International Journal of Development Education and Global Learning最新文献

英文中文

Germ Cell Tumors in 46, XY Gonadal Dysgenesis. 46, XY 性腺发育异常中的生殖细胞肿瘤。

International Journal of Development Education and Global Learning

Pub Date : 2024-07-01 Epub Date: 2023-06-30 DOI: 10.4103/ijem.ijem_373_22

Raiz A Misgar, Sajad U Islam Mir, Mohmad H Mir, Mir I Bashir, Arshad I Wani, Shariq R Masoodi

Introduction: To present the clinical data, investigative profile, management, and follow-up of patients with 46, XY gonadal dysgenesis with germ cell tumors from the endocrine unit of a tertiary care university hospital.

Materials and methods: This retrospective study included 3 cases of 46, XY gonadal dysgenesis with germ cell tumors evaluated and managed at the Department of Endocrinology, Sher-i-Kashmir Institute of Medical Sciences, Srinagar, Kashmir, over a period of 13 years from (September 2008 to December 2021).

Results: Over a period of 13 years, we diagnosed and managed 7 patients with 46, XY gonadal dysgenesis. This included 4 patients with pure gonadal dysgenesis (PGD; Swyer syndrome), 2 patients with mixed gonadal dysgenesis (MGD), and one patient with partial gonadal dysgenesis. Out of these 7 patients, three patients developed germ cell tumors, one patient with MGD, and two patients with pure PGD (Swyer syndrome). In all three patients, germ cell tumor was the first presentation of DSD. The patient with MGD presented with primary amenorrhea and virilization, while the two patients with PGD presented as phenotypic females with primary amenorrhea and pelvic mass. All three patients developed seminomatous cancers. Patient with MGD developed seminoma and the two patients with PGD (Swyer syndrome) developed dysgerminoma. The patients were managed with bilateral gonadectomy with removal of the tumor. In addition, the 2 patients with PGD (Swyer syndrome) received combined chemotherapy. On a follow up ranging from 1 to 10 years, all three patients are disease free.

Conclusions: we conclude that germ cell tumors may be the first presentation of 46, XY gonadal dysgenesis. In all phenotypic females with primary amenorrhea and dysgerminoma, karyotype is a must to uncover the diagnosis of PGD. In addition virilization may be clue to the presence of germ cell tumor in a patient with 46, XY gonadal dysgenesis.

内容简介目的：介绍一家三级甲等大学医院内分泌科的46 XY性腺发育不良伴生殖细胞肿瘤患者的临床数据、检查概况、管理和随访情况：这项回顾性研究包括克什米尔斯利那加市谢尔-伊-克什米尔医学科学研究所内分泌科从 2008 年 9 月至 2021 年 12 月的 13 年间评估和管理的 3 例 46 XY 性腺发育不良伴生殖细胞肿瘤患者：结果：13 年间，我们诊断并治疗了 7 名 46XY性腺发育不良患者。其中包括 4 名纯合子性腺发育不良（PGD；Swyer 综合征）患者、2 名混合型性腺发育不良（MGD）患者和 1 名部分性腺发育不良患者。在这 7 名患者中，有 3 名患者出现了生殖细胞肿瘤，其中 1 名是混合性性腺发育不良患者，2 名是纯合子性腺发育不良患者（Swyer 综合征）。在所有三名患者中，生殖细胞瘤是 DSD 的首发症状。MGD患者表现为原发性闭经和男性化，而两名PGD患者表现为原发性闭经和盆腔肿块的表型女性。这三名患者都患上了精原细胞瘤。MGD患者患上了精原细胞瘤，两名PGD患者（Swyer综合征）患上了畸形精原细胞瘤。患者接受了双侧性腺切除术，并切除了肿瘤。此外，两名 PGD（斯韦尔综合征）患者还接受了联合化疗。结论：我们的结论是，生殖细胞瘤可能是 46 XY 性腺发育不良的首发症状。对于所有患有原发性闭经和生殖细胞瘤的表型女性，必须进行核型检查以确定 PGD 的诊断。此外，男性化也可能是 46 XY 性腺发育不良患者生殖细胞肿瘤的线索。

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引用次数: 0

Beyond a pedagogy of reason: exploring a pedagogical approach for a non-Western context 超越理性教学法:探索非西方背景下的教学方法

International Journal of Development Education and Global Learning

Pub Date : 2023-01-01 DOI: 10.14324/ijdegl.15.1.02

Aamna Pasha

Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations – specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of rahma (compassion and mercy) and adl (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social change.

全球教育是一个广泛的领域，其教育传统植根于培养学习者参与复杂和相互依存的世界，并对地球的需求作出反应的目标。本文探讨了现有的教学方法，以证明在非西方背景下，需要与现有的宗教文化取向建立更大的联系——特别是，超越理性教育学，即理性的、线性的、逻辑的方法，低估了一系列人类经验，在非西方背景下，在发展联系感和对社会正义问题的承诺方面是独立不足的。通过考察另一种教学模式，本文认为，在巴基斯坦这样的背景下，以伊斯兰价值观rahma(同情和仁慈)和adl(正义)为指导的全球教育框架，可以证明在发展承诺和鼓励社会变革行动方面是有价值的。

引用次数: 1

Editorial: global citizenship as a pedagogy of hope 社论:作为希望教学法的全球公民

International Journal of Development Education and Global Learning

Pub Date : 2023-01-01 DOI: 10.14324/ijdegl.15.1.01

D. Bourn

The four articles that form the basis of this special issue onglobal citizenship as a pedagogy of hope arose from dialogue among academics and researchers within the Academic Network of Global Education and Learning (ANGEL), a symposium on the topic at the British Education Research Association (BERA) Conference in 2022, and the need to showcase current debates within the field of global learning and development education on the importance of including value-based perspectives within the discourse. There has been a recognition in several publications in the field in recent years (Bosio and Waghid, 2023; Kwapong et al., 2022; Sharma, 2018) that too little attention has been paid to the voices of the marginalised and those who present perspectives that reflect philosophical positions that are counter to the dominant Western educational discourse. There has also been a need within the discussions on global citizenship to bring in educational themes that pose goals for the future and are optimistic, and which therefore promote a sense of hope and that change is possible. Linked to these concerns has been perhaps an overemphasis on critiques of existing policies and practices, valuable though they may be, to the detriment of posing narratives that suggest more progressive and optimistic views of the future. This theme of moving forwards can be seen at an international level, where there has been an increasing acceptance of the need to promote debate about the future of education and to ensure

《全球公民作为一种希望的教学法》特刊的基础是四篇文章，这些文章来自于全球教育与学习学术网络(ANGEL)内的学者和研究人员之间的对话，这是2022年英国教育研究协会(BERA)会议上关于这一主题的研讨会。需要展示当前全球学习和发展教育领域关于在话语中纳入基于价值的观点的重要性的辩论。近年来，该领域的一些出版物已经得到了认可(Bosio和Waghid, 2023;Kwapong et al.， 2022;Sharma, 2018)，人们很少关注边缘化群体的声音，以及那些提出反映与西方主流教育话语相反的哲学立场的观点的人的声音。在关于全球公民身份的讨论中，还需要引入一些教育主题，这些主题为未来设定了目标，是乐观的，因此可以促进一种希望感和改变是可能的。与这些关切联系在一起的可能是过分强调对现有政策和做法的批评，尽管这些批评可能很有价值，但不利于提出对未来更进步和乐观的看法。在国际一级可以看到这一前进的主题，在国际一级，人们越来越接受有必要促进关于教育未来的辩论，并确保

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引用次数: 0

Futures and hope of global citizenship education 全球公民教育的未来与希望

International Journal of Development Education and Global Learning

Pub Date : 2023-01-01 DOI: 10.14324/ijdegl.15.1.05

M. Tarozzi

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO’s recent report Reimagining Our Futures Together, which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire’s vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism.

本文从概念上讨论了希望在促进全球公民教育(GCED)中的作用，并认为教育的全球视角需要一种充满希望和想象力的精神，为一种新的变革教学法奠定基础。在介绍了教科文组织最近的报告《共同构想我们的未来》(Reimagining Our Futures Together)后，本文讨论了全球教育作为一种非中立的教育变革方法的意义。该报告解决了紧迫的全球挑战，并赋予了全球视角在教育方面的重要作用。虽然这份报告，以及之前的报告，被批评为有远见的过度理想主义，缺乏对控制教育的权力动态的关注，但我们将争辩说，希望具有变革的力量，可以在教育中发挥政治作用。然后，文章将突出对比的想法，设想不同的形象，促进了国际组织对全球教育政策和建设的全球话语教育的重大影响的未来。最后，特别借鉴弗莱雷批判性教育的遗产，通过将激进希望与两个相关问题:乌托邦和乐观主义进行比较，来回顾激进希望。

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引用次数: 2

Integrating planetary citizenship as a cross-curricular theme and a whole-school approach: using a value-creating approach to learning 将地球公民作为一个跨学科的主题和全校的方法:使用创造价值的方法来学习

International Journal of Development Education and Global Learning

Pub Date : 2023-01-01 DOI: 10.14324/ijdegl.15.1.03

Namrata Sharma

This article reflects on the double planetary crises of climate impacts and Covid-19 from a study of certain Indigenous perspectives. An early review of the impact of these crises suggests the importance of resilience at the national and regional level to combat these challenges. Value-creating global citizenship education is a pedagogical approach developed from a study of certain Indigenous perspectives to enhance the United Nations 2030 Agenda for Sustainable Development, and beyond. The key focus of this approach is to build resilience and hope through engaged relationships between learners and their natural, social and educational environments. Using this approach, education for planetary citizenship is proposed as a cross-curricular theme, and a whole-school orientation for education across nation states, within formal and non-formal settings. Under this banner, the study of human relationship to Nature and its exploitation, risks such as climate change crisis, threats from global pandemics and lessons from Green Schools and Eco-Schools are suggested as focal points of study. In discussing these issues, this article enacts a dialogic engagement with multiple world views that brings into focus different ways of thinking about ourselves, society and Nature, such as reflected in the Earth Charter, which can enhance the intercultural dimension of education.

本文从对某些土著视角的研究出发，反思气候影响和Covid-19的双重地球危机。对这些危机影响的早期审查表明，在国家和区域一级建立复原力对于应对这些挑战至关重要。创造价值的全球公民教育是一种通过对某些土著观点的研究而发展起来的教学方法，旨在加强联合国2030年可持续发展议程，以及其他目标。这种方法的重点是通过学习者与其自然环境、社会环境和教育环境之间的积极关系来建立适应能力和希望。利用这种方法，地球公民教育被提议作为一个跨学科主题，以及在正式和非正式环境下跨民族国家的全校教育方向。在这一旗帜下，建议将人类与自然的关系及其开发、气候变化危机等风险、全球流行病的威胁以及绿色学校和生态学校的教训等研究作为研究重点。在讨论这些问题时，本文与多种世界观进行对话，聚焦对我们自己、社会和自然的不同思考方式，如《地球宪章》所反映的那样，这可以增强教育的跨文化维度。

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引用次数: 1

Situating Daisaku Ikeda’s essential elements of global citizenship within contemporary scholarship: a qualitative meta-synthesis 将池田大作的全球公民的基本要素置于当代学术中:一个定性的综合

International Journal of Development Education and Global Learning

Pub Date : 2023-01-01 DOI: 10.14324/ijdegl.15.1.04

Paul Sherman, Olivia Boukydis

This article reports on meta-synthesis research that examined contemporary scholarship on global citizenship for the purpose of identifying a possible alignment with Daisaku Ikeda’s views on global citizenship. Thirty relatively contemporary scholarly articles on the subject matter were examined using a qualitative meta-synthesis methodology. Ikeda’s speech entitled ‘Thoughts on education for global citizenship’, delivered over 25 years ago at Columbia University’s Teachers College, USA, contains his most frequently cited ideas on the salient conditions required for global citizenship. As Ikeda is a thoughtful and prolific author on the subject of global citizenship, there is merit in exploring the alignment of his ideas about this concept with those articulated in contemporary scholarship. Conducting a meta-synthesis through the lens of Ikeda’s essential elements of global citizenship has helped to identify potentially useful contributions to the global citizenship discourse. This article highlights salient common themes of global citizenship uncovered through the meta-synthesis research, as well as providing an alternative definition of global citizenship gleaned from the findings.

本文报告了一项综合研究，该研究考察了当代关于全球公民的学术研究，目的是确定与池田大作关于全球公民的观点可能一致的观点。使用定性综合方法对30篇关于该主题的相对当代的学术文章进行了检查。池田25年前在美国哥伦比亚大学师范学院发表了题为《关于全球公民教育的思考》的演讲，其中包含了他最常被引用的关于全球公民所需要的突出条件的观点。池田在全球公民这一主题上是一位深思熟虑且多产的作家，探索他关于这一概念的观点与当代学术界所阐述的观点的一致性是有价值的。通过池田全球公民的基本要素进行综合，有助于确定对全球公民话语的潜在有用贡献。本文强调了通过综合研究发现的全球公民的共同主题，并提供了从研究结果中收集到的全球公民的另一种定义。

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引用次数: 1

Environmental attitudes among students at the University of Madeira, Portugal 葡萄牙马德拉大学学生对环境的态度

International Journal of Development Education and Global Learning

Pub Date : 2023-01-01 DOI: 10.14324/ijdegl.15.1.06

H. Spínola

In the face of the present ecological crisis, improving environmental attitudes is crucial to encourage a cultural transformation that can rebalance the equilibrium between human activities and the planet. The New Ecological Paradigm (NEP) scale was used to measure the environmental attitudes of students at the University of Madeira, Portugal, and to unveil the challenges that need to be addressed at the local and global level through an environmental education effort. This article presents two dimensions of the NEP scale: the high levels of the ecocentric world view and the rejection of anthropocentrism. It also points out some inconsistencies in the NEP scale. For example, the belief in human ingenuity to properly manage natural resources and keep the planet habitable should be seen as supporting our ability to move towards sustainability, and not the opposite. However, the lack of concern about human population growth requires this to be brought to the centre of the environmental education effort.

面对当前的生态危机，改善对环境的态度对于鼓励能够重新平衡人类活动与地球之间的平衡的文化转型至关重要。新生态范式(NEP)量表用于测量葡萄牙马德拉大学学生的环境态度，并揭示需要通过环境教育努力在地方和全球层面解决的挑战。本文提出了新经济政策尺度的两个维度:高度的生态中心主义世界观和对人类中心主义的拒绝。它还指出了新经济政策量表的一些不一致之处。例如，相信人类的聪明才智能够妥善管理自然资源，使地球适合居住，应该被视为支持我们走向可持续发展的能力，而不是相反。然而，由于缺乏对人口增长的关注，因此必须把这一点作为环境教育工作的中心。

引用次数: 0

Indonesian Education: A Future Promise 印尼教育:未来的希望

International Journal of Development Education and Global Learning

Pub Date : 2022-12-26 DOI: 10.31763/ijele.v4i3.733

Roni Herdianto, P. Setyosari, D. Kuswandi, A. Wibawa, A. Nafalski, Ilham Mulya Putra Pradana

Technological, social and environmental changes are occurring globally. Disruption of technology will impact all sectors of human life. Sociocultural changes occur in demographics, socio-economics of the world population. In the midst of this chaotic condition, the Indonesian nation as a country with a large population and natural resources must inevitably adapt to the global environment. One of the backbones of the nation's civilization to face global competition is good and mature planning in the education sector that adapts to global demands. This paper reviews the future of Indonesian education based on the results of the mapping between the Ki Hadjar Dewantara Education Model, the Indonesian Education Roadmap 2020-2015, the Disrupt Education Model in 2020, The WEF Education 4.0 Framework, and the Future of the Classroom Model. This paper results a future Indonesian Education Model framework to realize Indonesia's education Vision 2035.

技术、社会和环境变化正在全球范围内发生。技术的颠覆将影响人类生活的方方面面。社会文化的变化发生在人口统计学，世界人口的社会经济学。在这种混乱的情况下，印度尼西亚民族作为一个拥有大量人口和自然资源的国家，必须不可避免地适应全球环境。适应全球需求的良好、成熟的教育规划，是一个民族文明面对全球竞争的支柱之一。本文基于Ki Hadjar dewanara教育模式、2020-2015年印尼教育路线图、2020年颠覆教育模式、世界经济论坛教育4.0框架和未来课堂模式之间的映射结果，回顾了印尼教育的未来。本文提出了一个未来印尼教育模式框架，以实现印尼2035年教育愿景。

引用次数: 0

Creating a community of praxis: integrating global citizenship and development education across campus at University College Cork 创建一个实践社区:在科克大学学院校园内整合全球公民和发展教育

International Journal of Development Education and Global Learning

Pub Date : 2022-12-13 DOI: 10.14324/ijdegl.14.2.01

G. Cotter, Yvon Bonenfant, J. Butler, Marian Caulfield, B. D. Prestwich, R. Griffin, Sanaa Khabbar, Nita Mishra, R. Hally, Margaret Murphy, Órla Murphy, M. O'Sullivan, Margaret Phelan, Darren T. Reidy, J. Schneider, Amin Sharifi Isaloo, B. Turner, R. Usher, Caroline Williamson Sinalo

The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study – the first part of an eventual three-part framework – asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020–1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas.

实践项目于2018年在爱尔兰科克大学学院(UCC)成立，旨在评估将全球公民与发展教育(GCDE)整合为跨学科、跨校园、交织在一起的学科领域教学法、政策和实践的最佳实践模式。这项研究是最终的三部分框架的第一部分，它断言，工作人员正在进行的对话最能支持与变革教学工作有关的主题、理论、价值、技能、方法和方法，以便围绕这种系统的教学变革建立支助社区。本文基于与UCC第一批员工(2020-1)的合作研究，该研究展示了员工和学生通过多种方式意识到，更小的行动和对具体问题的精心关注，以令人惊讶的方式打开了变革思维和行动的大门。从这一观点出发，我们迫切需要采取一种战略方法，将普通中等教育文凭与各学科领域的学习结合起来。

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引用次数: 0

Critical realism: the philosophy of knowledge that is missing from the Curriculum for Wales 批判现实主义:威尔士课程中缺失的知识哲学

International Journal of Development Education and Global Learning

Pub Date : 2022-12-13 DOI: 10.14324/ijdegl.14.2.02

J. Huckle

The new Curriculum for Wales seeks to develop young people who are ethical, informed citizens of Wales and the world and committed to the sustainability of the planet. While the curriculum requires the integration of subject knowledge, the associated guidance fails to suggest a philosophy of knowledge to inform such integration. Having linked sustainability to political economy and regimes of truth, rule and accumulation, this article draws on the Gesturing Towards Decolonial Futures Collective’s typology of social reform spaces to consider spaces of sustainability politics in Wales. It then argues that the curriculum should enable students to articulate and contest sustainability within and across these spaces, a form of radical global citizenship education. Critical realism can guide curriculum delivery as it provides insights into inter-disciplinary enquiry, the role of critical pedagogy and the development of learners as non-dual beings who are at one with themselves and other human and non-human beings and thereby prepared to act as global citizens seeking sustainability.

威尔士新课程旨在培养有道德、有见识的威尔士和世界公民，并致力于地球的可持续性。虽然课程要求学科知识的整合，但相关的指导没有提出一种知识哲学来指导这种整合。将可持续性与政治经济和真理、规则和积累的制度联系起来，本文借鉴了“走向非殖民化未来集体”的社会改革空间类型学，来考虑威尔士的可持续性政治空间。然后，它认为课程应该使学生能够在这些空间内和跨空间表达和竞争可持续性，这是一种激进的全球公民教育形式。批判现实主义可以指导课程的实施，因为它提供了跨学科探究的见解，批判性教学法的作用，以及学习者作为非双重存在的发展，他们与自己和其他人类和非人类合二为一，从而准备作为寻求可持续发展的全球公民。

引用次数: 0

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