{"title":"The Construction of Full Citizenship in a Vision of the Brazilian Digital Inclusion in Education","authors":"F. Santos, Ildefonso Rodrigues Teixera","doi":"10.20355/C5C013","DOIUrl":"https://doi.org/10.20355/C5C013","url":null,"abstract":"This article discusses the importance of digital inclusion in the construction of citizenship. The central point when discussing social inequality is citizenship with impacts on the structure transformation present in society. The opportunities created by digital inclusion can transform the conditions of the individual, leading to the construction of citizenship from greater participation in political life and in public decisions. Digital inclusion can promote the participation of the individual in cyberspace which becomes the sphere for public debates and a space for State decisions. The critical use of techniques and information technology along with other actions which promotes equality can lead to the development of full citizenship and requires a new transformation in the meanings of work, responsible for occupation and social inclusion. Considering the adjustments for digital inclusion, social programs can go \"beyond mere access\" to computers and internet and changes and in the social space.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115305364","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}
{"title":"Global decentralization policies for education and Tanzanian primary school principals’ responses","authors":"G. Rwiza","doi":"10.20355/C5R598","DOIUrl":"https://doi.org/10.20355/C5R598","url":null,"abstract":"Blackmore and Sachs’ (2007) opinion that “educational reform needs to be seen within a broader context of restructuring in economic and social relations among the individual, the state and new modes of governance” (p. 1) is relevant for expressing the essence and influence of the global decentralization policies in Tanzania and elsewhere. The 1995 decentralization of the management of primary schools in Tanzania was the outcome of the World Bank’s policies and the International Monetary Fund’s conditions following the economic instabilities of the 1980s. Assuming that public systems are inefficient, autonomy in decision-making and competition are seen as means of achieving high quality and efficiency (Bonal, 2002; Carnoy, 1995; Martinez & Garcia, 1996). The need for autonomy, external accountability and competition has created new managerial roles for school principals even though their core function is to lead instruction (Lingard & Christie, 2003; Reitzug, West, & Roma, 2008; Stewart, 2006). This study explores how principals in Tanzania are harmonizing these roles and is informed by political discourse analysis and decolonizing theories (Abdi & Shultz, 2012; Blackmore & Sachs, 2007; Dimmock & Walker, 2005; Fairclough & Fairclough, 2012; Nyerere, 1968; Wagenaar, 2011). Qualitative interpretive case study is also used to analyze the principals’ experiences. The implementation of a borrowed culture in new contexts creates tensions; thus, the adoption of new roles in the context of decentralization creates conflicts and imbalances. Given that education is a public good, educational policies should be decolonized and separated from market influences.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133637970","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}
{"title":"Making My Time Count: Attempting Global Education as a Substitute Teacher in the K-12 Classroom","authors":"J. Scalzo","doi":"10.20355/C5MG60","DOIUrl":"https://doi.org/10.20355/C5MG60","url":null,"abstract":"This paper explores substitute teaching as a potential site for transformational Global Education. I use autoethnography to better understand my experiences as a teacher and learner, how I became a substitute teacher, and my desire to use a critical pedagogy and Global Education framework for my teaching practice in a guest teacher context. Perceptions of substitute teachers, challenges faced by substitute teachers, possible barriers to effective teaching and learning while a temporary presence, as well as various conceptions of Global Education are explored, along with where these two seemingly disparate worlds may intersect. I investigate the limits of current research regarding substitute teachers and make recommendations for embedding Global Education in the substitute teaching practice.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114574185","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}
{"title":"Maya Exodus: Indigenous Struggle for Citizenship in Chiapas","authors":"Daniel F. Lorenz","doi":"10.20355/C5GP42","DOIUrl":"https://doi.org/10.20355/C5GP42","url":null,"abstract":"","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129545315","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}
{"title":"The iSPACES Framework for Rethinking a Culturally Responsive Secondary Science Curriculum in Tanzania","authors":"Ladislaus Semali","doi":"10.20355/C54G6N","DOIUrl":"https://doi.org/10.20355/C54G6N","url":null,"abstract":"Abstract \u0000The iSPACES project for teaching a culturally responsive science curriculum in Tanzania emphasizes practical skills to develop scientific knowledge among secondary school students. iSPACES employs a framework that involves interdisciplinary teaching to motivate students to study science, technology, engineering and mathematics (STEM) and to produce useful products that will fill needs encountered in real life. This discussion considers methods for restructuring an existing curriculum and rethinking the methodologies for teaching of physics, chemistry and biology (PCB) to overcome students’ cognitive conflicts between their everyday world and the world of academic science. The examination concludes with an example of a framework for a chemistry lesson that may guide teachers who wish to rethink PCB pedagogy and designers who wish to create culturally responsive curricula.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125288114","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}
{"title":"Islamic education and multiculturalism : engaging with the Canadian experience.","authors":"F. Ali, C. Bagley","doi":"10.20355/C50P4Q","DOIUrl":"https://doi.org/10.20355/C50P4Q","url":null,"abstract":"Canada has a long history of immigration by diverse ethnic minority groups arriving in the hope of establishing economically successful – yet socially and culturally distinct – communities based on particular values and beliefs not necessarily shared by the ethnic majority. In recent years however the arrival of new immigrants whose values differ from the mainstream has intensified the multicultural debate, as the aspirations and needs of ideologically-motivated minorities feel current policies and institutions marginalize their values and beliefs (not dissimilar to that historically encountered by Canada‘s indigenous people). As a result of these social divergences, the secular state and orthodox religious groups often compete for the hearts and minds of children. Consequently as Muslim communities in Canada seek to protect their children and youth from perceived negative outside influences so Islamic schools have been established. Such schools face particular challenges in negotiating the tensions between their aspiration to preserve Islamic values and wider socio-political pressures to integrate into Canada‘s multicultural society as a whole. This article engages with this tension to uncover and explore the nature of Islamic education and its potentially contested relationship with Canada‘s multicultural ideals. In concluding it reflects on possible ways in which multicultural-Islamic education tensions might be ameliorated.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127044776","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}
{"title":"Internationalization of Educational Policies: Challenges and Transformations","authors":"Gérlia Maria Nogueira Chaves","doi":"10.20355/C5HP4C","DOIUrl":"https://doi.org/10.20355/C5HP4C","url":null,"abstract":"","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127894462","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}
{"title":"Avaliação dialógica: desafios e perspectivas (Dialogical assessment: challenges and perspectives)","authors":"M. Silva","doi":"10.20355/C5D01D","DOIUrl":"https://doi.org/10.20355/C5D01D","url":null,"abstract":"","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126796865","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}
{"title":"“Lock ‘Em Up . . .” but Where’s the Key? Transformative Drama with Incarcerated Youth","authors":"D. Conrad","doi":"10.20355/C5S59K","DOIUrl":"https://doi.org/10.20355/C5S59K","url":null,"abstract":"A research study doing applied theatre with youth at an Alberta, Canada young offender facility, asks: How can participatory drama contribute to the education of incarcerated youth to avoid future negative outcomes of their “at-risk” behaviours? This paper focuses on the social implications and the advocacy aspects of the research. It asks how spaces can be created within institutions such as prisons and schools for transformative processes to occur. Rather than the current “moral panic” that blames youth for social ills, rather than punishment and retribution – enacted against the majority of young Aboriginal inmates, strategies are needed that focus on personal and social development. Citing an example from the drama work, the paper proposes the need for appropriate programming for youth and more compassionate attitudes regarding their needs. Participatory drama, along with emerging restorative justice practices based in Indigenous cultures, offer hope for community-based solutions to creating more caring and compassionate processes of schooling and justice and a more caring and compassionate society overall.","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116782577","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}
{"title":"Following the Northern Star: Caribbean Identities and Education in North American Schools.","authors":"M. Kariwo","doi":"10.20355/C5859X","DOIUrl":"https://doi.org/10.20355/C5859X","url":null,"abstract":"","PeriodicalId":368695,"journal":{"name":"Journal of Contemporary Issues in Education","volume":"274 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125839303","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}