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Descriptors:
Higher Education; Community Education; Vocational Education; Foreign Countries; Criticism; Community Colleges; Institutional Mission; Comparative Education; Colleges; Case Studies; Economic Development; Educational Change

Abstract:
Long seen as adaptive, responsive, and flexible higher education institutions in the face of educational, economic, and social changes, the American community college model has been adapted in many parts of the world. However, the extent to which the American community college model could be successfully adapted and implemented depends on the political, educational, and socioeconomic contexts of each country. Therefore, to better understand how the American community college model has been adapted by other countries requires critical analysis of these systems case by case. This article aims to critically analyze how American community college models are adapted in other countries, particularly focusing on the systems in Taiwan and Turkey. The article starts with a literature review on the community college systems around the world and the accompanying challenges that these countries face in the adaptation process. Before presenting the Taiwanese and Turkish community college models in detail, their American counterparts are introduced to provide a theoretical/conceptual context for understanding international case studies. This article concludes with discussions on the commonality and differences of this form of higher education in Taiwan and Turkey and highlights emerging themes that draw attention to community college researchers, practitioners, and policy makers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Foreign Countries; Social Control; Democracy; Young Adults; Political Power; Activism; Citizen Participation; Advisory Committees; Qualitative Research; Politics; Criticism; Socialization

Abstract:
This article provides a critical examination of a common form of adult attempts to promote civic engagement among young people, namely, youth advisory councils. While youth councils have been widely celebrated as an effective way to integrate young people into political processes, little research has explored why some politically active youth choose to leave, or refuse to join, youth councils. Based on two qualitative studies of politically active teens throughout North and Latin America, the authors argue that teenage activists possess valuable dissident knowledge of, and critical perspectives on, the potential for youth advisory councils to promote youth political power. We argue that young activists understand democracy in ways that are fundamentally different from that offered to them by youth councils. Youth activists put forth a theory of democracy that emphasizes authority and impact, not just voice; they understand democracy as representing collective concerns and perceive youth councils as elitist and nonrepresentative; and they emphasize the value of controversy and contentious politics while expressing anxiety that youth councils can function as modes of social control that tame and channel youth dissent, rather than opportunities to foster youth political power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexuality; Sexual Identity; Ethnography; Foreign Countries; Criticism; Research Methodology; Epistemology; Self Concept; Internet; Qualitative Research; Mass Media; Disadvantaged; Public Policy; Gender Differences

Abstract:
The paper thematises children's engendering and sexualisation in new media environments, and their ambivalent attitudes toward commercial (porno)sexuality constructions. The inquiry into adaptation to dominant gender identity and sexuality prescriptions in spite of children's ambivalences is contextualised by the critical analysis of grand quantitative survey research in the EU Kids Online II framework. It is argued that gender and sexuality norms introduced by the epistemological, methodological and interpretative input of the research do not transcend the dominant matrices. According to the Slovenian ethnographic research, school children exhibit criticism towards the intrusive and exploitative character of certain new media commercial contents, and this is not included in the analysed referential quantitative survey in any way. As a consequence, childhood remains conceptualised as a state of societal passivity in this context, which brings more disadvantages to girls in new media relations. Besides, the grand quantitative survey research critiqued here supports hypocritical EU sector policies , which have become tolerant of new media-related capital interests, while minors' protection responsibilities are exhibited mainly on a declarative level--as it is the case with the research epistemology under discussion. The same has been established regarding the application of a gender-sensitive approach in the research methodology and interpretation. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citations (References); Translation; Primary Sources; Japanese; English; Teaching Methods; Creativity; Contrastive Linguistics; Educational Philosophy; Editing; Books; Educational Research; Criticism

Abstract:
The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis of "Education for Creative Living" and "Soka Kyoikugaku Taikei". Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and render "Education for Creative Living" problematic as a primary source of academic research. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Higher Education; Educational Policy; Policy Formation; Federal Legislation; Criticism; Educational Research; Family Income; College Preparation; College Attendance; Longitudinal Studies

Abstract:
Student's access to college is influenced both by their level of academic preparation to do college-level work and the cost of participating in postsecondary education--on this point researchers and policy makers seem to agree (Perna, 2006). The relative importance of each, however, is very much a subject of disagreement and that debate has implications for policy formation, particularly when resources are scarce. In this article, I begin by summarizing the evolution of this debate from the late 1990s through today. Much of this conversation took place on the federal stage in anticipation of the reauthorization of the Higher Education Act (HEA). Next, I examine one particular report issued by the National Center for Education Statistics (NCES) and I respond empirically to several of the critiques levied by the education research community. In this reanalysis of the report on college access by Berkner and Chavez, I make several adjustments to illustrate how a number of methodological limitations affect the inferential claims in their report. My conclusions suggest that the definition of "college qualified" has important implications for these sorts of analyses and that the cost of college influences students' decisions to attend college both directly in terms of their perceived ability to attend college and through family income and the choices they make to prepare for college. Considering a fuller range of post-high school alternatives reveals important influences of race and class, which are masked by the focus on 4-year college attendance. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Transformative Learning; Learning Theories; Psychology; Criticism; Psychological Patterns; Adult Education; Theory Practice Relationship

Abstract:
In this article, the authors critically examine the way discourse enters into and becomes embedded in transformative learning theory, especially from the extrarational or depth psychology perspective. The authors begin by providing an overview of how transformative learning theory has developed in diverse directions, including the extrarational approach. In this latter perspective, concepts from depth psychology tend to be used to describe transformative learning, without there being a critical analysis or a common understanding of the meaning of these concepts. By treating knowledge about transformative learning as practical knowledge (from the perspective of Habermas's framework), the authors are able to critically question the knowledge claims inherent in the discourse within the extrarational approach to transformative learning theory development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acculturation; Immigrants; Physical Health; Mexican Americans; Mental Health; Criticism; Correlation; Measurement

Abstract:
The Mexican health paradox refers to initially favorable health and mental health outcomes among recent Mexican immigrants to the United States. The subsequent rapid decline in Mexican health outcomes has been attributed to the process of acculturation to U.S. culture. However, the construct of acculturation has come under significant criticism for oversimplifying complex relations between health, behavior, race and ethnic relations, and the environment. Moreover, measurement issues for the construct abound. This article reviews the current state of the acculturation debate, and argues for an integration of current theoretical perspectives and critiques of the construct in order to strengthen the explanatory power of acculturation with regard to the Mexican health paradox. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scoring; Essays; Text Structure; Writing (Composition); Evaluation Criteria; Persuasive Discourse; Definitions; Evaluation Problems; Criticism; Writing Evaluation; Essay Tests; Computer Assisted Testing; Validity; Measurement; Psychometrics; Writing Skills

Abstract:
This paper examines the construct measured by automated essay scoring (AES) systems. AES systems measure features of the text structure, linguistic structure, and conventional print form of essays; as such, the systems primarily measure text production skills. In the current state-of-the-art, AES provide little direct evidence about such matters as strength of argumentation or rhetorical effectiveness. However, since there is a relationship between ease of text production and ability to mobilize cognitive resources to address rhetorical and conceptual problems, AES systems have strong correlations with overall performance and can effectively distinguish students in a position to apply a broader writing construct from those for whom text production constitutes a significant barrier to achievement. The paper begins by defining writing as a construct and then turns to the e-rater scoring engine as an example of AES state-of-the-art construct measurement. Common criticisms of AES are defined and explicated--fundamental objections to the construct measured, methods used to measure the construct, and technical inadequacies--and a direction for future research is identified through a socio-cognitive approach to AES. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Public Health; Governance; Neoliberalism; Foreign Countries; Educational Change; Public Policy; State Action; Commercialization; Case Studies; Labor Force Development; Knowledge Economy; Global Approach; Criticism

Abstract:
Market forces are being introduced in public spheres such as higher education and public health, which hitherto were closed to such forces. Ironically, it is the state that is responsible for this process of marketisation. Some see this state action as leading to a growing influence of the state in public policy while others see an attenuation of its role. Critiquing this market-state incompatibility thesis from a geo-spatial perspective on globalisation, this paper calls for an articulation of state-market relations that emphasises their interpenetration. Using Botswana as a case study, the paper argues that although on-going tertiary education reforms in the country are characterised by the state's promotion of market forces this does not mean that the state is retreating, leaving the sub-sector to the vagaries of the market. Contrarily, the state is employing marketisation to reform the sub-sector so that it is responsive to labour and skills demands of an economy aspiring to be knowledge-based. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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