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The main focus of this paper is the entrepreneurial education, by analyzing the impact of training on the entrepreneurial success in Romania. We chose to approach this subject, given that education is considered by literature, as one of the five components of the environment that affect entrepreneurial activity in a country. The analysis undertaken for Romania was based on the international statistics in the field. Given the observed results, the paper recommends a restructuring of entrepreneurial education courses depending on the motivation, educational background and the extent to which the student is suitable for entrepreneurial activity. [ABSTRACT FROM AUTHOR]

For the first time in the history of Australian teachers' working lives they will have to work with both a national curriculum and a set of national professional standards which bring with them expectations of 21st century teaching, the definition of which remains imprecise and somewhat elusive. This paper explores teachers' constructions of professional learning against a political landscape dominated by this centralized reform agenda the purpose of which may simply be to achieve compliance with a technical and rather limited view of the work of teachers. Bakhtin's ideas, particularly those related to dialogue and dialogic interactions, provide a means to theorize (i) the relationship between researcher and participant in such a way as to allow each to contribute to the learning of the other (ii) teachers as neither "finalisable" nor "complete" (1984) in any given moment allowing teachers to legitimately hold what may seem to be conflicting views about professional learning and the way in which it should be facilitated (iii) a remix of his metaphor of the centrifuge to represent the factors that enable teachers to resist a compliance agenda in the interests of producing knowledge that will assist them to transform their teaching practice. [ABSTRACT FROM AUTHOR]

Stories from the Stolen Generations in Australia have formed an integral part of the curriculum in Australian schools for many years. Teachers in both primary and secondary schools are required to include this 'difficult knowledge' in their programs. But most teachers do not have the skills or the training to teach about the experiences of trauma, or to recognise the impact that these experiences may have on their students. Current approaches to teaching about trauma in schools has produced what Judith Butler (2004) calls "derealisation of loss", where humanity is evacuated through the historical images and YouTube videos that are shown to students. We argue that the experiences of the Stolen Generations cannot be captured through representation, or through logical and reasoned explanations of history. We leverage the concept of affect as a frame for conceptualising how to teach about the experiences of trauma. Our aim is to develop a trauma informed pedagogy that is able to assist teachers to teach about trauma in schools, and the paper explains how this is being developed through a trial with preservice teachers enrolled at a university in Sydney, Australia. The trial has been running for two years and functions as a forerunner to developing trauma informed principles for use by teachers in primary and secondary schools. [ABSTRACT FROM AUTHOR]

Is it reasonable, in these times of terrorism, wars, migrant refugees, racism and threatening tensions between different groups based on ethnicity, religious and cultural traditions and interpretations, to lean on the potential of education to create mutual trust and a cosmopolitan imagination? This contribution elaborates on deliberation as a way to develop a cosmopolitan curriculum. It also presents clarifications and discussion on the limits of deliberative communication for a moral cosmopolitanism. Finally, this cosmopolitan project based on deliberation is critically analyzed in relation to the challenge from agonism, and three arguments for deliberation are presented, ending up in a thin moral cosmopolitanism. [ABSTRACT FROM AUTHOR]

Language is a casement into cultures' deepest meanings. As children acquire languages, they implicitly adopt the mores of people around them; read the symbols, artefacts and codes. In this article, we examine the importance of language and literacy in the early childhood curriculum Te Whāriki: He Whāriki Matauranga mo ngā Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). The focus of the article is on literacy from a bicultural perspective. Adults support children in finding out about both their social and physical worlds. They use their 'imaginations to explore their own and others' identities' (MoE, 1996, p. 25). Our aim is to offer teachers in mainstream early childhood centres (ECE) strategies to apply, practise and situate literacy approaches that reflect Te Ao Māori through stories reflecting symbolic representations of people, places and things. [ABSTRACT FROM AUTHOR]

While social justice is a frequently employed concept in the deconstruction and reconstruction of instructional practice in schools, sustainability-justice that, in addition to social justice, integrates environmental, economic and cultural justice, has not been so well discussed. This article explores a critical perspective of curriculum and ICTs potentiality and actuality in transforming education towards a sustainable-just society. The DeCoRe plus methodological approach has been developed and used in pre-service teacher education courses, with the aim to embed sustainability justice in school curricula. This process is highly enhanced through two major complementary trends, namely, Open Education Resources (OER) and OpenCourseWare (OCW), that are shifting the old ways of knowing, being, living together, doing and sharing, as well as the spatial and temporal boundaries. [ABSTRACT FROM AUTHOR]

This article examines how contemporary student movements are disrupting, opposing and displacing entrenched oppressive and dehumanizing reforms, practices and frames in today's corporate academia. This work is divided in four sections. The first is an introduction to student movements and an overview of how student political action has been approached and researched. The second and third sections take a closer look at the repertoires of contention used by contemporary student movements and propose a framework based on radical praxis, which allows us to better understand the pedagogical potential of student disruptive action. The last section contains a series of examples of students' repertoires or tactics of contention that exemplify the pedagogical potential of student social and political action. [ABSTRACT FROM AUTHOR]

In this article, we historicize affective dimensions of teaching by asking, What does it feel like to be a teacher in a particular time and place? We explore three blocs of affect that engulfed teachers in the 1955 to 1970 period: the mindlessness of U.S. schooling practices; the push for equal educational opportunity; and the aim to teach youth to think for themselves. We explore how Mr. Dadier's teaching in the film, Blackboard Jungle, was animated by those historically contingent affects. We also explain why we have come to be interested in affects and how this work contributes to historicizing curriculum studies. [ABSTRACT FROM AUTHOR]