"President Trump’s and Secretary of Education DeVos’ education budget was unveiled this week. It’s devastating news for public schools.
See article in The Washington Post: "Trump´s first full education budget: Deep cuts to public school programs in pursuit of school choice" link
Rethinking Schools stands firmly against these unprecedented attacks on public education and we need your support to continue our fight against privatization—and to support and improve public schools.
Public schools remain the only educational institutions that have the potential and obligation to serve all students. Yet Trump’s education budget shows how this administration puts corporate interests over the needs of students and communities.
The budget gives to charter and voucher schools—and steals from public school children:
Fight the Trump/DeVos agenda by making a donation to Rethinking Schools so that we can expand our work and strengthen the educational justice movement.
In 1988, we ran our first article critical of school vouchers. Over the years we published dozens of articles exposing the move toward school privatization. We know that the experiment with privately run charter and religious voucher schools has failed. They don’t serve all students. They drain money from public schools. They are unaccountable to the public"
Source: https://app.robly.com/archive?id=2713f2778c50d356e9982ec9f1cea862
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Dette blogindlæg supplerer afsnittet ”Anden uddybning: kampen for at få alle med”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
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|
tirsdag den 7. november 2017
Partsindlæg fra lærerorganisation i USA, der protesterer mod Trump-regeringens uddannelsesbudgetlovudkast maj 2017
(bemærk links med uddybninger)
torsdag den 26. oktober 2017
Er uddannelse til salg. Bliver alting gjort til varer?
I denne tekst, som er et udskrift af Stephen J. Ball’s forelæsning i 2004 med titlen
“Education For Sale! The Commodification of everything?”
bliver der diskuteret, hvad det er, der sker med hvordan vi forstår uddannelse og uddannelsespolitik i disse år.
Han starter med dette citat:
"The principles of the market and its managers are more and more the managers of the policy and practices of education." (Bernstein 1996 p. 87)
Den afsluttende konklusionen afrundes med disse overvejelser:
“I want nonetheless to suggest that perhaps what we are seeing is what Foucault has called an epistemic shift - that is a profound change in the underlying set of rules governing the production of discourses, the conditions of knowledge, in a single period – a cultural totality or multi-dimensional regularity if you like; social structures and social relations that take shape as the flesh and bones of the dominant discourse.
That is, a general transformation in the nature of social relations – based on the removal of many of the key boundaries which have underpinned modernist thought and a concomitant collapse of moral spheres and a total subordination of moral obligations to economic ones (Walzer 1984), what Bernstein calls a dislocation (Bernstein 1996). A break as significant as – and a break from the creation of the welfare state. A dislocation within which a new kind of citizen is produced in relation to new forms of government and governance – and a concomitant loss of ‘citizenship capacity’(Crouch 2003 p. 21). More specifically, new kinds of relations to and within education and learning are being enacted ‘there is a crisis, and what is at stake is the very concept of education itself’ (Bernstein 1996 p. 88).
What I am arguing here is that privatisation is not simply a technical change in the management of the delivery of educational services – it involves changes in the meaning and experience of education, what it means to be a teacher and a learner. It changes who we are and our relation to what we do, entering into all aspects of our everyday practices and thinking – into the ways that we think about ourselves and our relations to others, even our most intimate social relations. It is changing the framework of possibilities within which we act. This is not just a process of reform, it is a process of social transformation. Without some recognition of and attention within public debate to the insidious work that is being done, in these respects, by privatisation and commodification – we may find ourselves living and working in a world made up entirely of contingencies, within which the possibilities of authenticity and meaning in teaching, learning and research are gradually but inexorably erased.
It is time to think differently about education policy before it is too late.
We need to move beyond the tyrannies of improvement, efficiency and standards, to recover a language of and for education articulated in terms of ethics, moral obligations and values”
(min fremhævning)
Læs hele manuskriptet ( og se litteraturlisten) på linket
http://firgoa.usc.es/drupal/node/43424
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Dette blogindlæg supplerer afsnittet ”Tredje uddybning: kampen om borgeropdragelsen”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
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onsdag den 25. oktober 2017
Vil forholdet mellem privat og offentlig virksomhed i fremtiden blive en form for “kapitalisme 4.0” ?
I bogen “Capitalism 4.0 : the birth of a new economy in the
aftermath of crisis” af Anatole Kaletsky (2010) reflekteres der over
forholdet mellem start og marked efter den store økonomiske krise som
kulminerede i 2008. Disse overvejelser er også relevante i forhold til
uddannelser, livslang læring og uddannelsesreformer. Her er et overblik over forfatterens
tænkning:
Den dominerende ideologi fra 1980'erne til krisen 2007-09 antog,
at markederne altid var rigtige, og regeringerne næsten altid var
forkerte.
Kapitalismens tidligere fase, fra 1930'erne til 1970'erne,
antog, at regeringerne altid var rigtige og markeder næsten altid
forkerte.
Det mest karakteristiske træk ved kapitalismens næste æra vil
være en erkendelse af, at regeringer og markeder begge kan være forkerte, og at
deres fejl måske nogle gange kan være fatale, og derfor bliver eksperimentering
og pragmatisme centralt i fremtiden.
Hans grundantagelse er, at den skiftende relation mellem
statslig og privat virksomhed er det vigtigste forhold.
Spørgsmålet er om denne relation også bliver det vigtigste
forhold overalt? Det gælder allerede i USA i dag.
Se link til et referat af bogen nederst. Her er nogle centrale afsnit:
“First up in our Capitalist Futures series is a book called
Capitalism 4.0 by Anatole Kaletsky, published by Bloomsbury in 2010.Kaletsky is
‘Editor-at-Large’ at the Times and has also worked for The Economist and The
Financial Times.
Capitalism 4.0 places the economic meltdown of 2008 in the
context of a series of upheavals that have sporadically characterised the
evolution of capitalism, which Kaletsky sees as ‘an adaptive social
system’. Earlier phases of capitalism are identified as:
Capitalism 1.0: a period of relative stability that ran up to
the First World War, the Russian Revolution and Great Depression in the US:
‘These unprecedented political and economic traumas destroyed the classic
laissez-faire capitalism of the nineteenth century and created a different version
of the capitalist system.’
Capitalism 2.0 is typified by Roosevelt’s New Deal, Lyndon
Johnson’s Great Society, and the rise of the British and European Welfare
states, which prevailed for some forty years.
Capitalism 3.0, in response to global inflation in the late 60s
and 70s, ushered in the free-market revolution of Thatcher and Reagan that
drove forward until the recent financial crisis, catalysing the new emerging
economic reality: Capitalism 4.0.
In all instances, Kaletsky identifies ‘the changing relationship
between government and private enterprise, between political and economic
forces, [as] the clearest feature of capitalism’s evolution from one phase to
the next.’
He writes:
‘The dominant ideology from the 1980s until the 2007-09 crisis
assumed that markets were always right and governments nearly always wrong. The
previous phase of capitalism, from the 1930s until the 1970s, assumed that
governments were always right and markets nearly always wrong. The most
distinctive feature of capitalism’s next era will be a recognition that
governments and markets can both be wrong and that sometimes their errors can
be near fatal…
Capitalism 4.0 will recognise that governments and markets make
mistakes not only because politicians are corrupt, bankers greedy, businessmen
incompetent, and voters stupid, but also because the world is too complex and
unpredictable for any decision-making mechanism to be consistently right,
whether it is based on economic or political incentives. Experimentation and
pragmatism must therefore become the watchwords in public policy, economics and
business strategy … The ability to operate by trial and error, to correct
mistakes before they do too much social harm, is the greatest virtue of the
market system.’
Kilde: Blogartikel skrevet af Jasmin Crowther om bogen
— Capitalist Futures: Anatole Kaletsky - 'Capitalism 4.0'
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Dette blogindlæg supplerer afsnittet ”Opsamling af den uddannelsespolitiske udvikling siden 1980érne”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
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tirsdag den 22. august 2017
Bedre studiestrategier på kognitivt psykologisk forskningsgrundlag
Bedre studiestrategier på
kognitivt psykologisk forskningsgrundlag
Alle
ved at der spildes meget tid på måder at lære som alligevel ikke giver varig
læring. Det gælder både i læringsaktiviteter og hjemmearbejde i skoler og
uddannelser.
Der er
ofte langt fra forskningsresultater i kognitiv psykologi til praktisk
omsætning.
Her er
et praktisk initiativ hvor der bygges bro over kløften ved ikke at bare
kritisere praksis, men igennem formidling af 6 måder at studere på som
tilsammen skaber mere varig læring.
"The Learning Scientists" bud på bedre studiestrategier
Initiativtagerne,
der er kognitive psykologer, har udformet 6 strategier som hver introduceres af
dem i en kort, humoristisk og inspirerende video:
"Spaced practice" (klik http://www.learningscientists.org/videos/
)
(
Arbejd med et emne i kort tid ad gangen, men flere gange med få dages
mellemrum)
"Retrieval
Practice" (klik http://www.learningscientists.org/videos/
)
( Vend
tilbage flere gange hvor der hver gang knyttes til det tidligere, og skriv ned
med egne ord, hvad du har lært)
"Elaboration" (klik http://www.learningscientists.org/videos/
)
(
Spørg, forklar og forbind)
"Interleaving" (klik http://www.learningscientists.org/videos/
)
( Skift
mellem forskellige dele af emnet)
"Concrete
Examples" (klik http://www.learningscientists.org/videos/
)
( Knyt
det, der læres, til en række konkrete eksempler)
"Dual Coding" (klik http://www.learningscientists.org/videos/
)
(
Forbind ord og visualiseringer (lav dine egne tegninger))
På
websitet www.learningscientist.org
findes plakater til hvert af de 6
stategier, introducerende powerpoints, blogindlæg og de nævnte videoer mm.
Initiativtagerne
samarbejder med projekter i skoleudvikling i en række lande. Se mere på deres
website og blog: http://www.learningscientists.org
Disse
strategier, der alle har kognitiv psykologisk forskning som grundlag, kan
bruges som praktiske handlingsanvisninger. Og desuden som inspiration til elever,
studerende og lærere til overvejelser over, hvad man med fordel kan bruge såvel
mindre tid på som mere tid på.
Selvom
disse psykologers forståelsesramme for skolearbejde som udgangspunkt er præget
af den overdrevne amerikanske tradition for tests igen og igen, så er deres
forslag relevante for læring i al almindelighed.
Dette blogindlæg supplerer afsnittet ”Første uddybning: kampen om pædagogikken”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
***************************************************************
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