After the Public Realm: Spaces of Representation,Transition and Plurality

This essay questions the privileging of the design of public over domestic spaces and buildings in architecture and urban design, and their education, and the identification of public space with a public realm seen as the location of democracy. It cites the case made by Doreen Massey that the division of public and private realms is gendered, allowing men the freedom of public affairs whilst confining women to domesticity; and argues that a dualism of public and private space ignores a third area of transitional spaces which affect patterns of urban sociation. The case of redevelopment in El Raval, Barcelona, demonstrates that public space may be, today, part of an anti-democratic strategy of gentrification. But, if public space constructs a gendered public realm as imposition, there remains, as Hannah Arendt contends, a need for locations of social mixing in which difference is visible. What, if not public space, enables this?     

A White Veneer: Education policy,space and “race” in the inner city

This paper explores how neo-liberal education policy change and urban renewal in inner Sydney and London has interacted with “raced” and classed educational identities. I draw on two examples of policy change, the Building the Future policy development in the inner city area of Sydney and the “Excellence in Cities” partnership programme in East London. The paper outlines, and applies, a spatial education policy sociology framework to explore the interplay of space, place, “race” and education policy. This paper suggests that in inner Sydney and London “whiteness” as a racial construct is present but noticeably absent and that this absent presence creates a “white veneer” around educational policy change and urban renewal.     

An Alternative Understanding of Education and Empowerment: Local-Level Perspectives of Refugee Social Integration in the United Kingdom

This article draws on research with a group of refugee women who attend English for speakers of other languages (ESOL) classes at a community center in London. It considers the role education can play in their social integration processes, employing an approach that has been developed from feminist notions of empowerment and social practice theories of literacy and language use. It suggests that an exploration of factors that regulate their opportunities to access resources, expand agency, and experience opportunities they value from a gendered perspective is crucial for understanding how to provide more suitable avenues for refugee women’s social integration in the United Kingdom.     

Sex and the City: Educational Initiatives for 'Dangerous" and "Endangered" Girls in Late Victorian and Early Edwardian Manchester

The article explores the narratives surrounding Manchester School Board's removal in 1883 of children living in Manchester's brothels. It examines how gendered technologies of urban representation focusing on the prostitute impinged on the lives of children living in brothels and inflected the work of women reformers in the urban context more generally. The article traces a range of representations that underpinned the action of the Manchester School Board: the sexually active girl; Manchester mill girls' independence, lack of chastity and subversion of sexual difference; Manchester as a place of sexual danger; "imaginings" of the city in terms of the body; and epistemological links between the body and nineteenth century statistical method. It looks at the involvement of the Manchester Ladies' Association for the Care of Friendless Girls in the removal of the children from the brothels. The article concludes that while the work of women social reformers and activists in voluntary societies, and increasingly as members of poor law boards and school boards, was legitimated through maternalist rhetoric, it was also legitimated through reimaginings of the city in which middle-class women's increasing urban presence played an important role.     

智慧城市建设与流城市的文本消费——兼论城市数字文本的信息化消费

从文本的视角解读城市是拓展研究城市思路的一个重要路径。智慧城市的建设浪潮正推动着城市的数字化发展趋势迈向深入,并且对城市空间的消费模型产生深刻而长远的影响。在城市数字文本中,产生了诸如服务导向型、虚拟导向性、即时导向型和身份导向型等多种虚实结合的新的消费模型,使消费从时空的限制中解放出来,促进了城市数字文本消费模型的升级和转型,由此也大大加速了城市本体的流动性,促使实体城市与虚拟城市深度融合、彼此渗透的"流城市"模态逐渐成型。     

基于“以人为本”思想的城市公共空间导向标识系统设计

随着城市建设步伐不断加快,城市公共空间日趋多样化、复杂化。能否借助人性、科学、系统的导向标识系统在实现有序管理以及环境可辨别性的同时,让人获得亲切、舒适、愉悦的情感体验,这对于提升城市形象,促进经济发展都有着非常积极的作用。     

Class,gender, (hetero)sexuality and schooling: paradoxes within working‐class girls’ engagement with education and post‐16 aspirations

This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations.     

试论12-14世纪伦敦市民阶层与王权的关系

中世纪中后期英国市民与王权的较量是英国历史发展的重要脉络之一,伦敦市民阶层表现尤为突出。诺曼征服后,伦敦因特殊的政治、经济地位获得城市特许状,其市民也拥有相当的自由权利。伦敦市民阶层主要包括商人、手工业者及其他获得市民权的城市居民。他们抑或通过手工业行会参与城市管理,抑或通过斗争和谈判在议会中获得一席之地。二者的关系既有冲突,也有妥协,其目的都为争取各自的利益。最终,其形成的规范和制度为英国宪政的发展和民族国家的形成作出了重要的贡献。     

Gender,school management and educational reforms: a case study of a primary school in Hong Kong

Across the globe, many countries have incorporated new managerialism and marketization to reform their education systems. Feminist studies have already pointed out that these changes are gendered and masculinized and have documented their impacts on women teachers in secondary, higher and further education. Yet interestingly, while primary teaching is a feminized occupation, the ways that these changes and the associated practices are gendered and affected women teachers are relatively under‐researched . This article, based on a case school in Hong Kong, attempts to fill this gap. By teasing out the gendered assumptions embedded in management strategies, it will show how an entrepreneurial school has attempted to succeed in a competitive educational market by exploiting young women, discriminating motherhood and forging competition among women of different educational qualifications. While making visible the patriarchal interests and masculine norms of the school, the article also aims to illuminate the contradictions and tensions inherent in, or generated, by those strategies.     

Mid-career academic women and the prestige economy

Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status.     

城市道路地下空间研究

城市道路地下空间的占用以管线为主,近年随着管线企业之间的激烈竞争,使道路地下空间日趋紧张;管线企业在市场形成初期就尽可能对地下空间进行垄断;城市规划部门为确保最大限度地发挥地下空间资源的作用,必须对其进行科学、统一规划,同时,政府应树立地下空间也是一种建设资源的观念,建立起一套有偿使用的制度.     

京津冀一体化背景下的北京人口区位分布

城市发展和人口区位密切相关,北京规划形成了以四个功能区为主体的区位空间。在京津冀一体化背景下,北京核心区人口亟待分散,功能拓展区作为服务业经济发展的重点空间,人口可进一步增加。新城承接先进制造业及总部企业的执行区,出于生态保护的目的,与生态涵养区一起,其经济发展及人口受到一定的限制。为此需加强与河北、天津的联系,面向全国和全世界,以及注重虚拟空间等,从而形成各区位的良好关系,解决生态环境及特大城市的“城市病”问题。     

‘Who cares?’ Gender,care and secondary schooling: ‘Accidental findings’ from a seclusion unit

A breadth of research explores gendered professional identities, practices and spaces across a range of UK educational institutions. One focus has been on links between gender, care and education in early years settings and primary schools, although less attention has been given to caring within secondary schools. Drawing on qualitative research conducted in London within an in-school seclusion unit, this article brings together a Lefebvrian conceptualisation of space with feminist theorisations of care to explore how the unit (conceived as a space of control, discipline and punishment) also became an unlikely space of care. In doing so, the article explores complex intersections between gender and care and how everyday caring practices in schools are inextricably linked to and embedded within broader institutional and spatial agendas and processes.     

Both here and elsewhere: rural girls’ contradictory visions of the future

Girls' studies have made an important contribution to the literature on subjectivity and schooling in neoliberal times; however, girlhood studies within Western contexts remain predominantly urban in focus. This article brings an analysis of place to debates about gendered subjectivity formation by exploring gendered patterns within rural students' imagined futures. Drawing upon ethnographic research with grade 7/8 students in rural Ontario (Canada), the analysis demonstrates how girls construct contradictory future narratives envisioning urban femininities while insisting they will remain living in the country. I argue that this tension must be explored in relation to the gendered context of rural social space, as well as post-feminist discourses of ‘girl power’. The analysis contributes to the fields of rural education and girlhood studies by foregrounding the significance of place within the gendered formation of student subjectivities and future aspirations.     

胶澳内部城市空间的形成及其历史发展分期

胶澳地区在近代经历了由青岛口向胶澳租借地最终到青岛市的发展历程。作为由口岸向城市进化的典型之一,这一历程除了被文献记载以外,还可以从城市的遗留建筑来印证,这些建筑遗存清晰地展现了胶澳内部的土地所有权变化和城市空间扩展进程。因此,据此可以推证胶澳内部城市空间形成的历史发展分期。     

浅析资源型城市经济转型发展之路——以山西省晋城市为例

资源型城市的发展与自身的资源有着密不可分的关系,但随着资源的不断消耗,资源型城市如何实现可持续发展是全世界面临的重要难题。晋城市作为煤炭资源型城市,在不断提升传统产业的同时,应加快新兴产业发展,特别是第三产业的发展,把经济转型作为当前城市发展的重点。     

Spacing Herself: Women in education

This article is concerned with the problematic status of the female self, seen from the perspective of women in education. Studying women's autobiographical writings, the author uses a genealogical approach to interrogate the historical and cultural conditions of the construction of the female self. The article looks specifically at those practices women have used to act upon themselves and create a lifestyle of their own, technologies of the female self. Space is important in women's attempts for self-assertion, and the explorations of this article focus on the ways women in education have been striving to negotiate space of their own, within and beyond gendered social structures and dominant discourses of womanhood.     

Diversions and diversity: Does the personalisation agenda offer real opportunities for taking children’s home literacies seriously?

This paper argues that the current commitment to personalised learning opens up real opportunities for changing the language and practice of literacy teaching as it currently operates in England. We argue that there is a need to seize the opportunities currently on offer, to educate teachers differently and to develop classroom practice and pedagogies that acknowledge the complexities of children's lives and literacies. We draw on evidence from a year-long ethnographic research study, conducted between 2006–2007, of fourteen children and their families. The children attended the same inner city primary school in an area of urban regeneration characterised by high levels of economic deprivation, high crime and many social problems. The resulting evidence suggests that personalising learning becomes a reality when teachers are given space and time to develop their understanding of the uses and meaning of literacy in the communities they serve.