Implementing multicultural curriculum for equity: Islam in Hong Kong education
Implementing multicultural curriculum for equity: Islam in Hong Kong education
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实施多元文化课程以促进公平：香港教育中的伊斯兰教
DOI：
10.1163/9789004366749_004
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
L. Jackson
中科院分区：
文献类型：
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作者：
L. Jackson
在教育及其与劳动力市场关系领域进行的各种研究表明，高等教育作为拉丁美洲社会流动工具的作用日益减弱（Filmus & Moragues，2003年; Jacinto & Terigui，2007年）。然而，尽管人们发现教育证书的价值日益丧失，但教育仍然具有重要的象征价值，特别是对社会最弱势群体而言。完成中等教育是青年人主观生活建设的一个非常重要的例子，因为它关系到个人成就的机会、获得更好的工作条件的机会以及继续高等教育的基本和必要步骤（Dussel、Brito和Nuñez，2007年; Castillo和Cabezas，2010年）。就智利而言，目前中学教育完成率为83%。在过去十年中，由于将最弱势群体纳入正规教育，特别是职业教育，这一指标提高了10个百分点（智利教育部，2 MINEDUC，2013年）。事实上，与其他经济合作与发展组织（OECD）国家一样，学术培训1优于技术/专业选择。然而，在分析其内部分布时存在重要差异。应该强调的是，在收入较低和脆弱程度较高的部门，技术-专业模式占主导地位，达到前两个最贫困阶层的66.4%。在社会经济部门，接受学术培训的可比数字仅为17.3%。[2]另一方面，尽管在过去几十年里，学校教育的增加破坏了智利社会的环境，但近年来的主要转变与接受高等教育的机会增加有关。30年前实施的高等教育系统私有化在很大程度上促成了入学人数的增加，
Various research carried out in the field of education and its relation with the labour market has shown the increasing weakening of higher education as a tool of social mobility in Latin America (Filmus & Moragues, 2003; Jacinto & Terigui, 2007). However, despite the finding of an increasing loss of value of educational credentials, education still holds an important symbolic value, especially for the most disadvantaged groups of society. The completion of secondary education represents an instance of great importance in the subjective construction of young peoples lives, since it is associated with the chance of personal accomplishment, access to better working conditions and a fundamental and necessary step for continuing further studies at the tertiary level (Dussel, Brito, & Nuñez, 2007; Castillo & Cabezas, 2010).In the case of Chile, the rate of completion of secondary education is currently 83%. This indicator has increased by 10 points in the last ten years, driven by the incorporation of the most vulnerable sectors into formal education, particularly to vocational education (Chilean Ministry of Education2MINEDUC, 2013). Indeed, as in other OECD (Organisation for Economic CoYoperation and Development) countries, academic training1 prevails over technicalYprofessional alternatives. However, there are important differences when analysing its internal distribution. It should be stressed that the predominance of the technical-professional modality in sectors of lower income and higher levels of vulnerability reaches 66.4% of the first two poorest deciles. The comparable figure for the socioYeconomic segment pursuing academic training is only 17.3%. 2 On the other hand, although an increase in schooling has marNed the setting of Chilean society in the last decades, the main transformation of recent years is associated with an increase in access to higher education. This expansion in enrolment has been made possible to a large extent by the privatisation of the higher education system implemented three decades ago, which led to a market structure