Notice bibliographique
Résumé
********** This collection of articles is the result of a research project entitled Educating Citizens for a Pluralistic Society, which was funded by a grant from Canadian Heritage/Patrimoine canadien awarded to Rosa Bruno-Jofre, then Associate Dean of Education at the University of Manitoba. The research team she assembled included members from the Faculties of Education at the Universities of Manitoba and Brandon and College universitaire de Saint-Boniface, the Division of Education at the University of Winnipeg, the Ontario Institute for Studies in Education/University of Toronto, the Faculty of Arts at the University of Manitoba, the Manitoba Department of Education and Training, and a Calgary public school. The research project, in turn, resulted from a number of concerns centering on schooling and education -- the way the market economy has penetrated this, like every other aspect of life; the need to deal with the dynamics of inclusion and exclusion in light of the new wave of international migration; and the impact on the understanding of space and time generated by information technology. Diversity also involved the national question in Canada because the presence of Quebec and the Aboriginal First Nations adds special parameters to being Canadian. The articles are written from a national perspective, mainly using Manitoba as a point of reference. Quebec issues are interwoven into the analysis, but are not discussed in any depth. The collection divides naturally into four thematic parts: historical and philosophical perspectives on the impact of globalization on citizenship education; group rights and schooling; multicultural and anti-racist education; and decoding cultural images in the classroom. The first thematic grouping -- historical and philosophical perspectives on the impact of globalization on citizenship education--comprises articles by Ken Osborne, Rosa Bruno-Jofre and Dick Henley, Eric W. Stockden, and Jamie-Lynn Magnusson. Ken Osborne's paper, Public Schooling and Citizenship Education in Canada, provides a historical overview and identifies the paradigmatic shifts in the understanding of the functions of citizenship in the school setting. Osborne argues that, historically, schools were expected to fulfill cultural, social, and vocational functions. Policy makers today neglect the first two and concentrate on the third, thus converting education into career preparation. Citizenship then becomes an obstacle to the imperative of the global marketplace when raising questions of identity, loyalty, tradition, heritage, and community that go beyond economic rationality. Osborne uses as an example a personal exchange with a former Manitoba Minister of Education, while lobbying against the proposal to remove Canadian history from the Grade XI curriculum in Manitoba schools. The Minister wanted pure literacy, which apparently meant the ability to understand instructions, read and write reports, and to explain oneself clearly -- with no great concern for content or context. In Osborne's view, education is being sacrificed for training, knowledge is seen as disposable, and values are being displaced by skills. Osborne discusses the historical character of national citizenship and the problems which national citizenship presents. In his view, the theory and practice of citizenship education exist in a dialectical relationship with the exercise of hegemony, thereby creating a tension between control and emancipation, socialization, and education, and emphasizing one or the other at different times. Osborne's article, with its commonsensical educational reflections, enriched by a historical reading of schooling and pedagogical practices, opens a door for the discussion of what he refers to as the false dualisms permeating the current educational debate. His conception of citizenship in relation to the classroom is something of a manifesto for a critical approach to citizenship education. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».