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Relevant bibliographies by topics / Critical theory of education

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Academic literature on the topic 'Critical theory of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Critical theory of education"

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Wilson, John, and Rex Gibson. "Critical Theory and Education." British Journal of Educational Studies 35, no. 2 (June 1987): 172. http://dx.doi.org/10.2307/3121445.

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Tubbs, Nigel. "Becoming critical of critical theory of education." Educational Philosophy and Theory 28, no. 2 (January 1996): 42–54. http://dx.doi.org/10.1111/j.1469-5812.1996.tb00246.x.

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Apple, Michael W. "Critical Education, Critical Theory, and the Critical Scholar/Activist." Educational Policy 33, no. 7 (November 4, 2018): 1171–79. http://dx.doi.org/10.1177/0895904818810529.

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In education, the areas of critical policy studies, critical cultural studies, and critical curriculum studies all owe a good deal to a number of people. Among them are Paulo Freire, Raymond Williams, Pierre Bourdieu, Basil Bernstein, and Antonio Gramsci. Yet no such listing would be complete without the inclusion of Stuart Hall. The two books I discuss in this essay provide us with important parts of the reasons many people continue to find in his work—and his life—the kinds of analyses and commitments that point their own work in more substantive, nuanced, and satisfying directions. In many ways, his writings and his life provide a model for what I have called the critical scholar/activist in education.

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주연수. "Critical Theory and Christian Education." Journal of Christian Education in Korea ll, no. 49 (March 2017): 73–98. http://dx.doi.org/10.17968/jcek.2017..49.003.

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Ledesma, María C., and Dolores Calderón. "Critical Race Theory in Education." Qualitative Inquiry 21, no. 3 (February 25, 2015): 206–22. http://dx.doi.org/10.1177/1077800414557825.

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Keeling, Kara. "Critical Theory and Popular Education." Cultural Studies 28, no. 4 (April 16, 2014): 676–89. http://dx.doi.org/10.1080/09502386.2014.902264.

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Satel, Sally L. "Critical medical theory." Academic Questions 13, no. 2 (June 2000): 18–27. http://dx.doi.org/10.1007/s12129-000-1064-2.

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Paradis, Elise, Laura Nimmon, Dawit Wondimagegn, and Cynthia R. Whitehead. "Critical Theory." Academic Medicine 95, no. 6 (June 2020): 842–45. http://dx.doi.org/10.1097/acm.0000000000003108.

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Claris, Lionel, and Donna Riley. "Situation critical: critical theory and critical thinking in engineering education." Engineering Studies 4, no. 2 (August 2012): 101–20. http://dx.doi.org/10.1080/19378629.2011.649920.

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Lewis, Tyson. "Utopia and Education in Critical Theory." Policy Futures in Education 4, no. 1 (March 2006): 6–17. http://dx.doi.org/10.2304/pfie.2006.4.1.6.

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Dissertations / Theses on the topic "Critical theory of education"

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Elliott, Carole. "Critical theory and management education." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423984.

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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.

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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.

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Hollingsworth, Teri Ann. "Associating democratic methods in correctional education and postmodern critical theory." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1615.

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Finneran, Michael J. "Critical myths in drama as education." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1987/.

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Drama as education is a relatively young concern, which has been primarily occupied with developing a strong tradition of practice. As a result it has suffered from a dearth of theoretical and critical engagement. This situation has led to the existence of a range of unquestioned beliefs and practices that underpin much of the governance, traditions, knowledge and operation of drama in educational settings. The thesis examines the existence and location of the community of drama as education, reviews the discourse of the community, and seeks to understand previous attempts at demythologising. This thesis proposes a critical understanding of the idea of myth in order that it can be used in a positive and beneficial manner. Utilising a post-modern critical research methodology, it constructs a bricolage of theoretical perspectives that collectively are used to locate, identify and interrogate areas of myth. A new typography of myth reveals four dominant areas of operation, and examines the manner in which myths impact upon the educational and cultural institutions in which they occur. The forces that conceive of, operate and perpetuate myth are understood to be language, power and ideology. These elements operate in conjunction with each other, with human agency at the helm. The thesis is in nine chapters. Chapter 1 sets the scene and introduces the range of the research. It is followed by Chapter 2 which seeks to put in place a range of theoretical perspectives upon which the methodology is constructed. Chapter 3 provides further theoretical insight into the location of the research, and Chapter 4 constructs a critical mythic bricolage, defines its usage, and proposes a contemporary typology of myth. Chapter 5 identifies the ‘Point of Entry Text’ – the primary school drama curriculum in the Republic of Ireland, and deals with the category of governing myths. Chapter 6 is concerned with traditional myths, Chapter 7 examines epistemological myths, and Chapter 8 teases out operational myths. Finally, Chapter 9 looks to the future of myth after demythologising, and seeks to begin engaging with the inevitable process of remythologising.

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gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.

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Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

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Gibson, Jeremy James. "Negotiating theory : problems of value in literary study, critical theory and educational politics." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260919.

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This dissertation is an attempt to map contradictions faced by the student in his/her experience of literary study. These contradictions coalesce around an apparent struggle between proponents of difference in critical theory and forces of regulation in educational politics. In mapping the tensions arising from the ideological struggle between differing cultural values, which are both represented in and conditioning forces around literatures and forms of study and assessment, this dissertation locates the interests and values most effective In defining the identity of literary studies at the present time. Through this, the possibility for different understandings of the practice and experience of literary studies is argued. The Introduction asks the preliminary question, "what is the function of theory in literary study? " and surveys a range of responses to establish the debate in which this project participates. In Part One, Chapter One, theories of deconstruction are explored as both powerfully influential in the field of literary study, and suggesting the possibility for an open-ended process of reading as distinct from more determinately organised forms of study. Chapter Two and Chapter Three theorise an Idea of the individual as a located subject through theories of postmodernity and subjectivity, in order to develop this understanding of reading in relation to other important theories and as an effective practice. Part Two addresses the cultural context within which these theoretical concerns are located, and resultant ideological tensions. Chapter Four deals with the specific location and practice of literary studies In the educational establishment, and moves towards a consideration of the larger questions of the political regulation of education in Chapter Five. Part Thre4 Chapter Sb4 places in tension the issues dealt with in Parts One and Two. The conclusions explore this situation in terms of the possibility for forms of literary study which activate the radical potential of critical theory in an increasingly rationalised environment, to provoke readings of critical value for students.

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Phaup, Kristen Michelle. "Striving toward a critical theory of technology pedagogy in literacy education /." Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/phaupk/kristenphaup.html.

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Olivieri, Scott D. "Diversity on Jesuit Higher Education Websites." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107711.

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Thesis advisor: Ana M. Martínez Alemán
The term “diversity” was popularized in Justice Powell’s opinion in Regents of the University of California v. Bakke, which identified the benefits of a diverse student body as a compelling state interest. Forty years after Bakke, deep inequities remain in higher education and racist events occur with regularity on college campuses (“Campus Racial Incidents : The Journal of Blacks in Higher Education,” n.d.). Institutions continue to struggle to address student concerns and a significant gap remains between students and administrators on the topic of diversity and inclusion. Because the public website is the face of the university to the world and the most powerful platform for conveying institutional values, goals, and priorities, representations of diversity on university webpages are potent statements about how institutions address these topics (Snider & Martin, 2012). Jesuit universities in particular have a 500-year tradition in education that is founded on a deep respect for cultural difference, making them an excellent choice for a study on diversity (O’Malley, 2014). This exploratory qualitative study utilizes Critical Discourse Analysis to examine how diversity is characterized on Jesuit higher education websites. The 28 Jesuit higher education institutions in the United States were analyzed during two time periods using a framework combining elements of Fairclough (2003) and McGregor (2014). The data were interpreted through the lens of Critical Race Theory (CRT), which posits that racism continues to be endemic and omnipresent in the United States. CRT scholarship on microaggressions, whiteness, and colorblindness is a foundational element of this analysis Based on this analysis, institutions were placed in an adapted model of diversity development based on Williams (2013). While respecting cultural difference and care for the marginalized is at the core of the Jesuit mission, translating this to an inclusive diversity web presence has presented challenges for institutions. In this study, just 3 of the 28 Jesuit higher education institutions attained the most advanced stage—Inclusive Excellence. Few Jesuit institutions placed diversity at the core of the mission or maintained cohesive and powerful diversity messaging across the website. This study found instances where imagery, prose, and information architecture issues reinforced hegemonic norms and objectified individuals. This analysis concludes with diversity website content recommendations for administrators, communications professionals, and faculty who seek to be inclusive rather than alienate, deconstruct hegemonic norms rather than reinforce them, and balance marketing goals with campus authenticity
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Romero, Augustine Francis. "Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194496.

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This critical race qualitative research study examines the perspectives of Chicanas\os regarding their educational experiences. Critical race theory in education has been critical in the effort to bring a deeper understanding of the racism that is experienced in American schools by Chicanas\os and other children of color. This study examines the intersectionality of American education; the Chicana\o social, political and historical experiences; and racism.This study is informed by theoretical frames from the disciplines of critical race theory, Latino critical race theory and their educational implications, new racism, Chicana/o authentic caring, and critical pedagogy. These theories expose inequality and injustice that adhere in American schools, and they help me understand that Chicana/o students, their parents and their communities are constructors of knowledge and facilitators of critical transformation.The study triangulates qualitative data through two critical components: interviews and an archival evaluation of the academic impact of the Social Justice Education Project and its Critically Compassionate Intellectualism (CCI) model of transformative education. The interview component consists of one open-ended focus group interview and one open-ended interview. In the archival segment, I evaluate informal open-ended student interviews, end of the year progress reports, post-program surveys, and achievement and graduation data.These data indicate that racism remains a key variable within the educational experiences of Chicanas\os students in SUSD schools. Additional findings indicate that the student cohorts that participate in the Social Justice Education Project and experience the CCI model of transformative education have a higher AIMS pass rate and higher graduation rates than those students cohorts that do not experience both the Social Justice Education Project and its CCI model.Given these findings, the study proposes that educational leaders demonstrate the political will that is needed to discover and implement multiple forms of critical transformative educational praxis. In addition, the need for more research that centers the voices of students and that focuses on racism and the Chicana\o contemporary experience.

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Books on the topic "Critical theory of education"

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Gibson, Rex. Critical theory and education. London: Hodder and Stoughton, 1986.

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Critical theory and education. London: Hodder and Stoughton, 1986.

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Murphy, Mark. Habermas, critical theory and education. New York, USA: Routledge, 2010.

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Cole, Mike. Critical Race Theory and Education. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620117.

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Cole, Mike. Critical Race Theory and Education. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95079-9.

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Dixson, Adrienne D., Celia K. Rousseau Anderson, and Jamel K. Donnor, eds. Critical Race Theory in Education. 2nd edition. | New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315709796.

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Michael, Collins. Critical crosscurrents in education. Malabar, Fla: Krieger Pub. Co., 1998.

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Davis, Julius, and Christopher C. Jett, eds. Critical Race Theory in Mathematics Education. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315121192.

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Education, epistemology and critical realism. London: Routledge, 2010.

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Critical theory and classroom talk. Clevedon [England]: Multilingual Matters, 1992.

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Book chapters on the topic "Critical theory of education"

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McNaughton, Nancy, and Maria Athina Martimianakis. "Critical Theory." In Clinical Education for the Health Professions, 1–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_35-1.

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Willis, Arlette Ingram. "Critical Race Theory." In Literacies and Language Education, 17–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_2.

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Willis, Arlette Ingram. "Critical Race Theory." In Literacies and Language Education, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_2-1.

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Wexler, Philip. "Critical Theory and Education." In Leaders in the Sociology of Education, 275–85. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-717-7_18.

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Blake, Nigel, and Jan Masschelein. "Critical Theory and Critical Pedagogy." In The Blackwell Guide to the Philosophy of Education, 38–56. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch3.

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Andreotti, Vanessa, and Lynn Mario T. M. de Souza. "Critical Education and Postcolonialism." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_182-1.

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Garlitz, Dustin. "Marcuse and Critical Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_231-1.

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Andreotti, Vanessa de Oliveira, and Lynn Mario T. M. de Souza. "Critical Education and Postcolonialism." In Encyclopedia of Educational Philosophy and Theory, 269–75. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_182.

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Garlitz, Dustin. "Marcuse and Critical Education." In Encyclopedia of Educational Philosophy and Theory, 1344–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_231.

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Segall, Avner, Brenda M. Trofanenko, and Adam J. Schmitt. "Critical Theory and History Education." In The Wiley International Handbook of History Teaching and Learning, 281–309. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch11.

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Conference papers on the topic "Critical theory of education"

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Zulkarnaini, Sarah. "Self-Reflection on Critical Theory Course." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.039.

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Rakowski, Roman. "Critical Theory, Normativity and Positivism." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.131.

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Xu, Zhen. "On Homo-sociality: Sedgwickrs Critical Theory." In 2018 International Conference on Education, Economics and Social Science (ICEESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceess-18.2018.17.

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Malisa, Mark, Randall Koetting, and Kristin Radermacher. "Critical theory, globalization and teacher education in a technocratic era." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417800.

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Hubbard Cheuoua, Aleata. "Confronting Inequities in Computer Science Education: A Case for Critical Theory." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432453.

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Susanto, Susanto. "Critical Review Of Darwin Evolution Theory And Debilitating Facts." In Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2021.2312406.

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Pampouri, Anastasia, Konstantina Kiriatzakou, and Azarias Mavropoulos. "LEARNER’S AND TEACHER’S PEDAGOGICAL RELATIONSHIP IN PAULO FREIRE’S THEORY OF CRITICAL PEDAGOGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2614.

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Fuller, James E. "Critical Analysis and Historical Context of Materials and Methods Theory in Architectural Engineering Technology." In Third National Congress on Civil Engineering Education. Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/40590(274)4.

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Jang, Hee-jung, and Sun-Yeun Hong. "The Effects of Blended Learning in Nursing Education on Critical Thinking and Learning Satisfaction of Nursing Students." In Interdisciplinary Research Theory and Technology 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.122.19.

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Ordóñez López, Pilar, and Rosa Agost. "Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5309.

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Due to the practice-oriented nature of Translation and Interpreting study programmes, students are generally assumed to have a reluctant attitude towards the study of theory. However, previous empirical research allows us to dispel this myth: students are aware of the contribution of translation theory to their education as future translators. Taking into account students' needs and expectations, in this paper emphasis is placed on curricular design. A critical examination of the syllabi of Translation Theory subjects, focusing on learning outcomes and teaching methodology, reveals some (mis)matches between teaching planning and the students' expectations. The results obtained show a relatively high degree of coincidence between these two aspects on the one hand, while also highlighting some inaccuracies in the teaching planning of these subjects on the other. These two aspects should be considered a starting point for a revision of the curricular design in order to present an accurate description of the subject by means of an adequate explanation of the intended learning outcomes and teaching methodology, and in order to provide students with significant and useful insights into the theoretical dimension of translation.

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Reports on the topic "Critical theory of education"

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Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.245.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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Subhani, MI. VIRTUAL INTERNATIONAL CONFERENCE ON IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? ILMA University, 2021. http://dx.doi.org/10.46745/ilma.oric.conference.2021.01.

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Office of Research, Innovations & Commercialization, ILMA University as always plays a significant role of stimuli to provoke the understanding of publishing protocols among the publishers and other stakeholders of scholarly communications. In continuation to this role, Office of Research, Innovations & Commercialization-ILMA University is hosting a virtual international conference on IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? With this note, to spread growing significance of Open Access Knowledge in Scholarly Communication, I am extending an Official Invitation to your good self to attend this conference. During this extraordinary new normal time in an unprecedented year, there is no pressure to attend this conference. The conference has been designed to be as flexible as possible in the hopes that many people can participate to listen Conference KEYNOTE SPEAKERS from Higher Education Commission, Govt. of Pakistan, Web of Science, Elsevier, COPE, Creative Commons, SAGE Open, University of Jyväskylä, Finland, University De Quebec Montreal, Commonwealth University and Suan Sunandha Rajabhat University, Bangkok.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Cassidy, Patrick J. German Officer Strategic Education: A Critical Omission. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada404425.

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Emilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388497.

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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.

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