Environmental challenge and curricular responses in Hong Kong

This paper discusses the changing perceptions of environmental problems and challenges in Hong Kong which have led to environmental education (EE) initiatives. It looks at recent curricular developments in EE and the degree to which they are supported by present practices in teacher education. In the face of considerable air and water pollution problems, the territory has shifted from a largely technocentric, engineering/environmental health approach to solving environmental problems to one which stresses community education as an additional linchpin. Central educational authorities have encouraged a largely cross-curricular programme of EE. However, despite the rhetoric of official guidelines, developments in the schools are fragmentary, with a focus on knowledge acquisition. The situation in teacher education institutions to a large degree parallels that in the schools. The efficacy of teacher education in facilitating change is insufficient and is mainly attributable to the style of teacher education programmes in the territory.postprin

2021 Fogler Legacy Award: The Stimpson Family

The Stimpson family was be honored with the Fogler Legacy Award in recognition of four generations of distinguished University of Maine graduates. Family members have had careers in veterinary medicine and higher education, law, and other fields

A Critical View of Women\u27s Studies

Below is a condensed version of Part I of an essay, to be called What Matter Mind, that will appear next year in Women\u27s Studies: An Interdisciplinary Journal. Part II of the essay describes the external opposition to Women\u27s Studies, and Part III, a strategy for survival that aims to minimize internal dissent while reducing external opposition

Coming to Grips with Change: The Initial Training of Geography Teachers in Hong Kong

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Women\u27s Studies and the Community: Some Models

One of the virtues of Female Studies VII (The Feminist Press, 1973) is that it enhances our awareness of the fact that women\u27s studies is in a new phase. Among the features of that phase are: 1) an international interest in women\u27s studies; 2) more respect from foundations and government agencies; 3) a concern for women in the curriculum of secondary and primary schools; 4) a worry about both the continuing hostility and indifference on the part of traditional academics and the danger that apparent converts may be little more than exploitative bandwagoneers; 5) consolidation within existing programs; and finally, 6) the temporary crystallization of a number of models to follow for people and institutions who wish to begin programs

Navigating School: An English as a Second Language Curriculum for Multilingual Caregivers

If multilingual families feel that they are not able to communicate with school staff, then these families may not become involved in their child’s school, and the child’s learning could be negatively impacted. The purpose of this project is to create a roadmap and lessons for English as a Second Language (ESL) instructors to implement in their classes with multilingual caregivers. This curriculum will address the lack of understanding that ESL teachers have in regard to the needs of multilingual caregivers to communicate with their child’s school staff and understand the school system in the United States. Given the content of this project, it has the potential to provide a resource that supports parents, youth, school staff, other researchers in the field as well as ESL teachers. In this field project, educators are provided with ten lessons to be implemented at specific times of the year with the caregivers of school-aged children. These lessons cover authentic school-related topics of interest to caregivers, such as parent-teacher/student-led conferences and reading progress reports. If more schools could educate and provide resources for adults alongside the children in their lives, this could have a positive impact on language acquisition and school navigation for parents, as well as an increase in multilingual parent involvement in school. Schools are in a unique position to reach an incredible amount of ESL adults and positively impact their lives, which therefore positively impacts the youth schools serve