21世纪初的越南高等教育改革

文章评介了21世纪初越南高等教育改革的目标和措施及成效，分析了21世纪初越南高等教育面临的问题和困难。     

行动的主体是结构：布尔迪厄视野中的法国高等教育结构

很多人都认识到高等教育系统具有某种结构性特征,但是却从来没有一个人像布尔迪厄那样深入理解这种结构的本质与特征。作为一名有良知的社会学家,布尔迪厄研究分析法国高等教育场域＂渗透的结构＂,努力剖析这层层结构的历史与现实,试图抓住造成这种状况的维持和再生产的结构性力量。而要实现高等教育大众化和民主化,就要从根本上改变这种结构性特征,打破维持和再生产这种结构的力量。     

Thinking with Bourdieu: thinking after Bourdieu. Using ‘field’ to consider in/equalities in the changing field of English higher education

This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the ‘selective’ part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu’s tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu’s tools suggest possibilities for transformation and change?     

布迪厄对高等教育系统的社会学分析及其对中国高等教育的启示

布迪厄分别从制度性机构、主要行动者以及运行机制三个方面对法国高等教育系统进行了社会学分析,其分析的意图与所达到的思想理论深度,对中国的高等教育实践具有借鉴意义：庇护性学校和学位病现象的出现,是中国高等教育扩张过程中的特殊现象;高等教育扩张中的教育不公平,从教育机会、教育过程以及教育前途方面都有所体现。     

革新开放以来越南高等教育的国际化

越南高等教育的国际化始于20世纪初,具有地位的不对等性、目的的庞杂性、思想的超前性等特征。革新开放后,越南高等教育的国际化在主导地位、交流层次、交流内容上都有了较大提升,但仍存在国内教育吸引力不足、合作项目层次较低、合作项目质量较差等缺陷。     

五十年代中国援助越南发展高等教育的历史考察—以中央学舍区为例

二战之后至抗法独立战争期间,越南避开战火,在中国广西壮族自治区内建立起所谓的“中央学舍区”,以期为独立战争和战后国家建设培养骨干人才.“中央学舍区”从1951年10月1日成立到1958年结束,虽只存在短短几年,但其培养的大批人才,为越南高等教育的奠基和发展作出了突出贡献.本文作者通过大量查阅中越两国联合办学的有关历史文献和访谈资料,梳理了中央学舍区学校成立的艰难历程和办学情况,为研究战争期间或者其他关键时期如何进行教育实践活动提供了生动有趣的例子.而对于中国来说,由于当时刚刚建立新的国家政权,并且面临着抗美援朝战争的严峻形势,其对于越南的援助更彰显了一种大国风范,意义重大.     

Gatekeepers or facilitators: the influence of teacher habitus on students’ applications to elite universities

Low application rates of state school students to elite universities have been identified as a factor in their limited participation in elite universities. This article explores the role of teachers in state schools and colleges in guiding higher education (HE) choice. Drawing on qualitative research with teachers and students in six institutions, we identify differential practices that corroborate explanations of an ‘institutional habitus’ shaping students’ likely pathways to HE. However, we suggest that attention is paid to teacher habitus, demonstrating how teachers’ political and ethical dispositions as well as their social capital are potential factors shaping students’ decision‐making about HE, and elite university applications in particular.     

‘Some people might say I'm thriving but … ’: non-traditional students' experiences of university

The expansion of neo-liberal policies' framing higher education has contributed to an increase in participation rates of students from non-traditional backgrounds. While an increase of a wider range of students might be seen as contributing to a more just and equitable higher education system, research has shown that broadening entry points does not necessarily ensure inclusion or positive experience for these students. This research investigated the experiences of first in family, rural and international students as they transitioned into their first year of university. Focus group interviews and surveys were used to collect data. Using Bourdieu's theory of field, habitus and capital as well as Weiss's dimensions of loneliness findings illuminate a number of poignant experiences for non-traditional students. We suggest that facilitating the transition for non-traditional students might require a cultural change by universities and a move away from the notion that the students need to ‘adapt’ to university. Rather, the evolving university might provide for increasingly diverse student cohorts by embracing their habitus and unique features.     

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis

Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case.     

权力再生产的教育机制——布尔迪厄教育社会学理论及其现实意义

在现代社会,高等教育日益成为社会流动的主要渠道。法国社会学家布尔迪厄通过对高等教育与社会流动之间关系的研究,提出了以场域为核心、以学校为中介的社会再生产模式。这一理论揭示了权力与资本在学校场域中通过国家意识和个体惯习的符号化实现再生产的过程。其观点揭示了高等教育的社会流动功能既具有稳定性也具有虚无主义的特征。布氏的理论与方法对于研究中国20世纪以来社会流动与教育的关系及其背景有着重要价值。     

世纪之交越南高等教育的改革与发展

越南的高等教育在最近10多年取得长足的发展,并实施了越南教育发展史上深刻的变革。这一方面是由于社会经济的转轨;另一方面是因为教育系统的不断改革。它的高等教育初步形成了市场经济体制相适应的新局面,为90年代越南的经济腾飞和社会发展起了重大的推动作用。     

高职英语任务型实践活动教学策略研究及其应用

本文在分析任务型教学的基础上,结合我国高职英语教学的特点,探讨了任务型实践活动在高职英语教学中的具体应用,旨在更加有效地提高英语教学质量。