London Review of Education最新文献_第7页

Decolonising the school curriculum in an era of political polarisation 在政治两极分化的时代，将学校课程去殖民化

IF 1.5

London Review of Education Pub Date : 2022-08-10 DOI: 10.14324/lre.20.1.27

Shahnaz Akhter, Matthew Watson

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引用次数: 1

Private school choice among Muslim parents: the public–private school decision in Delhi, India 穆斯林家长对私立学校的选择：印度德里公立-私立学校的决定

IF 1.5

London Review of Education Pub Date : 2022-08-03 DOI: 10.14324/lre.20.1.25

Manjuma Akhtar Mousumi, T. Kusakabe

引用次数: 0

Berry Mayall and Roy Bhaskar: critical thinkers Berry Mayall和Roy Bhaskar:批判性思想家

IF 1.5

London Review of Education Pub Date : 2022-07-27 DOI: 10.14324/lre.20.1.24

P. Alderson

{"title":"Berry Mayall and Roy Bhaskar: critical thinkers","authors":"P. Alderson","doi":"10.14324/lre.20.1.24","DOIUrl":"https://doi.org/10.14324/lre.20.1.24","url":null,"abstract":"Exchanges between the great range of disciplines and experts within IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK), can be very productive. This article celebrates two professors who, in markedly different ways, have transformed interdisciplinary understanding of their chosen specialties. Some of their ideas are summarised here to encourage readers who could benefit from their publications and are not yet familiar with them to be keen to study and gain from them. Berry Mayall and Roy Bhaskar might seem too dissimilar to fit into one article. Berry worked here for nearly fifty years, Roy for only seven. One was a sociologist, working mainly on empirical research, the other a philosopher developing extremely advanced theories. Yet they both developed critical new ideas and were under-recognised within IOE despite their international influence. Roy is such a prestigious philosopher, many may wonder why a whole article is not dedicated to him. My aims include recording some benefits of the interdisciplinary thinking he promoted. This article briefly considers some of the ideas that each developed and why these are important; their collaborative work; memories from colleagues they have influenced; and their contribution to IOE’s history and, potentially, to its future.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43053824","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: 2

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene 纪律知识的目的是什么？人类世课程研究的价值维度

IF 1.5

London Review of Education Pub Date : 2022-07-20 DOI: 10.14324/lre.20.1.23

David R. Mitchell, Alexis Stones

{"title":"Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene","authors":"David R. Mitchell, Alexis Stones","doi":"10.14324/lre.20.1.23","DOIUrl":"https://doi.org/10.14324/lre.20.1.23","url":null,"abstract":"This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763234","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: 2

Education and equalities in Britain, 2010–2022: due regard and disregard in a time of pandemic 2010-2022年英国的教育与平等：疫情时期的应有重视和忽视

IF 1.5

London Review of Education Pub Date : 2022-07-13 DOI: 10.14324/lre.20.1.22

R. Richardson

引用次数: 0

The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis 新冠肺炎疫情对小学生数学推理能力的影响：中介分析

IF 1.5

London Review of Education Pub Date : 2022-06-29 DOI: 10.14324/lre.20.1.19

K. Coskun, C. Kara

引用次数: 3

Education, decolonisation and international development at the Institute of Education (London): a historical analysis 伦敦教育学院的教育、非殖民化与国际发展：历史分析

IF 1.5

London Review of Education Pub Date : 2022-06-22 DOI: 10.14324/lre.20.1.18

E. Unterhalter, L. Kadiwal

引用次数: 8

Knowledge and sociality: on the Institute of Education (London) as a second home 知识与社会性:把伦敦教育学院作为第二故乡

IF 1.5

London Review of Education Pub Date : 2022-06-15 DOI: 10.14324/lre.20.1.16

M. Apple

引用次数: 1

Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain? 卡尔·曼海姆和让·弗劳德：英国教育社会学的错误开端？

IF 1.5

London Review of Education Pub Date : 2022-06-15 DOI: 10.14324/lre.20.1.15

M. Hammersley

{"title":"Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain?","authors":"M. Hammersley","doi":"10.14324/lre.20.1.15","DOIUrl":"https://doi.org/10.14324/lre.20.1.15","url":null,"abstract":"Arriving in the UK after exile from Nazi Germany, Karl Mannheim taught sociology at the London School of Economics and then also at the London Institute of Education, where he was awarded a chair just a year before his untimely death in 1947. In his later writings and teaching, Mannheim argued that the sociology of education could make a crucial contribution to the new type of society he regarded as essential if the problems of liberal democracy were to be overcome, and the slide towards totalitarianism avoided. And the period immediately after his death was a key phase in the development and establishment of the sociology of education in Britain. Jean Floud, who took over teaching the subject at the Institute of Education after Mannheim’s death, played a central role in this, but, while she had studied with him and served as his research assistant, she adopted a very different approach. This focused, in particular, on whether the existing structure and operation of educational institutions restricted social mobility. As a result of this change in focus, Mannheim’s work had a very marginal role in the subsequent history of British sociology of education. In this article, I compare Mannheim’s and Floud’s competing conceptions of the character and role of the subdiscipline, and how these fared in later developments within the field.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41431209","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: 2

Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London) 贾格迪什·冈达拉(Jagdish Gundara):在伦敦教育学院拓宽跨文化研究领域

IF 1.5

London Review of Education Pub Date : 2022-06-15 DOI: 10.14324/lre.20.1.17

Namrata Sharma

{"title":"Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London)","authors":"Namrata Sharma","doi":"10.14324/lre.20.1.17","DOIUrl":"https://doi.org/10.14324/lre.20.1.17","url":null,"abstract":"This article discusses three (among many) contributions made by Jagdish S. Gundara (1938–2016) to the IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). First, in his capacity as a professor and UNESCO Chair, and as the director of the International Centre for Intercultural Education since its inception in 1979, Gundara was instrumental in making the IOE a national and global space for discussions related to topics such as multiculturalism and diversity in education. Second, Gundara’s own research and scholarly work made the IOE an attractive place for colleagues and students interested in broadening the field of intercultural studies. Finally, the article considers Gundara’s third contribution to the IOE: those who knew him closely would agree that his friendly disposition has enhanced the culture of the institution as a vibrant community of local-global scholars. This article reflects on such aspects of Gundara’s work and legacy. In doing so it attempts to provide a glimpse into his personal and professional journeys, and the three phases of his intercultural experiences – his childhood in Nairobi, Kenya, as the son of immigrants from India; his studies at universities across North America and the UK; and, finally, his career as an educator at the IOE in London.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924487","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: 2