1,721,161 research outputs found
Migraciones, políticas educativas y experiencias escolares: El caso de los inmigrantes latinoamericanos en Madrid y Buenos Aires
Full text linkFil: Beech, Jason. Universidad de San Andrés. Escuela de Educación; Argentina."Conferencia pronunciada el 6 de noviembre de 2010 en el ámbito del Seminario Permanente de Investigación de la Maestría en Educación de la UdeSA.
El discurso de la era de la información y la educación en Argentina y en Brasil
Full text linkFil: Beech, Jason. Universidad de San Andrés. Escuela de Educación; Argentina."Conferencia pronunciada el 12 de julio de 2003 en el ámbito del Seminario Permanente de Investigación de la Maestría en Educación de la UdeSA.
Las agencias internacionales, el discurso educativo y las reformas de la formación docente en Argentina y Brasil (1985- 2002): Un análisis comparado
Full text linkFil: Beech, Jason. Universidad de San Andrés. Escuela de Educación; Argentina."Conferencia pronunciada el 19 de marzo de 2005 en el ámbito del Seminario Permanente de Investigación de la Maestría en Educación de la UdeSA.
Demanda laboral en la industria del software y servicios informáticos en la Argentina : situación actual y perspectivas
Full text linkFil: Beech, Jason. Universidad de San Andrés. Centro de Estudios en Tecnología y Sociedad; Argentina.Fil: Artopoulos, Alejandro. Universidad de San Andrés. Centro de Estudios en Tecnología y Sociedad; Argentina.Fil: Davidziuk, Alejandra. Universidad de San Andrés. Centro de Estudios en Tecnología y Sociedad; Argentina
Educación, identidades y fronteras
No full textEl presente texto no refleja el resultado de una investigación, sino las primeras reflexiones acerca de un problema que nos preocupa: la relación que existe entre la educación, las identidades y las fronteras. El texto se divide en tres partes. En primer lugar ofreceremos algunas ideas acerca de cómo puede entenderse a nivel teórico la relación entre educación, identidades y fronteras. En la segunda parte analizaremos cómo se resolvió esta relación en épocas en las cuáles el espacio político se organizaba principalmente a través del Estado-Nación. Finalmente, en la última parte de este texto intentaremos plantear algunas coordenadas para entender la relación entre educación, identidades y fronteras en la actualidad, partiendo del supuesto de que el espacio ya no se organiza principalmente alrededor del Estado Nación y que este cambio tiene efectos sobre las fronteras simbólicas que se constituyen en los procesos de construcción identitariaFil: Beech, Jason. Universidad de San Andrés.Fil: Larrondo, Marina. Escuela de Educación, Universidad de San Andrés; Fundación Luminis
A internacionalização das políticas educativas na América Latina
Full text linkO artigo analisa as reformas implementadas nos sistemas educativos latino-americanos na década de 1990. Ainda que as políticas educativas na região sempre tenham sido moldadas pela influência internacional, a hipótese é de que a internacionalização das políticas educativa na América Latina se intensificou nas décadas de 1980 e 1990, dando lugar a políticas educativas cada vez mais semelhantes no nível da proposta oficial. Não obstante, considera-se que a semelhança nos princípios que orientam as reformas educativas na região, não implica necessariamente uma semelhança nas políticas propriamente ditas, dado que seus processos de formulação se encontram afetados por políticas institucionais e culturais diferentes em cada país. Como exemplo das influências internacionais, serão brevemente analisadas as propostas da UNESCO, do Banco Mundial e da OCDE nas décadas de 1980 e 1990 e, para examinar a tradução dessas influências nas políticas, serão tomados como exemplos os casos das mudanças na regulamentação curricular na Argentina, no Chile e no Brasil.This article analyzes the latest reforms in the Latin American educational systems, suggesting that although educational policies in the region have always been shaped by international influences, in the 1980s and 1990s the internationalization of educational policy in the continent has been intensified, making education policy in its countries more similar at the level of official rhetoric. However, it is also suggested that similarities in the principles guiding the education reform in the region do not necessarily imply that actual policies are the same in different countries. Indeed, the policy formulation process is affected by different political and institutional cultures. As an example of international influences, the proposals of UNESCO, World Bank, and OECD in the 1980s and 1990s are analyzed, while the changes in curricular regulation in Argentina, Chile and Brazil are taken as an example of the translation of these influences into policies.Fil: Beech, Jason. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; Argentin
Replacing old spatial empires of the mind: Rethinking space and place through network spatiality
Full text linkThe main argument in this article is that reconceptualising space and place provides comparative education researchers with new and exciting possibilities for our research. The paper is divided into five sections. In the first, we review a set of meta-narratives that we call spatial empires of the mind about the changing relationship between time, space and place from pre-modern to modern and globalised times. In the second section we provide our critique of these spatial metanarratives, and in the third we review some of the ideas associated with new spatial thinking based on relational character and productive functions of space and place. The fourth section offers some thoughts about how space has been taken up in comparative education.Finally we assert that social network analysis provides comparative education researchers with one way to spatialise our thinking about how educational policies, processes and practices are produced and get taken up across disparate locations, without falling back into binary thinking about place and space.Fil: Beech, Jason. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Larsen, Marianne. Western University; Canad
Interpreting the circulation of educational discourse across space: searching for new vocabularies
Full text linkThis article argues that certain established vocabularies that are used to interpret the circulation of educational discourse and its transformation in different settings have significant limitations to capture the complexity inherent to new geographies of power/knowledge in education and that, consequently, we need to develop new concepts to analyse the movement of educational discourses across space. After a critique of concepts such as ‘transfer’ and ‘policy borrowing’, we offer an alternative kind of approach by using Actor-Network Theory (ANT) to briefly analyse Conectar Igualdad, a program in Argentina that distributes one computer per student in secondary schools. It will be shown how the use ANT can make certain connections visible that would not be so noticeable using the established vocabularies discussed above.Fil: Beech, Jason. Universidad de San Andrés. Escuela de Educación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Artopoulos, Alejandro. Universidad de San Andrés. Escuela de Educación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin
Global mobilities and the possibilities of a cosmopolitan curriculum
Full text linkThis paper is aimed at exploring the possibilities that the notion of everyday cosmopolitanism can open up for pedagogic practices and, at the same time, the opportunities that pedagogy can provide for the construction of a cosmopolitan global ethics. Our argument is that students (and teachers) are involved in everyday experiences of cosmopolitan encounters and that these can and should be used as a starting point for the development of a cosmopolitan curriculum aimed at steering the cosmopolitan outlook of students towards morally open but productive directions.Fil: Rizvi, Fazal Abbas. The University of Melbourne; AustraliaFil: Beech, Jason. Universidad de San Andres; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin
Spatial Theorizing in Comparative and International Education Research
Full text linkThe authors argue for a critical spatial perspective in comparative and international education. We briefly summarize how time and space have been conceptualized within our field. We then review mainstream social science literature that reflects a metanarrative, which we critique for contributing to false dichotomies between space and place and oversimplified views of the relationship between the global and the local. We present some of the key ideas associated with the “spatial turn,” including a relational understanding and productive capacity of space. In the final part of this article, we analyze the significance of new spatial theorizing for comparative and international education by reviewing examples of both comparative and educational researchers who are engaging with critical spatial theorizing. We argue that a possible way to confront binary thinking about space and place is by shifting attention to the relational conceptions of space, through analyses of networks, connections, and flows.Fil: Larsen, Marianne A.. No especifica;Fil: Beech, Jason. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin
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