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Pluralité des voies éducatives
Avec la popularité croissante des écoles privées religieuses auprès des groupes minoritaires, des débats s’intensifient. Au Québec, les récentes controverses autour du financement à 100 % d’écoles juives, ou encore de la modification du calendrier scolaire pour accommoder certaines écoles hassidiques, témoignent en effet de cette tension profonde qui englobe les grandes questions du pluralisme en contexte démocratique et de la place de la religion dans la société. Mais que se passe-t-il réellement derrière les murs des écoles privées à projet religieux ou spirituel ? Quelles valeurs y sont véhiculées ? L’auteure dépasse les idées préconçues et braque les projecteurs sur trois écoles religieuses de Montréal : une école juive, une école musulmane et une école Steiner. Bien que celles-ci s’opposent a priori aux valeurs et aux normes dominantes de la société environnante, en assurant la transmission d’une foi religieuse et la consolidation d’une identité communautaire distincte, elles attestent d’autres dimensions de la modernité, dont une citoyenneté « pluraliste », une universalisation de leur conception du religieux et la poursuite de l’excellence sur le plan scolaire. Plutôt que de contribuer à la fragmentation sociale et à l’endoctrinement religieux tant redoutés de l’opinion publique, les écoles privées religieuses semblent plutôt participer à une réinvention de la religion sur de nouvelles bases, en tenant compte du contexte social.
How Computers Affect Education, Cultural Diversity, and the Prospects of Ecological Sustainability
Contrary to the attitudes that have been marketed and taught to us, says C. A. Bowers, the fact is that computers operate on a set of Western cultural assumptions and a market economy that drives consumption. Our indoctrination includes the view of global computing innovations as inevitable and on a par with social progress--a perspective dismayingly suggestive of the mindset that engendered the vast cultural and ecological disruptions of the industrial revolution and world colonialism.
In Let Them Eat Data Bowers discusses important issues that have fallen into the gap between our perceptions and the realities of global computing, including the misuse of the theory of evolution to justify and legitimate the global spread of computers, and the ecological and cultural implications of unmooring knowledge from its local contexts as it is digitized, commodified, and packaged for global consumption. He also suggests ways that educators can help us think more critically about technology.
Let Them Eat Data is essential reading if we are to begin democratizing technological decisions, conserving true cultural diversity and intergenerational forms of knowledge, and living within the limits and possibilities of the earth's natural systems.
School Finance in the Northeast
In this timely work, Jane Fowler Morse reviews the history of school finance litigation in the United States and then examines recent legal and political struggles to obtain equitable school funding in New York, Vermont, and Ontario. These three places have employed strikingly different strategies to address this issue, and Morse analyzes lessons learned at each that will benefit both public officials and citizens interested in seeking reform elsewhere. Drawing on writers from Aristotle to Cass Sunstein and Martin Luther King Jr., she also explores the concepts of social justice and equity, highlighting the connections between racism, poverty, and school funding. The result is a passionate plea for equitable funding of public education nationwide to instantiate the ideal of “liberty and justice for all.”
Reexamining Emmanuel Levinas's essays on Jewish education, Claire Elise Katz provides new insights into the importance of education and its potential to transform a democratic society, for Levinas's larger philosophical project. Katz examines Levinas's "Crisis of Humanism," which motivated his effort to describe a new ethical subject. Taking into account his multiple influences on social science and the humanities, and his various identities as a Jewish thinker, philosopher, and educator, Katz delves deeply into Levinas's works to understand the grounding of this ethical subject.
Confronting the Learning Crisis in Mathematics and Science
Based on a three-year study of the National Science Foundation’s Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement. Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture.
A Philosophical Reconstruction of Modernism for Existential Learning
Explores the contemporary pedagogical significance of modernism. Mediumism considers what the modernist movement in the arts could mean for us today. It examines how artists and critics, particularly in the visual arts, responded to the growth of industries of distraction since the nineteenth century by creating new kinds of artworks that stress their mediums. René V. Arcilla draws out the metaphysical and ethical implications of the work of critics Clement Greenberg, T. J. Clark, and Michael Fried from a perspective rooted in existentialism. He finds in the resulting moral orientation a way to understand the distinctive purpose of liberal education and its political resistance to consumerism. Eschewing terminology that would be familiar to only one set of specialists, the book aims to be accessible to a general audience as well as to readers interested in modernist art, cultural politics, existentialist philosophy, and the philosophical principles of liberal education.
A Challenge to Every American
This book deals with the multiple problem of education in the public schools as it relates to moral and spiritual values. The author cuts a wide swath through the tangled underbrush of church and state, religion and education, sacred and secular, spiritual and materialistic, "body and soul," and lets in a lot of light. To these problems the author brings a lifetime of courageous reflection and experience. To them he also brings, as case studies, the actual experiences of actual children and teachers in actual classrooms in Kentucky, where an experimental program of education in moral and spiritual values has been in process for the past several years.
Education and Women's Empowerment in Honduras
Juanita was seventeen years old and pregnant with her first child when she began an activity that would "open" her mind. Living in a remote Garifuna village in Honduras, Juanita had dropped out of school after the sixth grade. In 1996, a new educational program, Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT), was started in her community. The program helped her see the world differently and open a small business.
Empowering women through education has become a top priority of international development efforts. Erin MurphyGraham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program. Their narratives suggest the simple yet subtle ways education can spark the empowerment process, as well as the role of men and boys in promoting gender equality.
Drawing on indepth interviews and classroom observation in Honduras and Uganda, MurphyGraham shows the potential of the SAT program to empower women through expanded access and improved quality of secondary education in Latin America and Africa. An appendix provides samples of the classroom lessons.
Next-Generation Tactics to Remake Public Spheres