This chapter is concerned with addressing the missing focus of gender and sexuality in early childhood. In the Global South, relatively little research has sought to examine how ‘little’ boys and girls give meaning to sexualities in ways that are both pleasurable and harmful. Instead, childhood sexualities and gender remain stubbornly aligned to conservative agendas that support sexual innocence and are in conflict with feminist goals. Underlying this scholarship is the paradox of adult anxieties around childhood sexualities and boys’ and girls’ own conceptualisations that speak back to and challenge sexual innocence. Reckoning with the reality that today the global educational response to issues around gender, sexualities and inequalities has failed to provide a space for the voices of younger children especially in Global South contexts, the chapter turns attention to the African context and the entanglement of children and childhood with calamity and crisis which the author argues has prevented a more adequate understanding of gender and childhood sexuality.
This chapter connects the chapters to global research and pedagogical practice. Namely, we suggest ways that chapters and their corresponding Global Education Colloquium links can be integrated into courses preparing the next generation of teachers and scholar-practitioners. The Global Education Colloquium has been used to develop effective undergraduate and graduate learning activities for years. This chapter highlights themes from the chapters and suggests ways to group the research for courses. We highlight how chapters are situated within type of education (formal, informal, and nonformal), regions of the world (Asia, Africa, Middle East, global connections), and themes (gender and sexuality, neoliberalism and globalization, early childhood education, peace education, and inclusive education). We conclude by providing suggestions for incorporating chapters into teacher education courses as part of classroom discussion, via learning by teaching pedagogy, and policy analysis.
Within Goal 16 of the Sustainable Development Goals (SDGs), the United Nations is seeking to ensure that local government and governance is representative and equitable. While multiple gender development measures have faced scrutiny over the past few decades and have often come up lacking, being elected to national office is often perceived as evidence of women’s agency and empowerment. However, women’s experiences running for office remain understudied. This chapter seeks to describe how women elected to local office in one community in India exercise agency in their professional roles. Through an exploration of literature on gender, politics, and elections; policies that support parity and representation in Indian elections; and analysis of women’s storied experiences as elected leaders, this chapter contributes new insights on gender equity, local governance, and how they relate to agency in the context of girls’ and women’s education.
Analyzing the translation and implementation of education decentralization policies enacted in Japan and Indonesia, this chapter examines the economic, political, and cultural conditions that shape the behavior of classroom teachers. Drawing from more than 20 years conducting research in these two locations, the author documents the behavior of Japanese and Indonesian educators and connects their actions to the personal and professional contexts in which they operate. By identifying the factors that support or create challenges for teachers as they respond to reform directives, the author seeks to draw some broader conclusions about the ways that teachers in these settings approach their work, develop professional priorities, and make decisions about how they can best serve their students.
This chapter draws on case studies of two Israeli encounter organizations, Sadaka Reut and Peace Child Israel, to explore the link between participation in the organization’s activities and the way former participants understand their long-term impact on their lives. I note three areas where encounter participation has significantly influenced participants: in their views about social change in Israel, their continued participation in social change activities, and their ethno-national narratives. I then address the way that divergent structures and programmatic emphases in the two organizations lead to differences in these areas of impact among participants, as well as how change is shaped by external factors such as ethno-national identity, before discussing the implications of this research for education policy and practice.
International education “interventions” in the “field” with their (often-white) “experts” are powerful perpetuators of neocolonial discourses in contexts such as the Democratic Republic of Congo (DRC). I use Ernesto Laclau and Chantal Mouffe’s discourse theory to study international narratives on the utility of education, and on order and discipline in schools, to better understand how outside organizations transmit neocolonial discourses, which are adopted, ignored, or resisted locally. Nodal points of (i) school utility, (ii) control, and (iii) punishment are reviewed, all of which are object to hegemonic interventions to attribute specific significance. The first is related to that of schools as child-friendly and useful, both in practical and in abstract terms. Attempts to fixate a meaning around the second and third nodal points have led to various clashing discourses: (i) an officially sanctioned discourse of child-friendly schools in which corporal disciplining does not take place, (ii) a discourse of order through necessary corporal disciplining, and (iii) a narrative of schools as perpetuators of physical violence. I discuss how informants interrogate and expose the preservation of coloniality in their local and specific educational arrangements, suggesting that a reframing of education is necessary, bringing in local traditions and life skills, entrepreneurship, and local work, to establish a discourse that is not perpetuating a neocolonial vision of education.
This chapter presents the findings from an exploratory mixed-methods study that examined the significance of social location(s) and intersectionality in shaping the opportunities and experiences of an international sample of individuals with experience working as contract-based education consultants. Education consulting is a growing field, attracting entrepreneurial professionals from practitioner and academic communities around the world; however, very little research exists on this diverse and diffused group of workers. The research sought to answer two questions: (a) What is the influence of social identity and social position(s) on education consulting opportunities and experiences? (b) What benefits and challenges do educational development consultants experience in their work? Insights from feminist intersectionality theory guide the analysis and discussion. The central argument made, based on the findings from the online survey and interviews with consultants, is that social location – particularly as related to socioeconomic status, gender, and geographic location – and while temporally and spatially contingent are perceived to be the most significant and intersecting factors shaping who secures contracts as well as the nature and value of such experiences for individuals’ personal and professional development and professional impact overall.
The education system in postsocialist Hungary is deeply segregated, particularly for the Hungarian Roma (Gyspy) ethnic minority. Roma students are often considered to be a problem because of their minority status, poverty level, or because they have a diagnosed disability. These three markers of disadvantage are often conflated such that disability is strongly associated with poor economic status and minority ethnicity, and to be Roma is to be both poor and disabled. This chapter focuses particularly on the conflation of Roma ethnic identity and disability, particularly mental and intellectual disability. Education researchers have noted that in the past three decades, the rates of diagnosed mental disability in Hungary have been disproportionately high, and the disparity is seen most predominately in regions with high proportions of Roma. Children commonly received a diagnosis of some form of mental or intellectual disability which purportedly necessitates enrollment in schools for the mentally disabled or catch-up classes. Such a practice serves to maintain segregated education while obscuring the ethnicized reasons behind such segregation. Drawing upon ethnographic research in several educational institutions and educational nongovernmental organizations in Hungary, this chapter explores how disability is a label used to manage the Roma. Labeling children as mentally disabled effectively cuts off educational and employment opportunities later in life and implicates parents for not teaching or properly socializing their children.
In this chapter, I argue that educational researchers must pay more attention to religion. Religion remains a potent force in the everyday experiences of many people around the world, influencing everyday decisions and choices – including those related to education. Further, the past few decades have shown a resurgence of religion and hence religiosity, which has implications for schooling and citizenship-making in both secular and nonsecular countries, and especially in pluralistic societies. I argue for a broader and more flexible rendering of religiosity to examine the seeming increase in religiosity in all aspects of life – from the mundane to the political, and especially in schooling, where religion and religiosity gain a particular kind of significance. How schools are preparing students for life in (multi)religious societies is an issue educational researchers and practitioners cannot afford to ignore. Understanding what religion means to various communities is essential to providing the kind of education capable of fostering a pluralistic and just society.
This chapter critically reviews opportunities and challenges in designing and conducting actionable research on improving preprimary school quality and children’s learning and development, with a case study in Ghana. We describe the development of a research–practice partnership among university-based researchers, a local research organization, and Ghana’s Ministry of Education. The partnership developed and evaluated an in-service teacher training and a parental awareness program. Both programs pursued the same goals of increasing child-centered and play-based learning and improving children’s school readiness. We discuss the successes and challenges of scaling-up a successful teacher in-service training program. In addition, we describe unexpected findings of the parental awareness program that pose several new research questions. Implications for future research on measuring and improving preprimary educational quality through similar research–practice partnerships are discussed.
The breakthroughs in artificial intelligence(AI)technology represented by ChatGPT will bring about significant changes to both education and social development.Education systems around the world are facing the challenge that the"assembly line"model of talent cultivation,which made significant contributions during the industrial age,is now being replaced by"mass customized teaching".Currently,mainstream,easily teachable,and testable learning content is the most susceptible to being replaced by AI.In light of these developments,it becomes imperative to conduct a global analysis to examine the similarities and differences in education systems among countries,and to explore the goals and paths of educational digital transformation.
In the World-centred Education published in 2022,Biesta regards Dewey as a paradigmatic case for cultivation paradigms.He further argues that cultivation paradigms only consider individuals adapting to the environment,overlooking the possibility of individuals refusing to adapt to the environment.Biesta's commentary constitutes a harsh criticism of Dewey's educational theory.However,upon comparing Biesta and Dewey's educational theories,especially after reviewing Dewey's concept of environment,it becomes clear that Biesta and Dewey share common targets of opposition in education,and Biesta's criticism of Dewey is not fair.
Top-notch innovative talents cultivation has become a national strategy in the new era, but there is still a lack of systematic research and design on the access, ability requirements and training paths of teachers. Some countries have accumulated rich experience in cultivating teachers for top-notch innovative talents, or say gifted education teachers, such as the establishment of a qualification system for gifted education teachers, the formation of relatively complete professional requirements for gifted education teachers, and the training of gifted education teachers through a system of varied levels of teacher education courses. Drawing on international experience, this paper argues that we need more situated empirical researches, and thus formulate relevant teacher education policies and measures as soon as possible, for the sake of systematic cultivation of top-notch innovative talents.
传统课堂基于班级授课制,存在低效操练,缺乏个性,师生负担重等问题.本研究构建了以核心素养为导向、基于知识图谱的高中生物学智适应学习系统,通过教学资源的智能化重组赋能教育教学,探索人机协同教学新模式,减负增效,实现大规模的因材施教.本研究将生物学新课标中所有知识点和核心素养要求解构形成知识图谱,支持计算机的推理和计算,匹配开发了 15305个微课、动画、试题等资源积件并科学标注,基于知识路径矩阵模型、学习者画像和教学策略模型,构建了生物学智适应学习系统.基于人机协同教育理念,探索了传统课堂融合智能技术的嵌入式、诊断补偿式等教学模式.研究成果先后在150多所高中、4万余名学生中进行了 6年实践.实证表明,该系统可赋能教学,实现学习过程可视化、学情诊断精准化、学习资源推送个性化等,减少学生无效操练,提升学习效率,为教师备课和个别辅导提供智能支持;同等学习强度下,学生学业水平考试成绩显著提升;研究形成的生物学领域知识图谱构建技术和推荐算法在物理、数学等学科得到广泛推广.
基于本课题组建构的模型自编测评问卷,本文通过分析2413份有效数据发现,超半数中小学教师对发展跨学科教学能力抱积极态度,但对该理念了解程度不高;教师跨学科教学胜任力整体水平一般;表现最差的一、二、三级指标分别为"跨学科教学设计能力""整合跨学科学习内容的能力""分析学科知识间的联系";跨学科教学胜任力在不同性别、教龄、任教学科数目、有无跨专业求学经历的教师间存在显著差异,在不同任教学段教师间不存在显著差异.鉴于此,建议强化教师职前跨学科思维训练和多门学科知识储备;通过实例分析加强教师对跨学科教学理念的理解;开发跨学科教学实践培训课程,推动"教研训一体化".
大观念的兴起既是信息社会发展的客观要求,又是知识观变革的自然产物,还是当前中国教学改革的必然选择.大观念是对事实与概念、概念与概念之间的本质关系形成的整体认识,是意涵丰富的观念.它既是课程核心知识,又是强有力的认知工具,还是学生学习后形成的概念性理解.在知识论视域中,大观念具有抽象概括性;在学习论视域中,大观念具有持续建构性;在发展论视域中,大观念具有广泛迁移性.作为兼具知识论、学习论、发展论三重价值的意义结构,大观念是课程知识重构视角下最有教育价值的知识,能促进学习从知识获得转向个体持续的意义建构,能促进课程知识向核心素养转化.大观念的教学价值因其作为整体教学系统的核心而实现.它使教学要素有机联系构成整体教学系统,以整体教学促成整体育人.
本研究拟利用混合研究方法揭示教师跨学科教学能力的构成要素及其相互关系.首先采用质性方法,对27位跨学科教学经验丰富的教师进行深度访谈,并对访谈记录进行编码分析.结果显示,当前素养培养背景下教师跨学科教学能力呈现为跨学科教学价值认同、知识理解、设计能力、实施能力以及发展意识相互支撑的结构.以此为基础编制教师跨学科教学能力量表,综合采用探索性因子分析与验证性因子分析,对访谈所得结构模型进行效度检验与调整,最终获得5维度17要素的教师跨学科教学能力结构模型.实证研究结果表明,本研究提出的结构模型能够代表教师跨学科教学能力的要素构成及其相互关系.该模型的揭示对于发展教师跨学科教学能力测评、促进教师跨学科教学能力系统化培训等均具有参考意义.
围绕大概念开展单元教学是当前小学科学课程教学的新范式,如何将学科概念有效统整,培养解决真实世界中复杂问题的能力,成为当前值得关注的问题.研究设计包含目标设计、评价设计和过程设计三阶段的大概念单元教学模式,结合小学科学课程的特色,整合"精细加工"重构EDEIPT设计思维模型,构建融入设计思维的小学科学大概念教学模式.以小学三年级科学课程《物体的运动》单元教学为例,将模型进行应用实践,研究结果发现,实验组比对照组在学业成绩表现上有显著提升,且对"技术与工程"部分的知识学习充满期待.研究证实该模式能有效促进学生的概念理解,促进知识的有效迁移.
人才培养质量是衡量国家教育成效的重要标准.着眼于创新人才培养,以色列在坚持教育立国根本方向的同时,有效应对了其教育系统内部的复杂因素.为消解创新创业和教义传承两种取向之间的实践张力,以色列形成了多元共进的课程战略.该战略以STEM教育体系为立足点,以核心课程为共同基础,以非正式教育形式为重要补充.综观其推进措施,发现以色列的课程变革以创新创业人才培养为指向,注重传统与现代的调和、共性与个性的结合、分科与综合的并重、校内与校外的平衡.
基于全球性的课程公共政策化的趋势,本研究构建了对西方中小学课程国家治理的主体、对象、结构和工具进行历史分析的框架.从1958年至今,西方中小学课程国家治理经历了分别以课程内容、目标、评价为主要治理对象的三个阶段,呈现出治理主体精英化、治理对象系统化、治理结构民主化和分权化以及治理工具市场化的趋势.从结果来看,尽管国家课程被更广泛地采用,但与实践存在脱节,育人质量并未显著提升.这表明上述治理各要素的特征虽然保证了西方中小学国家课程的创新活力,凝聚了课程改革共识,避免了行政"一刀切"的现象,但也导致了国家课程公共性缺失、教育质量分化加剧和课程政策与实施的脱节.这启示我国应在课程治理中谨慎处理执行力与创新活力、质量与公平、稳定与变革三对矛盾.
