When school meets the Other: intercultural policies in the Basque inclusive school

ABSTRACT

Gatti, Irazuzta and Martinez address the intercultural public policies implemented in the education system of the Autonomous Region of the Basque Country (Spain). Focusing on the education system allows them to reconstruct the historicity of identity-alterity production in a region in which language has been central for the establishment of ethnic frontiers. More specifically, they examine the implementation of these policies in three pre-school and primary educational institutions in a multicultural neighbourhood of the city of Bilbao. They look at Euskara—the Basque language—as a key element of the us-them distinction. The various education models regarding language and the teaching in/of Euskara or Spanish pave the way for the specialization and spatialization of the schools analysed. ‘Integration’ policies are implemented in ethnically marked schools only, based on a rhetoric of interculturality that assumes that any ‘racial or ethnic discrimination’ can be overcome through knowledge of the Other. Moreover, the assessment of public policies through ‘interculturality figures and best practice’ developed to address the so-called ‘immigration issue’ promotes a protectionist intervention on behalf of the assumed social vulnerabilities of immigrant schoolchildren and their families, which are read as ‘problematic characteristics’. The article argues that, as a result of the approach based on the social conditions of immigrant children and their families in the Basque Country, the race issue evaporates.     

ASEAN as the ‘regional conductor’: understanding ASEAN's role in Asia-Pacific order

This paper analyses ASEAN's prominence in regional order negotiation and management in Southeast Asia and the Asia-pacific through the lens of social role negotiation. It argues that ASEAN has negotiated legitimate social roles as the ‘primary manager’ in Southeast Asia and the ‘regional conductor’ of the Asia-Pacific order. It develops an English School-inspired role negotiation framework and applies it to three periods: 1954–1975 when ASEAN's ‘primary manager’ role emerged from negotiations with the USA; 1978–1991 when ASEAN's role was strengthened through negotiations with China during the Cambodian conflict; and 1991-present when ASEAN created and expanded the ‘regional conductor’ role. Negotiations during the Cold War established a division of labour where great powers provided security public goods but the great power function of diplomatic leadership was transferred to ASEAN. ASEAN's diplomatic leadership in Southeast Asia provided a foundation for creating its ‘regional conductor’ role after the Cold War. ASEAN's ability to sustain its roles depends on maintaining role bargains acceptable to the great powers, an increasingly difficult task due to great power rivalry in the South China Sea.     

Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term.     

Elder-Child Interaction Analysis

Abstract

This study reports on the interactions of 60 children and 12 older adults in a school-based mentoring program, as well as four teachers' perceptions of the relationship between such interactions and the children's subsequent classroom behavior. Dyadic interactions were assessed using the Elder-Child Interaction Analysis instrument (Newman & Onawola, 1989). The authors concluded from recorded observations that, overall, the elders and the children had interacted with each other in a positive and constructive manner. The teachers interviewed perceived that the mentoring interactions were followed by an increase in students' self-management skills, interest in school work, and by improved peer relationships.     

试论国际关系批判理论——以林克莱特的学术思想为个案研究

法兰克福学派的思想观念被运用到国际关系研究之中,推动了以旨在追求人类最终解放的国际关系批判理论的发展。林克莱特继承了经典马克思主义传统和法兰克福学派的研究旨趣,深入探讨了国际关系理论的现实主义、理性主义和革命主义三种研究传统,提出了国际关系批判理论的研究方向。他还身体力行地探讨了政治共同体的转变以及现代公民观念等问题,从而引导了国际关系理论批判的转向。     

职业学校数学教学中的人文教育

如何在专业教育中灌输数学人文教育,如何将二者有机结合在一起,使得所培养的学生不仅是专业方面的"科学人才",也是更宽泛意义上的"文化人才",是数学教师的一项基本工作。对此,本文从三个不同的层次和角度,提出一些建议。     

新私塾教育的未来——从“失学儿童”救助制度谈起

新私塾教育所引发的＂失学而不失教＂的＂失学＂状态,相较于传统失学儿童案中单纯＂辍学＂状态有着本质的区别;同时,新私塾教育的存在及发展也引起了人们对体制内＂学校教育＂的质疑。为此,以维护＂体制内＂教育为最高宗旨的传统失学儿童救助制度,因无法解决私塾教育所带来的人们对教育个性化的＂合理＂要求所产生的＂合法性＂纠纷而丧失了当然的正当性。本文认为,加强对私塾教育规范化的管理而非一味地排斥私塾教育才是解决问题的关键。     

中小学当代主流价值观教育研究

我国中小学生在社会主义主流价值观的思想意识和实践行为方面需要全新检视,认真解读。八个方面的调研结果呈现性别差异、年龄差异、家庭背景差异和城乡差异。在微观层面,教师应加强主流价值观教育的针对性、趣味性,以提高教育的实效性。在中观层面,教育部门应大力改善家庭价值观教育的落后状况,努力营造良好的主流价值观教育环境。在宏观层面上,国家应该均衡发展区域教育,缩小城乡教育差距,加强城乡中小学教育的沟通与衔接。     

新时期我国公民教育的内容体系和实施途径

我国的公民教育在内容构建上可以按照公民意识——公民知识——公民能力的逻辑顺序来设计。本文从横向和纵向两个维度探讨了公民教育的实施途径。横向分为学校教育系统和非学校教育系统两个方面;纵向强调整体规划、分段实施、有效衔接的过程。     

舒新城论中学教育改革

舒新城是中国现代教育家,有十几年的中学教育实践经验。他对中国现代中学教育改革进行了较为深入的反思和探讨,特别是有关中学学制、课程和德育改革等方面的思想具有重要意义。