Alex Pomson and Howard Deitcher (eds)
- Published in print:
- 2009
- Published Online:
- February 2021
- ISBN:
- 9781904113744
- eISBN:
- 9781800340770
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781904113744.001.0001
- Subject:
- Religion, Judaism
About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their ...
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About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. The book provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. It reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. The book reveals conflicting conceptions of the social functions of schooling and produces insights into the capacity of schools to build community. It studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry.Less
About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. The book provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. It reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. The book reveals conflicting conceptions of the social functions of schooling and produces insights into the capacity of schools to build community. It studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry.
Christopher Waugh
- Published in print:
- 2017
- Published Online:
- February 2021
- ISBN:
- 9781911325031
- eISBN:
- 9781800342576
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781911325031.003.0008
- Subject:
- Film, Television and Radio, Film
This chapter discusses the act of connecting text. The benefit of a connected text is not as simple as merely 'having an audience'. The act of choice in sending something out into the world, under ...
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This chapter discusses the act of connecting text. The benefit of a connected text is not as simple as merely 'having an audience'. The act of choice in sending something out into the world, under one's own name, and of one's own creation is a singularly autonomous act. This assertion of self is not uncommon for students in a school classroom, in fact it is an important part of what makes the school such a real and authentic place for students and teachers alike, but the formalisation of this in text is unique. The affordances of this self-assertion are often immediately clear. The text, which frequently represents the most tangible product of the classroom experience for students, extends their voice. The value they place on it is reinforced by the fact that they have the power to publish the text to the world.Less
This chapter discusses the act of connecting text. The benefit of a connected text is not as simple as merely 'having an audience'. The act of choice in sending something out into the world, under one's own name, and of one's own creation is a singularly autonomous act. This assertion of self is not uncommon for students in a school classroom, in fact it is an important part of what makes the school such a real and authentic place for students and teachers alike, but the formalisation of this in text is unique. The affordances of this self-assertion are often immediately clear. The text, which frequently represents the most tangible product of the classroom experience for students, extends their voice. The value they place on it is reinforced by the fact that they have the power to publish the text to the world.
Matthew L. Garrett and Joshua Palkki
- Published in print:
- 2021
- Published Online:
- August 2021
- ISBN:
- 9780197506592
- eISBN:
- 9780197506639
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197506592.001.0001
- Subject:
- Music, History, American
Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ...
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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.Less
Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.
Archana Dholakia and Ravindra Dholakia
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780190236625
- eISBN:
- 9780190236656
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190236625.003.0017
- Subject:
- Economics and Finance, International
This chapter reviews the trends in educational spread, qualitative aspects of primary education and problems and prospects of higher education in the state. State policies have resulted in raising ...
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This chapter reviews the trends in educational spread, qualitative aspects of primary education and problems and prospects of higher education in the state. State policies have resulted in raising the net enrollment ratio to about 98% for boys and girls. Private sector schools deliver a better quality of primary education than the government schools and have proportionately grown rapidly over the last decade due to liberal policies. All input parameters such as teachers per school, proportion of single classroom schools, pupil‒teacher ratio, and number of students per class have shown improvement over the last decade. Physical infrastructural facilities are, however, not satisfactory. While the state has performed well in primary education, its performance in higher education is not up to the mark due to the lack of vision, consistent policies, and commitment to quality on the part of the state government.Less
This chapter reviews the trends in educational spread, qualitative aspects of primary education and problems and prospects of higher education in the state. State policies have resulted in raising the net enrollment ratio to about 98% for boys and girls. Private sector schools deliver a better quality of primary education than the government schools and have proportionately grown rapidly over the last decade due to liberal policies. All input parameters such as teachers per school, proportion of single classroom schools, pupil‒teacher ratio, and number of students per class have shown improvement over the last decade. Physical infrastructural facilities are, however, not satisfactory. While the state has performed well in primary education, its performance in higher education is not up to the mark due to the lack of vision, consistent policies, and commitment to quality on the part of the state government.
