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2. Global Education Inequities: A Comparative Study of the United States and South Africa
- Author
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Kurtz, Brianna, Roets, Leon, and Biraimah, Karen
- Abstract
Access to quality education for all children is a common mantra for countless national and world organizations, such as the UN and its Sustainable Development Goals (SDGs). This paper examines the struggle within two nations who continue to move beyond the impact of racial segregation in the United States (US) and "apartheid" in South Africa (SA) to achieve equitable access to quality education for all children, regardless of race, ethnicity, language, or socio-economic status (SES). The paper begins with an overview of the historical paths both nations followed in their slow evolution away from harsh segregation and "apartheid" governance designed to provide unequal educational opportunities for its youth. Beyond these historical sketches is a brief review of theoretical perspectives to help explain how unequal systems of education are maintained and how they can be transformed into agents of positive social change. This is followed by an examination of factors in both the US and SA that are capable of sustaining unequitable access to quality education while providing disproportional levels of negativity such as suspensions or dropping out (or being "pushed out") of school based on a child's race, gender, ethnicity or SES. The paper concludes by asking (at least in the US case), whether the "way forward" may be guided by examples of the past, such as the quality of education provided to Black children in the era of legally segregated Black schools in America's South. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
3. Tailoring the Education Message: A Diversity of Settings and Needs. Symposium Report
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Academy for Educational Development
- Abstract
This is a report on the Symposium that accompanied the 15-16 May, 2007 meeting of the UNAIDS Inter-Agency Task Team (IATT) on Education. The IATT Symposium provided an opportunity to address in some detail two selected problems that are critical to stemming the advance of HIV infection--areas that have had some attention, but remain insufficiently understood for education to make the impact that the Academy for Educational Development (AED) knows it can. This paper consists of five parts: (1) The Introduction gives a brief summary of the purpose and operating procedures of the IATT, outlines the purposes, organization, and structure of the May 2007 Symposium, and briefly describes each of the hosting organizations; (2) This section reflects the morning talk on HIV, AIDS and education in emergency, conflict, post-conflict and fragile states, a panel discussion thereupon, break-out group findings, and implications for the IATT; (3) This section covers the afternoon talk on Masculinity--how male gender roles affect learning and learning spaces and impact on vulnerability to HIV, a panel discussion thereupon, break-out group findings, and implications for the IATT; (4) Informational session on US Presidential initiatives in relation to HIV, AIDS and Education; and (5) Conclusion. In the first paper of this document, Dr. Gebrewold Petros of UNHCR, makes the case that it is essential that education programs refugees and internally displaced persons (IDPs) be attentive to the full range of issues around HIV and AIDS. This provides practical suggestions for how to move forward. His paper also provided opportunity for panelists and participants to share their own experience and jointly make suggestions to improve education for refugees and IDPs. The second paper, by Dr. David Plummer of the University of the West Indies, takes a very different approach and explores some of the research regarding how Caribbean boys develop their male identities, leading to some important conclusions about the roles of schools and teachers and how these really have to be rethought in regard to gender identity. His paper points to some of the negative results of "hard masculinity" in relation to boys' participation in education and puts rest to the argument that emphasis on girls' education has been to the detriment of boys--even though there are real reasons to be concerned about male educational achievement. The paper provoked some thoughtful reflections by panelists and served to provide a series of practical next steps for the IATT and others concerned with HIV, AIDS and education. Finally, the Symposium provided an opportunity for representatives of the US Government to discuss two key Presidential Initiatives. Ms. Michele Moloney-Kitts of the President's Emergency Plan for AIDS Response (PEPFAR) and Dr. Sarah Moten, of the President's Africa Education Initiative (AEI) made an unprecedented joint presentation. Their presentation outlined the main goals of each initiative and then identified the synergy between them. Appendices include: (1) Symposium Program; and (2) Participant List. Individual sections contain references. (Contains 3 boxes and 27 footnotes.)
- Published
- 2007
4. Motility, Viscosity and Field: A Portrayal of Migrant Teachers' Professional Mobility and Ethical Conflicts in American and Australian Faith-Based Schools
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Finefter-Rosenbluh, Ilana
- Abstract
International migration is attaining new records, diversifying nations' cultural-social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two-thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging that such spaces have an increasing share of faith-based schools--settings that foreground particular groups' cultural and social values--this critical analysis seeks to identify how migrant teachers' aspirations are shaped and ethically negotiated in seemingly exclusive educational sites. Drawing upon migrant teacher interviews from American and Australian faith-based schools, and utilising concepts of "motility" and "institutional viscosity," this paper captures the schools' 'viscous' conditions and complex facilitation through which educators professionally move and ethically navigate their practice. Bourdieu's thinking tools of "field," "habitus," "capital" and "symbolic violence" provided a supplementary theoretical framework that draws attention to the evolving discourse of the subordinate 'invisible foreign educator' in the faith-based educational setting. The paper portrays strategies of initial institutional welcoming; enabling migrant educators a smooth spatial mobility into the field but challenging them to work against their social mobility aspirations. It illustrates the educators' failed attempts to negotiate intra-institutional transitions; experiencing feelings of trepidation about future professional moves and ethical conflicts between their obligation to adhere to institutional procedures and commitment to operate from an ethic of care. The paper argues for education policies that enable motility over time and empower ethical skilled migration.
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- 2022
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5. Re-Imagining Teacher Professional Development and Citizenship Education: Lessons for Import from Colombia
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Noonan, James M.
- Abstract
This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly-decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical participants were the primary implementers of the reform: teachers. Teacher training is important to student achievement, but in a context that also seeks to teach democratic citizenship, training must be attentive to reciprocal learning and shared leadership. This paper highlights the impact of teacher training in one rural department and how a cross-cultural collaboration between Colombian and US-based educators benefited practitioners on both sides. Four key lessons on the design and delivery of professional development on citizenship education (and more broadly) are offered for educators and policymakers: the use of democratic pedagogy; the promotion and extension of teachers' self-awareness; the cross-pollination of perspectives across all levels; and a humble and inclusive expertise. (Contains 1 figure and 10 footnotes.)
- Published
- 2010
6. Integrating Explicit Political Costs into a World Trade Organization Negotiation Simulation
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Andres Gallo and Jeffrey W. Steagall
- Abstract
This paper enriches the existing set of global trade negotiation simulations by incorporating explicit, country-specific domestic political consequences incurred from trade concessions. Several semesters of testing with undergraduate students in the U.S. and master's students in Argentina demonstrate that the simulation statistically significantly enhances students' understanding of the role that domestic political pressures play in preventing negotiators from reaching the first-best trade regime. Students learn-by-doing that conflicting country philosophies regarding free trade vary substantially not only between developed and developing countries, but also depending on the geography and key industries of each country. The simulation also provides students with current, realistic economic values for the country and the world from freeing trade. Seventeen country tables provide instructors with tremendous flexibility in structuring the negotiation framework. A complete instructor's manual with a detailed description of how to use the simulation, all student handouts and an Excel file that automatically calculates point totals is available via e-mail from the corresponding author.
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- 2023
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7. END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015)
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World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2015
8. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
9. Agonism in Education: A Systematic Scoping Review and Discussion of Its Educational Potential
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Koutsouris, George, Stentiford, Lauren, Benham-Clarke, Simon, and Hall, David
- Abstract
Within political philosophy and particularly in the work of Chantal Mouffe and Hannah Arendt, "agonism" has been described as representing the notion of being able to challenge and dissent in a productive way. However, little is known about how agonism is used in the educational literature, other than some applications relevant to democratic education. This paper considers the use of agonism in the educational literature drawing on the findings of a systematic scoping review exploring how it has been used in the context of education. Five databases were searched for literature published using agonism within the context of education to map the existing body of work in a systematic fashion, and to explore how agonism has been differently conceptualised and utilised by researchers in the field of education. The findings suggest that there have been a range of attempts to apply agonistic principles in different educational sub-fields (including, citizenship education, early years education, initial teacher training, arts education and international education), and different interpretations of such principles into education based on different philosophical underpinnings (dissociative and associative approaches). As agonism is mostly explored in a theoretical way, we also discuss the potential of abstract theoretical agonistic principles from different philosophical traditions to be translated into meaningful practical applications for education in order to inform curriculum development, infuse democratic principles into classroom practice, and help to negotiate deep-running tensions amongst key stakeholders in education.
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- 2022
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10. Disobedience and the Commonsense Revolution
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Sonu, Debbie
- Abstract
As of late, it would seem that the commonly sought after concept of collaboration has lost its appeal and, arising in its aftermath, is a reconfigured front of conflict between the public and private spheres of American life. In this current attack on the public, the stage is ripe for disobedience in all its various forms and functions to stand up against what privatization advocates have so strategically constructed as COMMONSENSE. This COMMONSENSE has evolved into a seemingly natural state that has captured the allegiance of folks who full-heartedly agree, without substantiated expertise, that systems of commodification and privatization will serve as simple solutions to the failures of society. Without forgetting acts of protest in all its forms and fashions, this paper follows the lead of Howard Zinn and revisits the meaning of disobedience as both an intellectual and political project within a world that for many seems stuck at a moral and ethical impasse. Surely, immediate reactions to human indignity are wholly necessary, but this cannot distract an individual from dismantling the symbolic field that systemically sustains this indignity--that of global capitalism and its discontents.
- Published
- 2009
11. The Anonymous Member of the Interhamwe: Bill Clinton's Complicity in the Rwandan Genocide
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Model, David
- Abstract
Ranked as one of the great human rights tragedies since World War II, the Rwandan genocide, which left 800,000 dead in its wake, is commonly understood in the context of a tribal internecine conflict between the Hutus and Tutsis. The event that triggered the genocide is imputed to the shooting down of a plane carrying the President of Rwanda and Burundi, responsibility for which has been attributed to Paul Kagame, current President of Rwanda and leader of an army comprising Tutsi refugees based in Uganda called the Rwanda Patriotic Front (RPF). Before examining the author's claim that former President Clinton was complicit in the genocide, he first examines the meaning of "complicity" and also the obligation of states to prevent genocide as stated in Article 1 of the Genocide Convention. In this paper, the author proves that not only did the United States fail to act on its own or collectively with other states but deliberately took actions to prevent the United Nations from acting on a number of different occasions or to undermine operations already underway. The U.S. pressured the Security Council into reducing its peacekeeping force to an inefficacious number of troops, eschewing the use of the word "genocide" to abrogate the legal obligation to act under the Genocide Convention. An important issue in assessing whether or not former President Clinton shares complicity in the Rwandan genocide is the question of when and how much did he know about the slaughter of Tutsis and moderate Hutus. The author stresses that not only did Clinton know about the genocide, he either was aware or should have reasonably been aware of the genocidal intentions of the extreme Hutus.
- Published
- 2009
12. A New Middle East? A Report of FPRI's History Institute for Teachers. Footnotes. Volume 10, Number 1
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Foreign Policy Research Institute, Wachman Center and Kuehner, Trudy J.
- Abstract
Understanding the current conflicts and political changes in the Middle East us important for American educators if American students are to understand the dynamics of the region. To discuss these issues, FPRI held its 12th History Institute for Teachers on October 16-17, 2004. Forty teachers from 15 states attended the weekend program at the Gregg Conference Center in Bryn Mawr, PA, sponsored by Mason Crest Publishers and Mr. and Mrs. Robert A. Fox. Sessions included: (1) The Future of Saudi Arabia and What al-Qaeda Websites Tell Us (Michael Doran); (2) Iraqi Democracy (Eric Davis); (3) U. S. Policy and the Arab-Israeli Conflict (Harvey Sicherman); (4) The Role of Syria, Jordan, and Egypt (Najib Ghadbian); (5) Economics, Demography and Oil (Bernard Munk); (6) Women in the Middle East (Beth Baron); and (7) The Next Middle East (Robert D. Kaplan.) Additional FPRI resources are listed.
- Published
- 2005
13. The American Encounter with Islam. Footnotes. Volume 8, Number 4
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Foreign Policy Research Institute, Wachman Center and Hay, William Anthony
- Abstract
On May 3-4, 2003, the Foreign Policy Research Institute held its tenth History Institute for Teachers. Forty-two teachers from fourteen states participated in a weekend of lectures and seminars, featuring seven outstanding scholars. Although Muslims define themselves and the Christian West in terms of religion, Western countries view relations among themselves and with Islam in national terms. Understanding America's distinctive encounter with Islam is fundamental to understanding both the American and Islamic perspectives on the war on terrorism. Sessions included: (1) Islam and the West (Edward Peters); (2) Islam in America (Philip Jenkins); (3) Religion and the Arab-Israeli Conflict (Adam Garfinkle); (4) American Foreign Policy and Islam (Harvey Sicherman); (5) Political Islam (John Calvert); and (6) Mapping America's Middle East (Eric Davis.)
- Published
- 2003
14. Comparative Chronemics and Diplomacy: American and Iranian Perspectives on Time.
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Merriam, Allen H.
- Abstract
Arguing that assumptions and behaviors related to time are culturally determined, this paper proposes that diplomats must learn to pay more attention to comparative chronemics--the study of time across cultures. The paper points out that differences in the perception of time was a key element in the conflict between Iran and the United States in which 50 Americans were taken hostage. It describes chronemic behavior in the United States as linear, formal, and precise--reflecting a cultural emphasis on newness, progress, and efficiency--and in Iran as marked by temporality and interpretable in terms of a complex mixture of Persian lifestyles, foreign interference in Iranian history, Islamic "instantaneism," and Shi'ite mysticism. The paper concludes that a greater sensitivity to chronemic orientations across cultures is essential for effective international diplomacy. (FL)
- Published
- 1982
15. Education and Countering Violent Extremism: Western Logics from South to North?
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Novelli, Mario
- Abstract
This paper explores the way education and conflict have become entangled during the post-9/11 "war on terror" response to "radical Islam" at home and abroad. The paper charts the complex ways that education has been deployed to serve Western military and security objectives in multiple locations in the global south and how these strategies have now returned to the "West" in the form of "countering violent extremism" interventions. Drawing on Foucault's concept of the "boomerang effect" I will explore whether and how education techniques and strategies deployed abroad in pursuit of imperial interests return to the West and are deployed to monitor, control and suppress marginalised communities in a form of "internal colonialism". Finally, the paper brings the two sections together in the Findings to explore commonalities and divergences.
- Published
- 2017
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16. Global Education and Its Tensions: Case Studies of Two Schools in Singapore and the United States
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Choo, Suzanne S.
- Abstract
Countering the drive to erect walls between nations and communities, the burden is increasingly on educators to develop in students essential skills and dispositions for a more hospitable future. Global education is essentially aimed at addressing the realities of increasingly networked societies and porous exchanges of knowledge, capital, and products among people and groups around the world. This paper examines how global education is enacted in two schools in Singapore and the United States. Given that a central characteristic of the twenty-first century is globalization, global education is inevitably embedded in the discourse of twenty-first century competencies utilized by policymakers worldwide. However, while global education has typically been studied as a singular subject such as Human Rights or integrated into History, Social Studies, or Civics Education, this study differs as it examines two schools that have adopted a whole-school approach to global education. That is, global education is embedded in the culture of schooling and infused across curricula subjects. The first part of the paper provides an overview of global education and its two key emphases--globalism and global citizenship. The second part discusses the tensions emerging from observations of global education in the two schools.
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- 2017
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17. OPERATIONS MANAGEMENT Conference Paper Abstracts.
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ABSTRACTS ,MANAGEMENT ,INDUSTRIES ,OPERATIONS research ,INDUSTRIAL management ,JOB stress ,INDUSTRIAL psychology - Abstract
This section presents several conference paper abstracts on operations management, including a study of the relationship of job stress to a range of lean practices, an examination of the flexible manufacturing strategies available in the process industries, and a paper that develops the notion of environmental fit with flexibility and illustrates the importance of such fit empirically, based on a sample of U.S. manufacturers.
- Published
- 2004
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18. Some Determinants of Conflict Dominance: A Comparative Study.
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Chen, Guo-Ming
- Abstract
A study investigated the conceptual and functional meanings of the concept of conflict from the perspectives of United States culture (a low-context culture) and Chinese culture (a high-context culture). Subjects, 50 American and 48 Chinese graduate students in a midsize northeastern university, were interviewed using a semi-structured format to identify differences and similarities among seven variables pertaining to choice of dominant style in the two groups. Results indicated that: (1) there were many areas where the two groups' definitions converged and overlapped; (2) unpleasant feeling is universal in a conflict situation for both groups; (3) both groups emphasized the importance of giving assistance to their counterparts in a conflict situation; (4) responses were clustered into three general categories--from the subject's perspective, from the perspective of the subject's counterpart, and from the perspectives of personal and group interests; (5) significant differences existed between American interviewees and Chinese interviewees on face, seniority, severity of conflict, and gender variables; and (6) there was a large degree of similarity of rank order between the two groups. Findings suggest general support for assumptions originating from the distinction of low-context versus high-context cultures. Findings also suggest the universal nature of perceptions and feelings shown in conflict situations. (Six tables of data are included; 50 references are attached.) (RS)
- Published
- 1992
19. Logical Empiricism, Politics, and Professionalism
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Edgar, Scott
- Abstract
This paper considers George A. Reisch's account of the role of Cold War political forces in shaping the apolitical stance that came to dominate philosophy of science in the late 1940s and 1950s. It argues that at least as early as the 1930s, Logical Empiricists such as Rudolf Carnap already held that philosophy of science could not properly have political aims, and further suggests that political forces alone cannot explain this view's rise to dominance during the Cold War, since political forces cannot explain why a philosophy of science with liberal democratic, anti-communist aims did not flourish. The paper then argues that if professionalization is understood in the right way, it might point toward an explanation of the apolitical stance of Cold War philosophy of science.
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- 2009
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20. Pragmatism, Activism, and the Icy Slopes of Logic in George Reisch's Portrait of the Philosophy of Science as a Young Field
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Stump, David J.
- Abstract
This paper considers several models of politically engaged philosophy with the aim of provoking discussion of George Reisch's "How the Cold War Transformed Philosophy of Science." At issue is the Unity of Science movement's conception of the philosophy of science in particular and what politically engaged philosophy of science might look like in general. The paper discusses the role that the pragmatist Sidney Hook plays in the book and considers some of the questions raised by the role that he plays: What does it mean to be a politically engaged philosopher of science? Do we want philosophy of science to be politically engaged?
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- 2009
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21. Cagney and Lacey: Negotiating the Controversial in Popular Television.
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Hillier, Jim
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This paper discusses some of the ways in which the commitment of the television series Cagney and Lacey to the examination of often controversial social issues from liberal or progressive standpoints--especially issues associated with the women's movement--is worked through in narrative practice. The origins and development of the series are described, as well as its position in a long line of television crime/detective stories and the character portrayals of the two women detectives. Several of the episodes are then reviewed to analyze ways in which Cagney and Lacey negotiate controversies such as ethnic disadvantage, the vulnerability of illegal immigrants, class differences, latchkey children, and various feminist issues, including abortion. It is concluded that the series must be regarded as progressive in that it succeeds in promoting openness and awareness of socially controversial situations with considerable explicit commitment to its positions, but not as radically feminist or radical in any other way. (21 end notes) (Author/CGD)
- Published
- 1986
22. Conflicts and Configurations in a Liminal Space: SoTL Scholars' Identity Development
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Simmons, Nicola, Abrahamson, Earle, Deshler, Jessica M., Kensington-Miller, Barbara, Manarin, Karen, Morón-García, Sue, Oliver, Carolyn, and Renc-Roe, Joanna
- Abstract
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity
- Published
- 2013
23. Knowing Who Your Friends Are: Aspects of the Politics of Logical Empiricism
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Uebel, Thomas
- Abstract
This paper comments on Reisch's book "How the Cold War Transformed Philosophy of Science." Overall supportive of Reisch's project and perspective, it raises certain points where the data appear inconclusive and either provides additional support or briefly explores some interpretative alternatives.
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- 2009
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24. Science as an Ideal: Teachers' Orientations to Science and Science Education Reform
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Witz, Klaus G. and Lee, Hyunju
- Abstract
Two policy trends have characterized US science education in the last two decades: a strong movement to examine issues of science in society, and widespread adoption of state standards mandating curriculum courses related to science, technology and society, scientific literacy, and socio-scientific issues. However, these changes have not found an entirely positive response among teachers. This paper suggests that the value orientations which motivate many teachers in their work should be taken into account in curriculum policy-making. This paper identifies two types of value orientations that lead secondary-school science teachers to oppose or favour dealing with socio-scientific issues in the classroom: a "traditional" view of science as objective and value-free; and a "higher vision of science" with strong metaphysical, moral, or aesthetic connotations. In addition, a significant number of science teachers examine science and society issues from the perspective of, e.g. often environmental or social, not science-related values. All three of these phenomena play a significant role in the controversies connected with science-education reform. (Contains 15 notes.)
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- 2009
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25. GENDER & DIVERSITY IN ORGANIZATIONS Conference Paper Abstracts.
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ABSTRACTS ,DIVERSITY in the workplace ,GENDER ,WORK environment ,LAWYERS ,RACE relations - Abstract
This article presents abstracts of research on gender and diversity in organizations. One entitled "Gender Inequalities in Earnings Among Israeli Lawyers: Does Discrimination Still Exist?," examines the income gap between male and female Israeli lawyers. The analysis employs an exhaustive set of measures that includes human, social and psychological capital as well as occupational segmentation. The study, "Universal Diverse Orientation (UDO) in the United Kingdom and the United States: A Comparative Analysis," examines the role of gender and race on diversity attitudes in Great Britain and the U.S.
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- 2005
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26. Economics in History: What Every High School Student and Teacher Needs to Know. Footnotes. Volume 15, Number 8
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Foreign Policy Research Institute and Ellington, Lucien
- Abstract
Historians work in a discipline with few inherent concepts and are obliged to draw upon many fields in recreating the past. Yet authors of most school history texts, state and national standards and curriculum materials seldom incorporate economic analysis in their work. Just look at state standards that include Adam Smith and John Locke but draw no connections between their economic thought and contemporary institutions, to world history texts that treat the British Industrial Revolution as a virtual crime against humanity. This essay's objective is to integrate an economic perspective into five common topics that are taught, depending upon the course, in every world or U.S. history survey class; Ancient Greece and Rome, Imperial China, Colonial English America, the British Industrial Revolution, and the U.S. depression of the 1930s. An annotated list of pedagogical resources for topics is also included along with general resources. (Contains 1 table.)
- Published
- 2011
27. Ethics and Social Justice within the New DEEL: Addressing the Paradox of Control/Democracy
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Shapiro, Joan Poliner
- Abstract
This paper addresses the ethical and social justice implications of an educational movement called, The New DEEL (Democratic Ethical Educational Leadership). In particular, this paper emphasizes the ethical underpinnings of this movement by focusing on the paradox in the form of the dyad of control/democracy. This important paradox is developed through a discussion of the profound contradictions between the accountability thrust and the democratic emphasis in schools, particularly in the United States. The paper attempts to grapple with the inconsistencies within the paradox and provides some suggestions for coping with the challenges of blending these two very different and opposing concepts together during a very turbulent era. It also attempts to illuminate what a New DEEL moral educational leader might value, especially in the area of social justice, as well as how he or she might guide an organization.
- Published
- 2006
28. Andragogy--A Mantra for US/Iraqi Cross-Cultural Dialogue
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Mahdi, Ghada S. and Bright, Larry K.
- Abstract
Andragogical precepts provide rich opportunities for building cultural bridges, particularly among people in times of strife. Encouraging adults to share their experiences and insights in a learning community of unconditional positive regard can build understanding, hope, and peace among people experiencing conflict and marginalization. An accepting adult learning environment can offer political moderates a new mantra for understanding the Middle East and the West during the current global conflict. As an Iraqi from war-torn Baghdad and an American from the US Midwest, the two writers advocate for engagement of adults in addressing the realities and alternative visions of people.
- Published
- 2010
29. International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1
- Author
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Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]
- Published
- 2010
30. Building a Tolerance for Disagreement: An Important Goal in Social Studies Instruction
- Author
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Martinson, David L.
- Abstract
The author of this article states that one of the more troubling aspects of contemporary American culture is the considerable number of persons who feel no obligation to support freedom of speech and/or freedom of the press. Those who disagree are perceived as dangerous. There are right answers and wrong answers, and to suggest that one might learn something from those who espouse ideas other than one's own quickly leads to a charge that one is "selling out." The author contends that a primary goal of social science instruction in a pluralistic-democratic society should center on directly confronting such intolerance, while at the same time avoiding suggesting to students that tolerance demands that one treat all ideas as equals. The key to this is assisting students in recognizing what it means--and does not mean--when one speaks of the importance of tolerating disagreement in the context of the complex and ever evolving experiment in American democracy, in which they hopefully will become active participants.
- Published
- 2005
31. The United States and Great Britain: Responses to the 1980 Boycott of the Olympic Games.
- Author
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Frey, James H.
- Abstract
There have been several ways in which sport has been used as a mechanism of public diplomacy. First, the sporting arena provides a setting in which a country can define its aspirations for status or prestige among nations. Second, the nature of competition between countries reflects current diplomatic agreements. Third, the most familiar role of sport in the international scene is that of a political instrument for ideological expression or propagandizing. Fourth, international sport is viewed as a way to further international understanding and peace. Fifth, contrary to the above, athletic competition can be a mechanism to demonstrate protest and/or conflict. The 1980 Olympic Boycott was used to dramatize dissatisfaction with a Soviet strategy in Afghanistan. This paper provides a detailed and documented interpretation of the British and United States reactions to the 1980 Olympic Boycott initiated by President Carter. (JMK)
- Published
- 1984
32. Promoting Dialogue or Hegemonic Practice? Power Issues in Telecollaboration
- Author
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Helm, Francesca, Guth, Sarah, and Farrah, Mohamm
- Abstract
This qualitative study explores the impact of potential linguistic, technical and educational hegemonies on the learning outcomes for English language students in Hebron, Palestine, and Padova, Italy, who were involved in the Soliya Connect Program, a telecollaboration project developed to explore critical issues that divide the "West" and the "predominantly Arab and Muslim world." The project is organised around weekly synchronous moderated video discussions between students from the U.S., Europe, and the Middle East and North Africa. The authors first discuss the hegemonies that might be at play in this telecollaboration project and examine the specific power imbalances on the macro-, meso- and micro-levels that students in Hebron and Padova might experience. Then, drawing on data from learner diaries and reflective papers, facilitator reports, and questionnaires, the authors provide evidence for the emergence of a third space conceptualised as a site of struggle and conflict, but also a dialogic, fluid and evolving space. The aspects of the project that seemed to contribute most to the creation of a third space were found to be: (a) the role of trained facilitators in addressing power imbalances, (b) the dialogic approach to conflict that the program is based on, and (c) the use of audio-video conferencing which humanises the experience and increases empathy among students. (Contains 1 figure and 3 notes.)
- Published
- 2012
33. U.S./Arab Reflections on Our Tolerance for Ambiguity
- Author
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Bright, Larry K. and Mahdi, Ghada S.
- Abstract
As the authors, a Midwestern American educational administration professor and a Middle Eastern Iraqi doctoral candidate, have continued to interact over the past 3 years, both have come to appreciate the importance of increasing their tolerance for ambiguity--ambiguities in examining cultural, linguistic, and religious customs and complexities in trying to find justice in a world fraught with prejudices. Tolerance for ambiguity is an important skill that may be learned. But, the learning requires volition and the belief that accepting and understanding people across the world may lead to a better, peaceful, and productive life. What people of the world know, what they do not know, and what they may be able to learn about complex and interdependent issues of global conflict requires considerable energy, if not acceptance of ambiguity. When languages, religions, traditions, and governmental systems are different across cultural groups, the danger of limited information, stereotyping, and partial knowledge can create fear and long-term cultural conflict. It may be argued that it takes a perseverant and highly educated person to tolerate complexity and ambiguity, particularly in the face of fear and threats of terrorism and war. This reflection is a small sample of what the authors have experienced in their willingness to teach each other.
- Published
- 2012
34. Ethnic Identity, Self-Efficacy, and Intercultural Attitudes in East African and U.S. Youth
- Author
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Johnson, Laura R., Kim, Eun Ha, Johnson-Pynn, Julie S., Schulenberg, Stefan E., Balagaye, Herieth, and Lugumya, Douglas
- Abstract
Positive intercultural attitudes and civic action are increasingly important for youth around the world given the economic, social justice, and environmental challenges they face. Among U.S. youth and emerging adults, ethnic identity and self-efficacy are related to positive intercultural attitudes and may prompt civic engagement. Youth's efficacy and civic involvement are critically important in sub-Saharan Africa, where rates of civil conflict are among the highest in the world. However, little research has been conducted with East African youth. In this paper, we discuss contextual challenges facing East African youth and the potential role of ethnic identity and self-efficacy in promoting peaceful and sustainable societies. We report qualitative results and scores on standard measures of self -efficacy, ethnic identity, and intercultural attitudes for 554 youth members of environmental clubs in Tanzania, Uganda, and the United States. Ethnic identity was associated with enhanced self-efficacy in East African, but not U.S. participants. East Africans scored higher on ethnic identity compared to U.S. youth and were more likely to reference intercultural attitudes in open-ended responses. Results provide some support for construct relevance in East Africa, however psychometric results, including internal consistency, validity, and factor structure, were mixed. Our results provide a cautionary tale about the import of measures across cultures and contexts. There is a need for international research, measurement development, and further explication of the meaning and function of ethnic identity across cultures. (Contains 5 tables.)
- Published
- 2012
- Full Text
- View/download PDF
35. Shifting Scales of Education Politics in a Vernacular of Disruption and Dislocation
- Author
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Mawhinney, Hanne B.
- Abstract
Article comments on contributions to an issue of Educational Policy that focuses on glocal politics of education in multiple national and international arenas. Commentary offered considers the ways in which the set of articles in this issue of EP require readers to take scalar leaps across the semiotic landscape of the local into the global. The problematic of scale that undergirds considerations of the glocal is explored. Discussed are the contributions of the set of articles to highlighting the disruption and dislocation associated with contemporary examples of glocal phenomena in education politics. The possibility that "things fall apart" under conditions of glocalization is contrasted with the hopefulness engendered by stances of vernacular cosmopolitanism. Implications for further research on the shifting scales of education politics discussed in the article focus on questions framing the democratic challenges of technological glocalization. (Contains 21 notes.)
- Published
- 2010
- Full Text
- View/download PDF
36. Out of Crisis: Reflections of an Iraqi and an American on Advocacy for Andragogy
- Author
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Bright, Larry K. and Mahdi, Ghada S.
- Abstract
Mahdi is an Iraqi doctoral candidate in adult and higher education and Bright is her doctoral advisor. The two have been involved in intensive dialogue about how they see their cultures, how they perceive the conflict in the Middle East, and how andragogical theory offers hope for changing learning and teaching approaches that can influence political and social philosophies of leadership. This conversation is a reflection of their advocacy for andragogy as a tool for change and peace. They discuss how an inclusive education can bridge two cultures, American and Arab together in meaningful ways. Following their conversations, their combined voices contemplate the following questions: (1) What does andragogy have to offer to people in cultures facing distress, conflict, and war?; (2) What is the relevance?; and (3) Why should people in the field of adult education care? They contend that adult educational theory, process, and research are elemental to a vision of a peaceful world and a stabilized Iraq.
- Published
- 2010
37. 'World-Mindedness': The Lisle Fellowship and the Cold War
- Author
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Brownlee, Kimberly
- Abstract
This article will examine a little known but long-standing group, the Lisle Fellowship, that endeavored to open the world to college students and foster international understanding--or "world-mindedness," as the organization's founders called it--ultimately with the goal to contribute to the ideal of world peace. It will also, in particular, explore Lisle's efforts to do so in the Union of Soviet Socialist Republics during the Cold War. Founded in 1936 by a pair of former Methodist missionaries, DeWitt and Edna Baldwin, the Lisle Fellowship was an experiential off-campus summer learning program for college students aimed at increasing understanding of different cultures. It is hoped that through this paper more people will become aware that this organization existed, and continues to exist, and that its work continues to strive towards the same ideal--world peace.
- Published
- 2010
38. When Worlds Collide: Evaluating the Impact of Short-Term Study Abroad Programs
- Author
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Sato, Deirdre Colby
- Abstract
The purpose of this study was to determine whether and how short-term study abroad programs transform college students' perspectives. The study examined attitudes about host country and international outlook, as well as intellectual, social and personal understandings. Short-term programs were defined as programs of less than a semester or a quarter in duration. Thirty-four research questions were developed to determine the influence of these programs on subsequent academic choices, career, personal and social development, host country knowledge and attitudes and global perspectives. Data was collected from 111 alumni of five-week summer programs in China, France, Italy and Spain, between one and five years after program participation, using Internet and paper surveys. Qualitative data was collected from twelve alumni, as well as the faculty directors of each program, via interviews. Results indicated that the programs had some influence on academic choices and career development, but more influence on personal and social development. Areas most influenced included self-confidence, self-awareness, maturity and receptivity to conflicting opinions and attitudes, as well as the complexity of international outlook. Adjustment stress upon return was found to have more influence on attitude change than stress experienced while in the host country. The type of housing provided to students was not shown to have a significant impact on attitude change about the host country, or on global perspectives. While not anticipated and not controlled for, it is of interest that the students' identity as Americans abroad, in light of U.S. government policies post 9/11, were generally considered the biggest challenge by the alumni. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2009
39. Assuming Identities, Enhancing Understanding: Applying Active Learning Principles to Research Projects
- Author
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Williams, Victoria C.
- Abstract
This paper describes a pedagogical technique employed for an interdisciplinary course on Cold War America. Students had to "become" a fictional person and discuss how political and social changes during the Cold War era would have impacted that person. By doing a semester-long project that required primary source research, this "quasi-experiential" technique helped students gain a greater appreciation for Cold War culture and a more thorough understanding of the major political events of the era. (Contains 1 table and 4 notes.)
- Published
- 2006
- Full Text
- View/download PDF
40. Teachers, Classroom Controversy, and the Media
- Author
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Faulconer, Tracy and Freeman, Ayesha Coning
- Abstract
This article discusses the relationship between teachers, classroom controversy and the media. It also features the story of Ayesha, who coincidentally is one of the authors of this article. Ayesha's story is a social studies teacher's bad dream featuring one of her worst fears: (1) public criticism; and (2) controversy over something that has been taught in class. An experience like Ayesha's causes a powerful ripple effect: other teachers become concerned for their own professional safety and quickly examine their curriculum for anything that might make them vulnerable to a similar onslaught. Such self-imposed censorship is a direct threat to academic freedom through prior constraint. Educators are generally not practiced in responding to negative newspaper or television reports much less the fairly new phenomenon of talk radio. The relationship between the educational community and the media is complex and while it is not possible to address all of its many dimensions here, the authors touch on the dilemma of whether to avoid or prepare for possible controversy and on the effects adverse media attention can have on teachers. Increasingly, the debates about education are taking place on the radio, on TV, in newspapers, and on the web. The media has the potential to be either a formidable foe, carelessly or deliberately creating controversy through misrepresentation and exaggeration, or a powerful ally, providing an avenue for teachers to explain their objectives and actions, describe their achievements, and answer their critics. Because of its multidimensional qualities, the outcome of any media engagement is impossible to predict. Consequently, most teachers and administrators are slow to respond to media criticism due to the fear that any reaction may simply fan the fire. Undoubtedly, engaging in a talk radio shouting match is bound to be viewed as especially onerous. The understandable tendency in a case like Ayesha's is to develop an official statement and hope the furor will just go away. Becoming a player on the media stage is fraught with pitfalls and, in spite of the best planning, what gets reported can be incomplete, mistaken, or completely distorted. It would be naive to suggest that what we propose is easily accomplished or doesn't require a generous amount of determination and fortitude. Good planning combined with a knowledge of how the system works will go far in enabling educators to play an effective role on the media stage. (Contains 11 notes.)
- Published
- 2005
41. Social Integration, Work-Family Conflict and Facilitation, and Job and Marital Quality
- Author
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Voydanoff, Patricia
- Abstract
This paper examines relationships between 2 dimensions of social integration (community participation and affective community resources) and job and marital quality. Data from the 1995 National Survey of Midlife Development in the United States (n= 1,816) indicate that the level of community participation is unrelated or negatively related to job and marital quality, whereas affective community resources show positive associations with job and marital quality. Relationships between community participation and affective community resources and job stress are partially mediated by work-to-family conflict and facilitation. Family-to-work conflict and facilitation partially mediate relationships between affective community resources and marital satisfaction and risk. The study takes a beginning step in establishing relationships and exploring processes that make up the work-community-family interface.
- Published
- 2005
- Full Text
- View/download PDF
42. 'Missed' Communication in Online Communication: Tensions in a German-American Telecollaboration
- Author
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Ware, Paige
- Abstract
This qualitative study explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants: 12 advanced-level students of English in northeastern Germany and 9 advanced-level students of German in the southwestern United States. Drawing on data from online transcripts, interviews, and questionnaires, I examine the tensions that arise when students' attempts at communicating online result in missed opportunities for engaging with their online partners. I report on the results of a discourse analysis of the online transcripts and rely on extensive interview and survey data to examine which factors made it difficult for students to maintain sustained interpersonal involvement in the online discourse. I document three main contextual tensions that arose from the different socially and culturally situated attitudes, beliefs, and expectations that informed students' communicative choices in the online discourse. I address the pedagogical implications of each of these three tensions. The findings suggest that research needs to focus not only on how students jointly construct online discourse, but how they co-construe the context for their participation. The paper concludes by addressing the implications of these findings for future research promoting language and culture learning online. (Contains 3 tables and 9 notes.)
- Published
- 2005
43. The French Revolution on Film: American and French Perspectives
- Author
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Harison, Casey
- Abstract
It is not hard to locate negative or condescending images of the French Revolution in aspects of popular American culture, including film. Despite a handful of instances where nuanced or ambiguous "messages" may be identified, the number of American film interpretations of the French Revolution that might be judged historically "valid" is miniscule. Over the years, directors and producers in the movie industry have shown little inclination to explore in much depth the complex historical issues posed by the Revolution or to offer a genuinely balanced "take" on the events. Instead the work of film-makers, like most popular American assessments of the events of 1789-1794, has tended to conflate the entirety of the Revolution with the Terror of 1793-1794. Scholars from Europe and North America have long been fascinated by the intellectual and research vistas opened up by the events of the French Revolution, but the approach of American movie makers to this period, with one or two exceptions, has been mostly one-dimensional. The discomfort with which Americans have viewed the French Revolution will not come as a surprise to historians. Yet in a number of ways this attitude is difficult to explain, since from an historical perspective the American and French Revolutions and the republics that emerged from them were, in the opinion of many scholars, "sister" events. The affinities, one might think, would lead to sympathetic popular portrayals of the other nation's revolution. This paper considers one manner in which popular impressions of the French Revolution have taken shape in the United States by examining interpretations found in four American films, and then comparing these depictions with other, mostly French, movies. The question of why it has proved such a challenge for American movie makers to offer a historically balanced approach to France's revolution may also offer some insight into the difficulties into which Franco-American relations periodically seem to slip.
- Published
- 2005
44. Whither Propaganda? Agonism and 'The Engineering of Consent'
- Author
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Kimble, James J. and Kimble, James J.
- Abstract
The focus of this paper is domestic propaganda. The author presents comprehensive reviews of four books: (1) "Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic" by Randall L. Bytwerk (East Lansing, MI: Michigan State University Press, 2004); (2) "Radio Goes to War: The Cultural Politics of Propaganda During World War II" by Gerd Horten (Berkeley, CA: University of California Press, 2002); (3) "The Male Body at War: American Masculinity During World War II" by Christina S. Jarvis (DeKalb, IL: Northern Illinois Press, 2003); and (4) "The Rhetorical Presidency, Propaganda, and the Cold War, 1945-1955" by Shawn J. Parry-Giles (New York: Praeger Publishers, 2001). All four of these book are worthy of individual examination, as each makes unique arguments and produces important insights on the propaganda it scrutinizes. They establish that recognizing propaganda is much more than looking at contextual markers. Instead, a deeper understanding of domestic propaganda is possible only when one examines it inductively, as it was produced and disseminated. (Contains 85 endnotes.)
- Published
- 2005
45. Harry Potter Versus Muggles: Literary Criticism and Legal Challenge
- Author
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Carney, John and DeMitchell, Todd
- Abstract
J. K. Rowling's series about the young, orphaned Harry Potter who escapes his often hostile, nonmagical Muggle (or human) existence for a world of ghosts, spells, and potions, magical objects, and exotic creatures to be found at the Hogwarts School of Witchcraft and Wizardry has captivated a worldwide audience. Since the publication in England of "Harry Potter and the Philosopher's Stone" in June 1997 (titled "Harry Potter and the Sorcerer's Stone" in the United States), the series has become an unprecedented phenomenon in the book publishing industry. In addition to being a publishing phenomenon, the Harry Potter books have, however, become a touchstone for controversy; not all Muggles approve of Harry. There has been a range of responses to the series in literary, religious, and legal arenas. The authors discuss the literary criticism of Rowling's "Harry Potter" series and the challenges to the series's inclusion in school curricula or library collections. The authors also discuss the legal challenges to reading instruction that involves fantasy such as that contained in the "Harry Potter" series. They cite a case of challenges to "Harry Potter" and the court's conclusion in the case, which makes it clear that objections to the placement of books in the school library considered by school officials to have the potential to subvert authority or that consider ideas (e.g., witchcraft or the occult) that some authorities find distasteful are insufficient to deny children's access to such materials. (Contains 6 notes.)
- Published
- 2005
46. Giftedness, Disadvantage, and Law
- Author
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Ward, Cynthia V.
- Abstract
Debate over the proper identification and placement of gifted children in public schools is not new. But the pressure put on public schools by the No Child Left Behind (NCLB) Act of 2001 has brought advocates and opponents of gifted education into starker conflict. This presents a chance to reexamine the foundational premises of the argument in closer view and to analyze the potential role of law in resolving it. In the first part of this article, the author considers the premises of the equality versus excellence debate as it involves the issue of gifted children and their treatment in the public schools. She concludes that although no innate conflict exists between the goals of achieving educational equality and promoting individual academic excellence, these two goals engage a core "political" conflict that has long thwarted efforts to provide adequate public funding for gifted education. In the second part, she recounts the history of federal support for gifted children from disadvantaged backgrounds, concluding that the political system fails to promote the development of such children and that this fact is unlikely to change. In the third section, she discusses the other legal route to delivering needed services to gifted and disadvantaged kids: the creation and funding of nonprofit organizations. She argues that the philosophy behind the nonprofit sector in the United States--that nonprofits exist, in large part, to increase liberty, encourage diversity, and promote innovative solutions to important social problems--makes devising and funding nonprofit ventures a more promising way to benefit gifted and disadvantaged children than government funding. However, the diversity and diffusion of the nonprofit sector present a formidable obstacle to the kind of coherent and organized mandate that would most effectively help gifted children. She identifies five core goals of such a mandate and describes one program that, in conjunction with the public school system,seems designed to implement all five. (Contains 72 footnotes.)
- Published
- 2005
47. Education for Peace in Northern Ireland and the USA
- Author
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Carter, Candice
- Abstract
Reviewed here are approaches to peacebuilding citizenship education in Northern Ireland and the USA, where social education has been responding to intergroup and structural violence. Strategies for peacebuilding have been developed and implemented in response to societal conflicts, government mandates, and available funding. Government support for peace initiatives in Northern Ireland is greater than in the USA, although they both are emphasizing the importance of citizenship education. In recognition of the pivotal position they have as model peacebuilders while educating children, this paper considers teachers' own citizenship training and experiences. Recommendations for teacher preparation and instructional guidelines follow the review of peace-oriented social education, as well as research on training educators and their students for proactive citizenship and democracy in contexts of multifaceted violence.
- Published
- 2004
48. Detente: A Role for U.S.-Soviet Exchanges?
- Author
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Herman, Paul F.
- Abstract
The contribution of international exchanges (e.g., cultural activities, tourism, student exchange) to detente enhancement is assessed. International exchanges have a capacity for engendering trust and for providing cultural, political, and economic benefit, two characteristics of policy acts which tend to enhance detente. A comparison of four very cooperative years in the U.S.-Soviet relationship (1969, 1972, 1973, and 1974) shows high levels of cultural exchange accompanying a favorable bilateral political climate. An examination of the two-year periods of time preceding periods of incipient detente (1963, 1967, 1970, and 1974) shows that many times, but not always, mounting levels of exchange activity do precede times of earnest Soviet-American political accommodation. This analysis does not imply that exchanges cause detente, but that they do most likely facilitate it. However, detente-relevant interactions, including exchanges, are not functional to the end of promoting detente when launched singularly, but must be part of a purposive package. This is not to say that there would be no benefits from exchange activity in the midst of a tense bilateral climate, only that they would be on a personal or academic level. (RM)
- Published
- 1984
49. Mediating Relations: Therapeutic Discourse in American Prime Time Series.
- Author
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White, Mimi
- Abstract
Although "The Equalizer" and "Finder of Lost Loves" are different kinds of prime time fiction--urban thriller on the one hand and fantasy melodrama on the other--they share an underlying dramatic structure and symbolic problematic in their repeated enactments of a therapeutic cure overseen by a mediating, authority figure. The protagonists in both cases are engaged by clients under the alibi of offering investigative/detective services; and their ability and willingness to direct a therapeutic cure is determined in direct proportion to their own lack which is specifically delineated in the course of the programs. But the therapeutic problematic is not limited to domestic melodrama and fantasy productions: in "The Love Boat" and "Hotel," for example, the therapeutic process has been narrowly aligned with the economic and social power interests of a few main characters. The nature of the therapeutic process constructed/represented on television is complex and problematic, as an abstracted and multiform therapeutic ideology informs the narrative as a whole, while the association of individual characters with positions of authority/subordination varies. The multiplication of the therapeutic problematic within specific programs disperses the positions any single character or viewer may hold; fantasy turns in on itself where the underlying problematic involves finding one's place in a familial and social order. This process is exacerbated with the proliferation of therapeutic discourses through a range of television genres and programs. (20 end notes) (CGD)
- Published
- 1986
50. The Development of Close Relationships in Japan and the United States: Paths of Symbiotic Harmony and Generative Tension.
- Author
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Rothbaum, Fr, Pott, Martha, Azuma, Hiroshi, Miyake, Kazuo, and Weisz, John
- Abstract
Compares paths of development in Japan (symbiotic harmony) and the United States (generative tension) of parent-child and adult mate relationships, challenging assumptions that certain processes are central in all relationships or that U.S. relationships are less valued or weaker than Japan's. Suggests need to investigate processes underlying, and adaptive consequences of, these two paths. (Author/KB)
- Published
- 2000
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