Ideological Education Research Articles

Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’ teaching competence in curriculum-based ideological education (CIE) in Xinjiang colleges and universities. The results show that the teachers’ teaching competence in CIE is generally good, with the “cultivating quality” being the highest and the “scientific research quality” the lowest; there still exist several problems, such as teachers’ lack of theoretical knowledge in CIE, lack of teaching resources, and insufficient abilities in teaching design and research. It is hoped that with the support and efforts from university administrations, teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken, thus optimizing their teaching effectiveness, promoting the construction of CIE in Xinjiang colleges and universities in the new era, and contributing to Xinjiang’s high-quality development.

Case Study on Architectural Heritage Conservation Taking Lu Zuofu Memorial Hall as an Example

Through the Lu Zuofu Memorial Hall and architectural heritage related literature research, the background of Lu Zuofu Memorial Hall and the architectural layout of the function of a brief introduction, and then analyze the Lu Zuofu Memorial Hall "protection and reuse" repair and protection methods, as well as Lu Zuofu Memorial Museum will be a combination of cultural display, ideological education, cultural experience and tourism and so on. Analyze the "protection and reuse" protection method of the real needs and with the former planning after the assessment of the renovation and protection of the concept of combination.

The Practical Research on the Red Film and Television Culture Helping the Ideological Education of College Students

Film and television culture has been favored by college students for its artistic comprehensiveness, rapid transmission speed, large amount of information, simple way, wide radiation range and market-oriented content. The values it spreads have a subtle influence on the ideological and political orientation of young students and the quality of college cultural education. This paper tries to study the influence and practical path of red film and television culture on the value orientation of contemporary college students from the perspective of socialist core values.

Study of Youth Education Ideas in Lenin's Tasks of the Youth League

The Tasks of the Youth League was published in the transition period of Soviet Russia from wartime communism to the new economic policy, when people's livelihoods were poor, young people's motivation for learning was low, theoretical learning was detached from practice, and extreme leftist ideology prevailed in the country. At this critical time, Lenin emphasised the importance of learning to young people in "Tasks of the Youth League", advocating that young people should strive to learn all the knowledge of mankind, insist on the combination of theory and practice in the process of learning, and abide by communist morality. Combined with the goal and current situation of youth ideological education in the new era, The Tasks of the Youth League has an important revelation for the youth education work in China.

The Implementation Methods of the Ideological and Political Theories Teaching in Foreign Majors: A Case Study of Comprehensive English Course

Ideological and political theories teaching is an education and teaching concept with Chinese characteristics, which is an introduction of ideological and political elements in all kinds of curriculum teaching. It is aimed at guiding students to establish correct outlook on the world, life and values. During the study of foreign language and culture, students are more susceptible to the impact of diverse cultures, values and ideologies. Therefore, colleges and universities should strengthen the cultivation of patriotism, national consciousness and core socialist values of foreign language students. As a college Foreign Majors course, Comprehensive English course has the advantage of playing the function of implicit ideological and political education. Integrate Chinese elements and patriotic education while teaching English language knowledge and skills. This paper analyzes the understanding of ideological and political theory teaching, teaching content, evaluation system, teaching process and other ways to integrate ideological and political education into the teaching of comprehensive English courses. It is conducive to cultivating students' patriotism and training high-quality foreign language specialists.

Pedagogies of Resistance and Healing: Latinx Dual Language Bilingual Education Teachers Battling Racialized Ideologies of Languagelessness in Arizona

ABSTRACT Language ideologies of Latinx dual language bilingual education (DLBE) teachers have been increasingly examined, but few studies have chosen a race-based analytical approach. This study examines the language ideologies of six Latinx K-5 DLBE teachers in Arizona through the lens of “racialized ideologies of languagelessness.” At the time of the study, all six teachers considered themselves bilingual. Yet, they shared experiences with linguistic violence during their upbringing and K-12 schooling and identified areas of vulnerabilities that had undermined their self-perception of bilingualism. We report the complexities of these teachers’ racialized language ideologies, shaped by their experiences with linguistic violence as well as positive reinforcement during their upbringing and teaching careers. As DLBE teachers, our participants reflect on their complex experiences with language to stop the cycle of linguistic violence and racialized ideologies of languagelessness for the next generation of bi/multilingual children in their classrooms. We call their critically conscious practices “pedagogies of resistance and healing.”

A Heteroglossic Lens on Washington State's Growing Dual Language for Multilingual Learners

This article examines Washington State's growing dual language program through the lens of heteroglossia. A heteroglosic lens is significant to understanding the contemporary linguistic landscape and framing language policies that will equitably serve multilingual learners and communities. With the increasing multilingual complexities of today's classrooms and the history of academic achievement gaps between monolingual and multilingual learners, heteroglossia illuminates the contextual ways in which language practices and policies hegemonize certain groups and create educational and social inequities. The article argues that unless the state's language policy is structurally revised and informed with a heteroglossic ideology and theorization of language education, its aspirational goals of equitable education for its multilingual learners may never be attained. It offers an overview of the theoretical lens of heteroglossia that must guide the planning of an equitable language policy/program that reflects multilingual learners' authentic fluid language practices.

Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education

This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.

Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education

This study explores the role of language and migrant students’ language use in the interplay of chronotopes (Bakhtin 1981) and language ideologies (Blommaert 1999) in vocational education and training (VET) in Finland. The study scrutinises how 16 educators imagined and situated migrant students’ language use and constructed values for the majority language and migrant students’ other languages. Data were gathered team-ethnographically in a VET institute. Critical sociolinguistic analysis showed that language use was spatiotemporally located in present education and present and future blue-collar worksites. In these timespaces, the majority language was valorised and viewed as a tool for graduating from VET and performing blue-collar work tasks. The findings indicate that migrant students’ imagined language use rarely extends beyond their VET education or worksites, and that their diverse language resources should thus be better considered and valued in VET.

From Teachers to Preachers: Xi Jinping and Changing Priorities in Chinese Ideo-Political Education

Ideo-political education is the CCP’s school-based system for inculcating China’s next generation with the Party-state’s official ideology. What effect if any has Xi Jinping’s leadership had on this system? This paper compares key policy documents from the Hu Jintao (2002-2012) and Xi Jinping eras, identifying their key differences. Hu’s leadership promoted improved pedagogy, professionalization and textbook reforms as solutions to ongoing problems with ideological education. Xi instead emphasizes the political loyalty and ideological discipline of political subject teachers and ensuring that his “thought” permeates their classes and textbooks. The focus on “correct” politics in hiring decisions and promotion to leadership positions within universities stems from a broader obsession with political loyalty and ideology in the Xi era, suggesting that Chinese education will continue down the road of tightening ideological control and the penetration of politics into other subjects.

전인교육의 재조명과 미술과 교육과정의 구성 방향

This study began with the purpose of reexamining the meaning of humanity in situations of human crisis and chaos and exploring the direction of implementing whole person education in modern school education. I searched Research Information Sharing Services for studies related to whole person education conducted over the past 10 years (2014 to 2023) and found about 190 results. Among these, an analysis of the studies related to art education revealed that three ideologies, including holistic education, German neo-humanism, and aesthetic human, were being discussed as theoretical backgrounds. An analysis frame-work was developed by extracting elements of whole person education from these ideologies, and based on this, I analyzed how the whole person education ideology is being implemented in the 2022 revised art curriculum. As a result, n the 2022 revised art curriculum, elements of whole person education were parti-ally and fragmentarily reflected. Curriculum documents should be described in sentences containing philos-ophy based on the fundamental ideology, values, and contexts pursued in whole person education.

TRANSLANGUAGING: STUDENTS AS MEANING MAKING CONTRIBUTORS

Contrary to Communicative Language Teaching ideology, translanguaging exploits the collective linguistic output that potentially adds to the language learning capacity of learners. It has emerged as an empowering tool for bi/multilingual learners of a language. The following research questions will be asked: 1) How can translanguaging enrich students’ writing skills in the Target Language (TL)? 2) What are the drawbacks that may be encountered? 3) How does translanguaging go beyond the conventional approach to classroom learning? The study will focus on the mixed method approach employing a semi structured questionnaire and interviews. Anderson’s (2017 as cited in Turnbull, 2019) translanguaging continuum will be used as a reference point for this research. The results will be collated to examine the difference in responses and to see which strategy produces more favourable outcomes. This study will help to legitimize the use of translanguaging in the classroom as a means of maximizing students' potential of meaning-making activity.

Research on the Path Design of Integrating Curriculum Ideology and Politics into Marketing Curriculum Construction in the New Era

The paper primarily analyzes the integration of curriculum ideology and politics into marketing curriculum in the new era, focusing on curriculum design, teaching strategies, and practical applications to cultivate well-rounded professionals with ethical and social responsibility. It discusses the implementation of ideology and politics principles in various marketing courses, challenges such as balancing professional and ideological education, student engagement, and assessment methods, alongside future plans for deeper integration and cooperation with industry practices.

THE PRACTICE AND EXPLORATION OF INTEGRATING THE NATIONAL NON-FOREIGN HERITAGE "CAI LI FO QUAN" COURSE INTO THE CIVIC EDUCATION OF COLLEGE STUDENTS IN THE CONTEXT OF "CURRICULUM CIVIC EDUCATION


 
 
 
 The preservation, transmission, and development of "Cai Li Fo Quan" as part of China's non-hereditary heritage is receiving more and more attention. The Intangible Cultural Heritage is not only the inheritance of non- heritage itself but also the inheritance of excellent ideology and culture. The higher education curriculum is a crucial way to implement the purpose of moral education and a meaningful way to realise the three aspects of education. This paper addresses the problems of Jiangmen Vocational and Technical College, such as the inadequacy of ideological education for higher education students, the inadequacy of the local cultural advantages and the inadequacy of the practical teaching methods. This paper explores the political thinking elements of the national intangible cultural heritage "Cai Li Fo Quan". It implements the political thinking education of the curriculum "to transform people through martial arts". Through constructing the model of integrating the national intangible heritage "Cai Li Fo Quan" curriculum into university students' thinking and politics education, specific directions and ideas are proposed in conjunction with practical work, providing a scientific method for better guidance in practice. The aim is to build a pathway for implementing "Curriculum Civics" in public courses in colleges and universities based on fully exploring the Civics elements of the national intangible cultural heritage "Cai Lifuquan" curriculum.is not only the inheritance of non-heritage itself but also the inheritance of excellent ideology and culture. The higher education curriculum is a crucial way to implement the purpose of moral education and realise the three aspects of education. This paper addresses the problems of Jiangmen Vocational and Technical College, such as the inadequacy of ideological education for higher education students, the inadequacy of the local cultural advantages and the inadequacy of the practical teaching methods. This paper aims to explore the political thinking elements of the national intangible cultural heritage "Cai Li Fo Quan" and implement the political thinking education of the curriculum "to transform people through martial arts". Through constructing the model of integrating the national intangible heritage "Cai Li Fo Quan" curriculum into university students' thinking and politics education, specific directions and ideas are proposed in conjunction with practical work, providing a scientific method for better guidance in practice.
 
 
 

Ideological Education as a Factor to Eliminate Personal Indifference

The article examines the role of ideological education in addressing personal indifference within society. It explores how imparting ideological knowledge and values can contribute to fostering a sense of empathy, engagement, and responsibility among individuals. The author argues that ideological education can potentially eliminate personal indifference, which is detrimental to social cohesion and progress. This annotation provides a summary of the key points and arguments presented in the article.

INTEGRASI MODERASI BERAGAMA SEBAGAI HIDDEN CURRICULUM DALAM PENGEMBANGAN KURIKULUM DI PERGURUAN TINGGI AGAMA

This research is motivated by the development of exclusivism, extremism, and radicalism, as well as the decline of religious harmony in society, especially in religious higher education. The focus of this paper is to determine the urgency of religious moderation as a hidden curriculum in religious higher education, as well as to find a model of integrating religious moderation as a hidden curriculum in curriculum development. This research is a literature review, and data is collected through document analysis, both in soft copy and written form, and analyzed qualitatively. The results show that radical ideologies emerge in an organized manner and are related to certain politics, social, and cultural aspects. Therefore, it is urgent to develop the value of religious moderation as a hidden curriculum and to make efforts to curb the development of radical ideologies in religious higher education. There are two models that can be operationalized in religious higher education. First, religious moderation as a hidden value in curriculum development using a correlated curriculum organization. Second, religious moderation as a hidden curriculum is derived from CPL to CPMK. The attitude achievements formulated in the regulations of the Minister of Education and Culture of the Republic of Indonesia No. 3 of 2020 are translated more specifically into CPMK, thus allowing the value of religious moderation to be included as CPMK.

Study on the Integration of Curriculum Ideology and Politics into the Teaching Model of English Majors Under the Concept of POA-- Take the Comprehensive English Course as an Example

Implementing the ideological and political reform is an important initiative of the current ideological and political work in colleges. As one of the core courses for English majors, Comprehensive English course is an important starting point for the ideological and political construction of English majors. The "production-oriented approach" is a localized foreign language teaching theory proposed by Professor Wen Qiufang, which is suitable for China's national situation. In the context of the comprehensive implementation of ideological and political education in today's curriculum, the production-oriented approach is used as a theoretical guide to demonstrate the teaching process of the comprehensive English course according to the three links of "Motivating-Enabling-Assessing", taking a unit in the comprehensive English textbook as an example. The three links demonstrate the teaching process, integrating knowledge transfer and ideological education, in order to provide reference for other courses to deepen their educational teaching reform.

How educators navigate language ideology and pedagogy in refugee education

ABSTRACT There are over 30 million people living as refugees today, nearly half of whom are under 18. For most young people fleeing conflict and persecution, their only option is to pursue education in already-stretched national school systems in host countries neighboring those they have left, often in unfamiliar languages. Despite the pressing issue of refugee education globally, there is little research about the educational inclusion of refugees in the Global South, not least related to language. This study begins to address this gap. Through a comparative case study, I draw on school-wide and classroom observations and interviews with educators across three schools in Kampala, Uganda to understand how educators navigate the linguistic inclusion of refugees at school. I find that, in the absence of guidance or training, school leaders draw on their ideological beliefs about multilingualism and migration to determine how to approach linguistic diversity at school. In turn, classroom teachers navigate constrained implementation spaces, balancing policies that require a dominant language as the language of instruction with multilingual realities in classrooms.

A Study of Values Throughout the Curriculum Education in English Classes of Applied Undergraduate Universities

Values throughout the curriculum education refers to the integration of ideological and political education elements into higher education courses, aiming to promote the cultivation of students' ideological and political literacy and core values through professional teaching, and this education mode not only focuses on the teaching of professional knowledge but also emphasizes the cultivation of students' overall quality, especially in cultivating core socialist values and enhancing the sense of national identity and social responsibility. In recent years, with the updating of educational concepts and changes in social demands, values throughout the curriculum education have become an important topic in the field of higher education, especially in applied undergraduate universities, where English classes, as an important platform for cultivating students' comprehensive qualities and international perspectives, is becoming more and more significant in its role in curriculum ideology education. Based on this, this study comprehensively evaluates the current implementation of English values throughout the curriculum education and proposes corresponding improvement measures, aiming to deeply analyze the significance, challenges, and strategies of the implementation of values throughout the curriculum education in English classes of applied undergraduate universities.

The system of spiritual and moral values as a national ideology and the basis of national humanitarian education and upbringing

The special military operation in Ukraine, which began on February 24, 2022, made the subject of ideological education of Russian youth and the country’s population as a whole actual and inevitable. This event clearly showed that a large gap has appeared in the ideological education and patriotic upbringing of the Russian population. It is impossible to fill that gap without having the appropriate tools and mechanisms to influence the minds of people, especially young people. Decree of the President of Russia V. V. Putin No. 809 of November 9, 2022 “On approval of the fundamentals of State policy for the preservation and strengthening of traditional Russian spiritual and moral values” is destined to fill the ideological vacuum that had been formed immediately after the liberal democratic revolution in Russia, which took place in the early 90s of the last century. The ideological university course “Bases of Russian Nation-building” should play a special role in solving the problem of the ideological patriotic education of Russian youth. Such basic factors as the global mission of Russia, the historical experience of the nation, the level of development of society and the state, relations with the outside world should be the main ones during developing the ideological course.