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| 1 |
ID:
103683
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2011.
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| Summary/Abstract |
Aloys Sprenger (1813-1893) was an Austrian scholar with a medical degree who joined the British East India Company's medical service in order to pursue in India his real passion, the study of oriental literatures. He became the Principal of Delhi College in 1845, and presided over an experiment in learning at Delhi College, an institution that taught both eastern and western literatures and sciences through the medium of Urdu. The college attempted to bring about a creative synthesis of the two curricula, via an active programme of translation and publication. Sprenger helped launch a series of scholarly journals published by the college, thus contributing to the dissemination of knowledge and the nurturing of a group of students and faculty with whom he maintained an active correspondence after leaving the college. This collection of letters has not been adequately evaluated earlier as an indication of the collaboration between western and Indian intellectuals in the period before the revolt of 1857. Most accounts of Sprenger's contributions to Delhi College have been laudatory. There was, however, a darker side to Sprenger's stewardship that deserves elucidation. Based on archival research, the present article seeks to evaluate Sprenger's ambiguous intellectual legacy to Delhi College and to the evolution of education in British India.1
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| 2 |
ID:
144587
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The challenges currently facing classicists are not so different from those our profession has faced for the last one hundred and fifty years, and with each challenge, a discipline sometimes imagined by outsiders to be slow to embrace the new has shown itself naturally disposed to experimentation. The discipline's agility derives from the unique degree of variegation in the modes of thinking required to thrive in it: from interpretive, to quantitative, to those relying on knowledge of culture and context. As the value of education is increasingly judged in terms of workforce development, we stand our best chance to thrive by sticking to our strengths, and anchoring our curricular goals and messages to the value of the liberal arts as a whole, as well as the intellectual dexterity that it fosters.
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| 3 |
ID:
183985
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This articles examines the countenance of patriotism and its tendencies among young and mature pre-service teachers during their apprenticeship at school. In order to answer the research questions, we applied mixed methods, both qualitative and quantitative. Our findings show that both the younger and the older students believe that patriotic content should be included in the curriculum. Yet younger students defined patriotism as mere ‘connection’ to the country while the older students defined patriotism in more emotional terms, showing more intense attachment to the country.
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| 4 |
ID:
178253
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Traditional universities are often interrogated on their pedagogic underpinnings, while universities of technology are often left unchallenged on knowledge production. Universities of technology are often assumed to be transformed because they are a post-apartheid creation, with a mainly black, working-class student body. This assumption has led to little interrogation of the university of technology and its relationship with knowledge production. This paper explores the nature of curriculum contestation and reform at a university of technology. It outlines the historical context of a university of technology and its approach to curriculum development, which has implications for current curriculum transformation efforts. Using autoethnographic research methodology, the paper tracks a multi-year journey towards the development of a transformative, socially just curriculum intervention in the extended curriculum programme for the Architecture and Interior Design programme at a university of technology. The paper concludes that curriculum change does not happen in a vacuum, that it is political, difficult and emotionally taxing, and that it is best done in collaboration with different education stakeholders.
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| 5 |
ID:
164750
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Can a nation mobilizing for an extended armed conflict also construct and implement a national educational curriculum? This article explores the complex and crucial case of the Palestine Liberation Organization (PLO) as it sought to develop a national curriculum while in exile in Lebanon during the 1970s, prior to the inception of the Palestinian National Authority. Based on previously unexamined primary sources from PLO archives, I show how the PLO accomplished a high level of curriculum maturity despite considerable contextual and institutional challenges. The PLO mainstream embraced this curriculum as a political instrument of anticolonial and postdiasporic education suitable for regenerating a sense of community, fostering nation building, and increasing the PLO's political legitimacy. However, as can be expected in a colonial or diasporic setting, the process of educational transition remained uneven, fragile, and dependent on the PLO leadership's ability to navigate conflicts and negotiate arrangements with colonial power, host states, and international organizations.
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| 6 |
ID:
185972
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What are the factors hindering educational development among Muslims in India in general and the newly born Telangana state in particular, is the key sociological question confronting the educationists and policymakers? The current paper based on empirical study provides an anthropological perspective to understand a number of socio-cultural factors responsible for lower retention and higher dropout rates among Muslims in public schools across the class and gender lines. It highlights that with positive state interventions, the enrolment and retention levels of Muslim working-class children have increased enormously besides a significant improvement in the same among Muslim girls also. Thus the paper argues that a relaxation in school protocols facilitates Muslim children integrating the academic demands and socio-cultural obligations they deem necessary while addressing culturally sensitive issues in curriculum and pedagogic practices foster attitudinal changes together which contribute immensely to the educational advancement among them.
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| 7 |
ID:
144695
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China’s diverse minorities (shaoshu minzu) with various languages and cultures have much experience with the push and pull of homogenizing forces and indigenous cultures, representing a context-specific paradox of multiculturalism. Within the framework of Fei Xiaotong’s duoyuan yiti geju (plurality within unity), attempts have been made by the Chinese government in the provision of education for its ethnic minorities in order to balance ethnic diversity and national unity with an assumed pluralistic nature. Taking curriculum as a form of identity politics, this study provides insights into the role of the Chinese language curriculum in molding its minority readers’ identity that is embodied in an ambivalence of national-ethnic identity configuration. This study relies on the content analysis of official syllabus and 12 volumes of Chinese language textbooks for ethnic Korean children throughout the six years of primary schooling. It concludes that the language curriculum serves to reinforce its minority readers with a sense of nationalism, thereby rendering ethnic minority culture and value systems that can contribute to the development of ethnic identity under multiculturalism, almost invisible. The study’s findings call for a shift of focus in curricula from the indoctrination of the Chinese culturalism for social control to an increasing emphasis on a variety of cultural knowledge and the fostering of critical thinking and application of the cultural knowledge in an inclusive society.
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| 8 |
ID:
168849
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As the autobiographies of nations, the school textbooks’ portrayal of the “Other” is paramount for tackling prejudices and building bridges among nations. Using this idea as a guiding principle when witnessing the rising anti-Semitism and the anti-Israeli trends in Turkish society, this article examines the portrayal of Jews and the State of Israel in the Turkish school curriculum to reveal textbooks’ part in shaping the image of Jews and Israel in Turkey.
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| 9 |
ID:
084001
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| Publication |
2008.
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| Summary/Abstract |
Active learning as a means to achieve qualitative, that is "deep," learning has become an accepted form of learning and teaching in higher education. The subject of UN studies has been at the forefront of active learning since the introduction of Model United Nations in the early twentieth century. However, the fact that active learning has become "fashionable" raises the question of whether its application continues to achieve its intentions and therefore its full potential. This article questions the promise of active learning in UN studies by analyzing the way in which students learn about the UN, be that in Model United Nations simulations or in the classroom. It demonstrates how conventions of UN teaching (and research) obstruct the achievement of true deep learning and develops principles for a new curriculum that acts as active learning tool, that is, one that supports students understanding of the subject. These principles are developed into outlines of "best practice" curricula.
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| 10 |
ID:
052968
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Aug 2004.
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| Summary/Abstract |
The following excerpted report discusses the interaction of the international studies field and teacher education progams at colleges and universities around the country. The reform of teacher education in whatever substantive area is a topic at the forefront of initiatives from the federal government in Washington, DC, as well as ones from private foundations. One such initiative has recently been launched by the Carnegie Corporation of New York and is called Teachers for a New Era (TNE). Linking 11 universities across the country, TNE can be viewed as an innovative attempt to better integrate the content education provided by colleges of arts and sciences with the pedagogical knowledge resident in schools of education. The ultimate aim is to impact student learning by producing better classroom teachers nation-wide. The following articles engages many of these same topics as they relate to the international studies education. The editors hope that you will find the article thought-provoking, and we invite comments and responses from members of the ISA community.
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