Irony in Pride and Prejudice • Novels in Austen’s time included an educational notion in order to address society’s expectations, yet as Andrew H. Wright very aptly remaks,irony, at the hands of Jane Austen, is the “instrument of a moral vision’’ and this is what makes Austen’s novels so interesting, as even in modern times, one cannot simply categorise her novels as being conservative, modern, or feministic literary works. Although various meanings of the word irony may be sought, one must keep Austen’s use of the word irony in mind to understand the novel the way she wanted to illustrate it; uses a tool for unveiling and describing. • Austen makes use of irony throughout her literary career yet in this particular novel, there is a great deal of reference to verbal, thematic, situational, and dramatic irony. This idea is seen from the very beginning, within the title: the reader might get a
Notwithstanding, others debate that classic literature contains enlightening moral and civic dilemmas. They further say that literature in the classroom gives room to introduce many view and values incredibly prevalent to this day and age with the aforementioned diverse and pluralistic society. The call for character education rose in tandem with the rise of breaking down the nation’s values. Disturbing media, broken marriages, and failures to correct the disregard for centralized morals has lead to warrant the discussion whether schools should implement character education (Lickona, 1997; Suh and Traiger, 1999). The literature on the usage of classic literature for moral and civic education is in favor of its usage.
This signifies a rightful attempt from the government to create an equitable education system for disabled students. However, Slee (1996) revealed that this term is instead a mechanism for perpetuating discrimination, disadvantage and even oppression. Ainscow and Messiou (2017) claim that ‘the issue of inclusion in education is high on the agenda of policy makers and practitioners’ (p. 2). Referring to Slee’s argument, it is clear that the criticisms he held in 1996 remain current; though schools may believe they are taking the right steps towards inclusion, it is important to consider how effective they are/have been in doing
Colonialism created cultural problem as colonial powers forced the colonies to adapt and accept a totally new culture (Eurocentric) as the best way of life in the name of civilisation and also created an identity problem. Post-colonialism is the academic field that deals with these problems and maintains a continual analysis from both points of view. 1.1 Some definitions of post-colonialism Post-colonialism as a social science field also faces the problem of not having a universally accepted definition. But some scholars have come up with helpful definitions that provide assistance in understanding the subject. Post-colonialism is defined in anthropology as the relationship that exist between European countries (colonisers) and subjects they colonized and once had dominion over.
1. Freire next offers the concept of themes, which can be as tools to liberate the oppressed. Generative themes are the components of the thematic universe of all peoples and these themes arise from dialogue. Generative themes are educational, political or social topics important to the people whom they affect. These themes are important because, as humans, people have an historical existence and therefore can work to alter their world.
International research evidence confirms the importance of addressing the issues of diversity and equality in ECCE (Woodhead & Brooker 2008; Mac Naughton 2003, cited in Mhic Mhatuna & Taylor 2012, p. 279). This assignment will critically compare and contrast the multicultural and anti-bias approaches, additionally, it will explore how research and children’s funds of knowledge influence how diversity is addressed in ECCE. The multicultural approach initiated in the 1960’s in the UK to support inclusion of new immigrant communities. This approach acknowledges the ne ed for recognition and celebration of different cultures, with a focus on ‘cultural diversity’, specifically the minority culture. Using a touristic approach, in which cultural aspects such as food, dress, language and festivals are, celebrated (Murray et al., 2010, p.44).
The conceptual approach to understand the question of quality through the ideological framework in which it shapes the Quality in higher education. Discourse and ideology are the concepts to discover the quality of higher education. These two are inter-linked as discourse is part of the ideological concept of higher education. This discourse helps the ideological character and its influence in higher education. This slice will help to understand the relation between the ideology discourse and the idea of quality though it is difficult to connect to each other conceptually.
The study of outside systems of education helps the researcher better know his or her own (ibid.). Phillips (2006) claimed that “comparing is inherent in human thinking and the making of comparisons is fundamental to intellectual inquiry” (Phillips 2006). Sadler mentioned the importance of studying the context when comparing education methods. He said; “When studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the schools, and govern and interpret the things inside” (Sadler, in Higginson, 1979, p. 49). The purposes of comparative education can be categorized into four fields (Harold Noah 1985, Farooq Joubish 2009).
Cognitive psychologists challenge the limitation of behaviourism in its focus on observable behaviour. Changes in behaviour are observed, and used as indicators as to what is happening inside the learners mind (Dembo, 1994). Ogwo and Oranu (2006) states that cognitive theory is significant to the entire learning process because, it stresses on human intelligent and its potential for helping learners to retain, process and apply acquired information in future. Cognitive learning theory
EDUCATIONAL DEVELOPMENT IN AFRICA: THE PROSPECTS AND CHALLENGES OF TEACHING/LEARNING HISTORY IN NIGERIA Afolabi, O. Oluwaseun Peace and Conflict Studies Programme, Institute for Peace and Strategic Studies, University of Ibadan, Ibadan, Oyo State, Nigeria. Email: firstname.lastname@example.org Abstract The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was