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The Facade of Moral Superiority Great Britain’s Ulterior Motives in Abolishing Ottoman Slavery
No full textThis essay seeks to provide an alternative perspective of Great Britain’s involvement in the abolition of the Ottoman slave trade during the 19th and 20th centuries. Contemporary scholars often cite Britain’s involvement in the abolition of Ottoman slavery as a means of establishing moral superiority on the world stage. While there is some validity to this, a critical analysis of Britain’s motives towards abolishing the Ottoman slave trade reveals Britain’s vast economic, political, and territorial interests obtained from Ottoman abolition. Britain conquered vast regions in East and North Africa such as Egypt and Sudan which justified these conquests as necessary in the fight against slavery while simultaneously profiting from these regions through colonization and legitimate trade. Not only would Britain hinder the Ottoman slave trade through such territorial acquisitions, but they would simultaneously control and monitor strategic economic zones such as the Red Sea, Tunisia, the Persian Gulf, and the Gulf of Aden. While Britain is often portrayed as the morally superior emancipator and the Ottomans as the inferior enslavers, Britain’s facade of moral superiority is tainted when considering their ulterior motives.
Influence of Study Abroad Experiences in Australia on Teacher Education in Bhutan’s Education Colleges
No full textTertiary education in Bhutan has changed with the establishment of the Royal University of Bhutan in 2003, and the two constituent colleges of education have brought many developments in the education system in Bhutan. As the majority of the faculty members in the education colleges are Australian alumni, this case study was focused on how their Australian educational experiences have influenced professional practice in teacher education. This focus was part of a qualitative study which revealed influences in teacher education, research, and leadership as three critical changes that were attributed to the Australian educated faculty members of the education colleges. Inculcating international best practices in teaching pedagogy, curriculum development taking into account the Bhutanese context, and development of Early Childhood Care and Development curriculum are reported in this paper along with discussion of the implications for the Bhutanese education system
Particulars, Universals, and Invitations: A Reprise
No full textWhat is inviting? More specifically, can some behaviors be defined universally as invitations regardless of how individuals perceive them? In this article, the existence of universal invitations and their relationship to perceptual processes are presented in an expanded view of how invitational levels of functioning are determined
Inviting Calm Within: ADD, Neurology, and Mindfulness
No full textThe fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM IV) describesADD as behaviorally observed impairments in attention, impulsivity, and hyperactivity. Officially knownas AD/HD, we use ADD here because we are dealing primarily with attention, organizational, andimpulsivity issues. A more sophisticated model of the disorder is being developed as research inneurology, psychotherapy, cognitive psychology, and education as unified into a comprehensive view,offering more promising treatments than in the past.In this robust model, ADD is viewed as a neurological condition where individuals struggle withregulating executive functions of the brain, as a result of impaired operation of the prefrontal cortex. Incontrast to the DSM IV viewpoint, these impairments may or may not result in behavioral deficits,depending on the success the individual has in accommodating the symptoms. Acknowledging that thesedeficits create substantial challenges to the individual, this newer model acknowledges personal resilienceand the self-creation of compensating factors that mitigate the difficulties that are required in the DSM IVdiagnosis. Thus, an ADHD individual may be quite successful, but that success comes at a high price,from either continued struggles hidden carefully from others to control functions others take for granted,or enduring great underachievement when the intellectual ability of the individual is considered.Although ADD is a substantial lifelong disorder, its effect can be mitigated by a number of factors. Whilemedication is the front-line treatment, success typically involves a combination of strategies, includingaltering the immediate environment, education about the condition, and psychological therapy. Thisarticle describes additional approaches creating an inviting perspective to problematic organizational andconcentration issues. This approach includes the traditional approaches, but reaches out to moreexperiences known to aid in the development of mindfulness and attention, in ways that can benefit theADD individual. The purpose of the paper is:• To counter negative stereotypes of ADD ;• To provide an accurate basic explanation of the neurological and genetic basis of ADD;• To describe the compatibility of Invitational Theory (IT) in creating classroomenvironments that foster ameliorative settings, situations, and activities for students withneurological differences; and• To describe strategies for calming the mind, specifically adapted for ADD that consumeminimal time, can be integrated into daily classroom functioning, and are appropriate forindividual as well as classroom use
Conflict Resolution: An Invitational Approach
No full textOne criticism of invitational theory (Purkey & Novak, 1984; Purkey & Schmidt, 1987; Purkey & Stanley, 1991) is that it does not address itself to difficult situations. It is easy to be inviting when things are going well, say critics, but in times of conflict it\u27s time to get tough: To forget inviting and start demanding. This article refutes this criticism by first reviewing the basic assumptions of invitational theory and then explaining how the theory can be used to handle conflicts, both minor and major, that occur in one\u27s personal and professional life
Gender Differences and Instructional Discrimination in the Classroom
No full textSharlene George had done exceptionally well in school. She had straight A\u27s, had 99th percentiles on her GRE, and had published as an undergraduate. She applied to several graduate science programs, among them Stanford. At the culmination of her interview there she was interrogated by the head of the department, who was at the moment a "famous man." "Miss George, do you know why I\u27m interviewing you?" Sharlene replied that she presumed it was because her records were superlative and she was so clearly a fine candidate for graduate school. "No," the star said. "That\u27s not why at all. It\u27s because this year (it was 1967, the height of the Vietnam War) I\u27m reduced to the lame, the halt, the blind and the women" (Gornick, 1990, pp. 96-7)
Adapting the 5-P Relay for Inviting Quality Family Time
No full textThe invitational approach encourages a personal and professional perspective on healthy living (Purkey & Novak, 1984). In this paper, I present how the invitational view was applied to transform a part of my personal life by inviting quality family time for beneficial growth and development. By applying the invitational approach to this area of living, I hoped that we would transform our family time from a schedule in which much energy and time was wasted to a plan full of enjoyment and optimal experiences (Csikszentmihalyi 1990)
Responsive Teaching: A Framework for Inviting Success with Students who “Fly Below the Radar” in Middle School Classrooms
No full textBy focusing on one student, this case study illustrated ways that successful teachers invitedsuccess and may help other teachers create connections with students. This study chronicled onestudent’s responses to her teachers’ efforts to engage her during a teaching activity. Data frominterviews, observations, and work samples showed how the connections she made with teachers,classmates, and information shaped her understanding on content. During this activity, Mariahdeveloped personal connections with concepts which helped her understand ideas at a deeperlevel. Teachers encouraged these connections by differentiating instruction in a personal way asthey identified Mariah’s learning strengths, tapped her interests, and extended her thoughts