scholarly journals Transforming Sustainability Education at the Creative Edge of the Mainstream

2018 ◽  
Vol 16 (4) ◽  
pp. 323-343 ◽  
Author(s):  
Stephen Sterling ◽  
Jonathan Dawson ◽  
Paul Warwick
Keyword(s):  
Transformative Learning ◽  
Educational Policy ◽  
Educational System ◽  
Educational Philosophy ◽  
Educational Innovation ◽  
Sustainability Education ◽  
Policy And Practice ◽  
Gregory Bateson ◽  
Living World ◽  
Curriculum And Pedagogy

Mainstream westernised educational policy and practice continue to be firmly rooted in ontological and epistemological traditions that reflect what Gregory Bateson referred to as the illusion of our separation from the living world. In response, there has been a flourishing of innovation at the levels of educational philosophy, curriculum, and pedagogy, drawing upon various indigenous and countercultural trends. For the most part, these are being fully expressed only outside of the formally accredited educational system. There are, however, a small number of pioneering centres of holistic educational innovation that are straddling this divide, operating within conventionally accredited systems. This article seeks to profile one such institution, Schumacher College in Devon, England. This article describes its principles; innovations in curriculum, pedagogy, and assessment; and its approach to supporting transformative learning. Possible strategies are outlined for such institutions on the creative edge of the mainstream to help transform sustainability education.

The Presentation of Indigenous Society in the Schools of French West Africa and Indochina, 1918 to 1938

1984 ◽  
Vol 26 (3) ◽  
pp. 523-542 ◽  
Author(s):  
Gail P. Kelly
Keyword(s):  
West Africa ◽  
Educational Policy ◽  
Educational System ◽  
Primary Schools ◽  
Policy And Practice ◽  
French West Africa ◽  
The Past ◽  
Curriculum Guides ◽  
French Colonial ◽  
Indigenous Society

The historiography of French colonial educational policy and practice has advanced considerably over the past decade. Not long ago W. Bryant Mum-ford's allegation, “Africans learn to be French,” was taken literally, and most scholars presumed that France, either out of cultural arrogance or blind reflex, brought metropolitan schooling in undiluted form to her colonies. We know better now. Recent studies of education in French West Africa and Indochina have suggested that colonial schools were not only adapted to the colonial context, but taught the students a great deal about their own societies. This article focuses on the knowledge that the two basic school levels, the elementary and primary, distributed about indigenous society in two French colonial federations—French West Africa and Indochina—in the period 1918–38 and speculates as to why the content and distribution of that knowledge took the forms they did. The discussion is based on analysis of texts in use in the primary schools, government curriculum guides, and student school notebooks. It begins with a brief survey of the structure of the educational system and curriculum of the schools as a whole, then proceeds to an analysis of the presentation of indigenous society in the schools.

scholarly journals Use of Incremental Model in Analyzing Bangladesh Education Policy 2010

2022 ◽  
Vol 05 (01) ◽  
Author(s):  
Nusrat Jahan Arefin ◽  
Keyword(s):  
Public Policy ◽  
Education Policy ◽  
Educational Policy ◽  
Educational System ◽  
Policy Decisions ◽  
Policy And Practice ◽  
National Education ◽  
Incremental Model ◽  
Essential Components ◽  
The Government

Education is one of the essential components in developing a scholarly society capable of facing the demands and challenges of the twenty-first century. Education policy refers to the principles of government policymaking in the educational sector and the set of laws and norms that govern the operation of the educational system. It focuses on the effects of educational policy decisions and alternatives in the real world. It investigates the link between educational policy and practice. Even though our educational system has shortcomings, we are improving daily. Bangladesh is fully committed to the EFA goals, the Millennium Development Goals, and universal declarations. Every child between the ages of six and eighteen is entitled to free education under Article seventeen of the Bangladesh Constitution. As a result, the "National Education Policy 2010" was created using the incremental model of one of the most used public policy frameworks. The government makes incremental public policy decisions based on earlier actions. All of the model's functions are divided into distinct groups. Our educational system underwent significant changes over a long period. The incremental model's important aspects are time progression and social demand.

scholarly journals What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters

2021 ◽  
Vol 13 (9) ◽  
pp. 5100
Author(s):  
Niranjan Casinader
Keyword(s):  
Educational Policy ◽  
Culturally Diverse ◽  
Sustainability Education ◽  
First Century ◽  
Diverse Population ◽  
Policy And Practice ◽  
Student Body ◽  
Cultural Perspectives ◽  
Definition Of ◽  
Research And Policy

As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become increasingly more complex and prominent. Using a conceptual and philosophical analysis of the research and policy literature, this paper contends that current ESE tends to be trapped within a restrictive monocultural definition of sustainability that does not reflect the different cultural perspectives towards sustainability that exist across global populations as a whole. It further argues that if ESE is to become truly transformative for students, ESE teachers need to develop a transcultural capacity as part of their professional expertise, one that is more aligned with the reality of a more culturally diverse population and student body. Only then can transformative and effective ESE pedagogies be developed that relate more closely to the socio-political context in which students of today will live.

scholarly journals Palestinian Education in Israel: The Legacy of the Military Government

2006 ◽  
Vol 5 (1) ◽  
pp. 21-56 ◽  
Author(s):  
Ismael Abu-Saad
Keyword(s):  
Public Education ◽  
Educational Policy ◽  
Educational System ◽  
Israeli Society ◽  
Military Government ◽  
Policy And Practice ◽  
Arab Students ◽  
Palestinian Arab ◽  
Administrative Structures ◽  
The Military

This essay analyses the ways in which the military government (1948–1966) and its policies positioned the Palestinian Arab community in Israeli society, with a particular focus on public education. The educational system for the Palestinian Arab community developed within the context of military government, and while the formal administrative structures have changed, the legacy of using education as a tool for political purposes has endured and continues to defi ne the educational experience of indigenous Palestinian Arab students in Israel today. Despite the formal abolition of the military government in the mid-sixties, its ongoing legacy continues to shape educational policy and practice, as well as the broader status of the Palestinian Arab citizens of Israel.

Macedonia Faculties’ Students - “Chrisi Avgi” (Right Party) Followers’ Critique on the Greek Educational Policy

2014 ◽  
Vol 2013 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kalerante Evagelia
Keyword(s):  
National Identity ◽  
Cultural Identity ◽  
Educational Policy ◽  
Educational System ◽  
Political Party ◽  
Moral Values ◽  
Political Issues ◽  
The Past ◽  
Research Findings ◽  
History Books

AbstractThe present paper is involved with the Pedagogical faculties’ students’ critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students’ strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students’ strong belief that globalization and the immigrants’ presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

scholarly journals “We Want to Be Educated!” A Thematic Analysis of Gifted Students’ Views on Education in Norway

2021 ◽  
Vol 41 (3) ◽  
pp. 219-238
Author(s):  
Astrid Lenvik ◽  
Elisabeth Hesjedal ◽  
Lise Øen Jones
Keyword(s):  
Educational Policy ◽  
Thematic Analysis ◽  
Educational System ◽  
Educational Experiences ◽  
Gifted Students ◽  
Education For All ◽  
Thematic Approach ◽  
The Individual ◽  
Inductive Thematic Analysis

Norwegian educational policy focuses on inclusive, equivalent, and adapted education for all. We followed procedures for an inductive thematic approach to explore the educational experiences of seventeen gifted students (age twelve – fifteen). The inductive thematic analysis revealed three key themes: the educational system, the joy of learning, and problematic issues concerning school and learning. Our results are discussed in light of educational policy and Gagné’s Differentiated Model of Giftedness and Talent, and indicate that the Norwegian educational system does not meet these gifted students’ needs at either the individual or systemic levels. This study is vital for gaining a better understanding of the Norwegian perspective as well as the wider Nordic setting.

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

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