- 著者
- 権 瞳
- 出版者
- プール学院大学
- 雑誌
- プール学院大学研究紀要 (ISSN:13426028)
- 巻号頁・発行日
- vol.51, pp.135-148, 2011-12
This article examines the education reform in New Orleans, Louisiana after the devastating Hurricane Katrina in 2005. The number of charter schools in New Orleans has sprung up to over 70%of public schools, now the largest number in the U.S., and the reform has been praised as a successful model. School performance and the results of standardized tests actually show great improvement, especially among charter school students; nevertheless, lower test scores, a high concentration of black students and students in poverty are found in the Recovery School District non-charter schools, administrated by the Louisiana Department of Education for the purpose of taking over "academically failing schools."Athough charter schools are believed to be innovative alternatives to increase the school choice among parents regardless of color and class, and to improve the quality of education, many argue that market principles often lead to even greater stratification, and do not offer choice to those placed in the bottom of the social hierarchy. The case study of New Orleansshows that although the overall performance has improved, the stratification has also deepened
2 0 0 0 OA CALL学習における学習者の教材利用と学習ストラテジーについての実証的研究
- 著者
- 権 瞳
- 出版者
- プール学院大学
- 雑誌
- プール学院大学研究紀要 (ISSN:13426028)
- 巻号頁・発行日
- vol.41, pp.109-123, 2001-12-31
The purpose of this paper is to discuss the efforts of African-American female educators in the Jim Crow America, focusing on the work of Mary McLeod Bethune. Bethune, as many others at that period, valued education as the key for racial uplift and equality. She founded the Daytona Educational and Industrial Training School for Negro Girls, now called the Bethune-Cookman College, which emphasized the "industrial" aspects, self-support, and community service that were also common in many other African-American institutions in the South at that time. Her educational labors, however, were not limited to a school building, but extended to active involvement in local church activities, the African-American women's club movement, and many presidential administrations especially in the Roosevelt era. In this sense, Bethune may be seen as a progressive educator who strongly engaged in the affairs of her community in order to build a better world, and transmit the attitude of hope and struggle to the next generations. Such practice and thoughts of African-American educators are valuable in our efforts to re-examine both central and marginal discourses in order to go beyond and fully comprehend the mentally segregated society of the present day.