Changing the Educational Climate: Children, Citizenship and Learning Contexts?

Autor/in	David, Miriam E.
Titel	Changing the Educational Climate: Children, Citizenship and Learning Contexts?
Quelle	In: Environmental Education Research, 13 (2007) 4, S.425-436 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
Schlagwörter	Educational Change; Social Isolation; Educational Policy; Citizenship; Educational Environment; Sociocultural Patterns; Social Change; Social Environment; Educational Research; Ethics; Foreign Countries; Childrens Rights; Equal Education; Educational Improvement; Political Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Soziale Isolation; Politics of education; Bildungspolitik; Staatsbürgerschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziokulturelle Theorie; Sozialer Wandel; Soziales Umfeld; Bildungsforschung; Pädagogische Forschung; Ethik; Ausland; 'Children''s rights'; Kindesrecht; Teaching improvement; Unterrichtsentwicklung; Political attitude; Politische Einstellung; Großbritannien
Abstract	The changing climate of children's education at the turn of the twenty-first century through sociocultural and global political changes is my focus of attention. I will discuss the changing social context and environments for research on children and education, considering various transformations in the social and policy contexts that have led to new forms of research, new ethical procedures and the ways that social diversity has influenced research and policy on equity questions. One key context is how the British New Labour Government from 1997 to 2006 attempted to transform the education policy agenda towards personalization or individualization and children's services and rights, with new discourses about teaching and learning, social exclusion or inclusion and equality. I will also address the changing sociocultural climate of increasing social diversity and how new moral responsibilities and political values underpinning these personal, private and public issues are addressed within education. However, I will conclude that these policy measures remain ambivalent about wider sociocultural changes and the evidence amassed from research about how to improve teaching and learning. Policy developments sustain traditional political values rather than empowering children and young people. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10