Documents found
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116992.More information
This study explores the nature of the Fedarb sheet of the Treaty of Waitangi. The author argues that it conflicts with the conventional argument for the necessity of Treaty principles. She argues that the Treaty principles are a device of settler/invader colonialism. The study is a type of Kaupapa Māori writing inquiry. In the case of the Fedarb sheet, if there was no English treaty sheet provided, then most traditional Treaty scholarship arguments become invalid.Rather than interpret Te Tiriti in light of the English Treaty, we must recognize that all the Fedarb signatories provided to the government was the ability to regulate land-use.Mataatua waka should not have been made a part of the settler colonial construction that was the results of settlers’ inaccurate interpretations of the document..All this highlights the need to view the various sheets of The Treaty of Waitangi and/or Te Tiriti o Waitangi as not a single monolithic and homogenous document, but differentiated international treaties between sovereign hapū and the Crown of England. Each sheet should be seen as separate and different on a regional and whakapapa basis, in its own context.
Keywords: Te Tiriti o Waitangi, Settler Colonialism, Biculturalism, Māori Politics, New Zealand Studies, Cultural Translation, white possessive
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116993.More information
An examination of Erasmus' changing views of Epicureanism must primarily rely on statements by himself that refer to Epicurus or indicate awareness of, and perhaps affinity with, some aspects of his philosophy. A brief first part will survey the intermediate sources for Epicurus' system, classical and patristic, appreciative or critical, with which Erasmus was familiar. Thereafter the procedure will be chronological, examining first the early traces of Erasmus' acquaintance with Epicurus, leading to an attempt to reconcile his moral philosophy with the Gospel teachings. Next Erasmus' years in Italy are considered. Italy had recently experienced a marked revival of interest in Epicurean thought, leading to a positive revaluation. Here Erasmus' familiarity with the work of Lorenzo Valla obtains a crucial importance. Valla turned Erasmus, to put it boldly, into a sort of convert to Epicureanism, as will be shown by a fresh look at his Moriae encomium. After the Moria Erasmus' statements relevant to Epicureanism tend to be more casual and inconsistent. In the end, however, we notice a reawakening of concern and almost a return to his initial endorsement of a Christian Epicureanism. The history of Epicureanism is an ongoing, often radical, quest for enduring felicity, although not always proceeding from the same intellectual premises. Finally, a brief attempt is made to assign Erasmus his modest place in that history.
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116994.More information
This article presents the genesis of a groundbreaking model for planning universal mathematics education designed through the methodological process of anasynthesis (Legendre, 2005; Messier and Dumais, 2016). It explains the steps that led to its development and how, while remaining rooted in the curriculum-based approach, it integrates the principles of universal design for learning (UDL) and the use of formative assessment. While considering the needs of secondary school teachers in responding to the diversity of needs of the students in their classrooms, avenues for future research are presented, particularly for the external validation and implementation of the proposed prototype.
Keywords: anasynthèse, anasynthesis, évaluation fondée sur le programme, curriculum-based, teaching planning model, modèle de planification de l’enseignement, curriculum-based assessment, curriculum-based assessment, universal design for learning, conception universelle de l’apprentissage
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116995.More information
School systems worldwide struggle with socio-economic segregation, often worsened by private schooling, which affects student learning and inequality. By dividing students along socioeconomic lines, both private schools and segregation can affect the development of essential skills for the twenty-first century. This study examines the link between private schooling, social segregation, and student global competence across 69 countries using PISA 2018 data. Multilevel models are used to estimate levels of social segregation and the association with private schooling and variations in student global competence between schools. While private school students tend to have higher global competence, countries with greater private enrolment exhibit lower average global competence, higher segregation, and wider global competence gaps between schools. Social segregation, driven by private schooling, is a key factor to explain global competence inequalities within countries.
Keywords: compétence globale, global competence, ségrégation, segregation, inégalité, inequality, privatisation, privatization, multilevel modelling, modélisation multiniveaux
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