13,432 research outputs found

    Women and Education 1800-1980

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    Living with an Active Volcano : Informal and Community Learning for Preparedness in South of Japan

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    In a disaster-prone country like Japan, learning how to live with disaster [kyozon] has been crucial. Particularly since the Great East Japan Earthquake and Tsunami of 2011, disaster preparedness has been a primary concern of the government. Drawing on Paton’s (2008) Community Engagement Theory, which endorses an integrated model that combines risk management with community development, this study discusses the case of Sakurajima Volcano situated in the south of Japan, with a focus on how the lessons learnt from previous eruption experiences have informed present-day preparedness activities. The study adapts Community Engagement Theory’s quantitative framework to a qualitative analysis to consider the preparedness teaching and learning of a population living with the everyday threat of volcanic hazards in the case of SV. The study argues that two particular local lores – ‘do not rely on authorities’ and ‘be frightened effectively’ – have been the underlying principles in volcanic preparedness in the region. The study also argues that the notion of ‘kyojo [collaborative partnerships]’ has been central to the planning and implementation of preparedness programmes, such as the Sakurajima Taisho Eruption Centenary Project, which offered a wide range of informal teaching and learning opportunities. Applying the framework of Community Engagement Theory, the paper suggests that at the individual level, the principles of ‘do not rely on authorities’ and ‘be frightened effectively’ form the basis for positive ‘outcome expectancy’. At the community level, ‘kyojo’ is the notion which encompasses both of the community factors – ‘community participation’ and ‘collective efficacy’. At the societal level, ‘kyojo’ contributes to the building of ‘empowerment’ and ‘trust’ between citizens and authorities. The paper concludes by proposing that the SV case can be considered as an example of ‘the integrated model’

    Routledge handbook of language and identity

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    The Routledge Handbook of Language and Identity provides a clear and comprehensive survey of the field of language and identity from an applied linguistics perspective. Authored by specialists from around the world, each chapter introduces a topic in language and identity studies and provides a concise, critical survey in which the importance and relevance to applied linguistics is explained

    Valuing Profoundly Disabled People

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    Growing numbers of babies are surviving into infancy and beyond with profound and multiple learning difficulties and disabilities. The conditions and abilities that characterise these lives are the subject of an extensive educational and medical literature. However, much less is written about the broader themes that emerge from reflection on profound disability. This book provides a series of philosophical reflections on the moral, social, political and educational questions that arise in response to human beings whose lives are characterised by dependency, vulnerability and profound impairment: what is the place of autonomy in the lives of profoundly disabled people with life limiting conditions? In what sense can we consider someone as a ‘citizen’ if they have no understanding of their own interests? Does the requirement to show respect for persons apply to everyone, irrespective of whether they have any conception of their own dignity? How should we compare the moral status of a human being with a non-human animal possessing equivalent or more elaborate capabilities? This book explores such questions as these, which are found to apply not only to profoundly disabled people, but also to people whose cognitive and other powers are undermined by the advance of dementia and related diseases of the brain

    Education, social justice and school diversity: insights from the capability approach

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    This paper offers a theoretical exploration of the impact of diversity in schools on attitudes to inequality in students’ later life. Reflecting on recent changes on the school system in England, and building on work on how values are formed and how inequalities between groups may be either perpetuated or changed, it seeks to investigate the development of values and agency goals relating to the reduction of poverty and inequalities, particularly between groups. School education has the potential to foster civic participation and moral values, and formal schooling can be seen as a unique site for the development of such values at a formative period of individual development, through processes such as collective reasoning and encounters with difference and inequality. While these issues have been explored with regard to educational content, most notably through citizenship education, it is equally important to consider the social context within which formal learning takes place, particularly the diversity of the school body itself, and how this is managed. This paper draws on existing literature on education, values and school diversity to examine how the capability approach can provide insights into the development of social justice values through education

    Genre and Second Language Writing

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    Big Data and the future of education: A primer

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    Learner reflections on the use of slowmation as a tool for creating effective explanations in a science teacher education programme

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    Pre-service science teachers need to understand the nuances of moving from description of scientific phenomena to explanation, and particularly how to transform explanations for school science. This understanding underpins good science teaching. Slowmation-creation requires active research into, and deconstruction of, accepted and alternative ideas, followed by re-construction using explanatory tools which are meaningful for learners. Slowmation therefore allows PSTs to actively build science explanations by designing novel representations for abstract entities. When PSTs design, create and present slowmations, then discuss intended meanings of signs and symbols with peers, they begin to develop the skills of reflective practice
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