49,403 results
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202. Toward the Institutionalization of Change. Working Paper No. 11.
- Author
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Institute for the Future, Menlo Park, CA., Wilson, Albert, Wilson, Donna, Wilson, Albert, Wilson, Donna, and Institute for the Future, Menlo Park, CA.
- Abstract
In connection with plans for the publication of an annual series of reports on the "Future State of the Union," conceptual problems of such an undertaking are explored and some of the features to be included are examined. Philosophical prerequisites discussed include a model of change; a cybernetic model; some social indicators for change; and values, preferences and goals. Potential features of the proposed yearbooks explored include technological and environmental forecasts, discussions of highly predictive societal development, and surveys of critical situations and needs, and societal options. (SK)
- Published
- 1970
203. SHIFTING POLITICAL POWER IN THE UNITED STATES, IMPLICATIONS FOR EDUCATION IN AGRICULTURE. PAPER PRESENTED TO THE FEDERAL EXTENSION SERVICE ANNUAL STAFF CONFERENCE, JANUARY 10, 1967.
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Department of Agriculture, Washington, DC. and HATHAWAY, DALE E.
- Abstract
THE RISE OF THE TWO PARTY SYSTEM IN THE SOUTH, REAPPORTIONMENT, AND POPULATION SHIFTS HAVE REMOVED THE SOUTH'S DOMINANCE IN AGRICULTURAL AFFAIRS AND INCREASED THE POWER OF THE LARGER COMMERCIALIZED FARMS OF THE WEST. EXTENSION PROGRAMS FOR THE RURAL POOR, WHO ARE LARGELY IN THE SOUTH, WILL FIND LITTLE SUPPORT FROM THE TRADITIONAL AGRICULTURAL POWER STRUCTURE EITHER IN CONGRESS OR AT THE STATE AND LOCAL LEVELS. SUPPORT MUST BE SOUGHT FROM POLITICAL POWER EMERGING IN MIDDLE CLASS SUBURBAN AREAS, AGRICULTURAL BUSINESS, UNIVERSITIES, AND THE PROFESSIONAL COMMUNITY. HOWEVER, THE OLD AGRICULTURAL INSTITUTIONS SEEKING SUPPORT ARE LOSING CONTACT WITH THE UNIVERSITIES BECAUSE THERE HAS BEEN A LACK OF COMMUNICATION BETWEEN THE AGRICULTURAL PART OF THE UNIVERSITIES AND THE UNIVERSITY PROFESSIONALS AND A LACK OF EXPLANATION OF THE IMPORTANCE OF APPLIED KNOWLEDGE ON THE ONE PART AND OF THE NATURE AND PURPOSES OF HIGHER EDUCATION ON THE OTHER. RESEARCHERS AND EDUCATORS WORKING ON AGRICULTURAL PROBLEMS WOULD DO WELL TO LOOK FOR POLITICAL SUPPORT FROM THE UNIVERSITIES AND THE PROFESSIONALS EVEN IF IT MEANS LESSER TIES WITH THE TRADITIONAL AGRICULTURAL POLITICAL FORCES. (PT)
- Published
- 1967
204. Social Stability and Black Ghettoes. Social Policy Papers, #2.
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New York Univ., NY. New Careers Development Center. and Rein, Martin
- Abstract
Discussed are some sociological theories about instability in black ghettos, the Negro social class structure, and some policy implications derived from such analyses. The point of departure for this document is Norton Long's theory that ghetto unrest is a result of the absence of a black middle class. The consequent lack of Negro middle class leadership results in an unstable lower class community without brokers to act as middle men between whites and blacks. An assessment of this theory raises some questions of its relevance to current conditions--class antagonism within the black community, the urban crisis, economic factors, and the radical search for a different society. (NH)
- Published
- 1968
205. Reply to the discussion of our paper 'explanations of the fertility crisis in modern societies: a search for commonalities'.
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Caldwell J and Schindlmayr T
- Subjects
- Contraception Behavior, Culture, Female, Humans, Male, Social Values, Family Characteristics, Fertility, Social Change
- Published
- 2004
- Full Text
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206. Discussion of paper 'explanations of the fertility crisis in modern societies: a search for commonalities', Population Studies 57(3): 241-263, by John Caldwell and Thomas Schindlmayr.
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Billari F, Frejka T, Hobcraft J, Macura M, and van de Kaa D
- Subjects
- Contraception Behavior, Culture, Female, Humans, Male, Reproductive Techniques, Assisted, Social Values, Family Characteristics, Fertility, Social Change
- Abstract
The contributors to this discussion were invited to submit comments, each from a different standpoint, on the paper by John Caldwell and Thomas Schindlmayr that appeared in the preceding issue of the journal. The invitation was issued with the approval of these authors, and the journal is grateful to them for allowing their paper to be used to generate debate on the issues they had raised. The discussion is followed by the authors' response to it.
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- 2004
- Full Text
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207. Changes in Patterns of Health Care
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Herman, Myer
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This paper is reformatted and reprinted as part of the 40th Anniversary of the "American Journal of Health Education" (originally School Health Review) Health Education--Our Heritage. The original article appeared in Volume 1, "School Health Review" (September 1969, pp. 9-14). At the time, Myer Herman was director of the Division of Adult Health in the Massachusetts Department of Public Health. He also was associated with the Lemuel Shattuck Hospital. A commentary on the 2010 relevance to health education of Dr. Herman's paper immediately follows this reprinted version.
- Published
- 2010
208. Update on the Educational Systems of Poland and Czecho-Slovakia. NAFSA Field Service Working Paper #14.
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National Association for Foreign Student Affairs, Washington, DC. Field Service Program., Devlin, Edward, and Silny, Joseph
- Abstract
This report, resulting from a visit to Czechoslovakia and Poland to conduct preliminary research for the 1991 Projects in International Education Research (PIER) workshop on the educational systems of Czechoslovakia and Poland, presents information on the status of educational systems of both countries. Historical descriptions of the educational system of both countries, including elementary, secondary, and higher education are presented. Implications of historical status for the present, current measures taken to improve/change the status of higher education and the areas to be monitored for both countries are also discussed. It is concluded that the educational problems faced in the two countries are enormous, and this includes the quality of secondary instruction, the educational dislocations inevitable in the transition from controlled economies to competitive free market economies and the elaborations of new and only partially understood educational legislation. (LPT)
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- 1990
209. ECT literature: frequently cited papers and their impact on the field.
- Author
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Walter G
- Subjects
- Humans, Electrocardiography, Periodicals as Topic, Publishing, Social Change
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- 2002
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210. Organization Analysis and Social Maladjustment: Third Invited Reaction to the Maag and Howell Paper.
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Cline, Daniel and Rock, Stephen L.
- Abstract
This response to Maag and Howell (EC 602 677) suggests that their perspective is oversimplistic and naive about (1) organizational structures and processes relating to inclusion of students with social maladjustment in special education, and (2) the problem of change in school organization. (DB)
- Published
- 1992
211. International Conference on Education and New Developments 2013: Book of Proceedings (June 1-3, Lisbon, Portugal)
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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 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, 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 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, 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 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners 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 covers 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
- 2013
212. Early Childhood Education in Japan. NIER Occasional Paper 01/90.
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National Inst. for Educational Research, Tokyo (Japan)., Tabu, Mikiko, and Aoki, Hisako
- Abstract
Early childhood education in Japan is reviewed, and education in kindergarten classrooms and day nurseries is described. Activities during a typical day at kindergarten and at day nursery are profiled. An overview of the history of preschool education begins with the time when kindergartens were places for the children of the rich and day nurseries were places for the children of the poor, and neither institution had direct links to later education. The overview then moves through subsequent history to reach the time when, in 1981, over 90 percent of the nation's children were enrolled in either kindergarten or day nursery. Finally, the present situation of early childhood education in Japan is described and related areas of concern are discussed. An appendix contrasts kindergartens and day nurseries in terms of general aspects, the administrative system, program implementation, the contents of education and care, and the training of kindergarten teachers and nursery nurses. Relevant laws and regulations are indicated. (RH)
- Published
- 1990
213. A counterexample to secularization theory? Assessing the Georgian religious revival.
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Stolz J, Gugushvili A, Molteni F, and Antonietti JP
- Subjects
- Humans, Georgia (Republic), Social Change, Religion
- Abstract
Secularization theory allows for transitory religious revivals under certain conditions, such as extreme societal crises or state weakness. The country of Georgia has witnessed the largest religious revival of Orthodox countries and one of the most striking religious resurgences worldwide. This paper gives both a statistical and historical description of this revival and asks whether it is a counterexample to secularization theory. We show that the main thrust of the religious revival in Georgia lasted 25 years and seized the entire society in what was mainly a period effect. The most significant cause for the revival was a major societal and economic crisis starting in 1985 combined with a very weak state, creating massive individual insecurity. In these circumstances, the Georgian Orthodox Church was able to provide identity for individuals and legitimacy for governments. Other possible causes of the revival-state funding, too rapid modernization, or emigration-can be excluded as primary drivers of the process. The Georgian case shows a situation in which secularization theory expects transitory revivals and is thus not a counterexample., (© 2023 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)
- Published
- 2023
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214. The unfinished paper - a tribute to Gordon Anderson
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Ewing, KD
- Published
- 2019
215. Global Education Inequities: A Comparative Study of the United States and South Africa
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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
216. Position paper on genetic discrimination Position paper on human genome initiative.
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- Abortion, Eugenic, Confidentiality, Databases, Factual, Disabled Persons, Employment, Federal Government, Genetic Diseases, Inborn, Goals, Government, Government Regulation, Heterozygote, Humans, Information Dissemination, Information Services, Insurance, Interdisciplinary Communication, Interprofessional Relations, Prenatal Diagnosis, Privacy, Records, Risk, Risk Assessment, Social Control, Formal, State Government, Stereotyping, United States, Genetic Testing, Human Genome Project, Organizational Policy, Politics, Prejudice, Public Policy, Social Change
- Published
- 1990
217. Popular Education in Times of Societal Transformation--A Swedish Perspective
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Gougoulakis, Petros and Christie, Michael
- Abstract
The aim of this philosophical and historical position paper is to discuss the ways in which Popular Education--folkbildning--has contributed to the social transformation of Sweden through self-directed and collaborative educational practices. One of our premises is that individual transformative learning, fostered by folkbildning, has contributed to a collective transformation of Swedish society since the late 1890s and laid the ground for a modern and coherent society with a high level of trust among its citizens.
- Published
- 2012
218. Pedagogical Trends, Various Approaches
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Vásquez-Martínez, Claudio-Rafael, Flores-Cuevas, Francisco, González-González, Felipe-Anastacio, Zúñiga-Medina, Luz-María, Castillo-González, Idalia, González-Sánchez, Irma-Carolina, and Torres-Mata, Joaquín
- Abstract
When talking about pedagogical theories, the first thing to stress is that it is difficult to find something new that has not been said before. In this field, much of what is called innovation comes from earlier times. Theories, conceptions and research have developed a great deal in the field of education. This means that educational systems face new challenges, with all the limitations that this implies. It is also evident that knowledge emerges with growing force that promotes social development. Therefore, it is necessary to implement pedagogical projects based on advanced forms of teaching that support the training of individuals, professionals capable of responding to the demands of the contemporary world. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
219. The Fall of the Republic Government in Afghanistan and the Current Taliban Rule: A Survey of Public Attitudes
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Ramazan Ahmadi and Chman Ali Hikmat
- Abstract
This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.
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- 2023
220. Rising Political Consciousness: Transformational Learning in Malaysia.
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Kamis, Mazalan and Muhamad, Mazanah
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As part of a larger study (not discussed) ten educated Malaysian citizens were interviewed to find whether their rising political consciousness, over a ten year period (1988-1999), indicated that their transformation was influenced by their culture. The subjects were between 35-45 years old, married, with an average of four children. All were members of the majority race, Malay, and held membership in the United Malay National Organization (UMNO), the biggest political party in Malaysia. The following research questions guided the study: (1) What triggered individuals' transformations; and (2) what facilitated the transformation to occur. Voting patterns in the 10th General Election of 1999 were meshed with interview transcripts. Two themes emerged from the data: (1) abhorrence of political scandals and upheavals during 1998-1999; and (2) a feeling of being intellectually demeaned (lied to by government authorities). The major conclusion of the study was that a political event could trigger perspective shifts and lead to transformative learning if it is perceived as threatening to the communal cultural identity. A second conclusion was that the methods used to handle the national crisis were against participants' cultural and religious values. The researchers believe the study contributed to theoretical explanations of transformative learning among individuals in a developing country. (The bibliography lists 28 references). (AJ)
- Published
- 2002
221. Education for Better Governance: A Look at the Ongoing Cadre Political Education in China.
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Hua, Shucheng
- Abstract
The evolution of cadre (political elite and bureaucratic functionaries) education in China from 1949 to the present was evaluated in terms of leadership development and the underlying interests of the Chinese Communist Party as it integrates more fully into the world economy. Historic achievements include: (1) increased knowledge about market economies; (2) increased use of management theory and practice; and (3) improved work performance efficiency. In 1998, to correct ongoing cadre problems (such as corruption, favoritism, and lack of civic responsibility) and to improve the governance capacity of cadres (to create greater social stability), the federal government initiated Three-Emphasis Education (emphasizing theory, study, political awareness, and work ethics improvement), an integral part of which was interviews with 1500 cadres. Findings included the following: (1) the hierarchical nature of the program prevented rapid improvements and public access to program evaluation; (2) poor systemization into cadre's daily work caused corruption to resurface once education was complete; and (3) the lack of an educational objective to change the Chinese bureaucracy (the current objective was to change individuals only). Inclusion of the public in the process of cadre political education is recommended in order to strengthen educational outcomes. (The bibliography lists seven references). (AJ)
- Published
- 2002
222. The Other Women: Radicalizing Feminism.
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Puigvert, Lidia, Darder, Antonia, Merrill, Barbara, de los Reyes, Eileen, and Stromquist, Nelly
- Abstract
A recent international symposium on radicalizing feminism explored ways of developing a dialogic feminism that emphasizes working in different settings under the common goal of including women who have been invisible in the dominant feminist literature by furthering theories and practices based on the principles of dialogic feminism. The seminar included the following presentations: "Latinas in US Schools" (Antonia Darder); "Working Class Women's Learning Stories" (Barbara Merrill); "The Time Is Now: Education for Radical Democracy and Transgressive Action" (Eileen de los Reyes, Yamila Hussein); "Education as a Bridging Strategy between Feminist Organizations and Low-Income Women" (Nelly Stromquist); and "The Other Women: Social Transformation in Gender Relations" (Lidia Puigvert). The following actions for developing dialogic feminism emerged from the presentations: (1) open a space for dialogue and reflection about the need to radicalize feminism by including women with no academic experience and any other women who have been excluded from the mainstream feminist discourse; (2) strengthen the foundations of a universal feminism that includes all women and women's cultures as a tool for change; (3) promote ways of social participation of nonacademic women that recognize their cultural diversity and contribution to society; and (4) discuss the role of education in helping women overcome social barriers and exclusion. (Contains 15 references.) (MN)
- Published
- 2002
223. Community Organising in Higher Education: Activist Community-Engaged Learning in Geography
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Helen Jarvis
- Abstract
This paper highlights the transformative potential of place-based community organizing as a theory and practice of progressive social change and as a critical approach to the social purpose of community engagement in Higher Education Institutions. The aim is to expose power asymmetries and civic renewal "from below" through a focus on community engaged learning, specifically community organizing on the curriculum for geography undergraduates. The empirical focus is an English university, but the issues and observations are widespread. Around the world, students are coping with disruptions following a global pandemic, austerity, and loss of trust in local democracy -- participating in climate emergency and racial justice movements. This paper advances community organising and community engaged learning as a mutually co-constitutive challenge to conventional notions of the student as a passive consumer of recruitment, learning, and individualised notions of civic responsibility. Methods of community organising are based on the theory that if you want change, you need power: change ultimately traces a motivational journey from anger to agitation and action. Empirical vignettes explore the transformative role of emotionally stirring "political theatre" and direct action, while exposing tensions that arise due to the transitory status of students in place and time.
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- 2024
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224. Education, Art and Activism in Post-War Britain: Nan Youngman and 'Pictures for Schools'
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Natalie Bradbury
- Abstract
This paper explores the British art patronage scheme "Pictures for Schools," which sold affordable works of art to educational buyers at annual exhibitions between 1947 and 1969, focusing on the work of "Pictures for Schools" founder and organiser Nan Youngman (1906-1995) as an artist, educationalist and activist. It shows that, while social and cultural changes in post-war Britain around the development of the welfare state provided a receptive environment for "Pictures for Schools," it was largely driven by Youngman's personal convictions and experiences. This paper traces the ideological motivations behind "Pictures for Schools" to the interwar period, exploring Youngman's involvement in two progressive organisations, the Artists' International Association (AIA) and the Society for Education through Art (SEA), which enabled her to campaign for progressive art and education. In doing so, it positions "Pictures for Schools" as a socially engaged intervention into the post-war education system in England and society.
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- 2024
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225. Digital Degrowth: Toward Radically Sustainable Education Technology
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Neil Selwyn
- Abstract
This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
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- 2024
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226. Toward Redefining Library Research Support Services in Australia and Aotearoa New Zealand: An Evidence-Based Practice Approach
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Alisa Howlett, Eleanor Colla, and Rebecca Joyce
- Abstract
An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.
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- 2024
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227. Integration of Migrant Children in Educational Systems in Spain: Stakeholders' Views
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Judit Onsès-Segarra and Maria Domingo-Coscollola
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This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study.
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- 2024
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228. Towards a Sociology of Educational 'Ideal': Powerful Knowledge, Knowledge of the Powerful, and Beyond
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Xuelong Hu
- Abstract
This paper examines how the Durkheimian approach to the 'ideal' delineates a possible way of straddling the dilemma between the normative orientation of 'powerful knowledge' accounts and the critical orientation of 'knowledge of the powerful' accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of 'elementary form' is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim's writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.
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- 2024
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229. Living with the Impact Agenda -- Humanities Academics Negotiating and Resisting the Impact Agenda as Researchers and Doctoral Supervisors
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Signe Skov and Søren Smedegaard Bengtsen
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Purpose: In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of impact has become a central part of the academic language, often associated with terms like use, effects and outputs, stemming from neoliberal ideologies. The purpose of this paper is to explore how humanities academics are living with the impact agenda, as both experienced researchers and as doctoral supervisors educating the next generation of researchers in this post-pandemic era. Specifically, the authors are interested in the supervisor-researcher relationship, that is, the relationship between how the supervisors navigate the impact agenda as researchers and then the way they tell their doctoral students to do likewise. Design/methodology/approach: The authors have studied how the impact agenda is accommodated by humanities academics through a series of qualitative interviews with humanities researchers and humanities PhD supervisors, encompassing questions of how they are living with the expectation of impact and how it is embedded in their university and departmental context. Findings: The study shows that there is no link between how the supervisors navigate the impact agenda in relation to their own research work and then the way they tell their doctoral students to approach it. Within the space of their own research, the supervisors engage in resistance practices towards the impact agenda in terms of minimal compliance, rejection or resignation, whereas in the space of supervision, the impact agenda is re-inscribed to embody other understandings. The supervisors want to protect their students from this agenda, especially in the knowledge that many of them are not going to stay in academia due to limited researcher career possibilities. Furthermore, the paper reveals a new understanding of the impact agenda as having a relational quality, and in two ways. One is through a positional struggle, the reshaping of power relations, between universities (or academics) and society (or the state and the market); the other is as a phenomenon very much lived among academics themselves, including between supervisors and their doctoral students within the institutional context. Originality/value: This study opens up the impact agenda, showing what it means to be a humanities academic living with the effects of the impact agenda and trying to navigate this. The study is mapping and tracking out the many different meanings and variations of impact in all its volatility for academics concerned about it. In current, post-pandemic times, when manifold expectations are directed towards research and doctoral education, it is important to know more about how these expectations affect and are dealt with by those who are expected to commit to them.
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- 2024
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230. Prefigurative Pedagogies for Working toward Peace and Justice in Changing Times: Insights from Korea
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Kevin Kester, Rira Seo, and Nicki Gerstner
- Abstract
This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates -- through a qualitative case study methodology -- the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and opportunities that Korean university educators face today in teaching for social change in higher education classrooms.
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- 2024
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231. Humanistic STE(A)M Instruction through Empathy: Leveraging Design Thinking to Improve Society
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Sarah B. Bush, Daniel Edelen, Thomas Roberts, Cathrine Maiorca, Jessica T. Ivy, Kristin L. Cook, L. Octavia Tripp, Megan Burton, Sahar Alameh, Christa Jackson, Margaret J. Mohr-Schroeder, D. Craig Schroeder, Regina P. McCurdy, and Richard Cox
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When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M.
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- 2024
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232. How Do Self-Advocates Use Community Development to Change Attitudes to Disability?
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Sally Robinson, Jan Idle, Karen R. Fisher, Kathleen Reedy, Christy Newman, Christiane Purcal, Gianfranco Giuntoli, Sarah Byrne, Ruby Nankivell, Gavin Burner, Rebeka Touzeau, Tim Adam, and Paige Armstrong
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Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience. Methods: The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups. Findings: A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes. Conclusions: The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.
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- 2024
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233. Radicalizing Managers' Climate Education: Getting beyond the Bull**** Fairy Tale of Eternal Economic Growth
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Oliver Laasch
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In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and "realize" better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements' civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.
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- 2024
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234. Tracing the Legacy of Peace Leadership from an Asian Perspective: Mahatma Gandhi, Dalai Lama, and Thich Nhat Hanh
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Manoj Kumar Mishra, Priyankar Upadhyaya, and Thomas Paul Davis
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This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper also asserts that peace leaders are capable of recognizing the humanity in their opponents and seek a mutually beneficial solution. The three chosen individuals are all recognised as being charismatic leaders who were prominent peace leaders. All were deeply spiritual and practiced meditation and other inner work on a regular basis. They stressed the humanity in their opponents, based on their religious beliefs and the concepts of non-duality and interdependence.
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- 2024
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235. Emergence of a Potentialising Organisation in University Self-Governance: Temporalisations in Strategies
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Juha Tuunainen, Kari Kantasalmi, and Sari Laari-Salmela
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Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects the university's capacity to meet future contingencies. Extending the current research on strategising, the paper uses the present's past, the present's future, the future's present and the future's future as temporal categories to understand strategies. It shows how strategies evolve from traditional linear planning orientation to a novel potentiality-seeking mode with unique meanings attached to unknown futures. It claims that universities develop such responsive contingency awareness to construct a leeway for their self-governance in the face of unexpected future conditions. This change is characterised by the emergence of a potentialising organisation seeking to turn indeterminant futures into its developmental resources.
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- 2024
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236. Post-Conflict Higher Education and Transnational Politics at a Crossroads: A New Vietnamese Language Studies Program Faces Protests in Cambodia
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Theara Thun
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Higher education consists of a wide array of education programs, some of which closely involve both domestic politics and issues that transcend national boundaries. This paper explores a controversial and highly contested higher education program that is shaped by a post-conflict affected context and transnational politics. Based on the case study of a new Vietnamese language studies program in Cambodia, the paper demonstrates that when post-conflict education and transnational politics intersect with one another in many ways, post-war higher education reconstruction becomes a platform where stakeholders such as youths and national and international governments contest and negotiate influence and change. By critically examining the relations between educational phenomena and historical, national, and geopolitical dynamics in a post-conflict environment, the paper discusses key factors of higher education reconstruction in the aftermath of social upheavals and mass atrocities. It also offers a fresh perspective on the multifaceted dynamics of a higher education program which involves public protests, state intervention, transnational disputes, and inter-state relations.
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- 2024
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237. Homo Sovieticus in Policy versus Teacher Leadership in Polish International Baccalaureate Practices
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Joanna Leek
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This paper seeks to extend discussion on teachers' leadership within International Baccalaureate schools in Poland. Background for the discussions on leadership in Polish context of education is the term Homo Sovieticus [in English: Soviet Man], a notion associated with sarcastic and critical reference to an average conformist person living in the Soviet Union or in other countries of the Eastern Bloc in Europe, a spineless person who lacks any "bottom up" initiative. In the paper, it is claimed that teachers' limited leadership in a centrally steered system of teacher training in Poland, demonstrates features of leadership developed according to the Homo Sovieticus model of the citizen. Strong emphasis onto leadership within international culture do not let Homo Sovieticus features and behaviors to develop. In this understanding, international schools with strong emphasis on leadership in Polish post-soviet educational landscape creates path of evolution from stereotypical perception of teachers as passive "Homo Sovieticus" to leader within school curriculum.
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- 2024
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238. Speculative Futures for Higher Education
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Sian Bayne and Jen Ross
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This paper uses speculative methods as a way of imagining futures for higher education in open, non-predictive ways. The complexity and 'unknowability' of the highly technologised, environmentally damaged and politically degraded futures we seem to be facing can mean that our conversations about the future of higher education have a tendency to spiral too quickly into dystopianism and hopelessness. Speculative methods can help open up new kinds of conversation capable of supporting active and fundamental hope. Working within a postqualitative framework, we argue that such approaches support the collaborative imagining of multiple alternatives, and represent a way of advocating for those that are preferable. The paper presents a series of speculative scenarios and microfictions focusing on worlds ruptured by climate change, artificial intelligence, revolution and the technological enhancement of humans, connecting each of these to current critical research focused on climate crisis, 'big tech', rising global injustice and 'big pharma'. It emphasises the vital contribution and place of higher education within such futures, and advocates for speculative methods as an approach to maintaining hope.
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- 2024
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239. Racialised Discourse and 'Adult Learning Principles': Some Thoughts about Difference and VET.
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Shore, Sue
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The issue of how the outcomes of research on vocational education and training (VET) are influenced by categories that frame thinking about research and learning was explored. Special attention was paid to the following issues: (1) the role of researchers' culture and race in identification of adult learning principles; (2) the need for researchers to pay more attention to the notion of whiteness as a way of exploring how researchers' culture and race shape their production of knowledge about VET and how whiteness shapes the development of social and public policy statements, curriculum documents, and other VET texts; and (3) the fact that many white people erroneously assume that nonwhites experience whiteness in much the same way as whites do and that many whites are therefore unable to see the effect of their whiteness on the subject of adult education. It is argued that, despite the difficulties inherent in undertaking contemporary studies about whiteness, VET researchers should write into adult education a more explicit examination of whiteness and its effects. More work is called for on the effects of whiteness as a "discursive system of pressures and constraints" on what can be achieved by programs underwritten by theories and principles formulated by whites. (Contains 20 references.) (MN)
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- 2001
240. Lifelong Learning: Investing in a Better Society. Policy and Funding Proposals.
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Adult Learning Australia, Inc., Jamison. and Brown, Tony
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Adult Learning in Australia (ALA), the lead organization in the field of adult learning in Australia and the national organization for adult learners in Australia, reviewed the current state of lifelong learning in Australia and identified why and how Australian policymakers should develop and finance a national strategy for lifelong learning. The following are among the recommendations that ALA issued to policymakers based on its review: (1) convene a national summit on lifelong learning to develop a national policy on lifelong learning; (2) recognize the leading role that Adult Learners Week can play as a sustained national promotion of lifelong learning and increase government support for the week; (3) fund a national State of Learning survey to monitor progress toward increasing participation in lifelong learning; (4) establish a Community Adult Learning Innovation Fund aimed at widening participation in learning and supporting innovative community-based education and learning; (5) examine ways of better coordinating expenditures on the education of Australian citizens and make use of existing providers of adult and community education (ACE); and (6) amend goods and services tax (GST) legislation so that government-recognized not-for-profit ACE organizations are treated like other educational institutions in relation to the GST on course fees. (Contains 10 endnotes.) (MN)
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- 2001
241. The Life and Times of Emma Goldman: A Curriculum for Middle and High School Students.
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California Univ., Berkeley. Emma Goldman Papers Project., Falk, Candace, Reese, Lyn, and Dougherty, Mary Agnes
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Emma Goldman (1869-1940) is a major figure in the history of radicalism and feminism in the United States. In a period when the expression of controversial ideas was dangerous, Goldman insisted on her right to challenge convention. She was among the most prominent advocates of labor's right to organize, reproductive rights, sexual freedom, freedom of speech, and freedom of the individual. Goldman left an intriguing body of personal papers, including correspondence and writings; and her activities generated extensive newspaper coverage, government surveillance reports, and legal papers. The documents in this teaching unit are drawn from a massive archive collected by the Emma Goldman Papers Project at the University of California (Berkeley). They are organized into five themes or topics: (1) "Immigration"; (2) "Freedom of Expression"; (3) "Women's Rights"; (4) "Anti-militarism"; and (5) "Art and Literature of Social Change." The topics can be taught in any sequence. Each of the five themes includes suggested activities that students may use to explore the broader significance of the documents and their context. A brief introduction to Emma Goldman and a timeline are provided for students. A glossary of terms appearing in the documents is included along with a selected resources section of annotations on books, media, and literature. (BT)
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- 2001
242. Education between Globalisation and Local Culture: A World without Frontiers for Students without Traditions?
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Volk, Lucia
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An anthropological examination of the impact of globalization on education in the Arab world reveals that education is standing on uneasy middle ground between the Westernization of educational structures and philosophies and the preservation of national and local customs and traditions. The transformation of education from a means to acquire a father's trade to a commodity in the global market system is most obvious among the upper socioeconomic classes. Because today's high-paying jobs require international travel and communications and awareness of technological advances and their application in the workplace, education is losing its role as a national integration machine and becoming a derivative of the global market, which may be characterized as follows: English-based, deterritorialized, and reliant on analytical skill and the problem-solving skills and dexterity needed to react to constant flux and change. Case scenarios of Beiruti teenagers studying at American schools in Lebanon illustrate that, although international schools and universities are increasingly exposing the Lebanese teenagers who attend them to Western culture, these schools cannot transcend their local and national environments, which formulate the "hidden curriculum" for student learning. The case scenarios also demonstrated that students appropriate foreign cultural forms in context-specific ways, which makes them creators of a new culture. (Contains 18 references.) (MN)
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- 2000
243. Thinking Globally, Interviewing Locally: Using an Intensive Interview Project to Teach Globalization and Social Change
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Anderson, Norma J.
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In this article, I connect globalization and qualitative methodological practice, describing a semester-long intensive interview project about the anti-apartheid movement. I provide a detailed overview of the project as well as considerations for those who might want to adapt it for their own courses. Using students' reflections on the projects and their final papers, I demonstrate that this project successfully introduces students to a transnational social movement and provides valuable methodological practice.
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- 2017
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244. The Jeremy Newman Papers: A New Historical Source for Colonial Kenya and the Kamba
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Osborne, Myles
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- 2012
245. Participatory Evaluation as Educational Outreach: Working in Unsettling Times
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Harris, Carol E.
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In the context of information and communication technologies in five Newfoundland coastal communities, this article deals with participatory research and outreach. Outreach in these communities, reeling from the near-collapse of the fishery and struggling to survive in a climate of neo-liberal restructuring, is considered to be a holistic educational enterprise involving new technologies and the popular media, schools, and their district officers, clinics and regional health care providers, and children and adults as lifelong learners. Based on five approaches that emerged in the final year of one project--the work of an on-site liaison, a residential workshop, community workshops, reports through popular media, and contacts with outside organizations--the author argues that outreach should be recognized as integral to all stages of participatory research. (Contains 3 notes.) [This article was initially presented as a keynote address at the conference, "Questioning Rurality," Acadia University, March 2005.]
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- 2007
246. Re-Imposing Our Will on the Information Economy.
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Schofield, Kaye
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Globalization is an evolving concept characterized by economic, technological, social, and political dimensions. Vocational education and training (VET) practitioners and the VET system must make more conscious efforts to lead thinking about the social dimension of globalization. The mission of Australian VET today is largely couched in economic terms--to ensure a skilled work force capable of helping the country's industries become globally competitive. In Australia, much of the debate about globalization has focused on economics and technology, and the social and political dimensions of globalization have largely been side-stepped. The Australian education and training system has worked very hard to ensure that technology is pressed to the service of VET rather than falling for the trap of technological determinism. The challenge is not so much to invest in the technologies but to more quickly and effectively apply the technologies for the purposes of vocational learning and for using them to transact VET business. The following issues related to the social dimensions of globalization remain vitally important to the development and delivery of VET: access; Australian cultural identity; and community. Australia's VET practitioners and leaders must support a community-building purpose for VET and work to enhance the stock of social capital in their communities. (MN)
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- 1999
247. Challenges to Technical and Vocational Education.
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Schmidt, Hermann
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Advances in information technology are changing industrialized societies into knowledge societies. The end of the cold war has promoted development of a global economy. Growing ecological consciousness has necessitated that environmental knowledge become part of all education. As the need to remain competitive increases, a new balance in responsibility in the partnership between management and the work force has developed. Enabling people to cope successfully with anxiety and uncertainty has become one of the most important tasks of education. Learning to learn must become the overall objective of all education. All education, including vocational education and training (VET), must prepare young people for life by developing their intellect, aptitudes, and talents and by creating opportunities for them to reach their full potential. A new global movement toward new VET standards is evolving. The European Training Foundation, which was founded in 1994, has assisted Central and Eastern European countries in restructuring their VET systems by providing the following: information agencies (called observatories), an expert network to support development and implementation of VET standards, pilot projects in partner countries, tailored advice, and an information network. Much has already been done to improve VET globally; however, much more creativity and investment is needed. (MN)
- Published
- 1999
248. Leadership Roles, Women and Higher Education: Lessons from the University of Buea, Cameroon
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Bulgarian Comparative Education Society (BCES), Anim, Magdalin Nji, and Shotte, Gertrude
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There is no dearth of literature on the numerous challenges that women face in securing leadership roles in government, non-government and other societal and community organisations. Over the past five decades or so, researchers and concerned others have been reporting on the lack of women in leadership roles. This paper explores leadership roles of women in higher education (HE), with a special focus on the University of Buea, Cameroon. The paper is based on research work carried out in 2016 and was framed by the gender and development (GAD) model; but it is also supported by on-going research investigation, carried out for the purpose of future publications. This means that by and large, the paper makes use of literature review methodological approach to build the discussion. It makes clear that although on a global scale women's enrolment in HE exceeds that of men, this does not translate into women senior leadership positions in HE. It acknowledges what HE means in the Cameroonian context, and looks at the socio-cultural and structural factors that influence women's representation in HE positions in the University of Buea. The paper concludes that the paradigm shift in the global concepts of development has not shown a satisfactory level of decrease in the challenges that women face in relation to attaining senior leadership roles in HE institutions.
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- 2020
249. History Education as a Form of Value Indoctrination in Soviet Lithuania
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Bulgarian Comparative Education Society (BCES) and Naudžiuniene, Akvile
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In the 1960s Soviet regime in Lithuania introduced through education a concept of "a new man". This "new man" represented the idealistic vision of the Soviet citizen, thus he had to be indoctrinated with the specific set of values. History as a value-oriented discipline at schools, including both humanitarian and social dimensions, can be understood as one of the most appropriate school subjects for such totalitarian formation of a new man. The aim of this paper is to distinguish principal values, which were introduced to the school children at schools of late Soviet Lithuania (1957-1988) during history education. It is pivotal to note, that Soviet control in Lithuania is understood as an occupational and suppressive regime. Also, it was a regime of idiosyncrasies, so the contents of the aforementioned educational materials are analyzed in two-layered principle -- the direct instructions regarding the lifestyle, values, and opinions appropriate to Soviet citizens and more subtle (through symbols, images, and politics of national Communism) indoctrination. This paper raises a hypothesis that Lithuanian break up with the Soviet Union in 1990 has left traces in current Lithuanian education because it was recreated mostly by the same people, who were instructed in the Soviet value system. People educated as "the new Soviet men" created a new Lithuanian history education curriculum, thus aspiring to prompt "a new Lithuanian man".
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- 2020
250. Enhancing Social Engagement in Nigeria through Teachers' Professional Development: A Case of TRCN
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Alimigbe, Frances A. and Avoseh, Mejai B. M.
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The quality of teachers is an important factor in the achievement of educational goals, and this is why Wokocha (2013) asserts that the quality of the teacher could be determined through intellectual competence, mastery of content, teaching experience, skills and dissemination of knowledge. Thus, one of the best ways to raise the quality of teachers is by building their capacity through Mandatory Continuous Professional Development Programmes, (MCPD). Social engagement through teacher education and training has been one of the areas of emphasis of the Teacher Registration Council of Nigeria (TRCN). This paper uses secondary data analysis to discuss the activities of Teachers Registration Council of Nigeria. It examines how social dynamism and globalization demand emerging skills from education and educators. It argues that the new reality requires the need to incorporate new skills into teaching including social issues to encourage deeper connection to social engagement issues. It concludes that teacher education and training is one of the effective ways of ensuring social engagements. Using the experience of the TRCN, the paper shares some strategies and skills that can be employed to inculcate social engagement in teacher training and education. [For the full proceedings, see ED613257.]
- Published
- 2020
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