Home  About us  Contact
 

World Contexts (world + context)

Distribution by Scientific Domains
Humanities and Social Sciences75%

Selected Abstracts

Indigenous Knowledge Systems and Alaska Native Ways of Knowing

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2005
RAY BARNHARDT
Drawing on experiences across Fourth World contexts, with an emphasis on the Alaska context, this article seeks to extend our understandings of the learning processes within and at the intersection of diverse worldviews and knowledge systems. We outline the rationale for a comprehensive program of educational initiatives closely articulated with the emergence of a new generation of Indigenous scholars who seek to move the role of Indigenous knowledge and learning from the margins to the center of educational research, thereby confronting some of the most intractable and salient educational issues of our times. [source]

Good Enough Governance Revisited

DEVELOPMENT POLICY REVIEW, Issue 5 2007
Merilee S. Grindle
The concept of good enough governance provides a platform for questioning the long menu of institutional changes and capacity-building initiatives currently deemed important (or essential) for development. Nevertheless, it falls short of being a tool to explore what, specifically, needs to be done in any real world context. Thus, as argued by the author in 2004, given the limited resources of money, time, knowledge, and human and organisational capacities, practitioners are correct in searching for the best ways to move towards better governance in a particular country context. This article suggests that the feasibility of particular interventions can be assessed by analysing the context for change and the implications of the content of the intervention being considered. [source]

How news content influences anti-immigration attitudes: Germany, 1993,2005

EUROPEAN JOURNAL OF POLITICAL RESEARCH, Issue 4 2009
HAJO G. BOOMGAARDEN
Immigration is an increasingly important political issue in Western democracies and a crucial question relates to the antecedents of public attitudes towards immigrants. It is generally acknowledged that information relayed through the mass media plays a role in the formation of anti-immigration attitudes. This study considers whether news coverage of immigrants and immigration issues relates to macro-level dynamics of anti-immigration attitudes. It further explores whether this relationship depends on variation in relevant real world contexts. The models simultaneously control for the effects of established contextual explanatory variables. Drawing on German monthly time-series data and on ARIMA time-series modeling techniques, it is shown that both the frequency and the tone of coverage of immigrant actors in the news significantly influence dynamics in anti-immigration attitudes. The strength of the effect of the news, however, depends on contextual variation in immigration levels and the number of asylum seekers. Implications of these findings are discussed in the light of the increasing success of extreme right parties and growing opposition to further European integration. [source]

Real world contexts in PISA science: Implications for context-based science education

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2009
Peter J. Fensham
Abstract The PISA assessment instruments for students' scientific literacy in 2000, 2003, and 2006 have each consisted of units made up of a real world context involving Science and Technology, about which students are asked a number of cognitive and affective questions. This article discusses a number of issues from this use of S&T contexts in PISA and the implications they have for the current renewed interest in context-based science education. Suitably chosen contexts can engage both boys and girls. Secondary analyses of the students' responses using the contextual sets of items as the unit of analysis provides new information about the levels of performance in PISA 2006 Science. Embedding affective items in the achievement test did not lead to gender/context interactions of significance, and context interactions were less than competency ones. A number of implications for context-based science teaching and learning are outlined and the PISA 2006 Science test is suggested as a model for its assessment. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 884,896, 2009 [source]