Learning to be active citizens: lessons of traditional Africa for lifelong learning

Avoseh, Mejai B. M.

doi:10.1080/02601370110088454

Cited by 60 publications

(54 citation statements)

References 5 publications

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“…h p://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2010:0 17:0043:0049:EN:PDF [Erişim: Ocak 2012; bu konuda bkz. Avoseh, M. B. M. (2001) Educa on,20(6), 479-486. zedeki öğrenme kazanımlarını tespit etmeye ve bunu geliş rici ve dönüştürücü poli kaların tasarımına odaklanmaktadır. Bu, kişinin sahip olduğu bilgi beceri ve yetkinliklerin hem geliş -rilmesinde hem de belgelendirilmesinde geleneksel diplomalı eği mle sınırlı yaklaşıma bir meydan okuma niteliğinde yeni bir yapılanma öngörmektedir (Eurostat, 2001;Friberg, 2007).…”

Section: Yaşamboyu öğRenme: Kavram Ve Kapsamunclassified

Lifelong Learning: Concept, Policy, Instruments and Implementation

Toprak¹,

Erdoğan²

2012

HIG

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ÖZAvrupa Birliği, 2020 hedefi doğrultusunda yaşamboyu öğrenme şemsiyesi altında, yarım yüzyılı aşkın bir süredir kurguladığı politika ve tedbirleri konsolide ederek topyekün bir eğitim inisiyatifi başlatmış durumdadır. Türkiye'deki eğitim alanındaki yetkili kurumların bu süreci yakından izlemeleri sonucu, son birkaç yılda yasal ve kurumsal birçok düzenleme gerçekleştirilmiştir. Yaşamboyu öğrenmenin kavramsal ve felsefi arkaplanı, tanınması ve stratejileri; yapılandırılmış, yarı yapılandırılmış ve yapılandırılmamış eğitimin yaşamboyu öğrenmedeki yeri; yaşamboyu öğrenmenin ölçülmesi ve finansman yolları ile yaşamboyu öğrenmeye farklı uluslararası bakış açıları bu çalışmada ele alınmaktadır. Avrupa'nın 2020 Vizyonundaki eğitim ve öğretim stratejisinde yaşamboyu öğrenmenin kurgusu ayrıntılı olarak incelenmiştir. Avrupa, bir yandan mesleki diğer yandan akademik ağırlıklı eğitim çerçevesinde insan kaynakları vizyonunu meslek, eğitim ve ekonomik faaliyet sınıfl aması doğrultusunda bir bütünsellik içinde kurgulayarak politika geliştirmekte ve buna uygun enstrümanlarla performansı izleyerek güncelleme yapmaktadır. Avrupa'nın yaşamboyu öğrenme yaklaşımının, ülkemiz bakımından referans alınabilecek yetkinlikte bir politika olduğu söylenebilir. Bu çalışma, Avrupa Birliği yaşamboyu öğrenme deneyimini bir referans olması itibariyle değerlendirmekte ve Türkiye bakımından bir model olarak önermektedir. Anahtar Sözcükler: Yaşamboyu öğrenme, Avrupa 2020 vizyonu, Öğrenme stratejileri, Önceki öğrenmenin tanınması, İstihdam edilebilirlik ABSTRA CTEuropean Union has started an education & training initiative under the umbrella of lifelong learning to achieve the 2020 Agenda targets. Th is initiative has nearly half of a century time horizon, and all designed policies and measures have been consolidated under this initiative. Turkish Education authorities have been monitoring this European eff ort closely and made important legal and institutional regulations in recent couple of years. Th is study examines the primary aspects of lifelong learning in detail: conceptual and philosophical background; recognition strategies; the place of formal, non-formal and informal learning in the lifelong learning approach; financing and measurement ways of lifelong learning; and variety of perspectives of international institutions. In addition, education and training strategy of the Europe's 2020 vision of lifelong learning is also evaluated in detail. Th e human resources vision of the Europe considers education, occupation and economic activities together to allow authorities to plan the future of the European societies. Th e updating mechanisms of this approach are designed both domestically at national and internationally at European levels. It is concluded, in this study, that the lifelong learning policy and implementation of the Europe should be taken as benchmark. Keywords: Lifelong learning, Europe 2020 vision, Learning strategies, Recognition of prior learning, Employability Bir yılı planlıyorsan, mısır ek. On yılı planlıyorsan ağaç dik. ...

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Section: Yaşamboyu öğRenme: Kavram Ve Kapsamunclassified

Lifelong Learning: Concept, Policy, Instruments and Implementation

Toprak¹,

Erdoğan²

2012

HIG

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“…Ms. Harris appreciated the sense of caring that was present throughout the community and that everyone looked out for each other. This demonstrates an example of active citizenship where humanity is at the center of citizenship and being a citizen involves caring about others and the civil interactions between individuals in a community (Avoseh, 2001). Moreover, Ms. Harris believed that the practice of collective child rearing was present in the school and surrounding community in the way the teachers, administrators, and parents took care of the students.…”

Section: Conceptualizing Communal Citizenshipmentioning

confidence: 99%

“…In agreement with Spinner's (1984) critique of citizenship, Ms. Harris criticized the notion of citizenship and dominant societal values because it encourages people to adopt individualistic attitudes and dispositions where citizens are ignorant of how individual and structural decisions, actions, and policies affect the community. In Avoseh's (2001) framework on citizenship in African societies, he wrote that individuals developed a communal perspective on life and that active citizenship grew out of each 35 person's being conscious of the existence of others and of how their actions affected others in the community. Ms. Harris's perspective of citizenship was similar to Avoseh's in that she was attempting to move beyond individualistic perspectives on citizenship into one that is based not only on community but also on the relationships between people in the community.…”

Section: Conceptualizing Communal Citizenshipmentioning

confidence: 99%

“…Similarly, Ms. Harris taught her students a form of citizenship that was rooted in a critical examination of the structures that disadvantage communities and their workers, but she also helped her students to develop an awareness of how to take action against such structures as consumers (Dilworth, 2008). By framing the current event around the effect a structure has on a community of color, Ms. Harris was teaching active citizenship (Avoseh, 2001) as being cognizant of how an individual's actions must simultaneously promote and attend to the needs of the community.…”

Section: Teaching Community-centered Citizenshipmentioning

confidence: 99%

“…Avoseh argued that this communal approach to citizenship places humanity at the center of nation building and citizenship. Knight and Watson (2014) built upon Avoseh's (2001) citizenship framework in their study on African immigrant youths' experiences in the United States in terms of civic learning and engagement. The authors found that the young people learned civics in particularlu situated contexts and through familial and community relationships, both of which led to participatory communal citizenship.…”

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confidence: 99%

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“I Worry about My Community”: African American Women Utilizing Communal Notions of Citizenship in the Social Studies Classroom

Vickery

2016

IJME

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This qualitative multiple case study utilizes a Black feminist ethic of caring (Collins, 2009; Thompson, 1998) to explore how three African American women social studies teachers draw on their personal and community knowledge to conceptualize and teach the construct of citizenship to their students of color. Instead of conveying traditional notions of citizenship that value blind patriotism to the nation-state and individualism, they instead chose to teach citizenship as relational and centered on uplifting their cultural community. This study hopes to shed light on how critical notions of citizenship may be presented and utilized in classrooms.

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