📖新一期國際教育評論（IRE）：「未來與過去不同」
《國際教育評論─終身學習期刊》最新一期的文章展現了教育的公共價值及其廣泛的跨部門效益，探討教育面臨的挑戰及可能性，特別是經常被排除或邊緣化之群體，同時涵蓋非常廣泛的主題及地理區域。
本期雙刊共收錄10篇文章，其中的主題涵蓋重要的讀寫能力與公民身份之間的關係（基於日常生活中的識字民族誌研究）；跨語言對南非多語科學課堂學習成果之積極影響；遠距教學（對迦納學生及阿聯酋教職員的挑戰）；加拿大魁北克省法語及英語授課公立小學教師之專業發展；迦納原住民教育理念之潛力；作為實現烏克蘭教育機構性別平等可行基礎之自由教育學；投入及留在學徒制度中之挑戰與機遇（倫敦哈爾斯洛區於COVID-19疫情爆發前及期間）；北韓難民女企業家從失敗中學習；如何改善難民兒童接受教育及獲得優質學習之途徑（文獻綜述）。
主編的引言反思於教育及終身學習政策之關鍵領域中，尚需完成的工作，以實現2030年永續發展議程為國際社會設定之目標，目前該議程已過一半的時間。其指出，排除、弱勢及受到歧視之群體，存在大量未滿足之教育需求，教育於實現所有17項目標中扮演著重要之跨部門角色，其認為實現聯合國秘書長所呼籲之教育中的「永續與包容」轉型的希望，在於「人們希望有一個完全不同的未來，並被說服這是可能的」。
🌱下載出版物：
- 未來不再像過去那樣-Paul Stanistreet
- 識字能夠成為公民身份的槓桿嗎？-Anna Robinson-Pant
- 在南非多語言之科學課堂中，使用跨語言作為正當實踐-Erasmos Charamba
- 遠距教育高等教育學生於迦納所面臨之學習環境挑戰-Boadi Agyekum
- 一項探索性研究，旨於瞭解教師線上教學中的感知與挑戰-Tausif Mulla, Sufia Munir & Vivek Mohan
- 阿肯民間故事作為迦納教育之哲學框架-Samuel Amponsah
- 自由教育法作為在烏克蘭教育機構實施性別平等之可行基礎-Alla Rastrygina & Nadiya Ivanenko
- 年輕學徒經歷的三方面理解：倫敦霍恩斯洛自治市的案例研究-Priscilla Hansberry & Trevor Gerhardt
- 北韓女性企業家從失敗中學習-Jinhee Choi & Esther Prins
- 改善難民兒童教育及優質學習之干預措施：對現有影響評估之範圍審查-Júlia Palik & Gudrun Østby
☘️連結出版物：
- 魁北克省法語及英語公立小學教師專業發展之有效性：首次描述性調查-Marie-France Boulay, Christine Hamel & Sandra Hamel
- 被壓迫者的教育學：50周年紀念版-Marta Soler-Gallart
- 教師教育改革作為政治劇場：俄羅斯政策戲劇-SungEun Min
- 中東地區的影子教育：私人補習及其政策意涵-Abdel Latif Sellami
👍原文網址：請點選
🌎New issue of IRE: ‘The future is not what it used to be’
The articles in the latest issue of the International Review of Education – Journal of Lifelong Learning demonstrate the public value of education and its wide, cross-sectoral benefits, exploring its challenges and possibilities, notably for those groups typically excluded or marginalised, while taking in an exceptionally wide range of thematic and geographical areas.
The topics covered in the 10 contributions to this double general issue include the important relationship between literacy and citizenship (drawing on ethnographic studies of literacy in everyday life); the positive effect of translanguaging on learning outcomes in a multilingual South African science classroom; distance learning (challenges for students in Ghana, and for teaching staff in the United Arab Emirates); professional development for teachers in French- and English-medium public elementary schools in Quebec, Canada; the potential of Indigenous philosophies of education in Ghana; a pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions; challenges and opportunities for entering and staying in apprenticeships (in the London Borough of Hounslow before and during the COVID-19 pandemic); women entrepreneurs learning from failure (North Korean refugees in South Korea); and how to improve refugee children’s access to education and quality learning (a literature review).
The editor’s introduction reflects on what remains to be done in key areas of policy in education and lifelong learning in order to meet the goals set for the international community by the 2030 Agenda for Sustainable Development, now at its halfway point. Noting the scale of the unmet educational needs of excluded, disadvantaged and discriminated-against groups, and the vital intersectoral role played by education in the achievement of all 17 goals, he argues that hope for the achievement of the sort of ‘sustainable and inclusive’ transformation in education the UN Secretary General has called for rests on ‘people wanting a radically different future and … being persuaded that it is possible’.
