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Статті в журналах з теми "Politics and education"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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1

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

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RESUMOArte, Educação, Política compõem uma tríade compreendida historicamente no Ocidente como interdependentes. Entretanto, arte, educação e políticas ocidentais não estão compreendidas para corpos aquém dos padrões de raça, gênero e classe edificados pelo pensamento que arquitetou o projeto moderno europeu levado à expansão em todo mundo no século XVI. Igualmente, histórico e contemporaneamente, políticas têm definido, no caso do Brasil em níveis federal, estaduais e municipais, atuações e ações de corpos e sobre os corpos na arte, na educação e na própria política. Considerando a histórica indissociação entre a tríade arte, educação e política, mas também a atual e fascista dissociação das políticas em relação aos corpos que atuam nas artes e na educação em contexto brasileiro contemporâneo, este artigo discuti, por uma perspectiva descolonial de abordagem bi(os)bliográfica, a falta de arte em política, educação em política e corpos em política que consideram as diferenças culturais e coloniais porque não contemplam o padrão de arte, educação, corpo e política modernos. Arte. Educação. Política. (Dis) politics for political bodies in art, culture and education ABSTRACT Art, Education, Politics make up a triad historically understood in the West as interdependent. However, Western art, education and politics are not understood for bodies below the standards of race, gender and class built by thought that architected the modern European project led to expansion around the world in the sixteenth century. Similarly, historically and contemporatically, policies have defined, in the case of Brazil at federal, state and municipal levels, actions and actions of bodies and on bodies in art, education and politics itself. Considering the historical indissociation between the triad art, education and politics, but also the current and fascist dissociation of policies in relation to the bodies that work in the arts and education in a contemporary Brazilian context, this article discussed, for a decolonial perspective of bi(os)bliographical approach, lack of art in politics, education in politics and bodies in politics that consider cultural and colonial differences because they do not contemplate the standard of modern art, education, body and politics.Art. Education. Politics. (Des) política para cuerpos-políticos en arte, cultura y educación RESUMENArte, educación, política producen un trío históricamente entendido en el Occidente como interdependientes. Pero, el arte, la educación y las políticas occidentales no están incluidas para cuerpos con padrones inferiores a las normas de raza, género y clase construidas por el pensamiento que he producido el proyecto moderno europeo expandido en todo el mundo desde el siglo XVI. Asimismo, se han definido políticas históricas y contemporáneas, en el caso de Brasil, a nivel federal, estatal y municipal, actividades y acciones de cuerpos y sobre los cuerpos en el arte, en la educación y en la política. Considerando la indisociación histórica entre el trío arte, educación y política, pero también la actual y fascista desagregación de las políticas con relación a los cuerpos que actúan en las artes en la educación en el contexto brasileño contemporáneo, este artículo discutió, bajo un enfoque descolonial de abordaje bi(os)bliográfica, la ausencia de arte en política, educación en política y cuerpos en política que consideran las diferencias culturales y coloniales, porque no contemplan el estándar del arte, educación, cuerpo y política modernos.Arte. Educación. Política.(Des) politica per gli organi politici nell'arte, nella cultura e nell'educazioneSINTESE Arte, educazione, politica producono un trio storicamente inteso in Occidente come interdipendente. Ma l'arte occidentale, l'istruzione e la politica non sono incluse per gli organismi con standard inferiori agli standard di razza, genere e classe costruiti dal pensiero che ho prodotto il moderno progetto europeo ampliato in tutto il mondo dal XVI secolo. Allo stesso modo, le politiche storiche e contemporanee sono state definite, nel caso del Brasile, a livello federale, statale e municipale, attività e azioni di corpi e di corpi nell'arte, nell'istruzione e nella politica. Considerando la dissociazione storica tra arte, istruzione e trio politico, ma anche l'attuale e fascista disaggregazione delle politiche in relazione agli organismi che agiscono nelle arti nell'educazione nel contesto brasiliano contemporaneo, questo articolo discute, sotto un approccio decoloniale approccio bi-os, assenza di arte in politica, educazione in politica e corpi politici che considerano le differenze culturali e coloniali, perché non contemplano lo standard dell'arte moderna, dell'educazione, del corpo e della politica.Arte. Istruzione. Politica.
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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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

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

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12

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

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13

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

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14

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

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15

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

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16

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

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17

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

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18

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

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19

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

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20

DAVE, ALANA. "Organising, politics and education." International Union Rights 19, no. 1 (2012): 6–7. http://dx.doi.org/10.1353/iur.2012.0064.

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21

Li, Zuxian. "Assessing Relationship Between Education and Politics: Why is Education So Important?" Lecture Notes in Education Psychology and Public Media 2, no. 1 (March 1, 2023): 746–51. http://dx.doi.org/10.54254/2753-7048/2/2022434.

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Анотація:
This paper aims at addressing the relationship between politics and education. When people try to understand these two terms, they would first define the notion of education, and then define the term politics as well. By assessing education and politics, it will be clearly that these two concepts are interrelated. In this piece, in order to introduce the relationships between education and politics, notable politicians, scholars and experts have been discussed. By exploring their journey, includes both academic and political period, it should be noted that highly educated people are more likely to influence politics. When people have opportunities to be educated, they are able to use their knowledge to be success.
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22

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

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23

Hong, Sumin. "The Public Nature of School Education: The Relation between Education and Politics." Korean Society for the Study of Moral Education 35, no. 4 (December 31, 2023): 185–205. http://dx.doi.org/10.17715/jme.2023.12.35.4.185.

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The aim of this article is to identify the root cause of the current crisis in school education as the 'loss of publicness' and elucidate its significance. The term 'public' carries diverse connotations in our society, with scholars like Dewey and Habermas attempting to define its method and conditions of acquisition. However, there are limitations to such interpretations. Arendt, a scholar dedicated to restoring the meaning and status of politics in human life, serves as the focal point in this article. In this article, based on Arendt's views, I intend to foster insightful discussions on the concept of publicness. In particular, Chapter 3 delves into Arendt's emphasis on ‘politics as judgment’, drawing from her unique interpretation of Kant's Critique of Judgment power. Existing research on Arendt's notion of the 'public' predominantly centers on 'politics as action,' where publicness becomes the purpose of politics. Yet, in the realm of politics as judgment, publicness assumes the a priori of judgment power and is serves as a fundamental condition of politics. This indicates that publicness constitutes the foundation of human life.
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24

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

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25

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

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

Andryan, Faisal, Zainuddin, Benito Asdhie Kodiyat, and Cakra Arbas. "Prevention of Money Politics Through Education Politics in Indonesia." Journal of Law and Sustainable Development 11, no. 12 (December 21, 2023): e2365. http://dx.doi.org/10.55908/sdgs.v11i12.2365.

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Objective: Corruption is a violation of people's social and economic rights which will have an impact or damage on the life of society and the state. The problem in this research is what is the legal politics of eradicating corruption? Then what about Political Education as a Form of Prevention of Money Politics in Indonesia? Method: This research uses a normative juridical research type with a statutory approach and a conceptual approach. Results: Efforts to prevent corruption are carried out with various actions that still refer to applicable regulations. Apart from that, efforts are made to eradicate corrupt practices without getting caught up in justifying the slightest corruption under the pretext of harmonizing community life and an integralistic mindset that denies violations, by linking it to cultural values and other paternalistic mindsets that deny abuses committed by parties who have power. Political education is an activity or activity that has the aim of forming moral values and political orientation in individuals. Political education encourages people to participate as responsible members of society in state politics. Conclusion: Political education is an activity or activity that has the aim of forming moral values and political orientation in individuals. Political education encourages people to participate as responsible members of society in state politics. Strict action against corruptors should have a positive effect on preventing corruption.
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27

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

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28

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

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29

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

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30

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

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31

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

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32

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

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33

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

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34

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

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35

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

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36

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

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37

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

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Анотація:
Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.
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38

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

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39

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

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40

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

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41

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

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42

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

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43

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

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44

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

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45

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

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46

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

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47

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

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48

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

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49

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

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50

Wald, Kenneth D., Barbara A. Rienzo, and James W. Button. "Sexual Orientation and Education Politics." Journal of Homosexuality 42, no. 4 (July 31, 2002): 145–68. http://dx.doi.org/10.1300/j082v42n04_10.

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