Education to gain sustainability : analysis and approach from the experience obtained from two high school systems in mexican rural communities

The decade “Education for Sustainability” is just emerging and one of its goals emphasized the importance of considering the currícula in a transdisciplinary and community based programs. This includes recognizing local and regional interests as relevant topics into the currícula. “Education for sustainability” does not appear to have a strong basis on their actions as its theoretical discourse does. The study we present here about content analysis in the curricula of two high schools systems in rural Mexican communities is an example. In this research we analyzed: 1) how the curricula is oriented towards forest management and the way is connected to the social reality of the communities; 2) how does the learning process develops in the classroom and its dynamics with teachers and students and 3) how does the environmental learning take place. Results revealed that more research is needed with adolescents in order to change the educational structure in rural Mexican high schools.

Social transformation and curriculum reform in Chinese physical education

This thesis examines how Chinese physical education teachers are experiencing curriculum reform within the context of broad social change. Using a qualitative framework the research findings reveal how structural, personal and cultural factors converge to limit the extent to which teachers are able to embrace and implement the new curriculum.

Social work and welfare education without discrimination : are we there yet?

The Australian Human Rights Commission (AHRC) has identified education as one of five crucial issues relating to the settlement of African Australians into the Australian community from a human rights perspective (AHRC 2009:5). In this paper I advocate that social work and welfare work in Australia are placed in important and multi dimensioned positions in relation to our complicities, responsibilities and potentialities with this educational human rights issue. As a Technical and Further Education (TAFE) welfare and University social work educator, I offer an outline of the ‘mutual respect inquiry approach’ that developed between myself and Southern Sudanese Australian students as a basis for discussion, reflection and change. I seek to stimulate thinking and action, particularly among those welfare work and social work educators, practitioners and students who identify as critical and anti-oppressive, to consider how these approaches can be realised and reshaped in practice to enhance not only Southern Sudanese Australians' right to education that is 'without discrimination', but indeed all students in our diversity.

Building professional capital : New Zealand social workers and continuing education

In a qualitative study of the engagement of New Zealand social workers in continuing professional education the construct "professional capital", a form of symbolic capital, explains complex links between perceived status within institutional settings and the aspirations of practitioners. Strategies for developing greater engagement in scholarship and research are recommended.

Emotions in education policy : a social contract analysis of asymmetrical dyads and emotion

Like other academic fields, educational policy is being reviewed for the affective component. Analysis is occurring in two forms: (a) the affects of education policy on education, school leaders, teachers and student learning outcomes and (b) text analysis of specific education policies. This chapter explores the representation of emotions in education policy texts, drawing on a theory of social contracts (Rawolle & Vadeboncoeur, 2003; Yeatman, 1996) as a way to explore what is being conveyed to administrators and teachers. This chapter considers the way in which emotions are represented in education policy, through social contract analysis. Social contracts are underpinned by three underlying conditions: consent to be a part of a contract, points of renegotiation through the duration of the contract and mutual accountability to those involved.

Social capital and organisational commitment at higher education institutions

This study compares the extent of the influence of non-tangible forms of social capital on organisational commitment at Universiti Sains Malaysia (USM), in Penang, Malaysia and two universities in Sumatra, Indonesia, which are, Universitas Andalas and Padang State University. In this study, Universitas Andalas and Padang State University will be represented by APU. Amongst the academic staff at USM, three social capital factors-collective action and shared values, relational trust and cooperation, and cohesive bonds and connectivity through participation-have a strong positive impact on affective and normative commitments. At APU, only the factor of cohesive bonds and connectivity contributes to affective commitment. Collective action and shared values as well as cohesive bonds and connectivity were shown to have contributed to higher normative commitment. Relational trust and cooperation, which are important indicators of social capital, did not seem to have any impact on the three organisational commitments. At USM, continuance commitment was negatively related to cohesive bonds and was not related to any other predictive variables. At APU, higher collective action and shared values reduced continuance commitment.

Education about diverse religions and worldviews, social inclusion and countering extremism: lessons for the Australian curriculum

Since the turn of the twenty-first century, the so-called ‘religion in schools debate’ has generated a significant amount of controversy in Australia and arguably impeded progress in both research and education about diverse religions and non-religious worldviews (ERW). This article focuses on the recently released Review of the Australian Curriculum – Final Report and examines why there has been such strong resistance to learning from international best practices in implementing ERW programmes in Australia. It presents an analysis of the Review’s findings, in light of these advances, notably the recently released Signposts: Policy and Practice for Teaching about Religions and Non-religious Worldviews in Intercultural Education document published by the Council of Europe. Finally, this article argues that for the Australian Curriculum to be genuinely ‘world class’, and for it to promote an appreciation of religious diversity, it needs to include ERW as a separate subject or across the national Curriculum, drawing on Australian and international research and policies in this field to develop curricula and resources that are appropriate for the Australian context.

Rol estratégico de la educación media para el bienestar y la equidad = The strategic role of secondary education in achieving well-being and social equity

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