(2019). Children's Development, Capability Approaches and Postdevelopmental Child: The Birth to Four Curriculum in South Africa. Global Studies of Childhood, v9 n1 p56-71 Mar. This article explores how three well-known conceptual frameworks view child development and how they assume particular figurations of the child in the context of the South African National Curriculum Framework for Children from Birth to Four. This new curriculum is based on a children's rights framework. The capability approaches offer important insights for children's rights advocates, but, like psychosocial theories of child development, assumes a 'becoming-adult view of child', which poses a serious threat to children's right to genuine participation. They also share the exclusive focus on understanding development as located ontologically "in" the individualised human. In contrast, critical posthumanism queers humanist understandings of child development and reconfigures subjectivity through a radical philosophical "decentring" of the human. The relevance of this shift for postdevelopmental child in the context of the new South African early years curriculum… [Direct]
(1996). The Indigenous World, 1995-96 = El Mundo Indigena, 1995-96. This annual publication examines political, legal, social, and educational issues concerning indigenous peoples around the world during 1995-96. Part I highlights news events and ongoing situations in specific countries, including threats to indigenous territories, human rights violations, political victories, developments at the United Nations, and activism by indigenous women. In the Arctic, resolutions adopted at the 7th Inuit Circumpolar Conference were concerned with self-determination, conflict over Inuit rights to harvest bowhead whales, ongoing conflict between the Gwich'in and Inuit peoples in northeastern Alaska over oil drilling on indigenous land, and continued efforts of indigenous organizations to preserve subsistence hunting and fishing rights. In North America, news events and ongoing situations include: (1) conflict between Canada's Lubicon Indian Band and the Daishowa Paper Company and UNOCAL sour gas plant regarding the environmental degradation of Native land and…
(2023). Reconfiguring Teacher Agency within Market-Driven Early Childhood Spaces. Policy Futures in Education, v21 n8 p932-946. Neoliberal reforms have transformed the early childhood education (ECE) landscape worldwide. The purpose of ECE, what counts as early education and care, and "in" ECE has been dangerously narrowed to the production of human capital and rationalised by the myth that investing in young children (human capital) will guarantee a better economic future. In this manner, individuals' efforts and talents achieved through 'high-quality ECE' become critical determinators of their own and a country's success. At the same time, individuals' characteristics and pre-determined circumstances (e.g. race, gender, socioeconomic background), including underlying causes of inequality in society, become a fault of those not exercising the right to 'freely choose' from opportunities available on the market. Consistent with a body of literature documenting the damaging impacts of neoliberalism on early childhood education (ECE), this article explores how teacher agency has been reconfigured under… [Direct]
(1998). Reflecting Visions. New Perspectives on Adult Education for Indigenous Peoples. This book contains 14 papers: \Indigenous Peoples and Adult Education: A Growing Challenge\ (Rodolfo Stavenhagen); \Indigenous Peoples: Progress in the International Recognition of Human Rights and the Role of Education\ (Julian Burger); \Adult Learning in the Context of Indigenous Societies\ (Linda King); \Linguistic Rights and the Role of Indigenous Languages in Adult Education\ (Utta von Gleich); \Youth and Adult Education and Literacy for Indigenous Peoples in Latin America: Guatemala, Honduras, Ecuador, Peru and Bolivia\ (Teresa Valiente Catter); \The Educational Reality of the Indigenous Peoples of the Mesoamerican Region\ (Vilma Duque); \Multiculturalism and Adult Education: The Case of Chile\ (Francisco Vergara E.); \Anangu Teacher Education: An Integrated Adult Education Programme\ (Mary Ann Bin-Sallik, Nan Smibert); \Inuit Experiences in Education and Training Projects\ (Kevin Knight); \Adult Education among Indigenous Peoples in Ecuador\ (Pedro Humberto Ushina S.);… [PDF]
(1980). Living Skills as a Core Curriculum Component. Schools should help students develop daily living skills in addition to basic cognitive skills such as reading, writing, and figuring. Living skills are interpreted to include those skills which help students cope with rapid social change. Skills need to be taught on health and nutrition, safety and first aid, interpersonal relationships, family living, group dynamics, social problems, finance, and human rights. The following four-domain taxonomy demonstrates one way of classifying daily living skills. The domains are: (1) intrapersonal, including being, expressing, relaxing, and making decisions; (2) interpersonal and intercultural, including empathizing, communicating, coping with problems, and mixing with people in other age groups; (3) environmental, including consuming within limits, recycling, and realizing the interdependence of people and nature; and (4) institutional, including knowing and defending one's rights, abiding by the law, and participating politically to create…
(2012). Teaching Again: A Professor's Tale of Returning to a Ninth Grade Classroom. IAP – Information Age Publishing, Inc. Teaching Again exposes the very human core of the teaching experience. This book is not just about teaching English/language arts; it is about the heart and soul of the vocation that is teaching. It is also not just about Tom Poetter, the English teacher; it is about every individual who has ever tried to educate, whether that act has taken place in a classroom, a church or synagogue, a museum, or at the kitchen table. Teaching Again brings to life the dance of questions that vie for attention in the mind of a teacher: How do I convince students that they want to learn to what I'm trying to teach? How do I make them understand that this is really actually important to them? And, perhaps most important, how do I get them to like me, and my discipline, in the process? These are the questions that all good teachers ask themselves at the beginning, middle, and end of every single day of their professional lives. Every moment of teaching is a human transaction, and Tom brings us right… [Direct]
(1993). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (76th, Kansas City, Missouri, August 11-14, 1993). Part VI: Media and Law. The Media and Law section of this collection of conference presentations contains the following 12 papers: "An Analysis of the Role of Insurance, Prepublication Review and Correction Policies in Threatened and Actual Libel Suits" (Elizabeth K. Hansen and Roy L. Moore); "Private Defamation Plaintiffs and Falsity since 'Philadelphia Newspapers, Inc. v. Hepps'" (Brian J. Steffen); "'Craft v. Metromedia, Inc.' and Its Social-Legal Progeny" (Jeremy Harris Lipschultz); "Words That Might Get You SLAPPed: Economic Interests vs. the First Amendment's Speech and Petition Clauses" (Paul H. Gates, Jr.); "Journalists' Right to Copy Audio and Video Tapes Presented as Evidence during Trials" (Sherrie L. Wilson); "A Rupture in Copyright" (Frederick Wasser); "Expansion of Communications Freedom by the European Court of Human Rights" (Robert L. Spellman); "The 'Opinion Defense' Is Not Dead: A Survey of Libel Cases Decided… [PDF]
(2001). Opening Up Space for Children's Thinking and Dialogue. The British National Curriculum suggests that a range of thinking skills need to be taught. But can children be taught to think? This paper takes the view that all thinking is embedded in a particular context. It gives an account of its author/educators' work with children, draws attention to distinctive features of their approach to teaching, and reports on its impact on children's learning. According to the paper, their approach seeks to foster an environment of greater respect for children's authority as creators of knowledge. It is stated that this is done by emphasizing three major dimensions of teaching for critical and creative thinking: children's moral and human rights to explore and express ideas and beliefs, and adults' obligation to fulfill these rights; creation of an intellectual and emotional space for children's questions and contributions in the classroom; and the need for teachers to become highly skilled in listening to and observing children's dialogue, and in… [PDF]
(1991). The Role of the United States in a Changing World. A Curriculum Unit on Foreign Policy Choices. This 3- to 5-day currriculum unit for secondary students centers around four possible directions for U.S. foreign policy during the 1990s. Designed as a culminating exercise at the end of the year or as an introductory activity to open the semester, this unit, and the possible futures it presents, should be thought of as a vehicle for guiding students through the process involved in developing a reasoned opinion for U.S. foreign policy. By first exploring four clearly defined alternatives and the beliefs underlying them, it is hoped that students will be able to organize their own values and ideas. The four futures act to flesh out four fundamentally different ways of looking at the world, so that students can weigh the merits of each world view. In Future One, the United States has a \good vs. evil\ view of world affairs and believe it has the right and responsibility to act unilaterally to try to help spread democracy and respect for human rights. In Future Two, the United States…
(1997). Governance and Civic Education. This book contains 13 papers on the socioeconomic development, legal, gender, philosophical, and human rights dimensions of state governance within the context of social, economic, and political processes in Sierra Leone and Kenya. The Political Literacy and Civic Education (PLACE) Project, which was sponsored by the British Overseas Development Administration through the International Community Education Association, is credited with being the book's catalyst. The following papers are included: "Foreword" (S.K. Tororei); "Antecedents of the PLACE Project"; "Conceptualising Civic Education" (S.K. Tororei); "Reflections on Community Education" (Berewa R. Jommo); "Rationale for Political Literacy and Civic Education" (Ekundayo Thompson); "Purpose, Nature, and Scope of Civic Education" (Samuel K. Tororei); "The Development Context of Civic Education" (Ekundayo J.D. Thompson, Margaret Manley); "Civil Society and… [PDF]
(1991). Critical Issues in Native North America, Volume II. IWGIA Document No. 68. This collection of articles forms the second of two volumes designed to impart to readers some sense of the crucial importance of what is and will be happening to the indigenous peoples of North America. "The Present and Future Status of American Indian Nations," by Robert T. Coulter argues from the perspectives of ideology, power, law, and human rights that the political existence of Native American nations and their governments, in relation to the United States and other governments, is legally and practically tenuous. "Who Will Govern Indian Country?" by Rudolph C. Ryser examines theoretical and practical jurisdictional problems related to the existence of independent sovereign states within another sovereignty and suggests that intergovernmental agreements recognizing tribal governments as the sole governing authority on reservations would eliminate current jurisdictional chaos. "The Political Economy of Radioactive Colonialism," by Ward Churchill…
(1976). Justice For Black Americans: Two Hundred Years After Independence. The Afro-American Before the Burger Court, 1969-1976. Negro Educational Review, 27, 3-4, 271-317, Jul-Oct 76. Notes that the Afro-Americans' struggle for equality during the second century has been waged on many fronts: education, jobs, housing, public accommodations, voting rights, and human dignity, among others. (Author)…
(1996). Handbook on Teaching Social Issues. NCSS Bulletin 93. This handbook explores the issues-centered curriculum for social studies teaching and how student performance reflects an intellectual capacity to address public issues. The book is divided into 11 parts with essays to address specific aspects of the approach. The foreword, written by Shirley Engle, establishes a context for issues-based curriculum. Essays include: \Defining Issues-Centered Education\ (Ronald W. Evans; Fred M. Newmann; David Warren Saxe); \Building a Rationale for Issues-Centered Education\ (Anna S. Ochoa-Becker); \The Engle-Ochoa Decision Making Model for Citizenship Education\ (Rodney F. Allen); \Using Issues in the Teaching of American History\ (David Warren Saxe); \World History and Issues-Centered Instruction\ (Richard E. Gross); \Issues-Centered Approaches to Teaching Geography Courses\ (A. David Hill; Salvatore J. Natoli); \Issues-Centered Global Education\ (Merry M. Merryfield; Connie S. White); \An Approach to Issues-Oriented Economic Education\ (Beverly J…. [PDF]
(1988). Beyond the Four Theories of the Press. An examination of the interrelated philosophical, political, economic, and cultural dimensions of the four normative media theories (authoritarian, Soviet-communist, liberal, and social responsibility) in a societal context based on power relationships leads to four conclusions of a general nature. First, the media in one nation can have different ownership and control structures, as well as several philosophies regarding the function of the media. Second, individual media structures can be included in the above distinction. Third, this approach provides a more appropriate methodology to analyze normative views on communication at the local, regional, national, and international levels. Fourth, as power relationships are looked at in a multidirected and dialectic fashion, this approach does not limit itself to a top-down perspective only. This implies that participatory or user-oriented modes of communication can also be explained and analyzed from this perspective. The importance… [PDF]
(1995). Discussion of International Research Needs in the Field of Adult Education. The international area has grown as a field of graduate research in the past 20 years. Graduate students in adult education need to become more involved in international research both to stay viable as scholars and to be able to effect positive change in the lives of people in developing countries. The four main priorities in research in adult education are as follows: women's education; peace and human rights; environmental education; and literacy. These priorities often overlap and many collaborative research possibilities exist. In searching for grants for adult education research, however, graduate students should be aware that the term \adult education\ is rarely used. For example, the World Bank does not use \adult education,\ but it promotes adult education in many ways–literacy, teacher education, training of all kinds, nonformal education, vocational education, and human resource development. Agencies that fund research are increasingly interested in collaboration among… [PDF]