scholarly journals Educational (Geo)Politics as an Interaction Place in Space or Towards Geo(Philo)Sophy of Education

2018 ◽  
Vol 6 ◽  
pp. 53-75
Author(s):  
Zigmas Kairaitis
Keyword(s):  
Educational Policy ◽  
Transition Form ◽  
Cognitive Approach ◽  
Composite Part ◽  
Public Authorities ◽  
Educational Management ◽  
Public Activity ◽  
Geographical Environment ◽  
Geographical Space ◽  
Form Condition

The article discusses educational policy. However, the policy in general and educational policy specifically are viewed through the lens of geographical space and time as well as the philosophy of becoming. The aim is to answer the question which value-based and norm-based substances, structures of power and strain, processes of becoming and transition form (condition) the educational space in Lithuania? In this context, the instruments of educational management acquire the dimension of educational geopolitics. In terms of space, each policy is geopolitics, whereas geopolitics – policy (policy of ideas, strategies and practices) realised in a specific geographical space and location. Regardless of the way of approach to education – as a composite part of culture, economics, politics or as a separate field of public activity – it is always influenced, structured, constructed by the same geographical factors, i.e. place, space and environment. By implementing the educational policy (various strategies and practices), public authorities (entities) construct spatial educational geopolitical identity. The subjects of space, place, geographical scales (from global to local) in relation to and interaction with geopolitical, sociocultural phenomena form the geopolitical and geophilosophical space of education in Lithuania. Geosophy and geophilosophy express mental, spiritual, value-based and cognitive approach of a person and relation to geographical environment, space, its objects, reflect our individual associations with geography and philosophy. As it is claimed in the summary of the research, educational (geo)politics that is based on diverse authentic relations, explication of meanings, excitation of imagination in relation to / interaction with geographical environment creates an essential, sustainable, self-identical space of educational geo(philo)sophy.

The contribution of privatization and competition in the education system to the development of an informal management culture in schools. A case study in Israel

2016 ◽  
Vol 30 (4) ◽  
Author(s):  
Joseph Klein ◽  
Lizi Shimoni-Hershkoviz
Keyword(s):  
Educational Policy ◽  
Design Methodology ◽  
School Principals ◽  
School Administrators ◽  
Educational Management ◽  
Management Culture ◽  
External Pressures ◽  
External Test ◽  
Practical Implications ◽  
Informal Culture

Purpose Regulation and privatization of education systems has led to a “league standing” mentality regarding school achievements. The present study examines how school principals deal with the pressures of competition and achievements while aspiring to imbue pupils with values and a broad education. Design/methodology/approach 12 high school principals were interviewed about external demands imposed on them, their educational policy and modes of operation. Findings Publicly, school supervisors advocate a balance between core studies and education for values and enrichment. Informally they pressure principals to allocate maximal resources to preparing for high risk tests at the expense of other educational activities. School administrators and teachers, while dissatisfied with this approach, maintain a covert informal culture that concentrates mainly on external test achievements, which contrasts to their public value-rich educational vision, and undertake actions that raise educational, management and ethical questions. Research limitations/implications Understanding school culture requires a grasp of informal external pressures on school staffs and their influence on the gap between a school’s declared and actual policies. Practical implications Placing the schools’ informal culture on the research agenda will increase institutional transparency and may contribute to a greater correspondence between school visions advocating knowledge and values, and the policy actually implemented. Originality/value Raising this subject for discussion may contribute to a demand for more transparency in how schools allocate their resources. It may also help to increase the correspondence between the values and vision promulgated by schools and the educational policy they actually implement.

scholarly journals Vivências formativas e práticas docentes: um olhar sobre o Pacto Nacional pela Alfabetização na Idade Certa - Experiences formation and practices lecturers: a look over the Pact by the National Literacy At Age

2016 ◽  
pp. 55
Author(s):  
Evanir Agostinho Oliveira ◽  
Ana Carla Hollweg Powaczuk
Keyword(s):  
Educational Policy ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Educational Management ◽  
Continuous Formation ◽  
National Literacy ◽  
Formative Experiences ◽  
National Pact ◽  
The Impact ◽  
Santa Maria

Neste artigo apresenta-se a pesquisa realizada para conclusão do curso de especialização em Gestão Educacional. O estudo objetivou compreender as vivências que os professores tiveram no processo de formação continuada ofertado pelo programa Pacto Nacional pela Alfabetização na Idade Certa - Pnaic - e a repercussão nas práticas pedagógicas de professoras atuantes no bloco de alfabetização do ensino fundamental - 1º, 2º e 3ºano - da rede municipal e estadual de Santa Maria, RS. O trabalho foi desenvolvido a partir de uma abordagem qualitativa narrativa de cunho sociocultural, utilizando-se para a coleta dos dados entrevistas semiestruturadas, as quais foram realizadas com seis professoras. Os referenciais que embasaram a investigação foram Dourado (2007; 2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan e Powaczuk (2013), Vaillant e Marcelo (2012), Charlot (2002) e Freire (2002). O estudo permitiu perceber que a repercussão do Pnaic aconteceu sob a perspectiva de reflexões individuais e coletivas acerca das inquietações do trabalho docente. O compartilhamento evidenciou-se como principal aspecto dessa formação. Contudo, os professores manifestaram descontentamento com as ações no que diz respeito às dinâmicas formativas organizadas pelas orientadoras de estudo, bem como às exigências e impactos ao trabalho docente. Assim, conclui-se que a política educacional instituída precisa ser aprimorada em termos de organização das dinâmicas formativas de modo a incrementar os espaços de compartilhamento e de fortalecimento do trabalho docente.Palavras-chave: políticas educacionais, Pnaic, formação continuada, experiências formativas. EXPERIENCES FORMATION AND PRACTICES LECTURERS: A LOOK OVER THE PACT BY THE NATIONAL LITERACY AT AGE ABSTRACTAbstractThis paper presents the survey for completion of the course of specialization in Educational Management. The study aimed to understand the experiences that teachers had in the process of continuing education offered by the program, the Literacy National Pact in the Middle One - Pnaic - and the effect on teaching practices of active teachers in elementary school literacy block - 1, 2 and 3rd year -, the Municipal network and State of Santa Maria, RS. The work was developed from a qualitative narrative approach Cleat Sociocultural, using for data collection semi-structured interviews, which were conducted with six teachers. The references that supported the research were: Gold (2007-2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan and Powaczuk (2013), Vaillant and Marcelo (2012), Charlot (2002) Freire (2002). The study allowed us to realize that the impact of Pnaic, was given from the perspective of individual and collective reflections on the concerns of the teaching profession. The sharing was evident as the main aspect of this training. However, the teachers expressed dissatisfaction with the actions with regard to the formative dynamics organized by guiding study, as well as the requirements and impacts the teaching. Thus, it is concluded that the established educational policy needs to be improved in terms of organization of formative dynamics in order to improve the sharing of space and strengthening of teaching.Key-words: educational policy, Pnaic, continuous formation, formative experiences.

Migration and Refugee Crisis

2019 ◽  
pp. 251-269
Author(s):  
Şefika Şule Erçetin ◽  
Ssali Muhammadi Bisaso
Keyword(s):  
Educational Policy ◽  
Refugee Crisis ◽  
Educational Management ◽  
Policy Makers ◽  
Migrant Education ◽  
Cultural Aspects ◽  
Practical Guide ◽  
Policies And Programs

Migration has always been studied by various scholars for multiplicity of purposes. Sociologists always focus on social and cultural aspects of migration; geographers are interested in time and distance antecedents of migration. This paper is attracted by an educational intrigue and draws on educational gimmicks enshrined in migration. It is important that educational managers and educational authorities acknowledge need to incorporate policies and programs that can game challenges arising from migration and refugee crisis to fullest. This paper is thus, explicitly aimed at an educational management audience and is intended as a primer to conceptualizing the complexities and challenges of migrant education as well as serving as a drop shot for eliciting practical approaches that augment this intricate dilemma. There is no gain saying that this paper is not only timely but one with a telling practical guide on how school managers and educational policy makers should approach migrant education.

Migration and Refugee Crisis

2018 ◽  
pp. 47-71
Author(s):  
Şefika Şule Erçetin ◽  
Ssali Muhammadi Bisaso
Keyword(s):  
Educational Policy ◽  
Refugee Crisis ◽  
Educational Management ◽  
Policy Makers ◽  
Migrant Education ◽  
Cultural Aspects ◽  
Practical Guide ◽  
Policies And Programs

Migration has always been studied by various scholars for multiplicity of purposes. Sociologists always focus on social and cultural aspects of migration; geographers are interested in time and distance antecedents of migration. This paper is attracted by an educational intrigue and draws on educational gimmicks enshrined in migration. It is important that educational managers and educational authorities acknowledge need to incorporate policies and programs that can game challenges arising from migration and refugee crisis to fullest. This paper is thus, explicitly aimed at an educational management audience and is intended as a primer to conceptualizing the complexities and challenges of migrant education as well as serving as a drop shot for eliciting practical approaches that augment this intricate dilemma. There is no gain saying that this paper is not only timely but one with a telling practical guide on how school managers and educational policy makers should approach migrant education.

scholarly journals Socio-educational activity of students in the framework of social projects

2020 ◽  
Vol 75 (4) ◽  
pp. 125-135
Author(s):  
I. H. Sarancha ◽  
◽  
A. V. Khilya ◽  
Keyword(s):  
Higher Education ◽  
Social Institutions ◽  
Educational Activity ◽  
Scientific Development ◽  
Social Significance ◽  
Public Authorities ◽  
Educational Management ◽  
Vulnerable Youth ◽  
Wide Range ◽  
Educational Potential

This article focuses on the organization and implementation of social projects, programs and their importance for future professionals such as teachers, social educators, social workers, psychologists and others. Based on the experiences of the NGO “Vinnytsia City Organization for Social Development of specific categories of vulnerable youth “Parostok”, authors presented a brief methodological overview to encourage students to social and educational activities. This allowed to partially characterize the areas of interaction between public authorities, civil society institutions and higher education institutions. Also, the authors presented practical examples of cooperation between social institutions; the training of specialists in the educational and social spheres to provide services to crisis categories of the population in terms of social benefits and educational management. The aforementioned allowed to reveal the purpose of authors’ research from the scientific and pedagogical perspective; reveal the social significance of project activities; explore the main factors of successful socio-pedagogical activities in various projects; explore issues related to educational management (goals, objectives). The experience gained in the implementation of social projects and their administration provided an opportunity to present the educational potential of interaction between social institutions and higher education faculty prepare for volunteer, planning, administrative, and socio-pedagogical activities of future professionals. Authors also stressed the importance of such work from the pedagogical management viewpoint, which is also evident in the article’s conclusions and identifies areas for the further scientific development. The presented results do not cover the whole range of organizational cooperation in preparing students for socio-pedagogical activities, development and implementation of social projects and programs. However, paper outlined a wide range of opportunities for further scientific research and development by various specialists in education and human resourcing. It can be used by a wide range of professionals who plan to join the project activities.

scholarly journals A DISPUTA DE UMA GEOGRAFIA POLÍTICA NO LIVRO DIDÁTICO:

2020 ◽  
Vol 10 (20) ◽  
pp. 541-561
Author(s):  
Ludmila Losada da Fonseca ◽  
Ivaine Maria Tonini
Keyword(s):  
Educational Policy ◽  
Political Geography ◽  
The State ◽  
The Political ◽  
Political Dimension ◽  
Space Transformation ◽  
State Strategy ◽  
The Relationship ◽  
Geographical Space

Este artigo versa sobre os atravessamentos políticos no livro didático e a manifestação deles por meio dos conteúdos da Geografia Política. Mais do que uma estratégia estatal, a política educacional – como o Programa Nacional do Livro Didático- é uma regulamentação na esteira de uma racionalidade adotada pelos governos. Os livros didáticos são o lócus para analisar os atravessamentos entre Política e ciência geográfica. Para tanto, esse artigo foi elaborado por meio da análise de duas coleções didáticas: Geografia Geral e do Brasil e Fronteiras da Globalização. A metodologia escolhida foi aquela que coloca em suspenso a informação para estabelecer interrogações sobre o que já está sendo dito. Com este método de análise, depreendemos duas formas distintas de manifestação da relação entre a Política e a Geografia no campo da Geografia Escolar: a Geografia Maior - pensada para e pelo Estado; e as Geografias Menores - manifestam-se pela abordagem de uma outra Geografia Política, pautada em diferentes escalas, permitindo contatos e análises para além do Estado. Conclui-se deste estudo que não há como conceber a ciência geográfica e a Geografia Escolar desconectadas da dimensão política, e que o livro didático é um lugar de disputa de racionalidades e de geografias. Encontramos nas análises elementos de cada uma dessas geografias. E percebemos a potencialidades das Geografias Menores em fomentar no aluno sua atuação na transformação do espaço geográfico. PALAVRAS-CHAVE Livro didático, Geografia política escolar, Geografias maior e menor.   A POLITICAL GEOGRAPHY DISPUTE IN THE TEXTBOOK: major Geographiesandminor Geographies ABSTRACT This article discuss the political crossings in the textbook (LD) and their manifestation through the contents of Political Geography. More than a state strategy, educational policy - like the National Textbook Program - is a regulation in the wake of a rationality path embraced by the governments. The textbooks are the locus for analyzing the crossings between politics and geographic science. Therefore, this article was prepared by analyzing two collections of LD, General and Brazilian Geography and Frontiers of Globalization. The methodology chosen was which puts the information on hold to establish questions about what is already being said. From this analysis, we deduce two different ways of manifesting the relationship between Politics and Geography in the field of Geography in school: the Major Geography – which is thought for and by the State; and the Minor Geographies, manifested by the approach of another Political Geography, based on different scales that enable contacts and analysis apart from the State. It is concluded from this study that there is no possibility to conceive geographic science and school geography disconnected from the political dimension, and that LD is a place of dispute of rationalities and geographies. We found in the analyzed LD elements from each of these geographies. And we considering as possibility in Minor Geographies a way to encourage the student action in geographical space transformation. KEYWORDS Textbook, Political Geography in school, Major and minor Geographies.

scholarly journals Educational Policу in the EU: Actuality and Practical Significance

2018 ◽  
pp. 117-121
Author(s):  
Ludmila Curos
Keyword(s):  
Educational Policy ◽  
Lifelong Learning ◽  
The State ◽  
Practical Significance ◽  
Public Authorities ◽  
Policy Success ◽  
Teachers And Parents ◽  
The Stability ◽  
Keywords Education

Educational policy must be a priority in the activity of state and non-governmental bodies because the stability within the state and the pace of its development depend on a great extent on a policy success in education. Education systems have to cope with various challenges, developments and problems related to their own field of education, but also adapt to international ones in order to compete on the national and international market. The quality of educational policy depends on the activity and the sense of responsibility for the results of the training and education, of all the factors, including students, teachers, and parents and public authorities that determine the state policy in the sphere of education. In this context, it is absolutely necessary to study the advanced experience in the field(in the case of EU countries),increase interest in education and lifelong learning; to organize roundtables, co-practical scientific conferences, interactive activities involving students, teachers, parents, officials from state and non-governmental bodies, etc. Keywords: education, training, educational policy, quality, lifelong learning

Social transmission bias and the cultural evolution of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
David Hirshleifer ◽  
Siew Hong Teoh
Keyword(s):  
Cultural Evolution ◽  
Social Transmission ◽  
Cognitive Approach ◽  
Economic Problems ◽  
Economic Attitudes ◽  
The Social ◽  
Economic Beliefs ◽  
Over Time

AbstractEvolved dispositions influence, but do not determine, how people think about economic problems. The evolutionary cognitive approach offers important insights but underweights the social transmission of ideas as a level of explanation. The need for asocialexplanation for the evolution of economic attitudes is evidenced, for example, by immense variations in folk-economic beliefs over time and across individuals.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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