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英国essay格式:新西兰的社会契约

英国essay格式:新西兰的社会契约。在大多数政治社会文献中,社会契约的定义是,政府与人民签订的契约,人民声明他们将如何被管理的条款。在当今时代,新西兰的社会契约已经为政府和毛利人以及其他新西兰人之间更好的关系铺平了道路(Rivers, 2014)。社会契约不仅对教育系统有用,而且对国家的其他经济福利方面也是必要的因素。这表明,即使政府是国家所有政策的中心,人民也有一些自治权。因此,它为不同社区的人们和土地之间带来了更好的联系。接下来英国essay格式专家将为同学们分析下新西兰的社会契约。

在新西兰,由于《怀唐伊条约》,存在着明确的社会契约。它提高了新西兰的教育质量,因为人们能够从他们的文化中学习。在教育社会学中,土地与文化和传统的联系是研究对象。社会学和历史学的一般传统被纳入到背景中,这样,在那个教育系统中的学生尊重他们的传统,仍然对新的经验开放。

Lourie(2014)指出,国家的双文化政策发展确实很强。它早在1984年就由工党政府制定,人们认为工党政府在教育方面为毛利人民创造了更好的社会正义。在其开始时,重点是承认毛利族人民所遭受的不公正待遇,并确保通过该政策对他们所面临的任何社会或经济不平等进行调整。双文化教育政策实质上是帮助毛利人和更好地融入新西兰社会的一种形式。

“双文化教育政策被认为是解决义务教育部门Māori学生教育成绩不足的持续挑战的一种手段”(Codd, 2005, p.193)。双文化教育政策确实改变了毛利学生的社会状况。

特别是在过去的20年里,人们观察到,从新西兰的单一文化体系到双文化体系给毛利人带来了许多有益的影响。现在有许多毛利教育工作者,他们是毛利儿童的过渡和教育激励者。一个尊重tereo(毛利语言)和nga tikanga毛利(毛利文化)的教育系统并不存在(Thrupp, 1999)。

根据Peters和Marshall(1989)的研究,支持毛利人和更多新西兰人口的教育政策制定历史在四个州进行。根据本研究,这两个阶段分别是同化阶段和负离子阶段、文化差异阶段、多元文化主义和双文化主义。现在在同化阶段的教育政策制定中,重点是要有一个主导系统,教育规则是由主导种族制定的,其他所有人都被同化了。这里提出了更好的聚合。然而,这导致了文化剥夺的情况,学生,特别是毛利人,失去了对文化和传统的接触。人们再次看到,新西兰通过解决毛利儿童的问题和引进对非白族文化的白族容忍的概念,来应对其在教育方面面临的社会挑战。当时,对其他宗教或少数民族的宽容是社会学的一个重要概念。然而,随着时间的推移,这个国家开始理解双文化主义是改善教育的一种方式。目前,毛利人开启了教育的双文化阶段,对毛利人教育的框架理解变得更加容易(Robinson et al., 1996;Spoonley, 1999)。作为教育社会契约的重要组成部分,双文化主义带来了四个主要的好处。这些都被认为在教育系统中发挥了非常积极的作用。

In New Zealand, an explicit social contract exists because of the Treaty of Waitangi. It has improved the quality of education in New Zealand as people are able to learn from their culture. In sociology of education, the connections to culture and tradition of the land are studies. General traditions in sociology and historyare drawn into context so that students in that educational system respect their traditions and are still open to newer experiences.

Lourie (2014) stated the bicultural policy development in the country was indeed a strong one. It was developed as early as in 1984 by the Labour Government which was observed to have created better social justice in education for the Maori people. In the beginning of its inception, the focus was to acknowledge the injustice that wassuffered by the Maori people and ensure that any social or economic inequality which they faced as a consequence was adjusted for through the policy. The bicultural education policy was in essence a form of helping aspect for the Maoris and for better integration of the New Zealand society.

“Bicultural education policy is thought to be a means of addressing the ongoing challenge of educational underachievement of Māori students in the compulsory schooling sector” (Codd, 2005, p.193). Bicultural education policy did indeed change the social landscape for Maori students.

In the last 20 years in particular, it has been observed that from the NZ monocultural system to the bicultural system has resulted in much beneficial impact for Maoris. Many Maori educators are present now who serve as a transition and educational motivator for Maori children. A schooling system that respect the tereo (the Maori language) and the nga tikanga Maori (the Maori culture) are not present (Thrupp, 1999).

The history of educational policy making for supporting the Maoris and the greater New Zealand population has been carried out in four states according to researchers Peters and Marshall (1989). According to this research, the phases are assimilation phase and interanion phase, the cultural difference phase, multiculturalism and biculturalism. Now in the educational policy making in assimilation phase, the focus was on having a dominant system where educational rules were made up by the dominant race and everyone else was assimilated into it. Better aggregation was proposed to be achieved here. However, this led to cultural deprivation situation where the students, especially the Maoris in particular were losing their touch of cultural, their tradition etc. Once again, New Zealand was seen to rise to meet its social challenged when it comes to education by addressing the problems of the Maori child and introduced the concept of Pakehatolerance of non-Pakeha culture. This was a time when tolerance for other religions or minorities and for the others was a big concept in sociology. However, over time, the country came to understand biculturalism as the way to improve education. In the current, Maori initiated bicultural stage of education, it has become easier to frame understanding of Maori education (Robinson et al., 1996; Spoonley, 1999). Biculturalism which is a major part of the social contract in education has resulted in four key benefits. These are considered as having played a very positive role in educational system。

以上内容就是英国essay格式对新西兰的社会契约分析。如果同学们没有足够的时间来完成英语论文与作业,论文代写推荐留学生选择英国论文代写Advancedthesis服务。因为其服务公司的论文创作专家团队由高素质和经验丰富的学术作家组成,保障论文创作质量且并使用正确的essay格式。除此之外,还为留学生提供essay代写、assignment代写、硕士论文代写等服务,从而让留学生们轻松应对论文写作并创作出专属个人的优秀论文!