Teaching science in Algeria: pedagogical shortfalls and conflicts of meaning.
This study explores the issues of teaching science in Algeria (with a particular focus on medical studies) in a post-colonial context that carries the historical marks of a certain number of discontinuities within political, institutional, social, educational and cognitive spheres. These last two di...
| Publicado en: | Journal of North African Studies Vol. 16; no. 1; pp. 99 - 117 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=59529365&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 59529365 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 13629387 RIG jtl: Journal of North African Studies issn: 13629387 maglogo: Y pubinfo: dt: Mar2011 vid: 16 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 59529365 10.1080/13629387.2010.529655 ppf: 99 ppct: 18 formats: fmt: – @attributes: type: T db: hlh ui: 59529365 – @attributes: type: P db: hlh ui: 59529365 tig: atl: Teaching science in Algeria: pedagogical shortfalls and conflicts of meaning. aug: au: Belhandouz, Halima affil: Educational Sciences, University of Paris Ouest Nanterre (La Défense), France su: Algeria Language & education History of education Language & languages Science education Study & teaching of medicine Medical students Algerian students sug: subj: Language & education History of education Language & languages Algeria All Other Miscellaneous Schools and Instruction Educational Support Services Administration of Education Programs Science education Study & teaching of medicine Medical students Algerian students keyword: intercultural conflicts postcolonial studies scientific knowledge social identities subtractive bilingualism intercultural conflicts postcolonial studies scientific knowledge social identities subtractive bilingualism ab: This study explores the issues of teaching science in Algeria (with a particular focus on medical studies) in a post-colonial context that carries the historical marks of a certain number of discontinuities within political, institutional, social, educational and cognitive spheres. These last two dimensions receive particular attention with regard to their repercussions within the construction of professional and social identities among Algerian students of medicine. Underpinning this work, implemented through questionnaires and interviews, is the hypothesis that there might be pedagogical shortcomings in the way in which two world-views and the medical discipline relate. The first world-view, predominantly presented in Arabic via the school system in the primary and secondary cycles, is characterised by a Manichean view of the world: heaven/earth, hell/paradise, good/evil and allowed/forbidden. The second, taught in universities in French language without pedagogical preparation, is that of relativism and evolutionism. The results of the study demonstrate the confusion and the referential hiatus present in areas of knowledge proposed in each language, and the existential and social functionality that is attributed to each: Arabic, considered to reflect local values and culture, while French, used in fragmented manner, is instrumental and consumerist. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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