools and University, and an informal education that children learn out of the school. In this paper, we will focus on this relevant problem which causes many reflections and hopes on the future of Latin American education, in both formal and non formal contexts. La expansión de las TIC en la mayor parte de las regiones del mundo y, particularmente, en América Latina nos conduce a reflexionar seriamente sobre el papel de la educación en el tercer milenio. Especialmente de una educación para los medios, de una educación para las TIC que, pese a los esfuerzos realizados, continúa estando ausente en las aulas. En el presente artículo se ponen en relieve algunos elementos que podrían tomarse en cuenta dentro de una reflexión pedagógico-comunicacional basada en la unión entre los saberes formales e informales, transdisciplinaria, valorizada y con fundamentos teóricos autónomos que partan de una visión antropológica filosófica.
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Araya, Jamie, Andrew Bennie e Donna O’Connor. "Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program". International Sport Coaching Journal 2, n.º 1 (janeiro de 2015): 3–14. http://dx.doi.org/10.1123/iscj.2013-0036.
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The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
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Nfor, Samuel. "Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes". Scenario: A Journal of Performative Teaching, Learning, Research XII, n.º 2 (1 de julho de 2018): 13–30. http://dx.doi.org/10.33178/scenario.12.2.2.
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This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.
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Cormier, Paul. "Indigenous Youth Conflict Intervention: The Transformation of Butterflies". First Peoples Child & Family Review 5, n.º 2 (5 de maio de 2020): 23–33. http://dx.doi.org/10.7202/1068928ar.
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The purpose of this article is to discuss the impacts of structural violence and its effects on Indigenous Peoples using Aboriginal People – The Indigenous Peoples of Canada, and the Canadian education system as the context for discussion. Due to the root causes of conflict and the nature of violence in Aboriginal contexts being structural, working towards positive peace based on a concept of human security is the best approach to managing Aboriginal youth violence. This approach is conducive to building a culture of peace which is consistent with Indigenous traditions. Alternative methods of formal education should be considered in Aboriginal / Indigenous contexts. These methods should be grounded in the traditions of local Indigenous groups providing a safe space for rediscovery and identity negotiation between tradition and contemporary society. The ability for Indigenous peoples to further their formal education has a profound impact on long term peace building activities. The link between education, poverty, and violence must be of primary consideration when designing peace building activities where Indigenous Peoples are involved.
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Ryan, James E. "Race Discrimination in Education: A Legal Perspective". Teachers College Record: The Voice of Scholarship in Education 105, n.º 6 (agosto de 2003): 1087–118. http://dx.doi.org/10.1177/016146810310500605.
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This paper was prepared for the Panel on Methods for Assessing Discrimination, National Academy of Sciences, Committee on National Statistics. It describes the formal legal definitions of race discrimination in education, demonstrates how those definitions are applied in various contexts, and highlights the role that social science evidence has played and could play in the cases. The paper argues that what currently counts as race discrimination in education and how such discrimination is proven are, from a legal perspective, at once both straightforward and complex questions. They are straightforward because the formal legal definitions are simple enough to grasp. The questions are complex because at times the formal definitions of race discrimination are modified in their application, and also because some important questions about how to apply those definitions in a particular case or context remain unanswered. The paper offers some suggestions as to how these lingering questions could be answered and describes the limited role that social science evidence could play in shaping the answers. It also highlights the irony that, under the current legal definitions of race discrimination, it is much easier to block voluntary integration efforts designed to assist minority (and white) students than it is to block practices that unintentionally disadvantage minority students.
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Martiniello, Lucia, e Nicola Paparella. "Educational research between on devices and mobile learning". Research on Education and Media 8, n.º 2 (1 de dezembro de 2016): 5–9. http://dx.doi.org/10.1515/rem-2016-0012.
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Abstract The great potential of mobile learning devices hooks up these new contexts that are, above all, cultural and social, but also organisational and relational, forcing us to reconsider fundamental themes of pedagogical discourse. Among these themes, the first must be the construction of the student’s identity and, connected to this, the issue of personalised education. Let us consider, for instance, the by-now familiar distinction between formal, informal and non-formal. Compared with formal learning, we have always considered the two conditions of informal and non-formal education as independent or at least parallel, but essentially distinct and fundamentally different. In the moment in which teaching is done through mobility, and therefore with the effects of interference in contexts completely different from those that are somewhat predictable by the designer of distance learning, can we still think of a "distinction" between formal and informal or, at least, should we not assume a sort of context cross-breeding? The question does not arise from considerations of quantitative, but instead arises from qualitative, evaluations. In our opinion, here exists a paradigm: the learning context not only escapes the teaching team’s realm of predictability, but somehow eludes even the predictability of the learner, and indeed, it is the very nature of the context that takes completely different characteristics and connotations. We are on the verge of justifying a major revision of some paradigms that relate to the nature of the context, the role of the teacher and the position (in the sociological sense) of the student, which also affect the nature of the message and, more generally, the “entire educational setting”. It means working in this direction.
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Inayatillah, Inayatillah. "Tradition of Islamic Basic Education in Aceh". EDUTEC : Journal of Education And Technology 6, n.º 4 (28 de junho de 2023): 671–83. http://dx.doi.org/10.29062/edu.v6i4.681.
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The tradition of basic Islamic education in Aceh adopts the concept of Islamic lifelong education, in which Islamic education is fulfilled from the age of 0. This study aims to identify how the tradition of basic Islamic education in Aceh is through informal, formal, and non-formal education based on the National Education System Number 20 of 2003 and Government Regulation Number 55 of 2007 concerning Religious Education. In addition, this study also aims to observe who plays an active role in shaping the basics of Islamic education in children. This research is qualitative research using a historical approach. Sources of data and information were obtained through a literature review to understand the historical context and changes that have occurred in the tradition of Islamic basic education. The data collected was analyzed descriptively to form a discourse on Islamic basic education in Aceh in the past and present contexts. The results of this study indicate that historically the people of Aceh have only known two educational paths in forming the basics of Islamic education since children aged 0-12 years, namely informal and formal education. Parents are the people who have a significant role in the foundation of the basics of Islamic education in Aceh, in addition to teungku and teachers. For informal education, Aceh has the doda idi tradition which is used to educate children aged 0-3 years. Furthermore, parents accompany their children who are aged 7-8 years to obtain formal basic Islamic education at the meunasah, but this meunasah education changed to non-formal education after the independence of the Republic of Indonesia.
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Muñiz Rivas, María, e Macarena Coronil Pérez. "Theoretical Approach to Non-Formal Education as a Learning Resource in Attention to Diversity: The Role of the Socio-Family Context". International Journal of Arts, Humanities & Social Science 03, n.º 10 (11 de outubro de 2022): 60–68. http://dx.doi.org/10.56734/ijahss.v3n10a7.
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This paper reflects on the relevance of non-formal education in childhood and adolescence, with particular emphasis on attention to diversity, highlighting the importance of including the social and family environment in this learning process. For this purpose, a global theoretical review of special education in Spain is presented, firstly addressing its formal historical evolution up to the birth of what is known as educational inclusion. Thus, a new educational model based on attention to diversity for students with specific educational support needs (SESN) is created to provide learning focused on optimizing students’ personal and academic development. This comprehensive vision impacts socio-educational intervention from a non-formal field of education as a complementary alternative to formal education at different life cycle stages and in many contexts.
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Sangrà, Albert, Juliana E. Raffaghelli e George Veletsianos. "“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”". British Journal of Educational Technology 50, n.º 4 (2 de junho de 2019): 1615–18. http://dx.doi.org/10.1111/bjet.12828.
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Stopikowska, Malgorzata, e Yasser Mohamed El-Deabes. "THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES". Problems of Education in the 21st Century 40, n.º 1 (20 de março de 2012): 129–44. http://dx.doi.org/10.33225/pec/12.40.129.
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The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt’s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith. Key words: Egypt, educational system, schools.
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Ryan, Richard M., e Christopher P. Niemiec. "Self-determination theory in schools of education". Theory and Research in Education 7, n.º 2 (25 de junho de 2009): 263–72. http://dx.doi.org/10.1177/1477878509104331.
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In many graduate schools of education there is strong resistance to formal theories, especially those that are supported through quantitative empirical methods. In this article we describe how self-determination theory (SDT), a formal and empirically focused framework, shares sensibilities with critical theorists concerning the importance of actors' own embedded experiences of the world, and the importance of liberation and resistance to hegemony. Yet we argue that, unlike many post-modern views that are largely negative, SDT is truly critical precisely because it posits a common human nature, which can be more or less supported and allowed to flourish in different cultural and institutional contexts.
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Kanclerz, Bożena. "Polityczne wybory młodych do Parlamentu Europejskiego jako egzemplifikacja obywatelskości młodzieży – kontekst kształcenia formalnego". Kultura-Społeczeństwo-Edukacja 18, n.º 2 (30 de dezembro de 2020): 219–34. http://dx.doi.org/10.14746/kse.2020.18.9.1.
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The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland.
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Blaj-Ward, Lia. "From language learner to language user in English-medium higher education: Language development brokers outside the language classroom". Journal of Research in International Education 16, n.º 1 (1 de fevereiro de 2017): 55–64. http://dx.doi.org/10.1177/1475240917694109.
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This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students’ trajectory from language learner to language user. Students from a range of first language backgrounds contributed insights about key people, outside formal language teaching contexts, who supported and resourced their language development. While existing research has tended to focus on formal language instruction settings, this article puts forward insights to inform the fine tuning of language development provision in English-medium instruction (EMI) contexts outside traditional language classrooms, and to contribute to EMI students’ academic and professional success.
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Bocci, Fabio. "Movies in Education: A Non-Formal Approach for Lifelong and Lifewide Learning". Educatia 21, n.º 19 (19 de dezembro de 2020): 4–10. http://dx.doi.org/10.24193/ed21.2020.19.01.
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The cinematic language, in addition to acting as a persuasive mediator to be used in training contexts, can represent a meeting point between non-formal and formal education in the different lifelong-lifewide learning contexts. In this paper, the author specifies what we usually define as cinematic experience starting from the correlation between physical space (I’m going to the cinema) and visual act (I’m going to see a film).Then, he describes the components of the cinematic language (for example: long/full shot, plan américain/medium long shot, medium shot, medium close-up, close-up and extreme close-up, extreme wide, long/wide, etc.).Moreover, the author presents the psycho-pedagogical characteristics that are activated while participating in the viewing of a film. Finally, describes two examples of non-formal education through cinematic language. The first one refers to the Visualfest, a contest organized by the Department of Education of Roma Tre University, that aims to promote the dissemination of works created by scholars, teachers, students, educators and professionals who use images as a vector of knowledge. The second one is Co-Educa, an initiative of co-education, of alliance between the scholastic-editorial-cultural-scientific fields for the construction of a network of active subjects and the establishment of an authentic pedagogical agora.
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Lim, Michelle, Lucky Permana, Vinsensius Billy Hongo, Kanaya Kiandra, Kathryn Nabasa e Albert Hasudungan. "The Roles and Capabilities of Formal, Non-Formal, and Informal Institutions in Shaping Education Access in Cigugur Sub-district, West Java, Indonesia". Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, n.º 1 (23 de janeiro de 2021): 696–708. http://dx.doi.org/10.33258/birci.v4i1.1653.
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The objective of this research paper is to explore the capacities of formal, non-formal, and informal educational institutions, as parts of social institutions. The roles of these institutions will be assessed within the urban, middle, and rural areas of Cigugur sub-district in Kuningan. This research uses qualitative methods, comprising interview and 1-month participant observation in the field. From this research, it was found that the education access in the urban areas of Cigugur boasts an abundance of formal education, in which the skills that were shaped are literacy and communication skills. On the other hand, the middle - areas, which lack formal education, rely on non-formal institutions (such as the local churches and local Islamic organizations (pesantren) to shape ethical and entrepreneurship education through a series of communal meetings. In fact, due to the rare availability of formal education in the rural areas, knowledge spillover from older to younger generations is delivered through informal conversations to shape basic entrepreneurial skills in their informal businesses. The academic contribution of this article is to illuminate the different roles and capabilities of social institutions to deliver different access to education in their various geographical contexts.
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Bispo, Marcelo de Souza, e Eduardo Paes Barreto Davel. "Impacto Educacional da Pesquisa". Organizações & Sociedade 28, n.º 97 (junho de 2021): 233–40. http://dx.doi.org/10.1590/1984-92302021v28n9700pt.
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Abstract To think about the impacts of academic research on education is to think dynamically: education affects the ways of doing research (from the point of view of formal education) and is affected by research results that are little predictable and perceived due to constant negotiations among social actors in their daily socializations in different contexts. Management education (formal, non-formal and informal) affects and is affected by conflicting views of the world, which are produced within the field of management itself and whose impact as “beneficial” is not just a matter oriented primarily by economic, instrumental and financial aspects, but also for a negotiated understanding of the world that moves towards the common good. All research must be concerned with its power to affect educational vision and practice, directly or indirectly. How can this concern become perennial and central to the practice of academic research?
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Lozano-Verduzco, Ignacio, e Adriana Leona Rosales Mendoza. "In/formal sex education: learning gay identity in cultural and educational contexts in Mexico". Gender and Education 28, n.º 4 (3 de março de 2016): 546–61. http://dx.doi.org/10.1080/09540253.2016.1149555.
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Madjar, Nir, e Maya Cohen-Malayev. "Youth movements as educational settings promoting personal development: Comparing motivation and identity formation in formal and non-formal education contexts". International Journal of Educational Research 62 (2013): 162–74. http://dx.doi.org/10.1016/j.ijer.2013.09.002.
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Calvo González, Soraya, Sue Gutiérrez Berciano e Cristina Bayarri López. "Rasgos comparativos de programas de reenganche formativo y sociolaboral en el ámbito no formal en Gijón (Asturias)". Educatio Siglo XXI 38, n.º 2 Jul-Oct (25 de junho de 2020): 67–86. http://dx.doi.org/10.6018/educatio.414701.
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El abandono escolar, producto de un proceso de desenganche progresivo del alumnado a la institución escolar, continúa siendo uno de los ejes prioritarios de estudio e intervención en nuestro sistema educativo. También lo son las diversas trayectorias de reenganche formativo y sociolaboral de jóvenes que abandonaron tempranamente los procesos educativos.
El presente artículo se enmarca dentro del proyecto nacional coordinado de I+D+I “Procesos de re-enganche educativo y sociolaboral de adolescentes en situación de vulnerabilidad. Estudio de casos e implicaciones socioeducativas” [MINECO-17-EDU2016-76306-C2-2-R]. Destacamos dos objetivos clave del proyecto. Por un lado, conocer características y contextos de implementación de programas de prevención del abandono y re-enganche dirigidos a adolescentes en situación vulnerable que están obteniendo resultados positivos. Por el otro, analizar historias y trayectorias educativas resilientes de jóvenes participantes en programas de diversas instituciones socioeducativas que han logrado superar el proceso con éxito.
Este trabajo ofrece un análisis de los rasgos comparativos ─organizativos, de estructura, pedagógicos e institucionales─ de programas de re-enganche exitosos desarrollados en entidades socioeducativas de Gijón (Asturias). Para ello planteamos un enfoque metodológico cualitativo basado en estudios de casos orientados a la descripción. En concreto, presentamos programas contextualizados en entornos diferenciados con el fin de plantear comparaciones. Tras la presentación de los datos trabajados se ofrecerá una discusión y reflexión final destinada a derivar implicaciones de interés para la revisión, mejora y visibilización de los programas exitosos en términos de reenganche. Early school leaving, the result of students’ progressive disengagement with schools, is still one of the main axis of study and intervention in our education system. The different re-engaging training and socio-labour paths that might be designed for youths who dropout from schools are another important field of study and intervention.
This article is framed within a project funded by the Spanish Ministry of Education called “Educational and Socio-Labour Re-engaging Processes of Disadvantaged Young People. Case Studies and Socio-Educational Consequences”. Two objectives are key for our study. On the one hand, to define the characteristics and the prevention contexts of early school leaving and the implementation of successful re-engaging programs for disadvantaged youths. And, on the other hand, to analyse resilient educational personal stories and trajectories of youths who have successfully participated in educational programs.
This article provides an analysis of the comparative features—organizational, structural, pedagogical and institutional—of successful re-engaging programs developed in socio-educational institutions in Gijón (Asturias). To this end, we used a qualitative approach based on the description of case studies. More specifically, we compare different re-engaging programs implemented in different contexts. Following the reporting of the data, we present some final considerations from which lines to review, improve and raise awareness on re-engaging programs can be inferred.
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Clark-Kazak, Christina. "The Politics of Formal Schooling in Refugee Contexts: Education, Class, and Decision Making among Congolese in Uganda". Refuge: Canada's Journal on Refugees 27, n.º 2 (18 de janeiro de 2012): 57–64. http://dx.doi.org/10.25071/1920-7336.34722.
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Based on ethnographic research with over four hundred Congolese refugees in Kampala and Kyaka II refugee settlement, Uganda, this article interrogates the politics of education—both historically in the Democratic Republic of Congo and currently in migration contexts in Uganda. Formal education was an aspiration for all young people in the study, irrespective of current educational level. Moreover, it is a priority for the United Nations High Commissioner for Refugees (UNHCR) and many other organizations working with refugees. Drawing on the experiences and views of Congolese young people, this article analyzes the socio-political importance they accord to formal schooling. It then analyzes the degree to which these political aspects of education are manifested in daily decision-making processes in families, households, communities, and high-level politics. The author concludes with some reflections on how researchers and practitioners working in migration contexts can recognize and take into account the politicized nature of education.
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Brabeck, Kalina M., e Michele R. Guzmán. "Exploring Mexican-Origin Intimate Partner Abuse Survivors’ Help-Seeking Within Their Sociocultural Contexts". Violence and Victims 24, n.º 6 (novembro de 2009): 817–32. http://dx.doi.org/10.1891/0886-6708.24.6.817.
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Women’s responses to partner abuse are shaped by their particular sociocultural contexts. In this study, quantitative data were collected from 75 Mexican-origin women who survived intimate partner abuse, to identify variables associated with help-seeking to survive relationship abuse. Help-seeking was defined as use of formal (e.g., shelter) and informal (e.g., family) sources. Variables included two cultural variables: machismo (i.e., adherence to traditional gender roles) and familismo (i.e., valuing family cohesion and reciprocity), and four sociostructural variables: income, education, English proficiency, and immigrant status. Results indicated participants with higher levels of familismo sought informal help more frequently than those with lower levels. Women with grade school education, no English proficiency, and undocumented status sought formal help less frequently than those not constrained by these barriers.
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Rossi, Tony, e Jan Wright. "Children's physical activity, health and physical education in isolated rural contexts:". Australian and International Journal of Rural Education 12, n.º 1 (1 de março de 2002): 2–7. http://dx.doi.org/10.47381/aijre.v12i1.477.
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This paper describes the views of parent educators of their childrens levels and types of phtsical activity. The study was conducted at two mini-schools in western Queensland. 'These are occasions where students who undertake formal education through various Schools of Distance Education come together for a week of educational activity. Parents (mostly mothers) were imerviewed using a semi-structured approach. The interview data were analysed for dominant themes themes using a constant comparison method. The emergent themes related to nutrition and physical activity. Within the physical aclivity theme, notions of the great outdoors; work and organised sport skill development also emerged.
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Chandrasegaran, Antonia. "NNS students’ arguments in English: Observations in formal and informal contexts". Journal of Second Language Writing 17, n.º 4 (dezembro de 2008): 237–54. http://dx.doi.org/10.1016/j.jslw.2008.04.003.
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Viana, Joana, e Helena Peralta. "Online Learning: From the Curriculum for All to the Curriculum for Each Individual". Journal of New Approaches in Educational Research 10, n.º 1 (15 de janeiro de 2021): 122. http://dx.doi.org/10.7821/naer.2021.1.579.
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This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults’ representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The results contribute to the reflection on curriculum in a digital context, and to describing the curriculum organization of the learning process adopted by each individual. We found that space and time, in addition to strategies and actors are the most dynamic curriculum components in these circumstances. The formal contexts in which institutionalised learning and the curricula in force therein, occur are central to the development of the personal learning curriculum. This leads us to question the possibilities and ways of reconfiguring curriculum, of conceiving it differently, in digital learning contexts.
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Adamska-Staroń, Monika. "Rock narratives as space for co(being). The research report". Podstawy Edukacji 13 (2020): 129–45. http://dx.doi.org/10.16926/pe.2020.13.09.
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The paper fits into the area of research over educational contexts of popular culture, which is a voice in a discussion focused on possible ways of “using” rock lyrics in formal education, on critical education through rock narratives, on a category of co(being). This paper is intended to familiarize with research on educational contexts brought by rock narratives also about involving a Recipient in the discussion on the presented issues.
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Batsleer, Janet, Björn Andersson, Susanne Liljeholm Hansson, Jessica Lütgens, Yağmur Mengilli, Alexandre Pais, Axel Pohl e Therése Wissö. "Non-formal spaces of socio-cultural accompaniment: Responding to young unaccompanied refugees – reflections from the Partispace project". European Educational Research Journal 17, n.º 2 (3 de julho de 2017): 305–22. http://dx.doi.org/10.1177/1474904117716368.
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Drawing on research in progress in the Partispace project we make a case for the recognition of the importance of non-formal spaces in response to young refugees across three different national contexts: Frankfurt in Germany; Gothenburg in Sweden; and Manchester in the UK. It is argued that recognition of local regulation and national controls of immigration which support climates of hostility makes it important to recognise and affirm the significance of non-formal spaces and ‘small spaces close to home’ which are often developed in the ‘third space’ of civil society and arise from the impulses driven by the solidarity of volunteers. In these contexts it is important that practices of hospitality can develop which symbolically reconstitute refugees as hosts and subjects of a democratic conversation, without which there is no possible administrative solution to the refugee crisis. It is essential that educational spaces such as schools, colleges and universities forge strong bonds with such emergent spaces.
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Strykowski, Waclaw, Mariusz Kakolewicz e Adam Mickiewicz. "Media education in Poland". Comunicar 14, n.º 28 (1 de março de 2007): 83–90. http://dx.doi.org/10.3916/c28-2007-09.
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What can we do to help children and teenagers to learn about media? The author thinks that we have to encourage media education at schools on the basis of distinct general objectives and setting up special programmes to learn media in formal contexts. Moreover, this paper also considers that it is necessary to do the same out of school working with a global proposal that integrates all contexts and includes teachers training. ¿Qué podemos hacer para ayudar a niños y adolescentes en el aprendizaje de los medios? El autor considera que podemos, e incluso que debemos, potenciar la enseñanza de los medios de comunicación en las escuelas, partiendo de unos claros objetivos generales y estableciendo un programa especial para la enseñanza de los medios de comunicación en la práctica escolar. Además plantea la necesidad de fomentar la enseñanza de los medios fuera de la escuela con una propuesta integral de pedagogía de los medios de comunicación que incluya la formación del profesorado.
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Noguchi, Fumiko. "Critical Reflections on the UNDESD: From the Perspectives of Informal Education in a Community Development Context". Journal of Education for Sustainable Development 11, n.º 2 (setembro de 2017): 141–51. http://dx.doi.org/10.1177/0973408218763468.
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The UN Decade of Education for Sustainable Development (2005–2014) aimed to take a socially critical and transformative approach to ESD through all forms of education. Unfortunately, it mainly focused on formal education and overlooked the informal education that is embedded in the community development process of tackling unsustainable problems in real life, especially from the perspectives of marginalized people. Besides the political and economic pressures that cause the gap, current theorizing in ESD, which draws from critical theory, focuses predominantly on formal education or schooling contexts. It offers little guidance on appropriate pedagogical practice in community development. Theorizing informal education for sustainable community development is needed to support the UN’s Sustainable Development Goals by 2030, and decoloniality is a potential theoretical approach to this issue.
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Nakata, Martin. "Some Thoughts on Literacy Issues in Indigenous Contexts". Australian Journal of Indigenous Education 31 (2003): 7–16. http://dx.doi.org/10.1017/s1326011100003641.
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ABSTRACTThis paper critically examines some elements of the nation’s policy on Indigenous education priorities (Department of Employment, Education and Training, 1989) and how they have framed our approaches to formal schooling issues over the past decade. I draw on some of the ‘cultural’ tensions in the policy position to illustrate the dilemma they produce at the level of practice. I then reflect on the implications of these tensions for literacy teaching as well as ways that they can be addressed. The conclusion brings these reflections back to a more theoretical level to consider how shifts at the level of theory might re-frame how we might best view the literacy issues and priorities in Indigenous contexts.
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Ekiye, Ekiyokere. "Suggesting Creoles as the Media of Instruction in Formal Education". East African Journal of Education Studies 2, n.º 1 (14 de junho de 2020): 47–58. http://dx.doi.org/10.37284/eajes.2.1.167.
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Creole and Pidgin languages are spoken by not less than 50 million people around the globe, but literacy is usually acquired in other languages, especially those languages introduced by the former colonial powers. This paper suggests that Pidgin and Creole languages should be elaborated for use as the media of instruction in formal education, particularly in contexts where up to 85 per cent of the population speak them. Pidgins and creoles researchers have labelled pidgin and creole languages as “developing” and they highlight their capacity to perform the same functions as their developed European lexifiers, English and French. The central argument is that pidgin and creole languages have the potential to express complex realities and function officially in formal education despite the negative attitudes towards them by their speakers. The attitudes towards pidgin and creole languages in education, the part of political and linguistic entities in adopting Nigerian Pidgin and Mauritian Kreol as the medium of teaching literacy in their respective countries are the central issues of focus.