Academic literature on the topic 'Historical-political learning'
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Journal articles on the topic "Historical-political learning"
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Schaap, Andrew. "Learning Political Theory by Role Playing." Politics 25, no. 1 (2005): 46–52. http://dx.doi.org/10.1111/j.1467-9256.2005.00228.x.
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Role playing is more likely to promote active learning amongst undergraduate students than a traditional university lecture. This teaching method has been employed effectively in disciplines such as history and in area-studies subjects such as Middle Eastern politics in which students assume the role of particular historical or political agents. However, it is not obvious how role playing might be used to teach political theory. In this article, I discuss a role-play exercise that I devised and consider how it helped to promote what Paul Ramsden calls a ‘deep-holistic’ approach to learning amongst undergraduate students in a second/third year subject in political theory.
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Jenco, Leigh. "Confucianism and its contexts: New research in Confucian political learning." European Journal of Political Theory 16, no. 4 (2017): 385–91. http://dx.doi.org/10.1177/1474885117705021.
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This introduction to the special issue explains why political theorists should be interested in Confucianism and what we have to gain by considering Confucian learning in its broader historical and political contexts.
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Saputro, Riki Andi. "The Utilization of Colonial Historical Sites in the City of Palembang as a Learning Resource Based on Outdoor Learning." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 2 (2021): 121–27. http://dx.doi.org/10.33258/biolae.v3i2.463.
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The activeness of all students’ senses can occur if students participate actively in learning activities. One of the learning activities that are able to actively involve students is by the way of outdoor learning. Research sub-focus: Cultural Heritage and Colonial Historical Sites. The formulation of the problem in this study: Historical value in the colonial period sites in the city of Palembang. The purpose of this research is to provide resource that can be used in learning History in High School. The benefit of this research is the availability of source and references for writing the history of the colonial period in Palembang. This research used history (historical) method, assisted by scientific approach from various fields (multi-approach) such as theological, political, anthropological and sociological sciences. The results of the research on colonial historical sites in the city of Palembang contain as a source of learning based on outdoor learning in high school.
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Mustafa, Al haj Salim. "Learning, Scholarship and Public Libraries in Pre and Colonial Sudan." European Scientific Journal, ESJ 13, no. 17 (2017): 54. http://dx.doi.org/10.19044/esj.2017.v13n17p54.
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Although the idea of providing public library services to the general public is basically a westernized concept, nevertheless the Sudan has a long tradition of learning and scholarship in which one could argue that an embryonic and rudimentary public library service of some sort had been established. The purpose of this paper is to provide an historical overview of this learning and scholarship development and to explore the forces social, historical and political that led to the emergence of public libraries in pre and colonial Sudan. The historical research method was used to describe such forces employing mainly books, journal articles and to a lesser extent theses and dissertation. This will be followed by a discussion and conclusion.
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Asonova, Ekaterina, and Olga Bukhina. "Contemporary Literary Tales: History and Politics in Children’s Reading." Children's Readings: Studies in Children's Literature 19, no. 1 (2021): 373–86. http://dx.doi.org/10.31860/2304-5817-2021-1-19-373-386.
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This article researches the role of contemporary children’s historical fiction as well as fiction with social and political topics that use the elements of fairytales or fantasy to form historical and political (or civil) views of children. The use of artistic devices typical for fairytales is discussed in the article in a frame of the possibility of making historical information attractive and understandable for a young reader, even in such difficult cases as wars, political repressions, or authoritarian governments. This way the authors of books discussed in the article are able to tell much more about the essence of historical events and/or to create the conditions for understanding of the political organization of the society than if they would stay strictly with the realistic genres. For learning purposes, historical fairytales and fairytales discussing politics allow to meet very complicated educational challenges that satisfy a particular interest in history and/or politics natural for small children and to create the motivation to master the historical material.
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Arifin, Faizal. "Pembelajaran Sejarah pada Masa Kolonialisme Belanda." Jurnal Pendidikan Sejarah 9, no. 2 (2020): 126–52. http://dx.doi.org/10.21009/jps.092.03.
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This article aims to examine the development of historical learning during the Dutch Colonialism period, especially after the implementation of the Ethical Policy. In the field of education, indigenous elite students have access to Western (Dutch) education with the Colonial-Centrism curriculum, including history lessons. Historical learning in the early twentieth century characterized by learning materials oriented towards European superiority, Dutch legitimacy over Colonialism in the Dutch East Indies, delegitimation of rulers (kings/sultans) in Nusantara, and the indoctrination of colonized nations to accept Colonialism. This research used the historical method, namely heuristics, criticism, interpretation, and historiography. The results of this research showed us that historical learning during the Colonialism period was oriented to legitimize the political power of Dutch Colonialism and indoctrination for indigenous elites to accept Colonialism. That is because historical learning has a strategic role in influencing elite indigenous students to receive and support colonial domination and structure in society. On the other perspectives, history lessons produced indigenous students that increase the ability of critical thinking about Colonialism and Western Imperialism.
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Clarke, Ian. "Learning from critical incidents." Advances in Psychiatric Treatment 14, no. 6 (2008): 460–68. http://dx.doi.org/10.1192/apt.bp.107.005074.
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Critical incident reviews are an integral part of modern psychiatric practice. The issue is central to the clinical governance agenda in the UK, yet there is widespread debate about their usefulness. There is a lack of systematic research into their impact on clinical outcomes, with most authors commenting on their form, their political implications, and whether they should exist at all. This article explores the historical basis to incident investigation, outlines an ‘ideal’ method of review and discusses the concepts of the learning organisation and root cause analysis. Further discussion focuses on what the objectives of critical incident review might be and whether organisations as a whole can learn from them.
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Zarestky, Jill, Stephanie Sisco, Geleana D. Alston, and Joshua C. Collins. "Adult learning and inclusive feminism: Historical and contemporary perspectives on social justice and political activism." New Horizons in Adult Education and Human Resource Development 31, no. 4 (2019): 4–17. http://dx.doi.org/10.1002/nha3.20261.
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DuPuis, E. Melanie. "Learning from emancipation: The Port Royal Experiment and transition theory." Environment and Planning A: Economy and Space 53, no. 6 (2021): 1507–24. http://dx.doi.org/10.1177/0308518x211011176.
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Over the last decade, transition studies has emerged as an intellectual field aimed at answering the question: How do we get to a more sustainable world? Emerging from a combination of science and technology studies, evolutionary economics, and studies of innovation, transition studies has become a widely used conceptual tool to frame pathways to a more sustainable future. However, its embrace of a systems approach to change, I will argue, transition studies remains unengaged with critical theories of change in sociology, history, and political economy. In addition, geographers have critiqued transition studies for its lack of attention to spatial relationships. Using a particular historical case study of transition in a particular place—the Port Royal “Free Labor” emancipation experiments in the South Carolina Sea Islands during the Civil War—this paper explores both the weaknesses and the strengths of transition studies as a conceptual tool, and how attention to critical and spatial approaches to change can improve our understanding of transitions. In particular, I will show how a political ecology, as a critical and spatial approach, can improve transition studies. I will use a historical case, the Port Royal emancipation experiments, to illustrate how the addition of political ecology to transition studies can improve one’s understanding of sustainable transition pathways.
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Rouillard, J. J., K. V. Heal, A. D. Reeves, and T. Ball. "Impact of institutions on flood policy learning." Water Policy 14, no. 2 (2011): 232–49. http://dx.doi.org/10.2166/wp.2011.249.
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Improving flood management is of fundamental importance to reduce human vulnerability to natural hazards, yet, policy reforms have been slow in many countries. To overcome inertia in our societies, the adaptive governance literature prescribes learning and collaboration. In this article, we examine how national institutions have influenced initiatives to improve flood policies in Scotland between the 1950s and 2000s. We use thematic analysis and historical process tracing to explore these relationships in parliamentary debates, policy documents and 16 interviews with national policy actors. Results suggest that the creation of an inclusive and deliberative national policy venue supported policy learning. The locus, nature and success of policy learning were highly dependent on rules regarding the allocation of resources within and between policy venues and political venues. Rules governing political venues have a significant influence on policy learning by allocating resources for policy learning and by opening or closing access to powerful decision-making processes such as the development of statutes. Therefore, improving policy learning and the adaptability of flood policies, requires attention to be given to the characteristics of policy venues, but also of political venues and to the relationship between policy and political venues.
Dissertations / Theses on the topic "Historical-political learning"
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Wüstefeld, Katharina. "Erziehung nach oder über Auschwitz?" Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-124068.
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Die vorliegende Arbeit geht der Frage nach, inwieweit in Veröffentlichungen der (grundschul)pädagogischen Diskussion um die Vermittlung der Geschichte des Holocaust und Nationalsozialismus seit Ende der 1980er Jahre auf Adornos berühmte Radioansprache "Erziehung nach Auschwitz" von 1966 zugegriffen wird und in welcher Weise bzw. zu welchem Zweck dies geschieht. Anhand von vier typischen Bezugnahmen auf Adornos Vortrag wird gezeigt, dass ein solcher Zugriff nicht immer dem Inhalt des Vortrages gerecht wird, und dieser zum einen sehr unterschiedlich und zum zweiten häufig auf fragwürdige Weise ausgelegt und für die eigene Argumentation herangezogen wird.
Um den Hintergrund für die pädagogische Rezeption von Adornos Ansprache zu erhellen, liefert die Arbeit einen historischen Überblick über die Entwicklung der grundschulpädagogischen Diskussion um die Frage, ob und wenn ja wie der Holocaust Gegenstand des Unterrichts in der Grundschule sein kann, und diskutiert dabei kritisch vier verschiedene Zielstellungen, die mit einer solchen Thematisierung verbunden werden: Demokratielernen, Gedenken, Fragen der Kinder bedienen sowie geschichtsdidaktische Absichten.
Die inhaltliche Analyse jener Interpretationen von Adornos "Erziehung nach Auschwitz", die innerhalb der pädagogische Diskussion um eine Vermittlung der Geschichte des Holocaust vorgenommen werden, zeigt, dass die Zielvorstellungen des historisch-politischen Lernens häufig Leitmotiv für das Verständnis von Adornos Rede sind und sich dieses Verständnis vom Gegenstand einer „Erziehung nach Auschwitz“ bei den allermeisten Autor_innen auf eine „Erziehung über Auschwitz“ beschränkt.
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Kulik, Joel J. "The human nature of chemistry curriculum design and development: a Canadian case study." 2014. http://hdl.handle.net/1993/23897.
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This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum.
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Wüstefeld, Katharina. "Erziehung nach oder über Auschwitz?: Der argumentative Zugriff auf Theodor W. Adornos Radioansprache „Erziehung nach Auschwitz“ innerhalb der pädagogischen Diskussion um eine Erziehung über Auschwitz." Master's thesis, 2012. https://tud.qucosa.de/id/qucosa%3A27190.
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Die vorliegende Arbeit geht der Frage nach, inwieweit in Veröffentlichungen der (grundschul)pädagogischen Diskussion um die Vermittlung der Geschichte des Holocaust und Nationalsozialismus seit Ende der 1980er Jahre auf Adornos berühmte Radioansprache "Erziehung nach Auschwitz" von 1966 zugegriffen wird und in welcher Weise bzw. zu welchem Zweck dies geschieht. Anhand von vier typischen Bezugnahmen auf Adornos Vortrag wird gezeigt, dass ein solcher Zugriff nicht immer dem Inhalt des Vortrages gerecht wird, und dieser zum einen sehr unterschiedlich und zum zweiten häufig auf fragwürdige Weise ausgelegt und für die eigene Argumentation herangezogen wird.
Um den Hintergrund für die pädagogische Rezeption von Adornos Ansprache zu erhellen, liefert die Arbeit einen historischen Überblick über die Entwicklung der grundschulpädagogischen Diskussion um die Frage, ob und wenn ja wie der Holocaust Gegenstand des Unterrichts in der Grundschule sein kann, und diskutiert dabei kritisch vier verschiedene Zielstellungen, die mit einer solchen Thematisierung verbunden werden: Demokratielernen, Gedenken, Fragen der Kinder bedienen sowie geschichtsdidaktische Absichten.
Die inhaltliche Analyse jener Interpretationen von Adornos "Erziehung nach Auschwitz", die innerhalb der pädagogische Diskussion um eine Vermittlung der Geschichte des Holocaust vorgenommen werden, zeigt, dass die Zielvorstellungen des historisch-politischen Lernens häufig Leitmotiv für das Verständnis von Adornos Rede sind und sich dieses Verständnis vom Gegenstand einer „Erziehung nach Auschwitz“ bei den allermeisten Autor_innen auf eine „Erziehung über Auschwitz“ beschränkt.:Einleitung 2
Hauptteil
A Theoretischer Teil
1 Theodor W. Adorno: „Erziehung nach Auschwitz“ 7
1.1 Entstehungskontext des Vortrages 7
1.1.1 Der bildungspolitische/historische Kontext 8
1.1.2 Im Kontext des Instituts für Sozialforschung (IfS) 9
1.1.3 „Adorno und die Pädagogik“ 14
1.2 Inhalt des Vortrages 17
2 Erziehung über Auschwitz 31
2.1 Erziehung über Auschwitz in der Grundschule 31
2.2 Ziele einer Erziehung über Auschwitz 41
2.2.1 Demokratiepädagogische Zielstellungen 42
2.2.2 Gedenkpädagogische Zielstellungen 54
2.2.3 Kindzentrierte, pädagogische Zielstellungen 56
2.2.4 Geschichtsdidaktische Zielstellungen 59
B Empirischer Teil
3 Vorbemerkungen zu den aufgefundenen Texten und Vorgehen 62
4 Erziehung über Auschwitz – zehn Autor_innen mit argumentativem
Bezug auf Adorno 65
5 Vier Bezugspunkte in Adornos Vortrag 72
5.1 Das Verständnis von „Erziehung nach Auschwitz“ 72
5.2 Identifikation 89
5.3 Die „Wendung aufs Subjekt“ 94
5.4 Frühe Kindheit 98
Schluss 103
Literaturverzeichnis 108
Books on the topic "Historical-political learning"
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Polytechnic, Huddersfield. Work based learning: Employers' manual, BA (Hons) historical and political studies. Polytechnic of Huddersfield, 1992.
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Shakespeare, Machiavelli, and Montaigne: Power and subjectivity from Richard II to Hamlet. Oxford University Press, 2002.
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Grendler, Paul F. Schooling in Renaissance Italy: Literacy and Learning, 1300-1600 (The Johns Hopkins University Studies in Historical and Political Science). The Johns Hopkins University Press, 1991.
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Grady, Hugh. Shakespeare, Machiavelli, and Montaigne: Power and Subjectivity from Richard II to Hamlet. Oxford University Press, USA, 2003.
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Baron, Kevin M. Presidential Privilege and the Freedom of Information Act. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474442442.001.0001.
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Executive privilege (EP) as a political tool has created a grey area of constitutional power between the legislative and executive branches. By focusing on the post-WWII political usage of executive privilege, this research utilizes a social learning perspective to examine the power dynamics between Congress and the president when it comes to government secrecy and public information. Social learning provides the framework to understand how the Cold War's creation of the modern American security state led to a paradigm shift in the executive branch. This shift altered the politics of the presidency and impacted relations with Congress through extensive use of EP and denial of congressional requests for information. When viewed through a social learning lens, the institutional politics surrounding the development of the Freedom of Information Act is intricately entwined with EP as a political power struggle of action-reaction between the executive and legislative branches. Using extensive archival research, this historical analysis examines the politics surrounding the modern use of executive privilege from Truman through Nixon as an action-reaction of checks on power from the president and Congress, where each learns and responds based on the others previous actions. The use of executive privilege led to the Freedom of Information Act showing how policy can serve as a congressional check on executive power, and how the politics surrounding this issue influence contemporary politics.
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Kotzmann, Jane. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863494.003.0001.
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The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.
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Rushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.
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There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we learn about agency and self-determination, as well as trust, self-knowledge, dependence, and resistance under such conditions of acute vulnerability? This book explores these questions on a journey through medicalized encounters with giving birth, navigating death and dying, and seeking treatment for life-altering mental illness (here post-traumatic stress disorder among veterans). While the body has always posed a problem for Western thought, and has been treated as an obstacle to freedom and independence and something our rational capacity must master and control, this book aims to counter that intellectual-historical and political tendency by asking how we might reimagine the political potential of embodiment, or make space for considering “the virtues of vulnerability.” In particular, the book offers a novel conception of democratic citizen-subjectivity, grounded in an ethical disposition of humility-informed-relational-autonomy.
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Tutino, Stefania. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190694098.003.0012.
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This chapter explores the reasons why the doctrine of probabilism is no longer prominent in our intellectual and scholarly horizon. These reasons include the advent of Alphonsus Maria de’ Liguori’s equiprobabilism; the progressive loss of political, social, and cultural capital of the nineteenth-century Roman Curia; and the triumph of Cartesian epistemology in the modern secularized world. This chapter also argues for the necessity to recover the centrality of probabilism, both because probabilism and moral theology were a crucial component of the cultural, political, and religious history of early modern Europe, and because learning how early modern probabilists grappled with uncertainty can be distinctively useful for us today. Even though we are the most informed generation on Earth, we seem to be losing the ability to distinguish facts and truths from opinions. Thus, appreciating the historical significance of probabilism can help us to navigate our current epistemological and moral uncertainties.
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Wagner, Esther-Miriam, and Ben Outhwaite. ‘These Two Lines …’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198768104.003.0015.
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Letters were an essential means of communication for the Jews living under Islam in the Middle Ages. The traditional seats of Jewish learning were in Baghdad and Jerusalem, but their constituencies were scattered across the world. Letters frequently passed between Egypt and Palestine and Egypt and Iraq, as Jews sought halakhic knowledge, rulings, influence, and political advantage from their leaders, and dignitaries sought to govern their distant communities and ensure the continued flow of funding. At a lower level, letters passed between communal officials and prominent citizens, between petitioners and public servants. Jews were heavily involved in trade; a network of traders relied upon the written letter to organize cargoes, settle debts, or discuss political rumours. This chapter outlines the distinct medieval epistolary styles used in Hebrew and Judaeo-Arabic correspondence. The internal development of these letters, choices of language, layout, and style are discussed within their historical and sociolinguistic framework.
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Jakab, András, and Dimitry Kochenov, eds. The Enforcement of EU Law and Values. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198746560.001.0001.
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It is clear that the current crisis of the EU is not confined to the Eurozone and the EMU, evidenced in its inability to ensure the compliance of Member States to follow the principles and values underlying the integration project in Europe (including the protection of democracy, the Rule of Law, and human rights). This defiance has affected the Union profoundly, and this book dissects the essence of this crisis, examining its history and offering coping methods for the years to come. Defiance is not a new concept and this volume explores the richness of EU-level and national-level examples of historical defiance—the French Empty Chair policy, the Luxembourg compromise, and the FPÖ crisis in Austria—and draws on the experience of the US legal system and that of the integration projects on other continents. Building on this legal-political context, the book focuses on the assessment of the adequacy of the enforcement mechanisms whilst learning from EU integration history. Structured in four parts, the volume studies theoretical issues on defiance in the context of multi-layered legal orders, EU mechanisms of acquis and values’ enforcement, comparative perspective on law-enforcement in multi-layered legal systems, and case-studies of defiance in the EU.
Book chapters on the topic "Historical-political learning"
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Rass, Ruwaida Abu. "Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors." In Early Language Learning Policy in the 21st Century. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_9.
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.
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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).
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"Culture, Maori and science education: the social, cultural, political and historical contexts." In Learning in Science. Routledge, 2013. http://dx.doi.org/10.4324/9780203464991-13.
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Nakissa, Aria. "Higher Religious Learning in Modern Egypt." In The Anthropology of Islamic Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190932886.003.0003.
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This chapter offers a detailed ethnographic and historical account of higher religious learning in modern Egypt. It begins with a description of premodern Egyptian religious learning prior to the Napoleonic invasion. It then provides an overview of contemporary Egypt’s leading institutions of higher religious education. First it describes al-Azhar University, then Cairo University’s Dār al-ʿUlūm. It examines the structure of each of these institutions, their academic programs, and their political function. It also examines the academic, professional, and personal lives of students and teachers at these institutions.
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Gallagher, John. "Introduction." In Learning Languages in Early Modern England. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198837909.003.0006.
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The introduction argues for the importance of language-learning and multilingualism in the history of early modern England. English-speakers who ventured beyond Dover could not rely on English and had to become language-learners, while even at home English urban life was often multilingual. It brings together early modern concepts of linguistic ability with approaches from sociolinguistics, historical linguistics, and the social history of language in order to show how we can think about linguistic competence in a historical perspective. It demonstrates the importance of ‘questions of language’ to the social, cultural, religious, and political histories of early modern England, and to the question of England’s place in a rapidly expanding world. After an overview of the book’s structure, aims, and parameters, it closes by asking how taking a polyglot perspective might shift our understandings of early modern English history.
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Fleenor, Hillary G., and Rania Hodhod. "Assessment of Learning and Technology." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch003.
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The education of a nation is a critical component of economic growth. Education is itself shaped by economic, political, historical, technological, and other cultural factors. Society today is increasingly dependent on computers and technology. However, computer science (CS) continues to be viewed as an optional specialization rather than a core subject in U.S. education. The result is that our leaders will continue to lack the necessary understanding of technology that is critical for good policy and decision making. It is time to realize the importance of including CS as part of the core curriculum and utilizing current technology to assist this mission. This chapter discusses the current state of CS education in the US and focuses on how the integration of learning theories in digital educational environments along with rigorous assessment of such environments in the academic community can provide effective learning tools for increasing the availability and effectiveness of CS education.
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"Dimensions of Adolescents' Reasoning about Political and Historical Issues: Ontological Switches, Developmental Processes, and Situated Learning: Judith Torney-Purta." In Cognitive and Instructional Processes in History and the Social Sciences. Routledge, 2012. http://dx.doi.org/10.4324/9780203052952-10.
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Bandeira, Fernando, and João Casqueira Cardoso. "Quality Practices in Higher Education Distance Learning." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch001.
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This chapter is an attempt to systematize the available knowledge in quality assurance and assessment in higher education distance learning, taking into consideration that information is consubstantiated mostly in grey literature produced in the past decade. It begins by framing the historical and the political approach to quality and accountability and then opts for an approach the outline the analyses, using the concept of distance learning as a system. This approach, which is a classical theoretical framework, considers the following sub-systems: management and administration; instructional design; teaching, provisions on teaching and learning; the teacher and the tutor; and students. As for the procedural aspects, it looks at the official information issued by specialized agencies that develop standards, benchmarks, audit and accreditations schemes, and to the information of the institutions themselves, in order to identify the most important topics and practices concerning quality assessment development and assurance.
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Johnson, Annette, Cassandra McKay-Jackson, and Giesela Grumbach. "The Role of the Practitioner." In Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.003.0008.
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To help students develop a meaningful critical service program and project, the school- based practitioner must first have an understanding of critical service learning (CSL).Before starting a CSL project, the practitioner is encouraged to review the discussion in Chapter 1 regarding the differences between CSL and service learning. In addition, the practitioner must be willing to address his or her role from the following perspectives: CSL in relation to the redistribution of power; the ability to use insight as a practitioner to help students understand the critical components of service learning; a willingness to move from the traditional adult power position in the relationship to one that recognizes student voice in creating the program/ project; the ability to be introspective of political and societal influences; and, finally, the willingness to move from the practitioner role to that of a facilitator. When using a CSL approach, practitioners must help students understand how service can make a difference in either changing or perpetuating systems of inequality. O’Grady (2000) reminded us to go beyond individual problems to redress social policies that work to maintain dominant structures. In other words, unless we change systems that maintain inequality, our own efforts may perpetuate a cycle of dependence. We understand that students are not going to solve all of the social ills that exist in their com¬munities; however, CSL is an opportunity to increase their awareness of the advocacy–change–action process. The CSL approach fosters critical consciousness, allowing students to combine action and reflection in the group or classroom to examine both the historical precedents of the social problems addressed in their service projects and the impact of their personal action/ inaction in maintaining and transforming those problems (Mitchell, 2008). This analysis allows students to connect their own lives to the lives of those whom the service project addresses. In addition, a CSL approach allows students to become aware of systemic and institutionalized inequalities. The reflection dynamic of a CSL pedagogy (teaching strategy) encourages contem¬plation on both personal and institutional contributions to social problems and measures that may lead to social change (Marullo, 1999; Rice & Pollack, 2000).
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Distretti, Emilio. "Enforced Disappearances and Border Deaths Along the Migrant Trail." In Border Deaths. Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789463722322_ch06.
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Following an emerging theoretical approach towards border deaths as ‘enforced disappearances’, this chapter explores the question of disappearance in the context of global migration. By placing the disappeared at the intersection of different historical settings and legal and political discourses, the chapter questions how ‘enforced disappearance’ operates as strategy of power, deterrence and control over migrant populations. By learning from experiences from other historical and political contexts it intends to offer a conceptual toolbox that can enable us to study the relationship between ‘disappearance’ and border deaths, the evolution of state violence across time and space, and the way counter-practices have reacted by pointing at state responsibility and impunity.
Conference papers on the topic "Historical-political learning"
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Costello, Bridget McKenney. "Travel as pedagogy: embodied learning in short-term study abroad." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11312.
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In this paper I discuss a model for creating embodied learning opportunities in study abroad curricula, which purposefully uses students’ physical movement through foreign landscapes to inform and enhance their understanding of local social, political, economic, cultural, and historical phenomena. Pedagogical tactics include: challenging and reframing the common distinction between “important” and “unimportant” instructional times and places; loosely structured itineraries that allow for greater student autonomy and collaboration; seeking multiple vantage points (both geographic and textual) from which to observe and analyze locations; purposeful and attentive travel between study locations that helps connect cognitive to visceral experience. These tactics help students cultivate the ability to read landscapes, a skill that them to understand a landscape not only as historical narrative but also as a social actor that influences and is influenced by the everyday practices of people who inhabit it. To demonstrate these strategies, I discuss how they were implemented in a recent short-term study abroad program to various sites within the former Yugoslavia.
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Morreira, Shannon. "Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12861.
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The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
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Papamichail, Theodora, and Ana Peric. "Informal planning: a tool towards adaptive urban governance." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/mcur1568.
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Formal planning instruments and procedures have often been unpopular and ineffective for solving complex spatial issues, such as urban sprawl or transport congestion. As a result, such conflicts turn into complex planning tasks that usually exceed the provisioned time and funding, especially when faced with adversarial interests of actors from different organisations, sectors or social groups. Hence, informal planning, as a non-binding supplement to official planning instruments, is often considered highly effective. In its broadest sense, informal planning includes the principles of collaborative dialogue, diverse networks, trustful relationships and tailor-made processes among interested parties. Consequently, informal planning processes foster sound decision-making delivering a spectrum of problem-oriented solutions and increasing public consensus, while enacting experimentation, learning, change, and the creation of shared meanings among stakeholders. However, informal planning cannot be taken for granted – it is strongly interwoven with the planning culture influenced by the historical and political background, and the current socio-economic conditions. This paper revolves around several pillars. After an introductory section, a brief historical overview firstly identifies the place of informal planning in various planning models that have appeared since the 1960s. More specifically, informal planning is analysed against the theoretical concept of collaborative rationality. Finally, the paper focuses on a specific informal planning procedure called the ‘test planning method’, being analysed against the previously elaborated theoretical background. As this instrument links both formal and informal planning, its comparison and interrelation with the theoretical background of collaborative rationality contributes to elucidating the following attributes of adaptive (collaborative) urban governance: 1) flexible and agile institutional arrangements supportive to various kinds of urban planning mechanisms (not only official tools), 2) proactive and imaginative planners ready to accept solutions created outside the technical domain of instrumental rationality, and 3) inclusion of numerous stakeholders to exchange various information and different types of knowledge, i.e. expert and experiential knowledge. Observed through the example of the test planning method, the article finally highlights the successful aspects of informal planning, however, pointing also to its shortcomings, which could be expected in the societies with a lack of key democratic elements
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Powell, J. "Future of Shipping." In International Conference on Marine Engineering and Technology Oman. IMarEST, 2019. http://dx.doi.org/10.24868/icmet.oman.2019.029.
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Technology is changing and rapidly evolving many industries including shipping. Advances in information, telecommunication, computer, robotic, Artificial Intelligence, machine/deep learning technologies together with cutting edge automation are proliferating every facet of maritime industry and changes are expected to accelerate. However, challenges of new technologies, pace of change and wide spread automation have taken many by surprise. In maritime, the regulatory framework which has often been the cornerstone and by and large the driving force for change, albeit in response to an event or market forces or political pressure, is conspicuously missing and currently engaged in a race against time to catch up and rework the applicable Conventions. Despite early success, there are indeed numerous challenges for the new technologies to bed in and gain wider acceptance and recognition before being considered as a worthy and viable replacement for tried and tested designs on a global scale. Various projects developed thus far or undergoing development, are exclusively intended for coastal waters and therefore, subject to class and Flag national requirements and in the circumstance, rules and regulatory requirements are devised and enforced at national level, as deemed fit. Successful and historical Rolls Royce-Finferries autonomous operation of car ferry Falcon, underlined the arrival of new technologies and demonstrated that it is no longer a question of if but when, wide spread use of automation and autonomous systems are implemented on board. There are of course many hurdles to overcome but with the buzz, energy and willingness of stakeholders in maritime nations and scales of investment in research and development, it is only a matter of time before unmanned, semi-autonomous, autonomous vessels join the world fleet in numbers and set the trend for a new era in shipping. With steady and continuous growth in world trade and world fleet, indications are that current shortfall for officers will be multiplied by 2025. Although, there are no reliable records for total number of qualified seafarers worldwide and perhaps seafarers available for work, there will reportedly be a substantial shortfall in the number of officers by 2025, as per (BIMCO-ICS 2015) Manpower Report. This paper attempts to examine underlying reasons for introduction of new and viable technologies for potentially unmanned, semi and fully autonomous operations and its socioeconomic impact on seafarers and affiliated workforce.
Reports on the topic "Historical-political learning"
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London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.
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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.