Education for Bright Future

Posts Tagged ‘Part’

At Teachers College in Columbia University, Geoffrey Whitty, Director of the Institute of Education at the University of London, discussed the ways education officials can share research and policy reform ideas, especially in the areas of school choice and accountability.

Arguing against the biological interpretation of racial difference, Hall asks us to pay close attention to the cultural processes by which the visible differences of appearance come to stand for natural or biological properties of human beings. Drawing upon the work of writers such as Frantz Fanon, he shows how race is a “discursive construct” and, because its meaning is never fixed, can be described as a “floating signifier.”

In a world first for the Royal Society, Biology Letters has published a paper by a group of primary school children. The paper, which reports novel findings in how bumblebees perceive colour was written by 8-10 year old pupils at Blackawton School in Devon. Under the supervision of scientist Beau Lotto and teachers at their school, the children investigated the way that bumblebees see colours and patterns. The field of insect colour and pattern vision is generally poorly understood and the findings reported by the school children represent a genuine advance in the field. In this podcast some of the people involved talk about the work they did and how this has affected the way they view science education. Watch part 2 at www.youtube.com

On the show this week were Euginie Scott, Executive Director of the National Centre for Science Education; Barbara Forrest, member of the Board of Directors of the NCSE; Zach Kopplin, Louisiana student; Aronra. The topic for the show was Creationism in the Classroom and other related issues. The links referrred to are: (to follow) www.youtube.com

Arguing against the biological interpretation of racial difference, Hall asks us to pay close attention to the cultural processes by which the visible differences of appearance come to stand for natural or biological properties of human beings. Drawing upon the work of writers such as Frantz Fanon, he shows how race is a “discursive construct” and, because its meaning is never fixed, can be described as a “floating signifier.”

A group project on word meaning (lexical relations) done by trainee teachers from National Institute of Education (NIE). This project is targeted at Primary 5 students taking English. For any enquiries, contact Sabarina at sabby_mcguire@hotmail.com.

Arguing against the biological interpretation of racial difference, Hall asks us to pay close attention to the cultural processes by which the visible differences of appearance come to stand for natural or biological properties of human beings. Drawing upon the work of writers such as Frantz Fanon, he shows how race is a “discursive construct” and, because its meaning is never fixed, can be described as a “floating signifier.”

Arguing against the biological interpretation of racial difference, Hall asks us to pay close attention to the cultural processes by which the visible differences of appearance come to stand for natural or biological properties of human beings. Drawing upon the work of writers such as Frantz Fanon, he shows how race is a “discursive construct” and, because its meaning is never fixed, can be described as a “floating signifier.”