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Commodifying diversity: Education and governance in the era of neoliberalism

100%
Wilkins A.
Human Affairs
|
2012
|
vol. 22
|
issue 2
122-130
EN
In this paper I explore the pedagogical and political shift marked by the meaning and practice of diversity offered through New Labour education policy texts, specifically, the policy and practice of personalized learning (or personalization). The aim of this paper is to map the ways in which diversity relays and mobilizes a set of neoliberal positions and relationships in the field of education and seeks to govern education institutions and education users through politically circulating norms and values. These norms and values, I want to argue, echo and redeem the kinds of frameworks, applications and rationalities typically aligned with modes of neoliberal or advanced liberal governance, e.g. marketization, monetarization, atomization and deregulation. I conclude the paper by considering how diversity in education renders problematic conventional antinomies of the citizen and consumer, public and private, state and civil society, etc., and forces us to confront the rhizomatic character of contemporary governance and education in the era of neoliberalism.
2

МОДЕЛЬ ОПЕРЕЖАЮЩЕГО ИННОВАЦИОННОГО ОБРАЗОВАНИЯ: ОБРАЗОВАТЕЛЬНАЯ ТРОЙНАЯ СПИРАЛЬ

86%
Смирнов В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
211-218
EN
In this article a problem of modeling of innovative processes in education is considered as the research goal. The methodological basis of work is theoretical-empirical methods of scientific knowledge, including methods of idealization, modeling and comparison. According to the philosophical and methodological concept of education, which is proposed by the author, at the heart of education process lies the purposeful information influence on the person. Today numerous attempts to create models of innovation processes and their classification are known. Roy Rothwell indicates the presence of five species (generations) ofinnovative models: 1) technology push (science push) model G1; 2) market pull (need pull) model G2; 3) coupling of R&D and marketing model G3; 4) integrated business process model G4; 5) the cyclic innovation model G5. The apex of the world of innovative thought is considered to be the Triple Helix Model, developed by Henry Etzkowitz. This model belongs to the fifth generation of innovation models and describes the “open innovations” (Henry Chesbrough). In this article an educational model of triple helix, which takes into account the specifics of the flow of information processes in education, is proposed. Three spirals in this model are three interconnected processes of information exchange between the student and the information and educational environment. These processes manifest themselves as teaching, socialization and culturation. Each of these processes can develop independently. The result of this development is represented in the form of a system of stages, arising naturally one after the other. But implementation of the proposed model allows achieving a synergy effect in education, i.e. to form a more broad-minded student on the basis of high professionalism, ability to cooperative activity and the perception of cultural values. The proposed model performs a heuristic function, it creates basis of personalized learning, which takes into account the individual characteristics of each student. Educational Triple Helix Model can be used as the foundations of Global education, which will include such interdisciplinary areas as the perception and understanding of other worldviews (perspective consciousness), understanding of state of the planet awareness, cross-cultural awareness, systemic awareness, options for participation. This model is the model of generation of innovative personality, opening for it the way to the future.
3

МОДЕЛЬ ОПЕРЕЖАЮЩЕГО ИННОВАЦИОННОГО ОБРАЗОВАНИЯ: ОБРАЗОВАТЕЛЬНАЯ ТРОЙНАЯ СПИРАЛЬ

86%
Смирнов В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
362-370
EN
In this article a problem of modeling of innovative processes in education is considered as the research goal. The methodological basis of work is the theoretical-empirical methods of scientific knowledge, including methods of idealization, modeling and comparison. According to the philosophical and methodological concept of education, which is proposed by the author, at the heart of the education process lies the purposeful information influence on the person. Today numerous attempts to create models of innovation processes and their classification are known. Roy Rothwell indicates the presence of five species (generations) of innovative models: 1) technology push (science push) model G1; 2) market pull (need pull) model G2; 3) coupling of R&D and marketing model G3; 4) integrated business process model G4; 5) the cyclic innovation model G5. The apex of the world of innovative thought is considered to be the Triple Helix Model, developed by Henry Etzkowitz. This model belongs to the fifth generation of innovation models and describes the “open innovations” (Henry Chesbrough). In this article is proposed an educational model of triple helix, which takes into account the specifics of the flow of information processes in education. Three spirals in this model are three interconnected processes of information exchange between the student and the information and educational environment. These processes manifest themselves as teaching, socialization and culturation. Each of these processes can develop independently. The result of this development is represented in the form of a system of stages, arising naturally one after the other. But implementation of the proposed model allows achieving a synergy effect in education, i.e. to form a more broad-minded student on the basis of high professionalism, ability to cooperative activity and the perception of cultural values. The proposed model performs a heuristic function, it creates a basis of personalized learning, which takes into account the individual characteristics of each student. Educational Triple Helix Model can be used as the foundations of Global education, which will include such interdisciplinary areas as the perception and understanding of other worldviews (perspective consciousness), understanding of state of the planet awareness, cross-cultural awareness, systemic awareness, options for participation. This model is the model of generation of an innovative personality, opening for it the way to the future.
4
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Meeting the challenges - a student with a hearing impairment in inclusive education

86%
Kupisiewicz M.
Studia z Teorii Wychowania
|
2020
|
vol. XI(4(33))
87-112
EN
The article attempts to analyze the challenges faced by deaf/hard-of-hearing children learning through nclusive education. Under consideration are taken following aspect’s: hearing impairment and conditions, teaching methods affecting the learning process, conditions that make it difficult for the student to receive the speech and the listening effort and fatigue that accompanies him; restrictions on lip-reading; cognitive load; fragmented access to informal and collaborative learning. The article concludes with an indication of creating a personalized educational environment for a student with hearing loss, which refers to the individualized learner profiles, personalized learning paths in accordance with the progression of the acquired competency-based progression under the modified conditions of the classroom space and its resources, structure and time of the school day.
5
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The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

58%
Ryndak, Diane L. (https://orcid.org/);, Taub D. J., Cavanaugh C., Alberque K.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2020
|
vol. 49(3)
35-52
EN
Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.
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