International Journal of Progressive Education (IJPE)
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Cultural Sensitiveness of School Goals and Students’ Failure in Turkey
No full textEducation is the means by which society provides for the transmission or advancement of its culture and it is formally done at schools that are the arena of human interaction aimed at producing learning. But some people in that interaction aimed at producing learning cannot achieve as much as the others due to some social or individual factors especially when the society is not homogeneous in terms of culture, language, etc.All cultures do not require the same kinds of knowledge and all may have distinct goals and expectations in education. This study aims at presenting the consensus and conflict in perspectives of students of different ethnic origins on general goals of education and expectations from schools in East and Southeast Turkey. The results will be used to generate a rationale to assume that the failure of students in East and Southeast Turkey where majority of population is ethnically diverse, may be because of the lack of divergent goals and expectations set for school curriculum or that the failure of students is dependent on some other factors except the unique school curriculum unresponsive to cultural or ethnic diversity. For this purpose, the goals of general education (1973, Law number 1739, Item number 2), and school expectations developed by House (1973) were prepared as questionnaire items, piloted, validated and administered to 9373 secondary school students in east and southeast Turkey. The findings of this study were that the students of different ethnic origins value the goals and expectations set for school curriculum in Turkey in significantly different ways
The Future of Whole Language
No full textWhole language is a dynamic and generative philosophy of education that started as a grass roots teacher movement. Throughout its history it has been lauded worldwide as well as being attacked. This article explores whole language through two lenses. First it examines the history of whole language through the eyes of someone who participated in the grass-roots movement. Secondly, the future of whole language is examined through the voices of whole language and literacy leaders. Their answers to questions about whole languages fit with progressive education, its greatest accomplishment and its future direction offer support and encouragement for progressive, holistic educators around the world
The Possibilities of Transformation%253A Critical Research and Peter McLaren
No full textThe purpose of this paper is to unveil how Peter McLarens revolutionary brand of pedagogy, multiculturalism, and research colored my two-year qualitative research study, which unearthed twenty White female future teachers experiences and perceptions in relationship to computing technology and male-centered computing culture. His ideas positioned me to see beyond technocentric discourses generated by political, economic, and education leaders, as I was enabled to pinpoint how larger social relations of power perpetuate computing technology as a boys toy, designed to amass wealth and power for elite White male corporate leaders at the expense of the vast majority of global citizens. His scholarship also proved to be a source courage and inspiration. It prodded me to believe my research project has the potency to bludgeon unjust practices that perpetuate women%252339%253Bs and girls%252339%253B technological reticence, fuel the corporate takeover of teacher education, and perpetuate Western imperialism, environmental degradation, and hopelessness across the globe. Not coincidently, the critical study served as an educative space for several pre-service teachers. They uncovered how several constitutive forces merge with unjust practices to create womens and girls computing reticence as well as perpetuate womens marginalization in schools, the business world, and in other social contexts. They appear to possess the critical mindset and courage to create classroom practices bent on forging an egalitarian society
Inheritance and development of the tradition of Chinese piety education
No full textIt is a fine tradition of Chinese to instill children the concept of lsquo%253Bfilial piety in home education. In recent years, however, lsquo%253Bpiety education is getting weaker and even neglected, especially among the one-child family in Mainland China. The authors of this article argue that in order to continue and develop the fine Chinese tradition of filial piety education, we should strengthen the filial piety perspective in home education. This would improve and enhance the moral growth in young peoples mind, raise their noble emotion and establish society%252339%253Bs harmonious need. Regarding the tradition of quot%253Bfilial piety educationquot%253B, one would need to have a critical mind and attitude to inherit. We would need to nourish the childs linkage to parents in areas such as sympathy, sense of responsibility and a repayment heart, making these to become a form of habit of their behavior. Today, since students are overloaded with schoolwork, a lot of family duties that the children should be responsible for are done by parents instead. Thus piety education has lost the adequate time and space to practice
Lewis, B. (1975). History%253A Remembered, Recovered, Invented. Princeton, NJ%253A Princeton University Press. %253B ISBN%253A 0-691-03547-4
No full textHow is history used%253F What are the ways history is used%253F In this book review, Nihat Kahveci analyzes how Bernard Lewiss History%253A Remembered, Recovered, Invented seeks the answers to these important questions. Lewis states in the preface that the historian sometimes needs to leave his period, his area, and his topic, and take a boarder look at the nature of his vocation and discipline. The book is such reflection on nature of historical knowledge and discipline of history. Organizing different examples of historical events, the book takes a broad look at the discipline of history
Imagining the Impossible%253A Revolutionary Critical Pedagogy Against the 21st Century American Imperium
No full textThis article examines some of the major Marxist-humanist themes that animate the revolutionary critical pedagogy delineated by Peter McLaren in recent years. Among these themes are radical universalism, an interrogation of the capitalization and commodification of human labor, and the interrelatedness of American imperialism and neoliberal globalized capitalism. It argues that McLarens scholarship provides progressive educationalists with an alternative to those post-alized and liberal humanist versions of critical pedagogy that have virtually abandoned all forms of class analysis. It contends that revolutionary critical pedagogy offers a much-needed narrative capable of challenging the most recent manifestations of empire, wars of aggression, and exploitative capitalist relations
An Interview with Peter McLaren%253A Comments on the State of the World-2005
No full textEver since writing Life in Schools and Schooling as a Ritual Performance, my books have mostly been collections of articles that I have published, sometimes modified to various degrees for the book I am putting together. So I dont set out to make certain points, I see what points are there after the book is put together. I produce a lot of written work, so much so that somebody once remarked that I have never had a thought go unpublished. Putting my articles together gives me a chance to revisit recent articles and make clarifications and to guide my thoughts to a precision they dont always have the first time around. And more recently I have sought out students and young scholars to work with in a collaborative fashion, which I think is something sorely lacking among scholarsmdash%253Beven leftist scholarsmdash%253Bthese days. But yes, there are always underlying themes to my books that can be traced back twenty years or more. In my work dating back to the mid-eighties, I have always tried to fathom the ways that capitalism functions in North American contexts, and more recently, in global contexts, with a special emphasis on Latin America. The structural crisis of capitalism in the 1970s was a watershed moment for world capitalism, and current developments such as neoliberalism can be directly traced to this crisis. I want to underscore with a white heat that capitalism is not the best possible way to organize the social universe of human beings. In fact, it has transmogrified into a behemoth that, in a ferocious hunger for self-expansion, feeds off the commodification of social life that it creates. It is auto-copulatory. Worse, it ingests the detritus of humanity that it creates. More recently, since I began working from a Marxist humanist perspective in the late 1990s, I have tried to show the crucial role played by revolutionary social movements in the reclaiming of our humanity
The Dimensions of Reflection%253A A Conceptual and Contextual Analysis
No full textIn the article, authors identify some of the problems in the present notions of reflective teaching. The authors argue that none of these conceptions deal with reflection itself in a reflexive way. They tend to use theories of reflection as a canopy for their own quot%253Bmiddle levelquot%253B theorizing about reflective teaching. First, the authors consider the development of the term and some of its popularization in teacher education. Some problems the authors identify are located in the history of the concept quot%253Breflectionquot%253B and its philosophical underpinnings. Others emerge from particular applications within teacher education itself. Their critique challenges the prevalent conceptions of reflection and proceeds to offer new direction for further reconstruction of the theory and practice of reflective teaching. The final section offers an alternative conceptualization of reflection designed to address many of the concerns the authors raise, while acknowledging that some will always need to be addressed as a continual process
The Dimensions of Reflection%253A A Conceptual and Contextual
No full textWhen one of the editors of this journal asked me to contribute a piece, I was very happy -but also wondering what Id send in. Luckily, the editor in question was also interested in reflection and there was an old paper not published elsewhere, which seemed to have some ideas useful to his own research agenda, partly around issues of reflection. Little did I know that this process of retrieving the paper, now 17 years old, would also retrieve memories of the whole process of learning to do academic writing, of becoming a professor, (including thoughts on why the paper has not until this time been published}, and of how one of the strongest relationships in my life began to be constructed
Kanno, Y. (2003) Negotiating Bilingual and Bicultural Identities%253A Japanese returnees betwixt two worlds. Mahwah, NJ%253A Erlbaum. ISBN 0-8058-4154
No full textIn todays global world, it is no longer uncommon for people to live in several different countries or socio-economically and culturally different communities, or move between two countries frequently during their lifetime. Negotiating Bilingual and Bicultural Identities provides a unique opportunity to examine the development of bilingual and bicultural identities of students who spend their adolescent years in a host country and then return to their home country.
The book presents findings from a longitudinal study of four teenage Japanese students who spent several years in North America and then returned to Japan to attend university. Using narrative inquiry and communities of practice as a theoretical framework, the author, Yasuko Kanno explores the intimate link between language, experience, identity and culture by analyzing the narratives of the Japanese students who are the sons and daughters of Japanese businessmen. The focus of this longitudinal study is mainly on how identities of young bilingual returnees (called kikokushijo) and their relationship to their two languages and two cultures change as they move from adolescence to young adulthood. According to Kanno, the study is significant and unique in that three characteristics of it differentiate it from other studies on bilingual and bicultural identities. First of all, this is a longitudinal study in which Kanno had followed the same bilingual students over a long period of time. And as oppose to the other studies, Kanno mainly focus not only on how learners grown-up as bilingual and bicultural individuals, but also on where they decide to place themselves between two languages and cultures. Second, this study documents student voice, which is lack in bilingual research in general. Third, although studies on bilingual and bicultural identities focus mainly on immigrants who move to a new country and stay there, this study focuses on the bilingual students who go back to their home country. It is also striking that the book is written in a language accessible to a wide readership