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De donkere kleur van armoede
No full textThis essay argues that the racial and ethnic dimensions of exclusion and marginalization must be considered in development thinking. If these dimensions are overlooked, development aid will never really transform the lives of the most marginalized. This claim is illustrated with reference to data on racial inequality in the Brazilian education system.The author argues that the failure to take a stand against racial/ethnic inequality is notsurprising, given the fact that in the current development discourse, thinking on development often fails to take context into consideration. The individual is nothing more than a ‘client’, not connected to anything and stripped of ‘race’/ethnicity and class status. Inequality and marginalization are explained on the basis of socioeconomic background. And when the social role of an individual is reflected in policy, it is often only gender that isconsidered. Racism and ethnocentrism are rarely referred to in explanations of inequality. As such, they still seem to be taboo subjects.The argument defended in this essay is that, for current ‘development thinking’ to address racial/ethnic inequality, Western countries should consider questions such as how to define ‘development’ and ‘quality education’. We will need to reflect on the impact of racism and Eurocentrism and the role of our societies in the colonial history of the world. The author ends with the suggestion that we abandon the dominant focus in ‘developmentaid’ on how to help ‘others’, start with ourselves, and focus on developing ‘education for the oppressed’
Policy discourses and multi-scalar interactions in curriculum development: Institutionalizing and translating ethnicity/race issues in Brazilian education
Get PDFAs a "middle power," Brazil plays an important role in the contemporary world. At the same time huge challenges concerning citizenship, democracy, and participation still exist in the country. This study engages with one of the struggles: the struggle for an ethnically and racially just Brazil. Taking Brazilian Education Law 10.639 as object of study, this book explores the question of what policy discourses and multi-scalar interactions influence the process of curriculum development with regard to ethnicity/race and education in Brazil. The findings show that the increased inter-scalar and multi-scalar dynamics in the globalized world present new opportunities for Brazilian civil society actors for getting attention for ethnic/racial inequality. However, even considering the fact that Brazil is far ahead compared to many other countries, huge political and pedagogical challenges still exist regarding the process of curriculum development around ethnicity/race in the country
Academic and cultural challenges for the absorption of the concept of inclusive education in Brazil
No full textThis work searches for answers to the question what are the sociocultural obstacles for the absorption of the concept inclusive education in Brazil? To answer this question, the referred concept is discussed in relation to another concept: Equality. On basis of a theoretical study on the development of Brazilian society, it is argued that education, the way it exists at present, is characterized by educational institutions that reproduce social exclusion. The text concludes with the argument that profound reforms are necessary to make real inclusive education possible. The possibilities affirmative action policies could offer in relation hereto are discussed
Desafíos académicos y socioculturales para la absorción del concepto de educación inclusiva en Brasil
Get PDFEste trabajo busca respuestas a la pregunta ¿cuáles son los obstáculos académicos y socioculturales para la absorción del concepto educación inclusiva en Brasil? Para responder, es preciso manifestar que dicho concepto se discute y relaciona con otro: el de la igualdad. Basado en el estudio teórico del desarrollo de la sociedad brasileña, se argumenta que la educación hoy en día se caracteriza por tener instituciones que reproducen la exclusión social. El texto concluye argumentando que son necesarias profundas reformas para lograr una verdadera educación inclusiva, en función de las posibilidades que las políticas de acción afirmativa pueden ofrecer al respecto. Este trabajo busca respuestas a la pregunta ¿cuáles son los obstáculos académicos y socioculturales para la absorción del concepto educación inclusiva en Brasil? Pararesponder, es preciso manifestar que dicho concepto se discute y relaciona con otro:el de la igualdad. Basado en el estudio teórico del desarrollo de la sociedad brasileña,se argumenta que la educación hoy en día se caracteriza por tener instituciones que reproducen la exclusión social. El texto concluye argumentando que son necesariasprofundas reformas para lograr una verdadera educación inclusiva, en función de las posibilidades que las políticas de acción afirmativa pueden ofrecer al respecto
Desafíos académicos y socioculturales para la absorción del concepto de educación inclusiva en Brasil
Get PDFEste trabajo busca respuestas a la pregunta ¿cuáles son los obstáculos académicos y socioculturales para la absorción del concepto educación inclusiva en Brasil? Para responder, es preciso manifestar que dicho concepto se discute y relaciona con otro: el de la igualdad. Basado en el estudio teórico del desarrollo de la sociedad brasileña, se argumenta que la educación hoy en día se caracteriza por tener instituciones que reproducen la exclusión social. El texto concluye argumentando que son necesarias profundas reformas para lograr una verdadera educación inclusiva, en función de las posibilidades que las políticas de acción afirmativa pueden ofrecer al respecto. Este trabajo busca respuestas a la pregunta ¿cuáles son los obstáculos académicos y socioculturales para la absorción del concepto educación inclusiva en Brasil? Para responder, es preciso manifestar que dicho concepto se discute y relaciona con otro: el de la igualdad. Basado en el estudio teórico del desarrollo de la sociedad brasileña, se argumenta que la educación hoy en día se caracteriza por tener instituciones que reproducen la exclusión social. El texto concluye argumentando que son necesarias profundas reformas para lograr una verdadera educación inclusiva, en función de las posibilidades que las políticas de acción afirmativa pueden ofrecer al respecto
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
De donkere kleur van armoede
No full textThis essay argues that the racial and ethnic dimensions of exclusion and marginalization must be considered in development thinking. If these dimensions are overlooked, development aid will never really transform the lives of the most marginalized. This claim is illustrated with reference to data on racial inequality in the Brazilian education system. The author argues that the failure to take a stand against racial/ethnic inequality is not surprising, given the fact that in the current development discourse, thinking on development often fails to take context into consideration. The individual is nothing more than a ‘client’, not connected to anything and stripped of ‘race’/ethnicity and class status. Inequality and marginalization are explained on the basis of socioeconomic background. And when the social role of an individual is reflected in policy, it is often only gender that is considered. Racism and ethnocentrism are rarely referred to in explanations of inequality. As such, they still seem to be taboo subjects. The argument defended in this essay is that, for current ‘development thinking’ to address racial/ethnic inequality, Western countries should consider questions such as how to define ‘development’ and ‘quality education’. We will need to reflect on the impact of racism and Eurocentrism and the role of our societies in the colonial history of the world. The author ends with the suggestion that we abandon the dominant focus in ‘development aid’ on how to help ‘others’, start with ourselves, and focus on developing ‘education for the oppressed’
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