Education & Pedagogy

Absent from discussions of Malcolm X's contribution to the modern black freedom movement is his critique of black education, which was based on his life experiences. Explicates his critique of major educational issues facing blacks during the height of his leadership in the 1950-60s. Illuminates the importance of situating Malcolm X within the historical tradition of black intellectual activism. (SM)

Points out the increasing importance of primary care which suggests an important role for the whole primary healthcare team in the education of 'tomorrow's doctors'. Uses a questionnaire survey to elicit the perspective of n=65 community-based nurses involved in a new undergraduate medical course. Reports a need for structural changes in the process of multidisciplinary medical education. Includes 24 references. (Author/YDS)

Discussion of ethics in special education focuses on four challenges: (1) examination of special education's history within an ethical framework; (2) articulation of character morality as well as choice morality in special education ethical dilemmas; (3) examination of special education in a liberal democracy; and (4) development of an ethical basis for discussing the nature and representation of knowledge. (Contains references.) (DB)

This article reviews the condition of education of the deaf in Nicaragua. It places education of the deaf in Nicaragua in a historical perspective; reports the results of a survey of 50 teachers of the deaf concerning their training, experience, and awareness of other services; and discusses national policies that, so far, have had only indirect effects, but are likely to gain in importance. (Contains references.) (DB)

This article describes a technology tool integrated into course content at Iowa State University that enhances instruction for the group as well as the individual student in teacher preparation classes. "Discourse" is a group response program that links a teacher-station computer to individual student terminals via infrared networking. (Contains references.) (CR)

May Justus taught in rural Appalachian schools in the 1930s, then worked at the Highlander Folk School, which focused on adult education, labor organizing, and the civil rights movement. Her children's books reflected Appalachian values of commitment to family and community. She was a true radical educator, who drew on the region's best values to promote social change. (TD)

Determined expert and student physical education teachers' constructivist views of pedagogical content knowledge and their practices while teaching educational games based on the movement approach. Found that both groups of teachers demonstrated an adequate constructivist view of pedagogical content knowledge and that student teachers did not use constructivist-based instructional strategies to respond to students' learning responses. (Author/SD)

This article presents the official record of The Philosophy of Education Society of Australasia (PESA). The Society faces a number of continuing challenges. It maintains its record for holding conferences that meet the needs of its members, has resumed publication of conference proceedings, but this has largely been superseded by the placing of papers on the website, and still fails to promote philosophy of education in teacher education or in education policy-making with any degree of success.

In this issue, I provide information about an ongoing activity at the National Academies that will be of direct interest to biologists who are working to improve education in the life sciences. I also describe a recently published report and a forthcoming report on the Academies' efforts to help the nation develop a coherent strategy for improving education research and for translating the burgeoning research about how people learn for education practitioners.

Drawing on his personal experience as a university student in the 1990s as well as those of a little-known 1960s Montreal-based group, the Caribbean Conference Committee, Austin calls for a return of community education and to the idea that education has meaning and value on its own term. He argues that the joining of theory with practice represents a powerful tool in the struggle for social and economic justice and transformation.

English-language learners with disabilities are capable of learning and are entitled to high-quality educational experiences. Their academic and social needs should be considered from multiple perspectives. To be effective, bilingual special education programs must implement best practices. This article highlights findings from research devoted to examining the influence of language on teaching and learning. (Contains 1 figure.)

This paper provides a commentary on the "condition" of geography education research as a field of study. It does so partly through a comparative discussion with another subject field in education, mathematics. In the context of fragility and comparative weakness of research in geography education, the paper urges researchers to keep focused on what matters and the difficult questions over what distinguishes geography education research as a specialist field of study.

It is interesting to reflect upon past conversations and to explore their implications for current practice. That is the point of the current paper, which looks back at our progress towards adopting a rural lens to drive policy--to develop initiatives for rural education based upon rural needs, rather than apparent metro-centric political decision making and policy development.

This paper proposes the importance of qualitative research synthesis to the field of higher education. It examines seven key texts that undertake synthesis in this field and compares essential features and elements across studies. The authors indicate strengths of the approaches and highlight ways forward for using qualitative research synthesis in the field of higher education. (Contains 2 tables.)

This paper explores how the report "Learning through Life" exemplifies the dominant policy discourse on lifelong learning emphasizing strongly individual social mobility. The paper explores further how this functionalist and reductionist turn in (adult) education has come about and how concepts of democratic citizenship and education may create new perspectives on how to deal with important challenges of society today.