ethanporcaro/eric-fulltext-meta huggingface dataset:
The Educational Is Political
Author: Standish, Paul
Date: 2019-03-00
Type: Journal Articles
Subjects: Citizenship Education,Civics,Political Issues,Curriculum,Social Values,Cultural Influences,Moral Values,Foreign Countries,Educational Practices,Educational Policy,World History

Many approaches to political education take it to involve the construction of particular sections of the curriculum in which political matters are addressed -- named perhaps &quot;civics&quot; or &quot;citizenship education&quot;. While these approaches have often been beneficial, they are all also problematic and controversial in some degree. Moreover, it is sometimes said that political education operates across a wide range of what happens in educational institutions -- for example, in the ways of behaving that are promoted inside and outside the classroom, in the general ethos of the school or college, and through its marking of significant dates or events. The approach adopted in this paper takes a more radical line, however, in that it resists the restriction of the political that these approaches assume. This is not to argue for the mobilization of schools and other educational institutions as instruments of politics. It is rather to try to show that matters of political significance are pervasive in the curriculum. The substance of the curriculum is an expression of what the culture takes to be important and of the values that the culture wishes to pass on. The fostering of those values must have some effect on the kind of society that is then promoted, and indeed this must be inherent in the aims of education.
Using a Hybrid Pedagogical Method in Undergraduate Interior Design Education
Author: Bhattacharjee, Suchismita
Date: 2019-00-00
Type: Journal Articles
Subjects: Interior Design,Blended Learning,Undergraduate Students,Conventional Instruction,Lecture Method,Creative Activities,Instructional Effectiveness,Video Technology,Student Attitudes,Time Management,Class Activities

A flipped-classroom pedagogical method has been adopted by some educators over several past decades both knowingly and unknowingly. In this pedagogical method, the traditional classroom lecture and homework settings are flipped. Students are required to watch short video lectures as homework while the regular class sessions are devoted to in class activities. Flipped-classroom methods have been used as a pedagogical approach in different classroom environments from k-12 to college or university level class settings. There are several evidences of this pedagogical approach being adopted in both social science and pure science class settings. In this study, the author discusses the effectiveness of a flipped classroom method as a successful pedagogical approach for interior design students in achieving educational objectives. The author investigated a flipped classroom pedagogical method by adopting it in a sophomore level Interior Construction class. The choice to implement a flipped classroom method in this class was due to a rigid lecture and lab component which required the students to work on projects based on the lecture materials covered in the class. The course was taught by the same instructor covering similar content in three consecutive years; using a traditional pedagogical method, a flipped classroom pedagogical method and using a hybrid approach of traditional method and flipped classroom method. A one-way ANOVA results of the student test scores suggested a significant effect of the pedagogical method on student performances for the three classes. Results suggest a flipped classroom as an effective way forward when combined with traditional method as adopted under the hybrid approach.
Thought and Action on &quot;English as an International Language&quot; per Yoshisaburo Okakura: Focusing on Acceptance of Basic English in the Early 1930s
Author: Hirata, Yuji
Date: 2019-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,Global Approach,Educational History,Language Attitudes,Language Role,Foreign Countries

Keeping in mind the theoretical issues of English language education reforms corresponding to globalization, this paper investigates the thought and action of Yoshisaburo Okakura's later years, who lead the systematisation of English education. First, I examine and consider how Okakura accepted Basic English which was the simplification of the English language system that was devised by Charles Ogden at the beginning of 1930s. Second, a twisted relationship of &quot;English as a foreign language&quot; and &quot;English as an international language&quot; is examined historically and critically. [This article was originally published, in Japanese, in &quot;Kyoikugaku Kenkyu&quot; [&quot;The Japanese Journal of Educational Research&quot;], Vol. 83, No.3, 2016. Translated by Ai Ohmori.]
Politics in History Education in Hong Kong: Towards Critical Political Education
Author: Lin, Cong
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Political Issues,Educational Change,Curriculum,Secondary Education,Textbooks,Textbook Content,Acculturation,Political Influences,Nationalism,Cultural Influences

The relationship between history education and political education in Asian societies is an underexplored topic. Politics have deeply shaped the development of history education in Hong Kong, as in many other societies around the world. Hong Kong history education reforms have been criticized for providing a new form of national political education. This study examines how politic education can be found in the Hong Kong history curriculum as 'latent content'. To do so, it provides a qualitative content analysis of all textual data used in 'Chinese history' and 'history' textbooks in secondary schools in Hong Kong which discuss or portray political content, focusing particularly on the themes of identity shaping and assimilation. Before focusing on the Hong Kong situation, this paper first explores how history education is a political topic in general. Then Hong Kong's complicated political legacy is described in relation to one of the unique features of history education there: the concurrence of two subjects, 'history' and 'Chinese history'. Current debates about the reform of history education in Hong Kong and the limitations of current history education in Hong Kong are examined in the next part, using data from textbooks. Our analysis shows that 1) national identity is prioritized over local identity in the textbooks, and 2) the textbooks mainly reflect a Mainland-based majority perspective and justify assimilation in history, resulting in a lack of recognition of the many different minority groups of Mainland China, of which Hong Kong people may see themselves as part. Based on the analysis, we argue that history education in Hong Kong provides a narrow political education that can impede some crucial education goals in Hong Kong.
Rethinking of the Significance of Passions in Political Education: A Focus on Chantal Mouffe&apos;s &quot;Agonistic Democracy&quot;
Author: Yamanaka, Sho
Date: 2019-03-00
Type: Journal Articles
Subjects: Democracy,Political Science,Political Attitudes,Self Concept,Risk,Psychological Patterns,Teaching Methods,Role of Education,Psychiatry,Role,Authoritarianism

This paper discusses the significance of passions in political education through the consideration of Chantal Mouffe's agonistic democracy. Mouffe points out the role of the passions that facilitate organizing political identities, and presents the risks of eliminating passions. The liberal interpretation of democracy intends to eliminate passions that prevent people achieving a rational consensus. On the other hand, the emphasis on rationality makes it easy for right-wing populism to mobilize people's passions. In other words, the elimination of passions creates a situation in which dialogue with other political identities is difficult: this is the contradiction of the liberal interpretation of democracy. To avoid this, Mouffe suggests channels that express collective passions as democratic designs to disarm antagonistic passions. Mouffe's democratic theory indicates the risk of a too optimistic understanding of the passions in political education which takes deliberative approaches. Also, this result suggests the necessity of reconsidering the position of passions in the political education. From the perspective of Mouffe's agonistic democracy, the role of political education should be regarded as not elimination of passions but sublimation of antagonistic passions. To achieve this sublimation, we should facilitate participation in democratic practices. However, sublimation of antagonistic passions through democratic institutions is not always successful. If antagonistic passions are expressed in destructive forms, what should we do? This paper touches only briefly on this point. Further studies are needed in order to contribute to this issue.
Taneichi Kitazawa&apos;s Reception of the Concept of Democracy: Interest as the Basis of &quot;Kyotsu-shugi&quot; (Commonism)
Author: Enza, Chie
Date: 2019-03-00
Type: Journal Articles
Subjects: Democracy,Progressive Education,Classroom Techniques,Foreign Countries,Educational Change,Educational Philosophy,Educational Principles,Elementary Schools

This paper focuses on how Taneichi Kitazawa, a leading progressive education practitioner, received the concept of democracy, and reconsiders the meaning of democracy in Japanese progressive education, conventionally considered within the framework of early modern Japanese political ideology. Kitazawa, having gleaned the idea of &quot;common interests&quot; from John Dewey's concept of democracy, focused on the social quality of interest and advocated a classroom management theory. Seeing shared interests as the basic principle of group formation, his theory of classroom management indicates the significance of the classroom as a locus of &quot;social life&quot; and of &quot;cooperative group projects.&quot; [This paper was originally published in Japanese, in &quot;Kyoikugaku Kenkyu&quot; (&quot;The Japanese Journal of Educational Studies&quot;), Vol. 84 No. 1 (2017). Translated by Nadezhda Murray.]
Modern Democratic Theories and Political Education in Japan
Author: Arai, Yusuke
Date: 2019-03-00
Type: Journal Articles
Subjects: Political Science,Democracy,Citizen Participation,Transformative Learning,Perspective Taking,Participative Decision Making,Foreign Countries,Social Theories,High School Students,Voting

This paper examines the &quot;subjectification&quot; function of political education in democracy, considering the present situation of political education in Japan. In particular, from the point of view of political science, it focuses on the relationship between democratic theories and political education and considers whether the possibility of the self-transformation of human beings is included in such theories. In Japan, the political education provided at school is aimed at conferring information and knowledge of the existing political system as a sovereign citizen, and at fostering attitudes toward and motivation for participating in politics. Political education in Japanese high schools tends to be biased towards the functions of &quot;qualification&quot; and &quot;socialization&quot; in order to maintain political neutrality, as stipulated by the Basic Education Act of Japan. More fundamentally, what kind of political system people understand democracy and how people understand a citizen in the political system seem to contribute to the tendency as well. In order to consider the future direction of political education in Japan, we need discussion from a wider perspective through the theoretical reexamination of democracy. In the aggregative democracy model, a citizen's preferences are treated as given. It is not concerned with how the citizen's preferences were formed or how their values and preferences were changed as a result of interactions with others through participation in the political process. The deliberative democracy model, in contrast, takes the view that human beings can be transformed, and therefore there is an opportunity for political education. However, it has been pointed out that the deliberative democracy model restricts citizens from participating in deliberation because the model requires rational deliberation. Iris Young calls this internal exclusion and suggests communicative democracy as a democratic model to overcome it. Young's communicative democracy advocates the importance of political education that opens up the possibility of self-transformation through interactions with others with different views.
Political Education in Times of Political Apathy and Extreme Political Pathos as Global Ways of Life
Author: Papastephanou, Marianna
Date: 2019-03-00
Type: Journal Articles
Subjects: Political Science,Psychological Patterns,Political Attitudes,Democracy,Global Approach,Educational Philosophy,Foreign Countries,World Problems

Locating political education in a global time of pathos and apathy, this article explores some complexities that derive from various notions of human distance and affect potentialities of democracy as a way of life. It begins with a diagnosis of current, global realities and discusses the philosophical act of diagnosis as such. The operations of (a)pathetics thus singled out are then critically connected to Friedrich Nietzsche's 'pathos of distance', Michel Foucault's visit to Japan and William James' essay on 'what makes life significant' in which he critiques an accomplished 'democratic' utopia of his times. The conclusion indicates how the registered complexities present political education with further challenges of (non)translatability.
The Disempowerment of Early Childhood Practitioners in Impoverished and Marginalised Communities
Author: Knafo, Tilana
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Foreign Countries,Empowerment,Whites,Poverty,Child Development,Young Children,Volunteers

Background: Quality early childhood programmes have proven to be highly cost-effective in reversing the detrimental consequences of poverty on children's development. However, these programmes can only influence developmental outcomes of poor children if their needs are considered. Aim: The purpose of this article was to inquire into the experiences of two early childhood development (ECD) practitioners working and living in impoverished and marginalised predominantly white communities where the involvement of volunteers from charity organisations was prominent. The researchers argued that the practitioners' experiences regarding their work should inform the kind of complementary volunteer aid and support sought for. Setting: The research sites were two informal predominantly white settlements where unemployed residents lived in makeshift housing. Methods: A narrative inquiry, nested in the social constructivist paradigm, was employed to explore the experiences of two practitioners. Data were collected from narrative interviews, observations, documents, photographs and artefacts. Results: Both participants knew well that the needs of the children in their care differed significantly from those of their more affluent peers and believed that training would equip them better for their task. Although both centres (and communities) benefitted from volunteer support, this well-intended aid was often misguided as the volunteers were not qualified educators and did not understand the context. Conclusion: The volunteers did not empower the practitioners to use their insight and experience to deliver a quality programme fit for context. Instead, they left the practitioners with a sense of disempowerment by dictating the programmes and practices to be followed in the respective ECD centres, even though they were not qualified to do so.
Towards Quality Early Childhood Development for Refugee Children: An Exploratory Study of a Grade R Class in a Durban Child Care Centre
Author: Adams-Ojugbele, Rasheedah O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Refugees,Child Care Centers,Foreign Countries,Preschools,Preschool Children,Preschool Teachers,Educational Quality,Teacher Student Relationship,Child Development,School Readiness,Mainstreaming

Background: As populations of refugee children increase globally, strategies for providing quality and relevant educational experiences for this group of children has become a priority. This is because research suggests that refugee children tend to experience higher school dropout rates due to, among other factors, poverty, lack of shelter and inadequate nutrition. Aim: This article reports on an exploratory study of Grade R teachers' interactions with refugee children in a child care centre in Durban and the ways in which these might contribute to the children's readiness for Grade 1 in mainstream schools. Setting: The study was located in a Grade R class in a Durban refugee child care centre catering for children from neighbouring African countries. Methods: The study adopted a qualitative ethnographic approach involving classroom and playground observations, as well as informal open-ended interviews with the Grade R teacher and her assistant. Results: The findings suggest that several factors, including a high teacher--learner ratio (1:48), poor classroom management and pedagogical practices, inadequate and inappropriate resources and a lack of professional development opportunities for teachers influenced the nature of interactions between the refugee children and their teachers. Conclusions: The findings have negative implications for the children's readiness for Grade 1 and beyond. The findings suggest that unless the provision of early childhood development and education (ECDE) in this centre is significantly improved, for example, by addressing the factors identified in the study, the refugee children in the facility will continue to be poorly prepared for mainstream schooling.
An Activity to Increase Ecological Footprint Awareness of Primary School Teacher Candidates: Educational Drama
Author: Karakas, Hamdi
Date: 2019-00-00
Type: Journal Articles
Subjects: Ecology,Elementary School Teachers,Preservice Teachers,Drama,Sustainable Development,Environmental Education,Consciousness Raising,Conservation (Environment),Instructional Effectiveness,Learning Activities

The aim of this study is to investigate the effects of educational drama practices on the ecological footprint awareness of the primary school teachers. In this research, pre-post test single-group quasi-experimental design was used and Ecological Footprint Scale was applied as pre-test and post-test to measure the ecological footprint awareness of primary teacher candidates before and after educational drama practices. Primary school teacher candidates conducted research on environmental issues for ten weeks, wrote a scenario about these issues, staged and watched their scenario. As a result of the study, it was found that the difference between the average scores of the ecological footprint awareness before and after the educational drama studies and the difference between the mean scores of all sub-dimensions were statistically significant (p&lt;0.05). The difference between the average scores is calculated as a big effect[?2] and it was interpreted that educational drama studies increased the ecological footprint awareness of primary school teacher candidates with a great effect and their sub-dimensions with a medium and large effect. The learner center, which can be used in educational processes, can be effective in providing different activities, information and can enable the acquisition of different behavior and habits with active participation.
The Effects of Learning Stations Technique on Academic Achievement: A Meta-Analytic Study
Author: Aydogmus, Mevlut
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Academic Achievement,Meta Analysis,Learning Centers (Classroom),Teaching Methods,Foreign Countries,Classroom Techniques,Effect Size,Group Activities

In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.
Making Connections: An Analogy between Traditional and Online Text
Author: Bledsoe, Christie
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Elementary School Students,Literacy,Reading Skills,Printed Materials,Electronic Publishing,Books,Internet,Online Searching,Library Services,Media Literacy

Today's student must be able to work in an online environment. This often presents unique challenges for elementary students as they develop and extend fundamental literacy skills to various media. Many text features such as titles, headings, authors, and copyrights are easily transferable from paper to an online format; however, orientation and navigation of text differ in online environments where text offers dynamic features not possible in traditional print resources. We present a parallel comparison of traditional and online text to illustrate how online texts mimic their analog counterparts and highlight ways in which they differ. This offers teachers a way to make learning about text features of both formats more concrete for their students.