Bringing Outdoor Education Into the Physical Education Agenda: Gender Identities and Social Change

This paper is concerned with ethnographic research from a feminist perspective, focusing upon outdoor and adventurous education. In this paper participants' views and perspectives are located within the wider social, material, and economic context. Evidence suggests that stereotypical assumptions about masculinity and femininity are challenged and gender relations altered through adventurous activities. Not only is it important to recognize the structural inequalities of patriarchy, but it is important to examine situations that could provide opportunities for a shift in gender power relations. Although outdoor education in research in mainstream physical education and feminist research is generally nonexistent, reflexive, sensitive research from feminist perspectives can further develop the understanding of contexts and processes that may promote social change.     

The Thinking Body: Constructivist Approaches to Games Teaching in Physical Education

Abstract

In this article two questions arc addressed. The first is whether there is sufficient evidence to demonstrate there is a significant experience of poverty amongst university students. The second question is, if student poverty is a significant problem, then why hasn't it become an issue to which government officials and people outside government pay serious attention? The article is confined to an exploration of two factors that appear influential. The first relates to the minimal political efficacy of students, which I suggest is linked to their general social status and to popular narratives that tertiary students are a privileged group. This also reinforces the widely held belief that student poverty is a positive ‘character building’ experience for young people. The second factor which helps explain the omission of tertiary student poverty from the policy agenda concerns the absence of ethnographic information on tertiary student poverty.     

Erratum to: Diversifying Academic and Professional Identities in Higher Education: Some management challenges

Tertiary Education and Management - Mistakes were made with regard to some references to forthcoming papers and Celia Whitchurch’s articles. On page 136, line 3, “Macfarlane, 2007,...     

“三维一体”：丰子恺艺术教育实践论

丰子恺所谓的艺术教育,在意义上约同于广义的美育。他直接参与了多种形式的艺术教育实践,其丰富性和长期性在中国现代美学史上可谓无可出其右者。他以艺术家和一线教育者的双重身份,开创了学校、期刊、书籍“三维一体”的艺术教育实践模式,在中国现代艺术教育领域独树一帜。他的大众艺术启蒙教育既带有基础知识的传授之意,也带有新思想的传播之意,其直接目的是立人,最终旨归是国家现代化。     

Developing Critical Hip Hop Feminist Literacies: Centrality and Subversion of Sexuality in the Lives of Black Girls

The present article explores discourses surrounding the bodies of Black ¹ 1. Throughout the article, I capitalize Black as a proper noun (as in Black American or Black language) to reference political and ethnic designation, on par with African American, which is not lower case. women and girls as they engage the meanings of Black womanhood in (American) society in an afterschool setting. Drawing on Black and hip hop feminisms, African American literacies, and critical discourse perspectives, the author analyzes two young girls' narratives, which reveal competing and controlling discourses of Black female sexuality. Bria's ² 2. All student names are pseudoymns. narrative of being sexually harassed by older boys while riding the bus is favorably assessed by the community of Black female interlocutors because she projects herself as asexual. Thus, the community of Black females bestows compassion upon her. Assata's narrative shares her budding womanhood and sexuality and is evaluated negatively by the group of Black females. Although both 11-year-old girls and the community of Black female interlocutors enact critical literacies amidst dominating racist, sexist, classist, and patriarchal discourses, their resistance strategies also perpetuate the very dominance they seek to oppose. Juxtaposition and critical analyses of the differential discourses invoked by the two narratives provide insight into the lived experiences of Black women and girls in relation to dominating discourses. As Black women and girls' sexual agency, desire, and early sexualization figure prominently in larger economies of power, knowledge, and society, their embodied and societal knowledge around these issues must be mined for the purposes of self-validation and the creation of new knowledge for collective empowerment (Hill Collins, 1991). Implications for critical literacy research, pedagogy, and theory are presented.     

体育教学中心理健康教育的运用

本从提高教师自身的心理素质,改进教学评价导向,重视学生审美意识的培养,培养学生的创新精神和竞争意识五个方面,阐述了在体育教育学中学生进行心理健康教育的原理和路径。     

Eastern Movement Disciplines (EMDs) and Mindfulness: A New Path to Subjective Knowledge in Western Physical Education

Linda Bain (1995) argues that subjective knowledge is of central importance to her life, both personally and professionally, and that a purely objective approach to physical education should be complemented with subjective knowledge, the key to which is “mindfulness.” Following her lead, we argue that the traditional model of physical education and health, absent of mindfulness, falls into contradictions that are destructive to the person and urge instead for a holistic approach. We contend that Eastern Movement Disciplines (EMDs) are ideally suited to integrating mindfulness into Western physical education since they are, by their very nature, mindful activities, never understanding the person as “object” but always as body-mind. We discuss the historical and holistic background of mindfulness and EMDs, relate this to certain Western philosophical schools of thought, and bring out implications for physical education and health. Finally, in the spirit of holism, we touch briefly on the social significance of this East-West merger.     

Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching

The authors in this article connect teacher education to multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Connecting conservative, liberal, and radical theories of multicultural education particularly to preservice teachers, the authors argue that a more eclectic theoretical avenue must be striven and struggled for if there exists any hope in transforming schools, particularly, as they note, in urban environments. Practical avenues are discussed that promote such a multilayered interpretive/analytical approach to social change.     

MPA教育在中国:出路与选择

MPA教育是顺应时代发展和社会进步的产物,是中国公共管理发展的必然要求。中国的MPA教育要立足于国情,放眼全球,借鉴西方MPA教育的成功经验;要寻求多学科知识背景,做到专业的应用性和操作性;要建构理性的制度平台,使MPA教学与管理形成一定的制度安排。因此,模式的国际化、学科的综合化、专业的技能化、教学的操作化、管理的制度化、服务的本土化是21世纪中国引进并发展MPA教育的出路与选择。     

Creating School Environments Responsive to Gay,Lesbian, Bisexual,and Transgender Families: Traditional and Systemic Approaches for Consultation

The authors review research on (a) gay, lesbian, bisexual, and transgender (GLBT) families and the nature of discrimination against them; (b) school factors that hinder and facilitate equity for GLBT families; (c) instituting change through organizational consultation or large group-level strategies; and (d) instituting change through traditional consultation or small group and individual level strategies. Taking an ecological perspective, the school is viewed as a system trying to maintain the status quo in the face of increasing pressures to change. The need for systemic change when establishing antiharassment and GLBT-friendly environments in schools is highlighted. The consultant identifies the obstacles hindering change and empowers the system to reorganize itself and connect with resources that will help establish collaboration between straight and gay members of the school community. This role requires a unique combination of expertise in social processes, group dynamics, organizational change, and GLBT issues. Specific consultant strategies for small groups and individuals are identified. Resources for consultants and future research directions also are provided.     

个性教育在学校教育中的作用和实施措施

个性教育是素质教育的重要方面。本文对个性教育的特征及其在素质教育中的地位问题进行探讨，并提出了实施个性教育的措施。     

我国农村教育公平面临的问题与对策

教育公平是教育现代化和教育民主化的一项重要内容,追求教育公平是教育发展的基本价值理念。农村教育作为一项基础性和战略性的事业,农村教育公平具有重要的现实价值意义。制度障碍、资源配置、教师队伍建设是影响农村教育公平存在的主要问题;其中制度创新是关键,财政投入是保障,资源配置是基础,质量公平是目标,从教育机会公平走向质量公平是农村教育公平的现实路径选择。     

Multidisciplinary Approaches to Anti‐Racist Education: An Introduction to the Talacchanda Exhibition and Education Project

The Talacchanda project took place as an independent research/exhibition undertaking supported by the Glasgow School of Art. Over seventeen months an exploratory education programme was introduced at various levels of schools and higher education. The education programme sprang from a contemporary art exhibition and dance performance called Talaccahnda which was informed by ancient Indian thought on art and drama. The exhibition and performance took place in Glasgow's Tramway Project Room and Theatre in October 2002. It had been shown previously in the British Council Gallery in New Delhi in 2000, and later in 2001 at the artist run space ‘Out of the Blue’ in Edinburgh. Thanks to Scottish Arts Council Lottery funding, Talacchanda Glasgow was accompanied by an education programme, which offered workshops and events in schools, at the gallery, through community groups as well as at GSA and Reid Kerr College, Paisley. By demonstrating connections between apparently disparate activities, the project aimed to serve as a catalyst for fresh thinking on inter‐cultural and anti racist education, and to strengthen connections between the community groups and institutions involved.     

理工院校加强音乐素质教育的作用和途径

音乐教育是提高大学生综合素质的重要手段。相对其他院校,理工科院校开展音乐教育十分薄弱。通过对目前理工院校音乐教育现状与问题的分析,本文阐述了音乐教育的多方面作用,提出从音乐教学思维模式、教学方法、引入高雅艺术和严肃音乐进校园、合理设置音乐选修课等四方面加强音乐教育。     

思想政治理论课教学的德育层次性与有效途径探析

高校思想政治理论课主要分为教学目的、教学对象和教学内容三个层次。在此基础上,思想政治理论课教学的有效途径应该包含三个方面:第一,进行体现教学活动主体性的复式教学;第二,形成符合时代发展需要的教学内容动态化体系;第三,形成体现教学活动针对性的综合教学模式。     

新课改下提升初中体育教师专业发展的方法及途径

新课改对各学科都提出了新的要求,同样新课改也响应健康中国理念的号召,对体育教学也提出了新的要求,将体育纳入中考体系当中已经成为当前在初中阶段施行的教学方案之一。以往在初中教育体系中对体育教学的要求较低,体育教师发展前景较差,使得体育教师的专业素养始终没有得到有效的提升,也直接限制了学生身体素质的提升,为了改变这种现状,让体育教学满足当前国家的要求,本文将主要分析新课改下提升初中体育教师专业发展的方法和途径。