Prospects最新文献_第4页

Towards a human-centered education in the age of algorithmic governance 在算法治理时代开展以人为本的教育

Prospects Pub Date : 2023-12-20 DOI: 10.1007/s11125-023-09675-4

Ivana Stepanović

引用次数: 0

The roles of public libraries in enhancing educational systems and social inclusion in Africa 公共图书馆在加强非洲教育系统和社会包容方面的作用

Prospects Pub Date : 2023-11-27 DOI: 10.1007/s11125-023-09670-9

Asmaa Bouaamri

引用次数: 0

Governance mechanisms, school principals and the challenge of personalized education in contexts 治理机制、学校校长与个性化教育的挑战

Prospects Pub Date : 2023-11-03 DOI: 10.1007/s11125-023-09663-8

Monica Mincu

{"title":"Governance mechanisms, school principals and the challenge of personalized education in contexts","authors":"Monica Mincu","doi":"10.1007/s11125-023-09663-8","DOIUrl":"https://doi.org/10.1007/s11125-023-09663-8","url":null,"abstract":"Abstract Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers’ autonomy, and pedagogical cultures. Most critical, however, is the unequal distribution of leadership opportunities. Beyond conflicting or contrived possibilities in school leadership arrangements and cultures, it should be recognized that certain contexts lack effective leadership as an organizational quality. Nevertheless, school principals are able to create coherent environments, offering space for debate and clarification of what equity and equality mean in terms of curriculum delivery, as well as supporting school-level structural facilitations and adaptations. This is a conceptual paper, at the crossroads of different research strands. It focuses on governance mechanisms and leadership tasks and skills in pedagogical and organizational school cultures. It argues that well-articulated school organization is needed, not only in terms of autonomy, but also with the possibility to collaborate, develop professionally, and engage locally in order to achieve equitable student-oriented teaching. The aim is to investigate the feasibility of supporting personalized and adaptive teaching strategies at the school level, in a variety of country contexts.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"43 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Values, knowledge, and curriculum in global citizenship education 全球公民教育中的价值观、知识和课程

Prospects Pub Date : 2023-11-01 DOI: 10.1007/s11125-023-09657-6

Yao Ydo

引用次数: 0

Envisioning knowledge exchange in a gift economy 设想礼物经济中的知识交换

Prospects Pub Date : 2023-11-01 DOI: 10.1007/s11125-023-09662-9

Leslie W. Lewis

{"title":"Envisioning knowledge exchange in a gift economy","authors":"Leslie W. Lewis","doi":"10.1007/s11125-023-09662-9","DOIUrl":"https://doi.org/10.1007/s11125-023-09662-9","url":null,"abstract":"Abstract Key to a new contract for education is understanding that knowledge is not scarce, it is not a commodity, and it does not belong in a market economy. Instead, knowledge exchange is gift exchange, and education, when not thwarted or constricted, demonstrates its abundance. The abundance of knowledge operates in ways similar to the abundance of nature, as described by the ecologist Robin Wall Kimmerer in her essay “The serviceberry: An economy of abundance”. We can therefore draw productive parallels between education and the new agroecology, which recognizes the intertwining nature and importance of the diversity of life and the gifts that come from the synergy of that diversity. Just as monoculture farming gives way to holistic farming, monoculture learning must also give way to a paradigm shift. Helping us envision this shift are arguments made in a court case in the US brought by the Department of Justice against 23 universities, including those in the Ivy League (US v Brown, 1992 and 1993). Through ideas expressed in court in defense of admissions practices, we can see how the cooperation necessary for a new education paradigm might be constructed. This essay invites us to more fully envision this new paradigm by focusing on the key shift that happens when knowledge exchange is understood to be gift exchange.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"81 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Revitalizing the mission of higher education through a human rights-based approach 通过基于人权的方法重振高等教育的使命

Prospects Pub Date : 2023-10-19 DOI: 10.1007/s11125-023-09654-9

Felisa Tibbitts

引用次数: 0

Can the subaltern decolonize? The limits and possibilities of decolonial global citizenship education in India 次等人民能去殖民化吗?印度非殖民化全球公民教育的局限性与可能性

Prospects Pub Date : 2023-10-19 DOI: 10.1007/s11125-023-09656-7

Yoko Mochizuki

引用次数: 0

Upholding “the educational” in education: Schooling beyond learning and the market 坚持教育中的“教育”:超越学习和市场的教育

Prospects Pub Date : 2023-10-19 DOI: 10.1007/s11125-023-09661-w

Paul Tarc, Aparna Mishra Tarc, Mario Di Paolantonio

{"title":"Upholding “the educational” in education: Schooling beyond learning and the market","authors":"Paul Tarc, Aparna Mishra Tarc, Mario Di Paolantonio","doi":"10.1007/s11125-023-09661-w","DOIUrl":"https://doi.org/10.1007/s11125-023-09661-w","url":null,"abstract":"Abstract This article argues that schooling’s driving purpose should be to educate . Given heightening global crises and the potential of education to respond, we agree with the spirit and focus of UNESCO’s (2021) A new social contract for education intervention. Education/schooling should be motivated by progressive, critical visions to contribute to more sustainable and just human and planetary futures. Embodied-affective-cognitive technologically-mediated processes of becoming educated , however, are not a force that can smash injustice or ecologically destructive capitalism. Educationally speaking, there is no shortcut to cultivating students as “change agents” for sustainable futures. Hannah Arendt’s essay “The crisis in education” (2006) is instructive in clarifying the function of schooling and in categorically distinguishing adults from children, education from politics, and education from learning. While human learning proliferates in multiple ways independent of existential/ethical mooring, education ultimately requires committed adults spending time with, and socioemotionally and intellectually supporting, children to deepen their understanding of the world and others, giving meaning and significance to their/our lives as part of larger collectives called upon to sustain and renew a common world.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unlearning, relearning, staying with the trouble: Scenarios and the future of education 忘却、再学习、与麻烦相伴:教育的情景与未来

Prospects Pub Date : 2023-10-19 DOI: 10.1007/s11125-023-09664-7

Matt Finch, Niamh Ní Bhroin, Steffen Krüger

{"title":"Unlearning, relearning, staying with the trouble: Scenarios and the future of education","authors":"Matt Finch, Niamh Ní Bhroin, Steffen Krüger","doi":"10.1007/s11125-023-09664-7","DOIUrl":"https://doi.org/10.1007/s11125-023-09664-7","url":null,"abstract":"Abstract In times of turbulence, uncertainty, novelty, and ambiguity—the so-called TUNA conditions—our experience of the past may prove a poor guide to the future times in which our decisions and their consequences will unfold. Under such conditions, the manufacture of scenarios that are plausible future contexts for a given issue and are designed to enrich strategic thinking by challenging expectations can help to inform decisions and debates. Education is often subject to such debates, as it is, among other things, a way of preparing for what the future holds. This article gives an account of learnings and unlearnings from a scenarios project applying the Oxford Scenario Planning Approach to the digitalization of education in Norwegian schools. It shows how challenging issues raised in the context of distant imagined futures proved to be immediately pertinent in the developing Covid-19 pandemic. This article sets this work in the wider context of education futures and ongoing debate about suitable methodological choices for institutions and communities wishing to explore how we will teach and learn together in times to come. As a wide range of actors explore the possibility of a new social contract for education, the article proposes that future scenarios can provide fresh perspectives on issues that are difficult or even impossible to resolve within current frames of reference, including questions of equity and justice that may be construed differently in times to come.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Open education and platformization: Critical perspectives for a new social contract in education 开放教育和平台化:新的教育社会契约的批判视角

Prospects Pub Date : 2023-10-16 DOI: 10.1007/s11125-023-09660-x

Tel Amiel

引用次数: 0