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5 results

  • 7 - Catalonia and Galicia: Unalloyed Support?

  • Colin H. Williams, Cardiff University
  • Book:
    Language Policy and the New Speaker Challenge
    Published online:
    02 February 2023
    Print publication:
    09 February 2023, pp 254-305

  • Summary

    Chapter 7 investigates the reception of, and approach to, new speakers in Catalonia and Galicia. There is considerable evidence of a buy-in to the need to integrate new speakers and thus not only boost the profile of the respective language but also add to social cohesion in an increasingly multicultural and multilingual context. Particular attention is paid to the role of the Voluntariat per la Llengua programme in Catalonia.This pairs indigenous speakers with Catalan learners, several of whom migrated to Catalonia from Africa and Asia. Not only are the linguistic skills of the migrants improved by the programme but so also is the level of social cohesion and integration into the host community. Neofalantes in Galicia offer a quite distinct version of the new speaker phenomenon involving dual or mixed identities, ideological tension and challenges to official policies as to how best to represent the needs and demands of this small but very active section of society.

  • 4 - Learning Science in the West

  • from Part II - Circulations
  • Anju Mary Paul
  • Book:
    Asian Scientists on the Move
    Published online:
    02 December 2021
    Print publication:
    09 December 2021, pp 115-146

  • Summary

    This chapter introduces the idea of scientific cultures as complex, multifaceted sets of norms and values, shared within a given scientific community, about the appropriate social practice of scientific teaching and research. It identifies seven dimensions of scientific cultures:

    1. 1. The attitude towards existing scientific knowledge

    2. 2. The approach to problem-solving

    3. 3. The scope of research ambitions

    4. 4. The degree of autonomy given to individual scientists within a research team

    5. 5. The importance given to rank and seniority

    6. 6. The attitudes towards difference within the lab or research organization, and finally

    7. 7. The approach to inward- and outward-facing communication

    This chapter details each of these dimensions using Western-trained Asian scientists’ comparative accounts of their early training in Asia and their subsequent training in the West. This chapter also documents the significant variation in each of these dimensions not only between Asia and the West, but also within each of these world regions at the level of countries, universities, and also individual labs. This helps debunk the idea of a single Asian or Western scientific culture.

  • Chapter 3 - Why is the education system organised this way?

  • from Part 1 - Introduction to education
  • Heather Sharp, University of Newcastle, New South Wales, Sue Hudson, Southern Cross University, Australia, Noelene Weatherby-Fell, University of Wollongong, New South Wales, Jennifer Charteris, University of New England, Australia, Bernard Brown, University of Canberra, Jason Lodge, University of Queensland, Lisa McKay-Brown, University of Melbourne, Tracey Sempowicz, University of the Sunshine Coast, Queensland, Rachel Buchanan, University of Newcastle, New South Wales, Scott Imig, University of Newcastle, New South Wales, Peter Hudson, Southern Cross University, Australia, Michaela Vergano, University of Canberra, Michael Walsh, University of Canberra
  • Book:
    Introduction to Education
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 65-90

  • Summary

    This chapter will introduce you to the various education systems in Australia. It focuses on the relationship between the Commonwealth and the state and territory governments, outlines the three schooling sectors – public (government), independent and Catholic – and places the Australia education system within a global context. It starts by offering a historical overview of schooling in Australia and finishes with a look at the future of schooling. The education system is examined, especially in relation to educational outcomes, equity issues and funding. You will also be introduced to support mechanisms available for teachers, including professional development requirements and union membership. To gain an understanding of schooling beyond the classroom, key education documents such as the Alice Springs (Mparntwe) Education Declaration will be examined.

  • Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support

  • Catherine Savage, Sonja Macfarlane, Angus Macfarlane, Letitia Fickel, Hēmi Te Hēmi
  • Journal:
    The Australian Journal of Indigenous Education / Volume 43 / Issue 2 / December 2014
    Published online by Cambridge University Press:
    10 November 2014, pp. 165-174
    Print publication:
    December 2014

  • This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a kaupapa Māori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a Māori worldview, be inclusive of family and community, and support the notion that Māori children are able to learn as Māori — to enjoy positive cultural and identity development throughout their schooling. The findings in this article describe the core features that underscore how behaviour should be shaped and supported within schools, from a Māori perspective.

  • 7 - Education

  • from PART III - THE CULTURAL REVOLUTION AND ITS AFTERMATH
  • Edited by Roderick MacFarquhar, Harvard University, Massachusetts, John K. Fairbank, Harvard University, Massachusetts
  • Book:
    The Cambridge History of China
    Published online:
    28 March 2008
    Print publication:
    29 November 1991, pp 540-593

  • Summary

    Education emerged as both a means and an end during the Cultural Revolution decade. School-system reform was one of the movement's ultimate aims. Because in retrospect the dual nature of education's role was often confused, this chapter distinguishes between the mobilization phase, which launched the movement, and the consolidation phase, aimed at institutionalizing the "revolution in education" thereafter. Initially, as indicated, the Party organization had tried to concentrate the movement on intellectual matters and educational reform. As the movement escalated out of the Party's control, Mao's educational principles provided the basis for the criticism of teachers and of the struggle objects. The question of actually transforming the education system was then thrust into the background as the Red Guards moved out into society to bring down the power holders everywhere. Educational reform itself belonged to the consolidation phase of the movement and thus had to await the dampening of factional conflict.