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Displaying Results 1 - 25 of 105 on page 1 of 5
Marked
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`It was a sorry story … now we can think in terms of planning’: The OECD Dimension of Irish Education & Science Policy Innovation, 1958-68 (NIRSA) Working Paper Series. No. 31
(2007)
Murray, Peter
`It was a sorry story … now we can think in terms of planning’: The OECD Dimension of Irish Education & Science Policy Innovation, 1958-68 (NIRSA) Working Paper Series. No. 31
(2007)
Murray, Peter
Abstract:
Unsuccessful domestic attempts to raise the profile of science and technology in Irish policy debate can be traced back to the end of the 1940s. By the late 1950s a combination of Soviet space race achievement and Irish development strategy shift had created a more receptive environment internationally and nationally. Interaction with the Office for Scientific and Technical Personnel (OSTP) of the Organisation for European Economic Cooperation (OEEC) ended the isolation of the Irish Department of Education and the Second Programme for Economic Expansion did what OEEC experts had been urging Irish policymakers to do by integrating education into economic planning. Both in the education field and that of science and technology the bridge between a general commitment to planning and a concrete programme of action was supplied by research studies. These studies were initiated in the early 1960s by the successor body to OEEC, the Organisation for Economic Cooperation and Development (OEC...
http://eprints.maynoothuniversity.ie/1160/
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‘ A Not-so-simple Story from My Life ’ : Using Auto-ethnography and Creative Writing to Re-frame the Heteronormative Narratives of School Life
(2014)
Rickard, Angela
‘ A Not-so-simple Story from My Life ’ : Using Auto-ethnography and Creative Writing to Re-frame the Heteronormative Narratives of School Life
(2014)
Rickard, Angela
Abstract:
Re fl ecting on my experience as a teacher and a lesbian in a second-level school in Ireland in the early 1990s, I use an auto-ethnographic approach fi rst to explore some of the ways dominant narratives can silence, constrain and marginalise some people. Projecting forward to an imagined future, I draw on creative writ- ing to ‘ re-frame ’ how identity could be represented and experienced. While it is noted that context, attitudes and experiences have changed for the better in the intervening decades, legislative frames still hold fast, and heteronormativity con- tinues to curb expressions of difference. Adopting a creatively disruptive style and format, I hope to provide a glimpse of a new normal in schools where more positive and less alienating experiences are imaginable ... for everyone.
http://eprints.maynoothuniversity.ie/5730/
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"A fish out of water": The middle-class experience of over-indebtedness and the role of adult education.
(2012)
Holton, Josephine
"A fish out of water": The middle-class experience of over-indebtedness and the role of adult education.
(2012)
Holton, Josephine
Abstract:
As a Money Adviser with the Money Advice and Budgeting Service (MABS), I noticed a new cohort of clientele seeking the advice of MABS. Traditionally the MABS client base was confined to those from disadvantaged backgrounds but this new cohort are educated and middle-class. They present to the service in states of high anxiety and bewilderment, akin to a ‘fish out of water’. This study documents the previously undocumented experience of these over-indebted, educated, middle-class MABS clients. It asked why, despite their education, these clients did not have the capacity to manage their crisis alone. It found they were incapacitated by the extent of their crisis which goes deeper than income reduction and material poverty alone. It found the dispositions of their middle-class habitus and a lack of critical reflection limited their capacity to imaging alternatives to deal with their circumstances. The research recommends that a critical pedagogy should underpin all MABS education poli...
http://eprints.maynoothuniversity.ie/9613/
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A classification of questions from Irish and Turkish high-stakes examinations
(2011)
Aysela, Tugba; O'Shea, Ann; Breen, Sinead
A classification of questions from Irish and Turkish high-stakes examinations
(2011)
Aysela, Tugba; O'Shea, Ann; Breen, Sinead
Abstract:
In both Turkey and Ireland entrance to third level education is determined by performance on a high-stakes examination at the end of second level education. However, the examination systems in Ireland and Turkey are quite different from each other. In order to compare the examinations we attempted to classify the types of questions asked in 2009 and 2010. We used various classification systems including the Levels of Cognitive Demand Framework developed by the QUASAR Project (Smith & Stein 1998). We will report on the use of these frameworks and the results obtained for the Turkish and Irish mathematics examinations.
http://eprints.maynoothuniversity.ie/4901/
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A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.
(2017)
Joyce, Carmel Ann
A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.
(2017)
Joyce, Carmel Ann
Abstract:
Although there has been many developments towards inclusive and progressive education at primary, post-primary and at higher education level, little improvement or advancement has being made for students with specific learning difficulties such as dyslexia accessing learning support services in further education. Current policy, legislation and practices identify the need for inclusive and progressive education for students with dyslexia. However, despite some success in the increase of young people with disabilities remaining in post-compulsory education, the degree of inclusion in training and education envisaged by national and local policies has not been achieved (ANED, 2010). In turn, the further education sector remains largely under developed and inadequately funded in Ireland. This study explores the challenges to Inclusive and progressive education for students with dyslexia in the west of Ireland. Literature on dyslexia will be examined in order the address the research pr...
http://eprints.maynoothuniversity.ie/9592/
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A multivocal literature review on serious games for software process standards education
(2017)
Calderon, Alejandro; Ruiz, Mercedes; O'Connor, Rory
A multivocal literature review on serious games for software process standards education
(2017)
Calderon, Alejandro; Ruiz, Mercedes; O'Connor, Rory
Abstract:
Context: The interest in the use of serious games as learning resources for software process standards education and training has increased significantly in recent years. Objective: The main purpose of this work is to record, analyze and characterize the state of the art related to serious games for software process standards education with the goal of identifying the current serious games in terms of the scope, their main features and the perceived benefits of integrating them in software process education, as well as, identifying new research opportunities. Method: The study was conducted as a multivocal literature review that follows a predefined procedure in which studies from the scientific and grey literature are analyzed. Results: A new selection process within the search strategy was defined to conduct this review. 190 papers were retrieved from the literature and 7 papers were selected as primary studies. Our multivocal literature review identified six different serious ...
http://doras.dcu.ie/22248/
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A Review Paper on Thinking and Policies Relating to Teacher Education in Ireland.
(2007)
Coolahan, John
A Review Paper on Thinking and Policies Relating to Teacher Education in Ireland.
(2007)
Coolahan, John
Abstract:
Education as an academic and research subject, and teacher education as a professional education programme have had a chequered history in Ireland 1. As a process of review and re-appraisal of teacher education programmes and qualifications is being undertaken by the Teaching Council it would seem useful to refer succinctly to some recent aspects of that history in establishing a context for potential new developments. The decade 1965 to 1975 (approx) was the last time fundamental restructuring of teacher education took place. This coincided with a period of major social, economic and cultural change in Ireland, when a vibrant national economy provided resources and motivation for significant reforms, not dissimilar to the period from the middle nineties to 2007. A number of reports were issued which had important implications for education and teacher education including the Investment in Education Report (1966), the Commission on Higher Education Report (1967), the Higher Educatio...
http://eprints.maynoothuniversity.ie/9819/
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Adapting to Diversity: Irish Schools and Newcomer Students. ESRI Research Series No. 8
(2009)
Smyth, Emer; Darmody, Merike; McGinnity, Frances; Byrne, Delma
Adapting to Diversity: Irish Schools and Newcomer Students. ESRI Research Series No. 8
(2009)
Smyth, Emer; Darmody, Merike; McGinnity, Frances; Byrne, Delma
Abstract:
The period since the 1990s has seen immigration into Ireland of a scale and speed unprecedented in comparative context. Immigrants in Ireland are a heterogeneous group in terms of nationality, ethnicity, legal status and language skills, although the largest segment comes from the new EU Member States. Overall, immigration has benefitted Ireland economically as well as providing welcome cultural diversity. However, immigration has posed challenges for schools with little prior experience of dealing with cultural and linguistic diversity. On the other hand, however, the relatively high educational profile of immigrant adults in Ireland provides vital resources to support their children’s education. This study documents the experiences of schools in catering for immigrant children and young people. In doing so, it draws on the first national survey of primary and second-level principals on diversity, supplementing survey data on 1,200 schools with twelve detailed case-studies of schoo...
http://eprints.maynoothuniversity.ie/4338/
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Another Relationship to Failure: Reflections on Beckett and Education
(2014)
O'Donnell, Aislinn
Another Relationship to Failure: Reflections on Beckett and Education
(2014)
O'Donnell, Aislinn
Abstract:
Failure is seen as a problem in education. From failing schools, to failing students to rankings of universities, literacy or numeracy, the perception that one has failed to compete or to compare favourably with others has led to a series of policy initiatives internationally designed to ensure ‘success for all’. But when success is measured in comparison with others or against benchmarks or standards, then it is impossible to see how all could be successful given the parameters laid down. What are the implications of a culture that values success and achievement? How difficult is it to become the kind of individual who is flourishing, autonomous and becomes ‘all she can be’, in particular under the precarious conditions of contemporary capitalism? Samuel Beckett was sceptical of the quest for progress, production and prestige. His philosophy invites another way of thinking about failure, not as something one is, but rather as something one does: the pain and fear of inadequacy that...
http://eprints.maynoothuniversity.ie/8607/
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Applying Cognitive Mapping Research (Editorial)
(1998)
Jackson, Paul; Kitchin, Rob
Applying Cognitive Mapping Research (Editorial)
(1998)
Jackson, Paul; Kitchin, Rob
Abstract:
Abstract included in text.
http://eprints.maynoothuniversity.ie/3941/
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Applying transformative learning theory to the process of parenting programmes. Parenting programmes: A piece in the education jigsaw?
(2013)
Breheny, Brigid Mary
Applying transformative learning theory to the process of parenting programmes. Parenting programmes: A piece in the education jigsaw?
(2013)
Breheny, Brigid Mary
Abstract:
This thesis seeks to gain insight into the nature of parent education outcomes, as evidenced through the experiences of the participants in the Incredible Years Parenting Programme. The parenting programmes are delivered within the realms of a home/school/community model and the study investigates the potential of the parenting programmes to build relationships between parents and mainstream education. It explores the relevance of transformative learning theory to the process of the learning experienced by the participants and finds that the theory can be applied. The research comprises a narrative inquiry of the experiences of parents who had completed the twelve week parenting programme locating the inquiry in the home (personal), school (educational) and the community (where all primary education comes under the Department of Education, DEIS initiative). It finds that the programme produces positive changes through learning key parenting skills and that the positive personal deve...
http://eprints.maynoothuniversity.ie/9584/
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Attracting, Developing and Retaining Effective Teachers: Country Background report for Ireland.
(2003)
Coolahan, John
Attracting, Developing and Retaining Effective Teachers: Country Background report for Ireland.
(2003)
Coolahan, John
Abstract:
This Country Background Report (CBR) on the teaching career in Ireland forms part of the major OECD study “Attracting, Developing and Retaining Effective Teachers.” Similar reports are being submitted from twenty six other countries. Nine of these countries are also engaged on ‘thematic’ studies of the teaching career, involving site visits by external reviewers appointed by the OECD. The format of the CBRs follows a common pattern, set out by the OECD in its Design and Implementation Plan. This is to facilitate comparative analysis of sub-themes of the reports. Thus, each CBR involves six chapters. The first two – “the national context” and “school system and the teaching force”– are intended to provide succinct overviews of these themes in line with queries posed in the OECD documentation. Each of the other four chapters is designed on a common format – identification of policy concerns; data, trends and factors; policy initiatives and their impact. Specific questions are posed re...
http://eprints.maynoothuniversity.ie/9818/
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Beyond the image: the intersection of education for development with media literacy.
(2008)
Jeffers, Gerry
Beyond the image: the intersection of education for development with media literacy.
(2008)
Jeffers, Gerry
Abstract:
This paper is based primarily on reflections from my own experiences as a second-level teacher and, more recently, my experiences as a teacher educator listening to feedback from my students, particularly in the area of civic, social and political education (CSPE). A starting belief is that when teachers build up their own individual ‘image-folders’, they have at their fingertips a valuable and versatile resource for learning and teaching. Photographs culled from newspapers, magazines, calendars and other sources add an immediacy and an urgency that, by their very nature, textbooks cannot capture. Such image folders are especially relevant in the area of development education where immediacy and urgency are important values.
http://eprints.maynoothuniversity.ie/1231/
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Beyond the Role-Play – Re-thinking Mediator Education.
(2015)
Walsh, Sabine
Beyond the Role-Play – Re-thinking Mediator Education.
(2015)
Walsh, Sabine
Abstract:
Just as mediation styles differ enormously, so too do approaches to training and educating mediators. In the midst of much discourse on standards and accreditation, the focus on what makes a quality learning experience can be lost. This article will focus on what happens during mediator training and how mediators are taught to practice their craft. Drawing on the author’s own experience of mediation training in both professional and academic settings, this article will address what teaching methodologies are most appropriate to mediator education, and why. The article shall take a fresh look at the experiential methodologies that are currently used in such training, and explore some alternative teaching and learning strategies to make the learning experience better, and the outcomes of mediation training more successful. Beyond
http://eprints.maynoothuniversity.ie/6256/
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Can information literacy motivate students to become global citizens?
(2007)
Antonesa, Mary
Can information literacy motivate students to become global citizens?
(2007)
Antonesa, Mary
Abstract:
Can information literacy (IL) help students to become global citizens? Contemporary citizenship encompasses a wide range of political, civil, social and cultural rights and responsibilities. Formal education is becoming more aware of this and of the need to equip students with the skills they need to exercise their rights and responsibilities in their workplace and beyond. This article will briefly reflect on the nature of these concepts and on their place in higher education. Higher education institutions are no longer producing 'graduates' and are instead expected to produce lifelong learning global citizens. Learning is not complete on graduation. Rather it is hoped and expected that learning is a lifelong practice related not only to a career but also to the wider experiences of life and living.
http://eprints.maynoothuniversity.ie/973/
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Circling the Wagons: Disability and Access to Education
(2008)
Ryan, Anne
Circling the Wagons: Disability and Access to Education
(2008)
Ryan, Anne
Abstract:
This chapter proposes a conceptual framework in which to reflect on the phenomenon of exclusion with particular reference to disability. As a reflective practitioner I want to open a dialogue where I can seek to make sense of the world where the history of disability is littered with discrimination and oppression that has hidden the humanity, individuality and ordinariness of people with disabilities. The term ‘disability’ appears to be a residual category, used to encapsulate a wide range of people who may or may not have anything in common in terms of their everyday experience of the world but who are lumped together because of who they are not. Everyday language is important because it reveals what is valued, what is defined as ‘normal’, who is categorised as ‘different’ and how ‘outsiders’ are positioned. What people with disabilities have in common is a label of ‘otherness’ which relies for its meaning on not being able-bodied or able-minded. At the same time ideologies of ...
http://eprints.maynoothuniversity.ie/1154/
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Collaboration/Networking in Education, its contribution to schools
(2000)
Moloney, Margaret
Collaboration/Networking in Education, its contribution to schools
(2000)
Moloney, Margaret
Abstract:
The underlying purpose of this empirical study is to discover how collaboration / networking in education can facilitate the development of education in our society. It deals with how collaboration / networking can contribute to the teaching and learning in our schools through the encouragement of an open atmosphere of learning, inclusive of all the partners in education. This, in its turn, shows the enhancement possibilities it provides for participating teachers, both professionally and personally, and for students, in the improvement of teaching and learning in the classroom. The dissertation opens with a glance at education in Ireland to date in relation to the topic of collaboration / networking. The review of literature draws on current publications in order to set the context of collaboration / networking in education in Ireland. The empirical research element of this study has come from interviews, conducted with Principals, Teachers and an Education Officer, all of whom are...
http://eprints.maynoothuniversity.ie/5294/
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Computer assisted (language) learning (CA(L)L) for the inclusive classroom
(2013)
Greene, Cara N.
Computer assisted (language) learning (CA(L)L) for the inclusive classroom
(2013)
Greene, Cara N.
Abstract:
Post-Primary Schools in Ireland are inclusive with a mix of students with diverse abilities in the classroom, including students with learning and literacy difficulties, such as dyslexia. This poses a strong challenge: how to create inclusive curricula and materials that cater to the needs of diverse students? The objective of this research is to investigate whether integrating Computer Assisted (Language) Learning (CA(L)L) into the curriculum can produce inclusive curricula that cater to the needs of all students (with and without learning difficulties). The research focuses on students with dyslexia and the Junior Certificate (JC) curriculum. Mainstream and learning support teachers and students in two Irish Post-Primary schools took part in questionnaires to investigate which ICTs they use for class work. Three broad types of ICT were highlighted: general ICT tools, tools designed for students with special needs and online curriculum materials. Teachers and students then undertoo...
http://doras.dcu.ie/19119/
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Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education
(2011)
Devine, Dympna; Grummell, Bernie; Lynch, Kathleen
Crafting the Elastic Self? Gender and Identities in Senior Appointments in Irish Education
(2011)
Devine, Dympna; Grummell, Bernie; Lynch, Kathleen
Abstract:
This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works to the detriment of women, especially those with caring responsibilities. Drawing on studies of 23 top-level educational appointments in primary, secondary and higher education, we show how the relentless crafting of an elastic self is required for both those who remain in management positions in education and those who seek them
http://eprints.maynoothuniversity.ie/4781/
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Creating Transformative Spaces in Education: Facing Humanity, Facing Violence
(2015)
Todd, Sharon
Creating Transformative Spaces in Education: Facing Humanity, Facing Violence
(2015)
Todd, Sharon
Abstract:
This paper considers the difficulties that accompany projects in education variously configured around a multicultural or intercultural label, particularly when they are built upon, for example, idealised conceptions of humanity, notions of the common good and dialogue, or ideas of recognition. My premise here is that, while such idealisations may be constructed with the best of intentions, they occlude discussions of how to face the violent realities that can also be part of social interaction. My focus here is on the existential conditions that frame our encounters with other people, and how such existential concerns lead us to confront more openly the violence that can inhere in such encounters. Beginning from this existential position, I argue, actually invites alternative ways of formulating transformative work in education, namely a focus on the present. Secondly, I turn to explore the transformative spaces created by performance artist Marina Abramovic, and how her projects r...
http://eprints.maynoothuniversity.ie/8529/
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Mark
Creating Transformative Spaces in Education: Facing Humanity, Facing Violence
(2015)
Todd, Sharon
Creating Transformative Spaces in Education: Facing Humanity, Facing Violence
(2015)
Todd, Sharon
Abstract:
This paper considers the difficulties that accompany projects in education variously configured around a multicultural or intercultural label, particularly when they are built upon, for example, idealised conceptions of humanity, notions of the common good and dialogue, or ideas of recognition. My premise here is that, while such idealisations may be constructed with the best of intentions, they occlude discussions of how to face the violent realities that can also be part of social interaction. My focus here is on the existential conditions that frame our encounters with other people, and how such existential concerns lead us to confront more openly the violence that can inhere in such encounters. Beginning from this existential position, I argue, actually invites alternative ways of formulating transformative work in education, namely a focus on the present. Secondly, I turn to explore the transformative spaces created by performance artist Marina Abramovic, and how her projects r...
http://eprints.maynoothuniversity.ie/8543/
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Creativity-centred design for ubiquitous musical activities: two case studies
(2012)
De Lima, Maria Helena; Keller, Damian; Soares Pimenta, Marcello; Lazzarini, Victor; Man...
Creativity-centred design for ubiquitous musical activities: two case studies
(2012)
De Lima, Maria Helena; Keller, Damian; Soares Pimenta, Marcello; Lazzarini, Victor; Manara Milleto, Evandro
Abstract:
This study is among the first that attempt to define a methodology for creativity-centred software design in educational contexts, more specifically for musical activities in ubiquitous settings. We propose and apply a set of design techniques – the Ubimus Planning and the Ubimus Design protocols – as alternatives to experimental procedures that leave out relevant aspects of social and procedural dimensions in educational research. Two workshops were conducted to assess both technological and domain- specific requirements for support of creative musical activities. The first workshop was conducted with music teachers and school teachers that had no formal musical training. The objective of this workshop was to assess domain-specific requirements for musical creative activities by educational staff. The second workshop focused on technological support for tool development by non-musicians. This workshop yielded two software projects that involved user evaluations of creative process...
http://eprints.maynoothuniversity.ie/4695/
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Cultivating Campus Citizens, the Economy and Technology: On the New Alchemy in Higher Education.
(2006)
Harpur, John
Cultivating Campus Citizens, the Economy and Technology: On the New Alchemy in Higher Education.
(2006)
Harpur, John
Abstract:
Writing philosophically about the purposes and values of higher education is a delicate process and problematic to boot. No amount of admiration can conceal the present funding concerns of higher education institutions. Some facts of the matter require acknowledgment, though more in the interests of common sense than peace of mind. Throughout the developed world higher education funding is under increasing scrutiny. Administrations have responded by examining models of reform and transformation to preserve their institutions. These models are giving rise to a ‘change agenda’ promoting greater efficiency (reform) and novel configurations of disciplines (transform). Changes across the sector are deconstructing ancient academic divisions. There is uncertainty about what will be different in the aftermath of change. Merely arguing against change, in the expectation that it will be convincingly deflected, is a Sisyphean task. The range of interests with attachments to the sector makes pu...
http://eprints.maynoothuniversity.ie/9923/
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Democracy, Education and Conflict: Rethinking Respect and the Place of the Ethical
(2008)
Todd, Sharon
Democracy, Education and Conflict: Rethinking Respect and the Place of the Ethical
(2008)
Todd, Sharon
Abstract:
One of the cornerstones of a democratic education is a basic notion of respect for others who hold different points of view from ourselves. Yet, within an increasingly divergent public discourse about values, rights and equality, democratic education needs to concern itself with practices that not only encourage respect, but that can negotiate through the very troubled relations that often afflict classrooms and schools. Models of how to promote respect often centre on creating a conflictfree atmosphere through appeals to deliberation, dialogue, conversation, consensus or a combination of these. Indeed, conflict is often perceived as not simply being counterproductive to dialogue and conversation, but as being indicative of communicative breakdown itself. In this way, conflict becomes the symptom of social ills through which recourse to some form of dialogue supposedly acts as the remedy. The idea of conflict has become so antithetical to democratic education that little has been wr...
http://eprints.maynoothuniversity.ie/8552/
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Developing Development (Education) in Russia
(2013)
Murphy, Jennifer; Gray, Patty A.
Developing Development (Education) in Russia
(2013)
Murphy, Jennifer; Gray, Patty A.
Abstract:
Russia, like other (re)emerging donors, has a long history of development intervention, including in education. The period of “transition” following the dissolution of the Soviet Union opened up a space for Russia itself to be “developed”, with the ultimate stage being the development of Russia’s own capacity as a development donor. Given the intensity with which Russia has been recruited to a DAC-style model of development donorship, it is interesting to note the absence of the field of development studies in Russia. Although part of the effort to develop Russia’s donor capacity has included developing curriculum materials for postgraduate programmes in the field of aid and international development, the Russian government has not yet formalized a development studies curriculum. Yet this begs the question: What is the relationship, in general, between the field of development studies and development itself? In the absence of the professionalization of development work in Russia, ho...
http://eprints.maynoothuniversity.ie/4567/
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