Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.15274
Rosa Bruno-Jofré, Jon Igelmo Zaldívar, Ana Jofre
{"title":"Introductory Comments","authors":"Rosa Bruno-Jofré, Jon Igelmo Zaldívar, Ana Jofre","doi":"10.24908/encounters.v22i0.15274","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15274","url":null,"abstract":"","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"36 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74402949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14802
L. Pinto, L. Blue
In education, time is a scarce commodity. Through prescriptive policy, and scripted curriculum in some jurisdictions, policy makers attempt to steal local teacher and learner control over what is taught, how it is taught, and what is learned. That theft amounts to a heist. While clock-time cannot (and should not) be disregarded, this paper offers a critique of conventional views on time as it is embedded in neoliberal education policy and practice. In this paper we ask how education can better contribute to more durable learning by taking up alternate conceptions of time. By dispensing with high levels of standardization and prescription and instead focusing on an education of experience, relevant to learners and not bound by chronos, schools might encourage la durée, or durable learning, resulting in education focusing on teaching students how to live well with others in a meaningful .
{"title":"The Heist: Neoliberal Education and the Theft of Time","authors":"L. Pinto, L. Blue","doi":"10.24908/encounters.v22i0.14802","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14802","url":null,"abstract":"In education, time is a scarce commodity. Through prescriptive policy, and scripted curriculum in some jurisdictions, policy makers attempt to steal local teacher and learner control over what is taught, how it is taught, and what is learned. That theft amounts to a heist. While clock-time cannot (and should not) be disregarded, this paper offers a critique of conventional views on time as it is embedded in neoliberal education policy and practice. In this paper we ask how education can better contribute to more durable learning by taking up alternate conceptions of time. By dispensing with high levels of standardization and prescription and instead focusing on an education of experience, relevant to learners and not bound by chronos, schools might encourage la durée, or durable learning, resulting in education focusing on teaching students how to live well with others in a meaningful .","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"67 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85659786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14813
Naomar De Almeida Filho
Chile enfrenta la tarea de redactar una nueva constitución que reemplace en plenitud la Constitución de 1980 creada durante la dictadura de Pinochet (1973-1990). En tal constitución se emplazan los pilares de un modelo neoliberal a partir del cual el sistema educativo escolar ha sido moldeado. En este artículo se exponen elementos acerca de cómo se construye la Constitución de 1980, su contexto histórico, y sus principales influencias. Se exponen además los principales elementos constitucionales relativos a la educación escolar, y dichos principios se han traducido en una institucionalidad construida (y deconstruida en algún caso) entre los añso 1980 y 2021. El artículo finaliza con una reflexión sobre la posibilidad del derrumbe de la arquitectura neoliberal del sistema educativo escolar chileno a propósito de la redacción de una nueva constitución en el país.
{"title":"El neoliberalismo educacional chileno y sus posibilidades de derrumbe en una nueva constitución","authors":"Naomar De Almeida Filho","doi":"10.24908/encounters.v22i0.14813","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14813","url":null,"abstract":"Chile enfrenta la tarea de redactar una nueva constitución que reemplace en plenitud la Constitución de 1980 creada durante la dictadura de Pinochet (1973-1990). En tal constitución se emplazan los pilares de un modelo neoliberal a partir del cual el sistema educativo escolar ha sido moldeado. En este artículo se exponen elementos acerca de cómo se construye la Constitución de 1980, su contexto histórico, y sus principales influencias. Se exponen además los principales elementos constitucionales relativos a la educación escolar, y dichos principios se han traducido en una institucionalidad construida (y deconstruida en algún caso) entre los añso 1980 y 2021. El artículo finaliza con una reflexión sobre la posibilidad del derrumbe de la arquitectura neoliberal del sistema educativo escolar chileno a propósito de la redacción de una nueva constitución en el país.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"32 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76357376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.15056
Jesús Alonso Carballés
Interview; no abstract
面试;没有抽象的
{"title":"Entretien avec la professeure des universités Maitane Ostolaza Esnal à propos de son ouvrage La terre des basques","authors":"Jesús Alonso Carballés","doi":"10.24908/encounters.v22i0.15056","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15056","url":null,"abstract":"Interview; no abstract","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"10 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79944353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14981
M. S. Thompson
Barbara Welter concludes her pathbreaking article, “The Cult of True Womanhood, 1820-1860,” by declaring that “[Various forces in their lives] … called forth responses from woman, which differed from those she was trained to believe were hers by nature and divine decree. The very perfection of True Womanhood, moreover, carried within itself the seeds of its own destruction. For if woman was so very little less than the angels, she should surely take a more active part in running the world, especially since men were making such a hash of things” [174]. Traditionally, in both Welter’s original work and the many efforts that have subsequently followed, the living out of “True Womanhood” and the creative subversion it unintentionally inspired have been understood almost exclusively in either secular or Protestant contexts. This article explores the role of Catholic education by sisters in both reinforcing and undermining Victorian gender roles, and specifically analyzes the contributions of Catholic women religious to the complex and subversive process that Welter suggested. It analyzes the cultural and religious tensions that characterized nineteenth-century Catholic women’s education, as well as the women’s agency that, however inadvertently, it came to empower.
{"title":"\"Cult of True Womanhood\" and American Catholic Sisters: An Example of Creative Subversion","authors":"M. S. Thompson","doi":"10.24908/encounters.v22i0.14981","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14981","url":null,"abstract":"Barbara Welter concludes her pathbreaking article, “The Cult of True Womanhood, 1820-1860,” by declaring that “[Various forces in their lives] … called forth responses from woman, which differed from those she was trained to believe were hers by nature and divine decree. The very perfection of True Womanhood, moreover, carried within itself the seeds of its own destruction. For if woman was so very little less than the angels, she should surely take a more active part in running the world, especially since men were making such a hash of things” [174]. Traditionally, in both Welter’s original work and the many efforts that have subsequently followed, the living out of “True Womanhood” and the creative subversion it unintentionally inspired have been understood almost exclusively in either secular or Protestant contexts. This article explores the role of Catholic education by sisters in both reinforcing and undermining Victorian gender roles, and specifically analyzes the contributions of Catholic women religious to the complex and subversive process that Welter suggested. It analyzes the cultural and religious tensions that characterized nineteenth-century Catholic women’s education, as well as the women’s agency that, however inadvertently, it came to empower.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"13 2 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83614861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.13944
David Luque
La educación política siempre está vigente porque mantiene una unión íntima con la democracia que, a su vez, experimenta desarrollos internos en función de la vida política. Debido a esto, la pedagogía tiene arrogada una función vigilante para discernir los derroteros y los desafíos que las democracias plantean a la educación política. Y ahí nace este artículo. En la identificación y el análisis de los nuevos escenarios que afectan tanto a las democracias como a la educación política: el patriotismo, la radicalización, el desarrollo sostenible y la identidad sexual. Cada escenario arroja un resultado distinto que puede sintetizarse en torno a tres ideas básicas. Que la educación política hoy pasa por conjugar la unidad en la diversidad, el diálogo y la vida práctica.
{"title":"nuevos escenarios de la educación política hoy","authors":"David Luque","doi":"10.24908/encounters.v22i0.13944","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.13944","url":null,"abstract":"La educación política siempre está vigente porque mantiene una unión íntima con la democracia que, a su vez, experimenta desarrollos internos en función de la vida política. Debido a esto, la pedagogía tiene arrogada una función vigilante para discernir los derroteros y los desafíos que las democracias plantean a la educación política. Y ahí nace este artículo. En la identificación y el análisis de los nuevos escenarios que afectan tanto a las democracias como a la educación política: el patriotismo, la radicalización, el desarrollo sostenible y la identidad sexual. Cada escenario arroja un resultado distinto que puede sintetizarse en torno a tres ideas básicas. Que la educación política hoy pasa por conjugar la unidad en la diversidad, el diálogo y la vida práctica.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"76 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80737096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14858
Cristina Pulido-Montes, Luis Miguel Lázaro Lorente
El neoliberalismo desde la década de los 80 ha impactado en las agendas de política educativa tanto nacionales como internacionales con el objetivo de introducir la racionalidad competitiva en el seno de los sistemas educativos. En gran medida, estas políticas introducen mecanismos que ponen a funcionar a los centros educativos bajo formas pedagógicas, de gestión y de gobierno similares a las de una empresa. No en vano, el impacto y profundidad de estas reformas están relacionadas con la historia, contexto, economía y objetivos de los responsables políticos en el poder en un momento dado. Por lo tanto, no podemos hablar de un neoliberalismo, sino de diversos neoliberalismos. En el presente artículo se desarrolla un estudio comparado e intertextual sobre el impacto de las políticas “en” privatización de la educación en Inglaterra y España, con el objetivo de estudiar la recontextualización de estas políticas según el ejecutivo en el gobierno. En el caso de Inglaterra, la privatización “en” la educación ha alcanzado los objetivos de los gobiernos conservadores y laboristas. En el caso español, la racionalidad competitiva no ha irrumpido con tanta fuerza en los objetivos políticos de la izquierda política.
{"title":"Neoliberalismo y procesos de privatización “en” la educación pública en Inglaterra y España.","authors":"Cristina Pulido-Montes, Luis Miguel Lázaro Lorente","doi":"10.24908/encounters.v22i0.14858","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14858","url":null,"abstract":"El neoliberalismo desde la década de los 80 ha impactado en las agendas de política educativa tanto nacionales como internacionales con el objetivo de introducir la racionalidad competitiva en el seno de los sistemas educativos. En gran medida, estas políticas introducen mecanismos que ponen a funcionar a los centros educativos bajo formas pedagógicas, de gestión y de gobierno similares a las de una empresa. No en vano, el impacto y profundidad de estas reformas están relacionadas con la historia, contexto, economía y objetivos de los responsables políticos en el poder en un momento dado. Por lo tanto, no podemos hablar de un neoliberalismo, sino de diversos neoliberalismos. En el presente artículo se desarrolla un estudio comparado e intertextual sobre el impacto de las políticas “en” privatización de la educación en Inglaterra y España, con el objetivo de estudiar la recontextualización de estas políticas según el ejecutivo en el gobierno. En el caso de Inglaterra, la privatización “en” la educación ha alcanzado los objetivos de los gobiernos conservadores y laboristas. En el caso español, la racionalidad competitiva no ha irrumpido con tanta fuerza en los objetivos políticos de la izquierda política.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"75 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86095026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.15283
Ana Jofre
{"title":"Introductory Comments","authors":"Ana Jofre","doi":"10.24908/encounters.v22i0.15283","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15283","url":null,"abstract":"","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"47 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84768923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.14801
L. Pinto, L. Blue
“Making” is used to engage young people into ways of collaborative learning using materials, resources, and equipment in makerspace environments. In this paper we attempt to interrogate the popular maker movement’s “state-of-the-actual” in education with respect to its criticality. We begin by conceptually clarifying the movement with respect to its semantic disarray. Next, we situate maker and production pedagogies philosophically, and discuss how their thrust and emphasis create both hidden and overt curricula that can either cultivate or silence criticality. Finally, we problematize the effects of uncritical exuberance for educational making, and propose concrete strategies in which educators can nudge their own makerspaces into more state-of-the-art environments that promote criticality.
{"title":"Critical Making Takes a Holiday","authors":"L. Pinto, L. Blue","doi":"10.24908/encounters.v22i0.14801","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14801","url":null,"abstract":"“Making” is used to engage young people into ways of collaborative learning using materials, resources, and equipment in makerspace environments. In this paper we attempt to interrogate the popular maker movement’s “state-of-the-actual” in education with respect to its criticality. We begin by conceptually clarifying the movement with respect to its semantic disarray. Next, we situate maker and production pedagogies philosophically, and discuss how their thrust and emphasis create both hidden and overt curricula that can either cultivate or silence criticality. Finally, we problematize the effects of uncritical exuberance for educational making, and propose concrete strategies in which educators can nudge their own makerspaces into more state-of-the-art environments that promote criticality.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"144 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73497793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.24908/encounters.v22i0.15247
Ana Jofre
Artwork by Ana Jofré
{"title":"Artwork: 1920 (Step 1)","authors":"Ana Jofre","doi":"10.24908/encounters.v22i0.15247","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15247","url":null,"abstract":"Artwork by Ana Jofré","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"39 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89388334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：