Education & Pedagogy

This study aimed to synthesize scholarly works on peace education implementation in higher education, focusing on the practices, outcomes, and lessons in post-pandemic (2022-2025) in the Association of Southeast Asian Nations (ASEAN) region. Following the standard protocol outline in the PRISMA framework, meta-synthesis was systematically performed by reviewing empirical studies based on the criteria. The synthesized outcomes revealed three themes such as rethinking instructional design and educational planning, the associated challenges in the implementation of peace education, and the perceived strategies in overcoming some challenges. These outcomes were attributed to the practices of peace education being integrated into religious literacy and cross-cultural education. However, lessons such as the involvement of religion in peace education, redesigning the curriculum, and alliance formation of different stakeholders reflected the desire for a more inclusive society and sustainable education.

My purpose is to examine and evaluate the implementation of market ideology and practices in education through the prism of both modern democratic theory and the discourse of rights. I examine the essence and defining characteristics of public schooling in modern democratic theory, explore the democratic purposes of education, and the unique mission of public schools. I also analyze the vision of public schooling that surfaces from the discourse of human rights and children's rights, examining relevant UN declarations and conventions. I then proceed to discuss some major manifestations of markets in education, question their congruence with the democratic vision of public schooling, and examine their consequences for both citizenship and citizenship education. My conclusion is that markets in education, and the formulation of education policies and practices through decision-making processes dominated by business and parents, are not necessarily fashioned in the best interest of a democratic society.

This paper argues against a trend of human rights education, where human rights are taught in the form of citizenship education. In my view, citizenship education and human rights education cannot be taken as replaceable for each other. Underpinning the idea of citizenship is a distinction between "politically qualified" and "politically unqualified" persons. This distinction implies a violation of human rights in the name of social solidarity and security. This paper will argue that citizenship education could imply discrimination/exclusion although it claims to promote solidarity and human rights. Furthermore, the qualification of having rights is not dependent on citizenship but simply in human life itself. Three educational implications are discussed. Firstly, human rights and citizenship education cannot be seen as equivalents. Secondly, educators should be alert to the dangers of possible exclusion implied in citizenship education. Finally, this paper proposes different suggestions for human rights and citizenship education separately.

The plight of nations labeled as "failed" is well-documented, as are suggested strategies to fix them. One area that receives a great deal of focus in the extant literature is education. How can education contribute to the rebuilding of a failed State? Most often the responses to this question focus on the importance of reestablishing primary and secondary education and on improving teacher education programs. This paper extends the analysis around the contribution of education to consider the role of tertiary institutions. The author works from a theoretical perspective of public goods, and argues that universities, as engines for economic development and social change, make important contributions to society and need to be considered alongside primary and secondary education when setting plans for fixing failed states. In doing so, tertiary education is posited as a global public good and a force of stabilization within the nation. (Contains 2 tables.)

Concerns have been raised for some time about the preparation of Australian teachers in the area of environmental education. Few tertiary institutions that undertake teacher education in Australia have specific units or modules dedicated to environmental education. This article reports on an evaluation of such a dedicated unit recently introduced to the BEd (Primary) award at an Australian university. Students were surveyed pre- and post-instruction and the findings indicate that most participants felt more confident about teaching environmental education. This was largely attributed to improved pedagogical content knowledge and an appreciation of how to integrate environmental education into the everyday learning of their students. The efficacy of this unit in terms of the motivation and confidence of student-teachers regarding environmental education lends support to those who call for more specific environmental education content in teacher education courses. (Contains 1 note and 1 table.)

This article challenges faculties of the arts in South African institutions of higher education to place arts education at the centre of academic inquiry, scholarship discovery and broaden their narrow understanding of "arts education". I argue for the recognition of a broad-based "arts education" or "faculties of the comprehensive arts education". Such a broad-based approach to the teaching of the arts is not limited to the arts sector, but also includes heritage, cultural management and policy, culture and urban regeneration, culture and rural development, cultural planning, culture and economic development or creative economies, citizenship and immigration, management of cultural diversity, management in entertainment, cultural law and arts education pedagogy and teacher training. The conceptualisation of arts education studies as a field of public inquiry is relatively old and has generated much literature. Thus I wish to argue here that there is good and valid ground to venture into and move towards comprehensive arts education faculties in a broadly conceived fashion. (Contains 5 endnotes.)

The purpose of this study was to describe New Mexico secondary agricultural education teachers' perceptions of the importance and their level of competence on state special needs inclusion competencies and skills for teaching students with special needs. Additionally, this study sought to determine pre-service and in-service training needs for working with students with special needs. A census of New Mexico agricultural education teachers received a mail questionnaire during spring and summer 2003. The inclusion competencies most in need of strengthening among the teachers were: understanding special education regulations, understanding different levels of special education services, understanding different levels of disabilities, and understanding the social needs of special education students. The special education teaching skills most in need of strengthening were: dealing with uncooperative special education students, working with more than one type of disability, keeping special education students on task, and adapting facilities for special education students. (Contains 3 tables.)

In this paper I argue that the meaning of movement of which embodied knowing, somatic understanding and ecological subjectivity are central tenets, has not received due recognition in the current discourses of physical education. While the interest in the meaning and meaning-making of movement within the physical education discourse has existed for nearly 40 years, the number of publications since this time has been relatively few. This paper uses Meanings in Movement, Sport and Physical Education (Arnold, 1979) and more specifically education "in" movement as it highlights the contribution that a phenomenology of movement can make towards theoretical development and pedagogical practice in physical education. Given that this alternative vision has received little attention in the literature but acts as a complementarity to the scientific discourses (e.g. exercise physiology, motor learning) that have offered a richness of practice in the current physical education discourses, an emphasis on education in movement, through a promise of phenomenology (Kerry & Armour, 2000) may provide physical education with curricula and pedagogical benefits in the future.

The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks' (2006a) dimensions and Sleeter and Grant's (1999) approaches. Data collection methods included examination of textbooks' chapters, indexes, and references in five textbooks. Constant comparison method was used in data analysis. The findings of the study follow: 1) Most textbook authors treated multicultural education as an additive concept in the curriculum section and emphasized issues of gender and disability, 2) all of the textbook authors adopted either Banks' or Sleeter and Grant's multicultural education approaches, (3) Harrison, Blakemore, and Buck addressed issues of gender, disability and ethnicity in content objectives, and 4) Metzler addressed issues of gender and disability with Banks' content integration and equity-based pedagogy concepts. An implication concerns incorporation of multicultural education concepts in curriculum and pedagogy in preparation of preservice teachers in secondary school physical education. (Contains 4 tables and 1 figure.)

The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, special education teachers must master an increasingly comp lex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build up on an existing knowledge base and demonstrated competence in classroom practice.

The education of students with disabilities in today's schools is being shaped by 2 very powerful laws: the 2004 Individuals With Disabilities Education Improvement Act (IDEA 2004) and the 2001 Elementary and Secondary Education Act (Title I, No Child Left Behind Act). These 2 laws are changing our conceptions about special education. Both of these laws are sources of a great deal of ambiguity and frustration among special education professionals mostly resulting from the tension that exists between the core policy goals and assumptions underlying Title I and IDEA. This article explores the sources of tension between the 2 major policies. Specifically, the article traces the evolution of the meaning of educational equity as defined in K-12 education and compares that to the underlying policy of a Free Appropriate Public Education (FAPE). The article concludes with a proposal for reconsidering what constitutes equity f or students with disabilities and a model that acknowledges different interpretations of equity for some students with disabilities. (Contains 1 figure.)

In both the United States and Canada, higher education faculty have access to voluntary faculty development activities through continuing professional education departments, but rarely are preparatory programs available for those preparing to become faculty. Faculty development initiatives are only infrequently grounded in adult education principles and practices, though some writers advocate this. As well, there is little overlap between the primary faculty development association, Professional and Organizational Development, and the various adult education associations, such as the Canadian Association for the Study of Adult Education and the American Association for Adult Continuing Education; neither is there very much crossover in the literature between teaching and learning in higher education and adult education. Yet faculty who are learning about teaching are, or could be, engaged in adult education. This chapter provides one instance of how community college faculty in a Canadian college system are treated as adult learners and how they bring their knowledge of adult education theories and skills into their practice.

Previous empirical literature finds that government expenditure on higher education has a negative, or null, effect on U.S. economic growth rates. This empirical result may be driven by omission of an important variable--the privatization of higher education. Using state-level panel data from 1970 to 2005, this analysis investigates whether the exclusion of the privatization level of the higher education system within a state potentially biases the estimated relationship between state higher education spending and economic growth. The results indicate that the omission of the size of the private higher education system may negatively bias the estimated relationship between higher education spending and economic growth. Specifically, states with a large market share of students in private higher education institutions have a negative relationship between higher education spending and economic growth, while states with large public shares are found to have a positive relationship. (Contains 3 tables and 5 footnotes.)

Physical education has been an institution in American schools since the late 19th century, and today almost all American children are exposed to physical education classes. It has often been claimed that physical education provides important benefits to public health. The purpose of this paper is to determine if physical education increases students' physical activity levels, in the short and longer terms, and thereby provides important health benefits. We reviewed the literature to determine the amount of moderate-to-vigorous physical activity during physical education classes, as well as to determine if physical education classes increase students' overall daily physical activity, and if physical education classes provide short-term and long-term health benefits. Our conclusion is that the literature addressing the public health effects of physical education is limited. Given the significance of this issue to the future of school-based physical education, studying the short- and long-term health and fitness effects of physical education should be a high priority for future research. (Contains 4 tables.)

Universities and graduate education are increasingly viewed as part of the emerging lifelong learning and education system and we see the evidence of this as the average age of graduate students increases. We are also seeing an increasing emphasis on education for employment in the lifelong learning and education literature, and this discourse is now infiltrating universities and graduate education; graduate education is increasingly referred to as graduate training and is being recast as vocational training. In this meditation I examine these changes in graduate education in light of the developmental needs of graduate students in the second half of life viewed through the lens of Jungian psychology, and discuss implications of the developmental needs of graduate students in the second half of life for graduate education. This is followed by examining the implications that changes in graduate programs have for graduate students in the second half of life.