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Volume 7, No. 1 Articles
Title Authors Pages
Going All the Way: A life history account focusing on a teacher's engagement with studies of Asia
Trevaskis, D. 1-16
What would prompt a primary school teacher in late career and from the Australian cultural mainstream to become interested in the societies and cultures of Asia and then to expand that interest into a personal and professional life focus? Through a life history approach, this paper recounts a teacher's journey from childhood, to becoming and working as a teacher, to initial inclusion in her late career of Asia-related aspects in her teaching and learning program, to extensive professional development in studies of Asia, culminating in a formal postgraduate study pathway. The teacher's story illustrates the complexity, the changing nature and uniqueness of individual teacher identity, thereby reinforcing Goodson's (1992a) view of a teacher as "an active agent making his or her own history". The story also demonstrates the value of the life history approach in showing how personal and professional influences interact to determine how teachers think, what they value, and what they choose to do at any given time - including why they actively engage with particular professional learning programs. Life history, teacher identity, studies of Asia
Reconceptualising childhood: Children's rights and youth participation in schools
Johnny, L. 17-25
Article 12 of the United Nations Convention on the Rights of the Child holds that young people have a right to participate in matters affecting them. While all members of the United Nations have ratified the Convention (with the exception of the United States and Somalia), there are numerous challenges associated with implementing the participatory principle in schools. In response to some of these challenges, this paper examines how western conceptions of childhood, which associate the child with innocence and dependence, have worked to undermine youth participation in the school environment. It explores alternative understandings of children as put forth by child liberationist theorists and international commitments such as the UN Convention on the Rights of the Child. Moreover, it calls upon schools to re-evaluate their hierarchical structure in order to uphold the participatory rights of children. UN Convention on the Rights of the Child, participatory rights, social construction of childhood, child liberationist theory, school hierarchy
Interculturality for Afro-Peruvians: Towards a racially inclusive education in Peru
Valdiviezo, L.A. 26-35
Intercultural education policy and programs in Peru emerged as a response to the right of education for marginalised indigenous populations. Under the influence of international dialogue regarding education for all, Peruvian policy has recently proposed interculturality as a guiding principle of education for all Peruvians. In this context, institutions advocating for the rights of people of African descent are proposing intercultural education as a right for Afro-Peruvian marginalised populations. This paper discusses the challenges facing interculturality and racially inclusive education in Peru. Interculturality, Afro-Peruvian movements, indigenous language, Peruvian education policy, race and education
Investigating the integration of everyday phenomena and practical work in physics teaching in Vietnamese high schools
Ng, W. and Nguyen, V.T. 36-50
Making science relevant in students' learning is an important aspect of science education. This involves the ability to draw in examples from daily contexts to begin with the learning or to apply concepts learnt into familiar everyday phenomena that students observe and experience around them. Another important aspect of science education is the integration of practical work in students' learning. Both these aspects of learning actively engage students in their own construction of understanding and are particularly relevant in physics education where many of the concepts are abstract and are generally found to be difficult. This paper investigates the extent to which physics teachers in Vietnam integrate practical work and context-based approaches into their teaching, and explores the how, what, and why they do it. The findings indicate that the Vietnamese teachers value the benefits of both practical work and contextual approaches to teaching and learning physics, but the environment that they are in does not provide sufficient opportunities to implement these methods of teaching. Vietnamese high school physics teachers, constructivism, learning using contexts, practical work
Student teachers' attitudes concerning understanding the nature of science in Turkey
Sahin, N., Deniz, S. and Gorgen, I. 51-55
Nature of science is defined as one of the directions of scientific literacy. The main aim of this study was to investigate both secondary school social and science branch post-graduate (non-thesis master) teacher candidates attitudes about the Nature of Science (NOS) and compare their attitudes towards NOS. A 12-item Likert type scale for teacher candidates was used, based on responses of 207 participants. The results indicated that teachers had low positive attitudes towards NOS, but found some significant understanding differences against scaled items between social and science teacher candidates. There was no relationship between the attitudes to the NOS, and the scientific disciplines. Nature of science, teacher attitudes, scientific literacy, secondary school teachers
Student participation and responsible citizenship in a non-polyarchy: An evaluation of challenges facing Zimbabwe's schools
Tshabangu, I.P. 56-65
This article discusses perceptions on child participation and responsible citizenship in Zimbabwe's secondary schools. A brief outlook on Zimbabwe's values education is provided followed by a discussion of theoretical frameworks on citizenship and polyarchy and what these mean to the school. The article analyses teacher and student perceptions on student participation and responsible citizenship and discusses the outcomes, noting the challenges facing schools in a non-polyarchical environment. Zimbabwe, child participation, responsible citizenship, democratic education, values education
Reconstruction of the teacher education system in China
Zhu, X. and Han, X. 66-73
This article proposes a conceptual framework to examine the development of the teacher education system in contemporary China. Within the framework, three development periods, including the era of shifan , and the era of post-shifan, the era of professional teacher education, are investigated in terms of governance, institutional structures, and resource allocation. With the central government decentralising managerial control over education, the governance issue of teacher education is becoming significant in the era of post-shifan. At the end professional teacher education is suggested as the future long-term goal for reforming the teacher education system. China, teacher education, reconstruction, governance, professional education
Forms of infringement of the right to education in contemporary Greek educational structures
Stamoulas, A. 74-84
The classical philosophical distinction between positive and negative rights poses the question about where education stands and draws an invaluable opportunity to explore the implications of this distinction in the context of modern Greek educational reality. This paper discusses education as touching the sphere of both right categories, by incorporating simultaneously a) prerequisites of state financing obligations (positive dimension), and b) patterns of people's free choice with respect to the received education (negative dimension). Contrary to these conditions, it is argued that the Greek educational system proves condemnatory for the realisation of education as a fundamental human right for two reasons. First, poor state financing pushes families to extended private expenditures, creating class dichotomies and making education a 'public' good to be 'purchased' on basis of people's social profile and economic ability. Secondly, the overwhelmingly centralised administration of education, in conjunction with the frequent legislative intervention of the state, diminishes liberal possibilities of free choice, since a) parents are unable to decide for the school of their children or get involved in educational planning, and b) young people are not granted entrance to universities in line with their cognitive preferences and inclinations, but rather according to a central allocating system tightly supervised by the Ministry of Education that blindly decides student placement. Accessibility to tertiary education, state coercion, socio-economic inequities, rights, liberalisation of education
Measurement of education achievement in human development: Evidence from India
Narayana, M.R. 85-97
This paper analyses the measurement issues in education achievement, and integration of education goals and targets, in the context of human development in India. Measurement issues are distinguished by (a) choice of indicators and variables and (b) data used in estimation/projection/computation of indicators and variables in the global human development reports (HDRs) and in India's national and sub-national HDRs. This analysis establishes the non-comparability of measurement of the education achievement by indicators and variables, and shows a case for integration of education goals and targets between global, national and sub-national levels. Policy implications and imperatives from these analyses of the Indian experiences offer lessons for measurement of education achievement in developing countries. Human development report, gross enrolment ratio, literacy rate, education achievement in India
Do International Baccalaureate programs internationalise or globalise?
Hill, I. 98-108
This paper attempts to show that International Baccalaureate (IB) programs contribute to a process of internationalisation, not globalisation. As necessary background, a definition of international education, with particular reference to UNESCO, and how each of the three IB programs fits that definition is outlined. Holistic and transdisciplinary elements of the programs are specially considered followed by a discussion of the terms "internationalisation" and "globalisation" and how they might be applied to the international education programs of the IBO. The paper concludes with a section on whether the IBO is imposing a western model of education on the world, in particular on non-western cultures which adopt IB programs. International education, internationalisation, globalisation, transdisciplinary education, holistic education

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