First year university science-revisited

Specializations: transition to tertiary study, scientific literacy, chemical education.     

Liberal feminism,cultural diversity and comparative education

For multiculturalists who favour a relativist approach, globalization and the increasing interconnectedness of societies pose a threat to cultural diversity. In this paper we show, through an exploration of the work of Martha Nussbaum, that a viable universalist feminism can accommodate a thin and so defensible version of multiculturalism. Nussbaum's treatment of culture in relation to women's education and the cultivation of capacities for world citizenship fosters inclusion of norms and traditions from different ways of life, while leaving room for a critical perspective on them. On these grounds, there is considerable scope for cooperation between comparative education and feminist philosophy's liberal theorists.     

浅析新西兰的多元文化

本文通过对新西兰简要历史和民族概况的介绍,分析了新西兰多元文化的特点。指出新西兰的多元文化是典型的＂文化色拉碗＂模式,各民族和睦相处,互相尊重。新西兰的多元文化也显示了文化色拉碗模式的明显缺点,即多元中的各元文化不可能完全平等并且缺乏足够的交流和融合。     

Student teachers and cultural diversity in an Australian regional university

This article examines student teachers' discursive constructions of difference, cultural diversity and race as they write and talk about their cultures and identities in relation to teaching and learning in the first year of a Primary Teaching Degree in a regional Australian university.
The qualitative case study which informs this paper considered the discursive resources that students bring to teacher education from their past experiences and contact with cultural differences in communities, families and schools. It examined various discourses around cultural diversity that are available to them in the teacher education course and how their discursive practices are mediated and reconstructed in the particular university context. A major goal was to explore how universities in largely homogeneous settings might firstly work with the resources that students bring to teacher education and, secondly, assist students to consider the implications of cultural and linguistic diversity for teaching language and literacy.     

中美文化自我的差异与跨文化交际

自我是文化的载体，中美文化自我的差异是中美文化差异的核心；表现在自然观、社会观、时间观和成功自我的评判标准等方面。对中美文化自我差异的研究有助于中美跨文化交际的进行，并对英语教学中文化背景分析提供参考。     

First year expectations and experiences: student and teacher perspectives

Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months into their first year regarding experiences of teaching and learning at university. 189 students were also surveyed 18 months after commencement, to gain retrospective views of their transition year, as were lecturers and tutors of both groups. Results were compared to similar Orientation Week questionnaires that focused on expectations. Questions included reasons for selecting degrees, quality of teacher feedback and perceived impact of outside commitments. Even though student expectations, student experience, and teacher views differed, remarkable similarities emerged across the two degree programs (Science and Humanities). Our findings thus highlight a call for non-specialised transition programs to meet the needs of first year students and facilitate the transition from secondary to tertiary education. All authors contributed equally to this work.     

文化多元化视域下马克思主义大众化及其实践路径

文化多元化是当前我国马克思主义意识形态文化建设的基本文化生态。文化多元化在对人类文明进步产生巨大推动作用的同时,也对马克思主义主导意识形态文化建设带来了消极影响和认同危机。面对文化多元化负效应的影响,加快推进马克思主义大众化,就要坚持社会主义核心价值体系的引领,坚持主流文化的主导,正确对待传统文化的继承与弘扬,善于学习和借鉴人类文明的共同成果,同时坚持党领导下的理论创新等。     

Methods that matter in addressing cultural diversity with teacher candidates

Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in developing teacher candidate’s cultural competence. The results indicate that teacher candidates gained substantial knowledge about and experiences with issues of diversity by the end of the course. Participants pointed to the multiple methods employed in the class; in particular the interactive strategies, group work, diverse cultural experiences, and opportunities to critically reflect on these experiences as accounting for their gains. Their sense of ownership and understanding has given them the ability to use these strategies in their own future work. Implications for research and teacher education are discussed.     

文化多元化对大学生价值取向的影响

文化多元化是历史的必然,是人类文明进步的标志。价值取向决定着人的行为指向和追求目标,进而调动自身的最大能量为自认有价值的目标的实现而努力。大学生的文化观念的形成与发展过程中会受整个社会的多元文化状况的制约,多元的文化背景会对大学生个体阶段取向产生重要影响。     

Rethinking difference and sex education: from cultural inclusivity to normative diversity

This paper aimed to problematise what is meant by ‘difference’ and consider what such a reinterpretation might mean for methodological interventions in sex education research. Our concern is the tendency for sex education research to treat difference as a set of categories to be ‘added-on’, such as religious difference, cultural difference and sexual plurality. The danger of this is that it leaves the normative unchallenged, confirming the hegemony of the heteronormative, unraced subject. Constructing difference as an ‘add-on’ fails to address how young people locate themselves in a world in which they negotiate their sexualities through complex ‘glocal’ routes in popular and youth culture. We argue that decentring methodological strategies are required which draw on critiques made by post-colonial and decolonising methodologies. In the first section of the paper, we review the problem of difference, and how it is considered within current debates in youth and sexualities research. This frames a reflection on rethinking our own methodological practices through a consideration of two research moments. In the conclusion, we propose a metaphorical framework to scaffold a reimagining of methodological approaches to ensure that the normative is always a question mark.     

Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation

European Journal of Psychology of Education - In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how...     

First‐year university science and engineering students’ understanding of plagiarism

This paper is a case study of first‐year science and engineering students’ understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their judgement about the seriousness of each incident, and to shed light on the decisions they might make in response to such situations. The data indicated that although students could provide sound definitions of plagiarism, they did not always appreciate the scope of class‐based activity that constitutes plagiarism. Some examples of plagiarism were regarded as less serious than others, and in contradiction with the institution’s policy. Students also generally favoured more lenient penalties than provided for by policy. The purpose of the study was to ascertain first‐year students’ developmental needs in relation to academic honesty, plagiarism and appropriate acknowledgement of others’ work.     

Education policies and practices to address cultural diversity in Malaysia: Issues and challenges

The 1969 racial riot in Kuala Lumpur served as a historical landmark in the development of Malaysian education, as it raised concerns about the state of national unity in the country. Subsequently, education was coupled with the socioeconomic restructuring of Malaysian society in line with the New Economic Policy (NEP) that commenced in 1970. However, the changes delivered under the NEP also deepened the natural divides in a multiracial society. Conditions became more challenging in the face of globalization and the need for continued economic development. In the past decade, specific policies have been put forth to foster racial unity at the school level, including the Vision School, the Student Integration Plan for Unity, and Civic and Citizenship Education. But it is becoming obvious that they will produce positive results only if a concerted effort is made to incorporate inclusivity and multiculturalism into the national education agenda.     

少年中长跑运动员速度训练的研究

中长跑不仅是耐力竞争,也是速度竞争。因此,在少年中长跑基础训练中,速度训练应作为重点,要在发展一般耐力基础上,重点提高速度,以提高频率为主,遵循身体素质自然增长规律,抓紧少年的速度素质发展的敏感期,才能达到预期效果。     

Gandhian education in Bali: globalisations and cultural diversity in a time of fundamentalisms

The paper presents findings from a research project undertaken at the Taman Rama Gandhi School in Bali during the first anniversary week of the Bali Bombings in 2003. It explores the school's response to four key components of Gandhi's model of Basic Education (Nai Talim) and shows that the claimed curriculum is framed by two contradictory discourses: a globalisation from above discourse and a Gandhian discourse of tolerance and peace, more consistent with a globalisation from below discourse. The argument is made that the curriculum's commitment to the neo‐liberal capitalist values of the globalisation form above discourse may ultimately thwart the emphasis upon peace and tolerance in the discourse from below.