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Hughes, Conrad – Prospects: Quarterly Review of Comparative Education, 2020
The industry of modern schooling leads to surface learning of exaggeratedly voluminous curricula and excessively high-stakes assessments that instrumentalize the pursuit of knowledge. In order to return to a more mindful, authentic, and humanly paced approach, disruption from the present model is needed. Paradoxically, the COVID-19 pandemic might…
Descriptors: COVID-19, Pandemics, Educational Change, Educational Practices
Hughes, Conrad – Prospects: Quarterly Review of Comparative Education, 2020
This article explores the relationship between violence and education. It does this by referring to some of the literature in critical pedagogy that investigates how the structure and outcome of education as a social force can be violent in a number of ways. Having discussed how schools are violent in modes that are symbolic, structural, and…
Descriptors: Violence, Critical Theory, Education, Peace
Acedo, Clementina; Hughes, Conrad – Prospects: Quarterly Review of Comparative Education, 2014
This article addresses the core competences, attitudes and knowledge that the authors believe will promote transformative learning in the 21st century and should, therefore, feature in curriculum design. It first defines the purpose of curriculum, stressing the need for a coherent worldwide understanding of what is meant and intended by…
Descriptors: Educational Principles, Minimum Competencies, Competence, Transformative Learning
Hughes, Conrad – Prospects: Quarterly Review of Comparative Education, 2014
This article offers a definition of prejudice and then reviews the literature on relevant theories of its development and methods to identify and map it. It then discusses how prejudice is institutionalised and legitimised in schools, before turning to the main thrust of its investigation: the extent to which international education (K-12) can…
Descriptors: Student Attitudes, Social Attitudes, Global Education, Definitions