ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Savoir Fare&quot;: Are Cooking Skills a New Morality?
Author: Coveney, John
Date: 2012-11-00
Type: Journal Articles
Subjects: Well Being,Public Health,Foreign Countries,Expertise,Cooking Instruction,Skill Development,Teaching Methods,Food,Dietetics,Moral Values,Daily Living Skills,Adult Education,History,Government Role

There has been a recent surge of interest in cooking skills in a diverse range of fields, such as health, education and public policy. There appears to be an assumption that cooking skills are in decline and that this is having an adverse impact on individual health and well-being, and family wholesomeness. The problematisation of cooking skills is not new, and can be seen in a number of historical developments that have specified particular pedagogies about food and eating. The purpose of this paper is to examine pedagogies on cooking skills and the importance accorded them. The paper draws on Foucault's work on governmentality. By using examples from the USA, UK and Australia, the paper demonstrates the ways that authoritative discourses on the know how and the know what about food and cooking--called here &quot;savoir fare&quot;--are developed and promulgated. These discourses, and the moral panics in which they are embedded, require individuals to make choices about what to cook and how to cook, and in doing so establish moral pedagogies concerning good and bad cooking. The development of food literacy programmes, which see cooking skills as life skills, further extends the obligations to &quot;cook properly&quot; to wider populations. The emphasis on cooking knowledge and skills has ushered in new forms of government, firstly, through a relationship between expertise and politics which is readily visible through the authority that underpins the need to develop skills in food provisioning and preparation; secondly, through a new pluralisation of &quot;social&quot; technologies which invites a range of private-public interest through, for example, television cooking programmes featuring cooking skills, albeit it set in a particular milieu of entertainment; and lastly, through a new specification of the subject can be seen in the formation of a choosing subject, one which has to problematise food choice in relation to expert advice and guidance. A governmentality focus shows that as discourses develop about what is the correct level of &quot;savoir fare&quot;, new discursive subject positions are opened up. Armed with the understanding of what is considered expert-endorsed acceptable food knowledge, subjects judge themselves through self-surveillance. The result is a powerful food and family morality that is both disciplined and disciplinary.
Meeting the Tests of Time: Small States in the 21st Century
Author: Baldacchino, Godfrey
Date: 2012-00-00
Type: Journal Articles
Subjects: Climate,Constructivism (Learning),Tests,Education,Information Technology,Scholarship

The analytic category of "small states" remains problematic in the 21st century. Its legitimacy as a rigorous conceptual category continues to be debated; even as small states assume a strident visibility on the world stage because of climate change negotiations. This paper reviews the scepticism that hovers around the small state concept, and invites a largely social constructivist discussion that looks at a syndrome of behavioural issues which are more likely to occur with decreasing polity size. Education remains a key policy battleground for small states, as the latter balance human resource needs with the trans-territorial aspirations of their brightest and ablest (and often wealthiest). In spite of spectacular advances in information and communication technologies, the personality of the small state has not essentially changed; and this remains characterised by rootedness and mobility.
Learning from Small States for Post-2015 Educational and International Development
Author: Crossley, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Finance,Educational Research,Access to Education,Educational Development,Educational Innovation,Comparative Analysis,Comparative Education,Global Approach,Developing Nations

Drawing upon recent work for the Commonwealth Secretariat and our ongoing comparative research, this article focuses upon the nature, impact and implications of contemporary development challenges for education in small states. It is argued that the post-Jomtien era has been dominated by international goals and targets that have focussed predominantly upon basic education, an area of strength for many small states. During this era, many small states found themselves ahead of other nations in terms of access to basic education. They were, therefore, extending the boundaries and parameters of many international educational agendas, pressing ahead and often challenging the focus of international development trajectories. In this article we argue that, because of this, small states have much innovative and pioneering experience to share with those who are now considering the possible nature and direction of post-2015 global education agendas. This includes a rationale for the strengthening of educational research capacity within small states, and an acknowledgement of the fact that small states have much to share with each other, and to contribute to wider development discourse and educational policy deliberations worldwide. (Contains 2 tables.)
A Broader Definition of Fragility: The Communities and Schools of Brazil's &quot;Favelas&quot;
Author: Straubhaar, Rolf
Date: 2012-00-00
Type: Journal Articles
Subjects: Equal Education,Foreign Countries,Classification,Slums,Definitions,Violence,Educational Environment,Cultural Context,Private Financial Support,Educational Finance

Though the existing literature on the &quot;favelas&quot; (or shantytowns) of Brazil thoroughly documents the chaotic and violent nature of life within them, few connections have been made between the literature on &quot;favelas&quot;, fragility and small states, particularly with regard to the fragile state of educational institutions in &quot;favelas&quot;. This article summarizes the primary findings of prominent favela studies across the social sciences alongside the literature on fragility, drawing out a summative definition of fragility that easily applies to the context of education in Brazilian favelas. Primarily, this article argues that not only do the slums of Brazil qualify for classification as fragile small states, but such a classification by prominent multilaterals would open these areas to donor funding for educational programming that could greatly mitigate their fragility and advance educational equity, as occurs in other postconflict and fragile settings around the world.
How to Make the Small Indigenous Cultures Bloom? Special Traits of Sami Education in Finland
Author: Keskitalo, Pigga
Date: 2012-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Countries,Minority Groups,Educational Development,Indigenous Knowledge,Teaching Methods,Self Determination,Educational Administration,Cultural Background

This article discusses smallness from the point of view of the Sami, an indigenous people of the Arctic, and describes today's Sami education in Finland, the factors that have affected its formation and the challenges in strengthening it. The purpose of the article is to provide ideas to develop Sami education and encourage discovering methods that emanate from indigenous peoples' own cultural premises. This article is based on our previous studies and data that we further analyzed into theoretical tools. Here, we discuss what it would mean to the Sami to have a sovereign educational system. The challenges are viewed especially from the point of view of the Sami being a small assemblage that inhabits four countries. (Contains 1 table.)
Explaining Whole System Reform in Small States: The Case of Trinidad and Tobago Secondary Education Modernization Program
Author: De Lisle, Jerome
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Data Analysis,School Restructuring,Secondary Education,Educational Policy,Qualitative Research,Foreign Policy,Educational Quality,Equal Education,Barriers,Leadership,Ambiguity (Context)

This paper analyzes drivers and impediments to secondary school reform in Trinidad and Tobago during the period from 1999 to 2009. International assessment data suggested limited progress on improving system quality and equity. Several policy levers and barriers have been defined in current system reform theory. However, explanations for the failure or success of education reforms in Commonwealth small states must also consider theory related to their unique contexts, namely smallness and colonial history. In this study, whole system reform theory is bridged with contextualized small state and postcolonial theories to analyze themes derived from a qualitative analysis of experiences in a major reform project for the secondary school sector. The identified barriers to change were ambiguity, coherence, and stringency and the contextualized drivers were leadership, support, and participation. Small state and postcolonial theory had added explanatory value, providing more precise insights into the specific impediments to change within these contexts. (Contains 4 tables and 1 figure.)
Small States and Big Institutions: USAID and Education Policy Formation in El Salvador
Author: Edwards, D. Brent, Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Foreign Countries,Power Structure,Public Agencies,International Organizations,Educational Research,Developing Nations,Leadership,Political Attitudes,Comparative Education

This article analyses the institutional power of the United States Agency for International Development (USAID) in the process of education policy formation in El Salvador during 2003-2005. The results show how bi- and multi-lateral institutions are able to leverage financial and intellectual capital to guide the policymaking process and sway which policies are seen as acceptable and desirable. As is shown, one key to this influence is how USAID was able to manipulate the policymaking process by creating key events and producing key informational inputs that led to future events and subsequent opportunities to present and emphasize their research. Additionally, this research underscores how even exceptional leadership and political will at the national level can be insufficient to avoid the agendas that are at times advanced by international institutions. Finally, it is suggested that research on education in small states expand the notion of smallness to focus on institutional capacity, particularly within the context of the &quot;global architecture of education.&quot; (Contains 2 tables and 13 endnotes.)
Overcoming Smallness through Education Development: A Comparative Analysis of Jamaica and Singapore
Author: Welsh, Richard O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Developing Nations,Foreign Countries,Comparative Education,Global Approach,Economic Factors,Correlation,Educational Development,Educational Change,Strategic Planning,Economic Development,Equal Education,Educational History,Educational Quality

Between 1960 and 2010, Singapore's real gross domestic product (GDP) per capita skyrocketed from $4,383 to $55,862, while Jamaica's barely increased from $6,417 to $8,539. It is plausible that differing rates of GDP growth are associated with differences in the development of education systems but causally the linkage is not well understood. Using a comparative analysis of education in Jamaica and Singapore, this paper explores the critical factors in education development in small states. This article argues that education development can substantively help small states overcome many of the limitations of their smallness that are exacerbated in an increasingly global economy. Three significant factors that shaped the education development of Jamaica and Singapore are identified. First, the timing of reforms is important, not just the content of educational reforms. Second, having a vocational strategy is key. Third, a balanced, forward-looking education development strategy that closely ties education, economic and national development is crucial. (Contains 2 tables and 1 figure.)
Internationalization of Higher Education in Post-Soviet Small States: Realities and Perspectives of Moldova
Author: Kushnarenko, Valentyna
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Curriculum Development,Foreign Countries,Educational Change,Student Mobility,International Education,International Relations,Global Approach,Universities,Standards,Interviews

Internationalization of higher education has become a priority for many universities in post-Soviet small states. Focusing on international communication networks, student mobility, or international curriculum development, universities invest human and financial resources to prepare graduates to meet global challenges. Globalization and post-Soviet independence have promoted emerging patterns of international education strategies and new approaches to managing international activities. This study explores current trends of university internationalization in post-Soviet Moldova as understood and interpreted by Moldova state universities' administrators. International Relations Department officials who are responsible for the design and implementation of international education programs discuss their perceptions of post-Soviet small state international outreach strategies, smallness and marginalization, and the unique aspects of academic internationalization in Moldova. Respondents' diverse internationalization techniques and expectations illustrate the importance of academic dialogue with post-USSR small states and raise possible standards for international collaboration with Eastern and Southern European universities.
Inclusive Education in Bhutan: A Small State with Alternative Priorities
Author: Schuelka, Matthew J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Policy,Inclusion,Cultural Background,Sustainable Development,Public Policy,Foreign Countries,Equal Education,Access to Education,International Organizations,Classification,Economic Development,Developing Nations,Educational Change

Bhutan is a &quot;small state&quot; according to the World Bank, and therefore categorized as fragile and vulnerable to local and global challenges. However, since the 1960s, when the country first engaged in &quot;modernization&quot; development and global politics, Bhutan has been anything but fragile and helpless. The Royal Government's focus on sustainable development, cultural heritage, and Gross National Happiness as a template for all social policies has empowered Bhutan to become a leader in the alternative development of small states. This article explores Bhutanese development in one specific area: inclusive education. As Bhutan has shifted its educational policy from elite monasticism to secular &quot;Education for All&quot;, issues of educating a heterogenous student population led to the development of inclusive education policies. This article examines how equity-based educational policies provide an alternative to economic-based policy prescriptions of the World Bank for small states.
Building on Living Traditions: Early Childhood Education and Culture in Solomon Islands
Author: Burton, Lindsay J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Young Children,Kindergarten,Developing Nations,Foreign Countries,Early Childhood Education,Sustainability,Ethnography,Folk Culture

The Solomon Islands, a small developing nation in the South Pacific, demonstrates an emerging community-based kindergarten model with the potential to promote context and culture relevant early learning and development, despite deeply embedded foundations in colonial legacies. Based on the Kahua region of Makira-Ulawa Province, this collaborative, ethnographically-informed, study explores how the kindergarten is situated at the core of a cultural revolution. Findings enlighten how the kindergarten is serving as the basis to building on living traditions through cultural reinvigoration efforts, while the very essence of the kindergarten's sustainability has become dependent upon the revitalization of traditional practices historically fundamental to Kahuan society. From this, implications drawn address how community-based initiatives can facilitate early childhood education while still supporting context-specific cultures and identities through sustainable initiatives. (Contains 1 table, 2 figures and 7 endnotes.)
A Place Called Homecoming: Memories of Celebration and Tradition by Successful African-American Graduates of Lincoln University in Missouri from 1935 to 1945
Author: McCarther, Shirley Marie
Date: 2012-00-00
Type: Journal Articles
Subjects: African Americans,Graduates,Educational Experience,Higher Education,African American Students,Black Colleges,Folk Culture,Females,Alumni,Biographies,Personal Narratives

It was the second week in October, 2010. This year was like many in the past, where for decades, everyone convenes to continue traditions and preparations that have centered on a single, special event. This special event or celebration contextualizes the academic and social experiences of successful graduates of one HBCU located in Jefferson City, Missouri. In this paper, the authors utilize the literary devices of &quot;prologue&quot; and &quot;flashback&quot; to contextualize the rich history behind the Lincoln University Homecoming tradition. Their work investigated the origins of the institution to discover why it is that so many individuals continue to converge on the Hill at Lincoln every year. To address this fundamental question, the authors conducted oral histories of African-American women graduates in the late 1930s and 1940s primarily to learn why Lincoln was so special and why its graduates were so successful. The authors found that the colored soldiers' initial plans and dreams for African Americans were being realized. In addition, the authors suggest that through their listening to the voices of some longtime alumnae who also dreamed for a better future, they can identify the characteristics of one historically Black university where individuals engaged in solid and supportive educational experiences as a result of a deep belief that every student should be valued.
The Significance of HBCUs to the Production of STEM Graduates: Answering the Call
Author: Owens, Emiel W.
Date: 2012-00-00
Type: Journal Articles
Subjects: African Americans,Black Colleges,Engineering,Graduates,Bachelors Degrees,Undergraduate Students,Global Approach,STEM Education,Higher Education,Science Education,Technology Education,Engineering Education,Mathematics Education

Science, technology, engineering, and mathematics are areas designated as STEM disciplines. There is national and international attention being given to these fields as they are the foundation for partnerships and alliances in the global economy. Education beyond high school is necessary to achieve desired levels of competency and efficiency in STEM fields. Despite the demonstrated need, there is a shortage of individuals trained in these areas, especially women and ethnic minorities (BHEF, 2006). Historically Black Colleges and Universities (HBCUs) have contributed meaningfully to addressing the void of qualified STEM educators and researchers (Allen, 2002). Studies at the beginning of the new millennium (in 2000), indicated that 40% of African Americans graduating with a bachelor's degree in biological sciences matriculated from an HBCU (Cronkite, 2000; National Science Foundation, 2002). Furthermore, HBCUs were responsible for 40% of the bachelor's degrees awarded to African Americans in other STEM fields, including physics, chemistry, astronomy, environment sciences and mathematics (Cronkite, 2000; National Science Foundation, 2002). Although these studies have established trends on the role that HBCUs have played in generating the pool of African Americans with degrees in STEM areas, most of these studies relied on data collected in the 1990s. Moreover, the last national report on the status of HBCUs and STEM graduates entitled "Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1991-2002" was published in 2002, using data from that time period, collected as part of the Integrated Post-secondary Education Data System (IPEDS; National Science Foundation, 2002). Studies are needed to update the contribution of HBCUs to address the shortage of STEM graduates in the years subsequent. The purpose of the present descriptive study is to reexamine the number and percentage of African Americans graduating from HBCUs with STEM degrees in a nine year period. This study used national data produced by National Center for Educational Statistics (2010). The focus is to report the impact that HBCUs are having on educating African American undergraduates in STEM fields. (Contains 10 tables.)
An Analysis of White Student Engagement at Public HBCUs
Author: Carter, Joelle Davis
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Black Colleges,White Students,Influences,Student Participation,Undergraduate Students,Racial Differences,Teacher Student Relationship,Student School Relationship,Familiarity,Ethnic Diversity

The steady increase of White undergraduates attending public Historically Black Colleges and Universities (HBCUs) compels educators to better understand White students' collegiate experiences at HBCUs. One lens to assess these experiences is through examining their engagement on campus. Student engagement is defined as the amount of time and energy students choose to devote to activities both inside and outside the classroom (Kuh, 2001). Although there have been studies on student engagement at HBCUs (Harper, et al., 2004; National Survey on Student Engagement [NSSE], 2004; Nelson Laird, Bridges, Morelon-Quainoo, Williams, & Holmes, 2007), few are empirical or theoretical studies (Closson & Henry, 2008; Peterson & Hamrick, 2009) that address aspects of engagement for subpopulations such as White undergraduate students. This gap in the literature served as an impetus for the current study which explored the ways in which White students attending HBCUs described their experiences. Primarily, this inquiry sought to determine factors influencing their engagement.
The Importance of Mentoring Novice and Pre-Service Teachers: Findings from a HBCU Student Teaching Program
Author: Hobson, Lisa D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teaching,Teaching Experience,Novices,Mentors,Student Teachers,Preservice Teachers,Black Colleges,Higher Education,Teacher Education,Teacher Education Programs,Instructional Leadership,Action Research,Beginning Teachers

Teacher preparation programs across the country have faced criticisms regarding the quality of their programs. Additionally, these programs now compete with non-traditional programs when their graduates seek positions in public schools. As a result of many conversations as well as audits of the degree program at institutions in the state of Texas, the authors were interested in examining dimensions of the student teaching program at one institution. The dimension of the program they were most interested in evaluating was mentoring. Much of the literature on mentoring is on the in-service dimension, i.e., practicing teachers. They were interested in studying the impacts of mentoring with pre-service teachers, i.e., student teachers. This study on mentoring of pre-service teachers focused on the perceptions of the mentoring experiences of HBCU student teachers. This study affirmed that the student teaching program must include a succinct focus and actualization of mentoring with student teachers. The authors found that these programs must be tailored to the actual needs of the student teachers. They also found a need for a pre-student teaching phase where pre-service teachers could be acquire an understanding of the expectations, components, goals, and challenges of the student teaching experience. (Contains 2 tables and 4 figures.)