Girls’ workplace destinations in a changed social landscape: girls and their mothers talk

Changes in participation and achievement patterns mark a turning point for girls in schooling and place female empowerment squarely in the public domain. Using data from a longitudinal study of girls, this paper looks at female empowerment by exploring the relationship between the production of female subjectivity and the processes operating in social spaces. Findings relating to aspirations for girls’ future careers are placed within a context of decile school ratings, and from those findings insights are offered about how the rhetoric of ‘girl power’ is lived and spoken into existence in relation to categories of social class. By examining how schooling, family and classed processes weave through hopes and dreams, the intent is to contribute towards a line of discussion about the shaping of female subjectivities.     

Brushed behind the bike shed: working‐class lesbians’ experiences of school

This article aims to address concerns about schools as locations where students grapple, materially and subjectively, with class‐based notions of femininity, the promotion of heterosexuality and the support of hetero‐normative, middle‐class families against, and in contrast with, their own working‐class families, identities and experiences. Two interconnecting but relatively neglected issues in education, those of sexuality and class, are addressed in order to highlight the interconnections in living out these often analytically separated categories. While the classed, gendered and sexualised aspects of schooling have been explored by several commentators, often these do not combine in such a way to cast light upon the interconnecting inequalities faced by working‐class lesbians, or the outcomes of these. This piece draws upon the findings of an empirical ESRC‐funded project ‘Working‐class lesbians: classed in a classless climate’.     

Intersections of class and sexuality in the classroom

This research note aims to address concerns about schools as sites where students wrestle, materially and subjectively, with classed based notions of femininity, the promotion of heterosexuality, and the support of hetero‐normative, middle class families against and in contrast with their own working class families, identities and experiences. Two relatively neglected issues in education, those of sexuality and class, are addressed in order to highlight the interconnections in living out these often analytically separated categories. This piece draws upon the findings of an ESRC funded project ‘Working class lesbians: classed in a classless climate’, which examines the life experiences and identities of self‐identified working class lesbians in the UK.     

Mobilising community? Place,identity formation and new teachers’ learning

This paper analyses data from a longitudinal study which foregrounds the category of ‘place’ to ask: How do new teachers learn to do their work, and how do they learn about the places and communities in which they begin teaching? Surveys and ethnographic interviews were carried out with 35 new teachers over a three-year period in a region of rural Australia known for its disadvantage. In this paper we focus on the analysis of ethnographic data about ‘community’ which revealed that these new teachers understand the relationship between schools and communities in superficial ways through commonly circulating categories of school-community relationships. Cutting across these categories, however, a storyline analysis revealed that they enacted community through entrenched and taken for granted binary discourses of community as either a cosy place of belonging and comfort, or an abject place of deficit and disadvantage. The failure of new teachers to develop a more nuanced understanding of comfortable communities, and the abjection of communities that are different from their own classed experience, raises important questions in relation to outcomes for rural and regional children. We suggest that the site of teacher education, and the first years of teacher learning at work, are critical for learning ‘community’ as our study suggests that these assumptions become more entrenched as new teachers are further socialised into the institution of schooling.     

基于“任务驱动”的高职商务英语翻译教学设计

从高职商务英语翻译教学实际出发,探索以真实翻译任务为驱动,以翻译团队为小组,以多元化评价为考核的高职商务英语翻译教学设计。     

Becoming a woman doctor in Iran: the formation of classed and gendered selves

This paper analyses the pedagogical pathways of a group of first-generation Iranian migrant doctors in the UK. It explores the complex system of class production and growing up as a classed subject in Iran, a process that ties young women’s educational aspirations to female independence on the one hand and to the modern feminine, heterosexual identity that sees women as part of the patriarchal family system on the other. By using Bourdieu’s concept of cultural capital and habitus [Bourdieu 1984. Distinction: A Social Critique of the Judgment of Taste. London: Routledge & Kegan Paul] and Foucault’s theory of surveillance [Foucault 1984. “The Means of Correct Training.” In The Foucault Reader, edited by Paul Rabinow. London: Penguin Books, pp. 188-205], this paper analyses how migrant women’s trajectories of becoming highly educated are translated into their roles as mothers. Three major aspects of pedagogical trajectories are identified in the formation of classed selves: the first is the generational surveillance within families, particularly of girls by their mothers; the second is the normalisation of pathways and the importance of destined pathways that separate certain families, practices and choices in superior positions; the third is the moralising of educational choices, which distance being a doctor from classed consciousness, giving rise to an altruistic self as opposed to a selfish one.     

Choosing schools: explorations in post-primary school choice in an urban Irish working class community

This paper examines post-primary school choice processes in the urban Irish working-class community of Portown. Here, there is an awareness of hegemonic neoliberal ideals and how school choice becomes a significantly classed space characterised by market ideologies and structural inequality. This critical ethnography explored the world through participant observation, semi-structured interviews over a 3-year period. The data examined here are drawn specifically from investigations into school choice processes. It deploys identity theories as thinking tools to examine the classed nature of engagement with school choice markets. The findings delineate three distinct groups of choosers in this school community: passive transitioners, active choosers and second-schoolers. The findings of the study reveal the entwined and co-constructed nature of identity and social class as well as examining the role played by school choices and differential access to economic, cultural and social resources in these processes.     

《水经注》中的程度副词用法初探

<水经注>中的程度副词可分为五类:表极度、表甚度、表比较度、表微度、表几近度.通过分析该书程度副词的使用情况,可以反映魏晋时期副词的发展,对研究中古汉语具有重要价值.     

The cultural formation of teachers' class consciousness: teachers in the inner city

Currently the job of teaching is being reconstructed through a technicist and managerial account which bleaches out the ‘authentic’ voice of the teacher. This paper is an attempt to recover the commitments which a particular group of teachers (urban teachers) bring to their work and explore the way their perspectives are infused with their class histories, class consciousness and their teaching experiences. The paper is divided into two main sections. The first part briefly examines the contested classed position of teachers and argues that there is a need to distinguish between economic and subjective class identities. The second part draws on a small data set of interviews conducted with seven experienced and long-stay inner-city teachers and argues that (these) teachers do what they do because of their classed identities and subjectivities. While these sorts of teachers may always have been in a minority (Grace 1978), nevertheless they are still out there teaching in the city. Through their perceptions, values and sometimes their actions, they are contesting normalizing discourses of what it is to be a teacher.     

对《中图法·第四版 》"J"大类中"书法、篆刻"类目子目"美术字写法"类属的看法

本文对<中国图书馆图书分类法>"J"类中,把"美术字写法"纳入"书法、篆刻"类目提出了不同的看法,阐述了自己的观点并拟定了粗略的分类框架.     

Lifelong learning and the knowledge economy: those that know and those that do not—the discourse of the European Union

This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in the construction of two categories of learner: the high knowledge‐skilled learner (graduate/postgraduate) for the knowledge economy, and the low knowledge‐skilled learner located in (or beyond) the knowledge society. The low knowledge‐skilled learners are not only those at risk, they are increasingly constructed as the risk. The analysis suggests that the binary classification is initially classed and raced—and only then is it gendered. In contrast, labour market studies of the knowledge economy, providing either gendered or national data, obscure the vital cross‐cutting matrix of social class, ‘race’ and age. The article advocates further studies of lifelong learning practices and labour market data based on finely‐crossed analyses of social class, poverty, age and race.     

Who cares? The classed nature of childcare

In this paper I undertake a critical discourse analysis of the recent recruitment drive the Sure Start Unit has waged on Government web pages to encourage greater access to, and uptake of, careers in childcare. I argue that the messages inherent within the Sure Start Unit’s rhetoric are laden with classed notions about who should enter the childcare workforce. The simplistic and unproblematic presentation of several key issues are deconstructed and attention is drawn to the normative classed assumptions made about status, equal opportunities, pay and conditions and education and training which mask the reality of working in an unstable and poorly respected employment sector.     

Using Bourdieu’s concept of doxa to illuminate classed practices in an English fee-paying school

Especially in research on the ‘classed practice’ of educational decision-making, it is striking how the Bourdieuian concepts of habitus and capital have dominated. With a tendency to focus on the middle-classes’ ability to accumulate and deploy cultural capital, less attention has been given to the role of the educational institution and its place in the field. This article draws from interviews and field notes taken from time spent within a fee-paying school in the south of England. I argue that the school and parents are engaged in the production, display and consumption of cultural capital. Through Bourdieu’s notion of ‘doxa’ we gain an understanding of how the school and parents negotiate a very particular classed practice.     

Social class (in)visibility and the professional experiences of middle-class novice teachers

This article focuses upon the classed and early professional experiences of middle-class novice teachers in England experiencing and contemplating working in schools serving socio-economically disadvantaged communities. Through an examination of the visibility and invisibility of social class in education set within an increasingly unequal and changed social landscape, the article reports upon research which seeks to better understand the class identities of these teachers. Evidence is presented of the key, yet complex, role that social class occupies within the working lives of new teachers and reveals the different ways in which teachers respond to the classed dimensions of their early professional experiences. It is concluded that the fundamentally important role that social class plays in terms of shaping early professional experiences in teaching suggests the need not only for a commensurately enhanced focus as part of early professional development, but also for attention that is sensitively attuned to the class identities of teachers.     

User Agency,Technical Communication,and the 19th-Century Woman Bicyclist

This article considers how users employ extraorganizational technical communication to reshape technologies, both materially and symbolically, even after these technologies enter into common use. Specifically, I analyze how women bicyclists of the 1890s authored instructional materials to complicate gendered and classed assumptions about users implicit in manufacturer-produced texts. I argue that technical communicators, in their teaching and research, should consider the role that extraorganizational technical communication plays in generating vital and lasting cultural changes.     

论法的初级渊源——以资源与动因为中心

自奥斯丁以降,各国学者开始重视研究法的渊源问题。但是长期以来,人们把法的渊源与法的形式混同起来。法的渊源可以分为法的初级渊源和次级渊源。法的初级渊源由资源和动因两个部分组成,它们是形成法律的源头。各种资源在不同时空条件下,对法律形成起着不同的作用。法的资源表示法律是指基于什么材料形成的,法的动因表示法律是基于何种原因形成的,法的资源与法的动因相互结合促成法的次级渊源的产生。     

Troubling identities: teacher education students' constructions of class and ethnicity

Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, ‘race’, or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio‐economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo‐Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.     

论江永的审音方法及其在古韵分部中的应用

在江永音韵学"三书"中考察审音,可更加清楚地看到审音在古韵分部中的突出地位。在全书皆审音的《四声切韵表》中看江永的古韵分部,可以分出平声(赅上去)十三部,入声八部,各部内容更为详尽。详考江永的审音,可知审音与考古互补。经审音而得的入声韵是独立的分部,但没有形成综合性的"阴—阳—入"三分相配的音转系统。     

‘Treat me as a human being—don’t look at me as a woman’: femininities and professional identities in further education

This article draws on case study research in two further education (FE) colleges to explore the ways in which women administrators, lecturers and managers negotiate and construct their (gendered, racialized and classed) identities in the workplace. The context is that of the restructuring of education, the ‘feminization’ of educational management, and debates about the de‐ or re‐professionalization of lecturers. The article illustrates how discourses of femininity are drawn upon in the construction of professional identities, and are used to both perform and resist new worker identities and gendered power relations. Despite optimistic discourses about a ‘female future’, the restructuring of further education does not, as yet, appear to have resulted in any notable challenge to the gendered, racialized and classed FE labour market.     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。