An Interview with Iris Marion Young

Iris Marion Young is Professor of Political Science at the University of Chicago.She is affiliated with the Gender Studies Center and the Human Rights Program.Her research interests are in contemporary political theory, feminist social theory and normative analysis of public policy.Her books include Justice and the Politics of Difference (Princeton University Press, 1990), Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory (Indiana University Press, 1990), Intersecting Voices: dilemmas of gender, political philosophy, and policy (Princeton University Press, 1997) and Inclusion and Democracy (Oxford University Press, 2000).Her writings have been translated into several languages, including German, Italian, Spanish and Swedish.She has lectured widely in North American, Europe, Australia and South Africa.Professor Young's teaching interests range broadly, including contemporary theories of justice, democracy and difference; feminist political theory; continental political theory including Foucault and Habermas; ethics and international affairs; gender, race and public policy.Professor Young holds a PhD in philosophy from the Pennsylvania State University, 1974.Before coming to the University of Chicago she taught political theory for nine years in the Graduate School of Public and International Affairs at the University of Pittsburgh and before then taught philosophy at several institutions, including the Worchester Polytechnic Institute and Miami University.During the summer term of 1995, Professor Young was a Visiting Professor of Philosophy at the Johann Wolfgang Goethe University in Frankfurt Germany.Dr Young has held a visiting Fellowship at several universities around the world including Princeton University, the Institute for Human Science in Vienna, Australian National University and the Human Sciences Research Council of South Africa.Her work continues to receive world wide acknowledgement and recognition     

权力的理性分析及法律规制

关于权力的理论研究和社会实践告诉我们这样一个结论：权力的存在是必要的,同时又是有害的。权力有力且有利,这就需要我们思考一个问题：＂谁有权力＂,＂为谁谋利＂？我们不能将权力行使者视为权力所有者,更不能将维护权力行使者的利益作为权力设定和运行的最终目的。法律与权力关系密切,法律通过对权力领域的渗透,将权力关系纳入法治轨道。     

试论大学软实力的认知与提升

大学软实力是大学综合实力的重要组成部分,是一种特殊的文化力量,主要由政治力、育人力、创新力、文化力、服务力、信息力等要素构成。在市场经济和大众化教育背景下,由于认识滞后、超常发展、建设失序、举债经营等不同方面不同程度的原因,大学普遍存在软实力缺失的问题,影响着大学的诚信度和美誉度。积极推进理论指导,破除观念障碍,铸就特色品牌,营造良好氛围,必将有利于大学软实力的强化和提升。     

Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change

Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs has been undertaken. In this paper, we illustrate some ways in which contemporary socio-cultural learning theory may be used as a lens for addressing these issues. Using a theoretical framework developed by Harré [Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press], we show how processes of individual and collective learning led to changes in a teacher education program observed over an eighteen month period of time. Important innovations in program practice were generally found to have their sources in the creative work of individual faculty. However program level changes required negotiation of new ideas and practices within small groups of faculty, and with the larger collective of the program. We conclude that the Harré model, and the socio-cultural learning theories from which it is derived, may offer a useful theoretical framework for interpreting complex social processes underlying organizational renewal, innovation, and change.     

权力产生于“共存”需要——兼与伍代春等商榷

政治权力起源是近年来一个有争议的话题,伍代春先生与陈昌文先生合作的《论权力产生于差异》一文,将权力产生的原因从物的因素推进到人的因素,在深刻性上比“占有”论前进了一步,但此种观点犯了原子主义的错误,难以阐明权力产生的动力机制。通过结构主义分析,可以得出政治权力产生于人类群体现实性的“共存”的需要。权力是群体共同体的一种结构性属性,任何个体（或个体差异）都只能是这一结构的更为初始的构件之一,“个体差异”只能处于一种被动地位,个体精英与其能力是共同体根据现实需要而选择是否托付职位的依据。个体差异或精英因素,可以扩大权力,但不能产生权力,群体需要的召唤才是政治权力产生的结构性根源。     

A developmental model applied to problems of deafness

From the Editors: This article represents another in our series of "classics" that helped to shape the field of deaf studies and deaf education. The article first appeared as Chapter Two in Sound and Sign: Childhood Deafness and Mental Health, H. S. Schlesinger and K. P. Meadow (1972), Berkeley: University of California Press. The book reported pioneering research and clinical mental health services at the Langley Porter Neuropsychiatric Institute, University of California, San Francisco. For current readers, some of the language may seem out of date, and the Editors have made several minor modifications to ensure that readers fully recognize the original intention of the author. (Such modifications are indicated by square brackets or ellipses for contemporary purposes, but the intentions of the original all have been maintained, and Editors' notes are indicated as such to distinguish them from the Authors' notes.) Nevertheless, many of the ideas are fresh and important. Indeed, some passages serve as particular reminders of significant changes in opportunities for and attitudes about Deaf people over the past three decades. Many of these changes resulted directly from the work of Dr. Schlesinger and her colleagues.     

Internationalization of higher education and language policy: the case of a bilingual university in Taiwan

Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in Asian universities have been complicated by the growing presence of international students who may only understand one of the languages used as the medium of instruction, typically English. Drawing on Tinto’s integration (Leaving college: Rethinking the causes and cures of student attrition, The University of Chicago Press, Chicago, 1987) and Spolsky’s language policy (Language management, Cambridge University Press, Cambridge, 2009) frameworks, this exploratory, perceptual study solicits the views from 38 international students on the implementation of a bilingual education policy, especially with respect to whether the policy facilitated these sojourners’ academic and social integration at a Taiwanese university that is actively advocating internationalization. The findings suggest that Mandarin Chinese continues to be the mainstream medium of instruction and social activities, while English is used rather sparingly and on an as-needed basis. The recognition of the growing economic power of China and importance of Chinese as well as the scholarships provided may have overridden these sojourners’ integration concerns and challenges arising from the underuse of English as a lingua franca.     

Understanding the reorganization of secondary schooling: a political games approach

This paper focuses on the reorganization of secondary education in a small town in England. It conceptualizes the six headteachers of the secondary schools in the town, and the Director of Education, as social actors, or players, engaged in transactional games situations during that reorganization, and shows that the political changes which transformed the public sector education provision also created the conditions in which such games can flourish. The theoretical underpinning of the research is outlined, and the reorganisation is interpreted as seven concurrent transactional games played within the boundaries of a limiting political framework. A detailed ethnographic explanation of one of the games is then used to illustrate and explain the social interactions of the players as they competed for professional and personal prizes on up to four different stages. Access to power, which derived from political structures at the national and local levels, was a key requirement in securing prizes. Power was differentially distributed between the players, and some of the changes which occurred during the timespan of the reorganization had the potential to alter each player's access to power. This offered the possibility of changing the games and altering the prizes.     

A queer politics of emotion: reimagining sexualities and schooling

This paper draws together [Hochschild's (1979) Emotion Work, Feeling Rules and Social Structure.” American Journal of Sociology 85: 551–575; (1983) The Managed Heart: Commercialisation of Human Feeling. London: University of California Press] concepts of emotional labour and feeling rules with Ahmed's affective economies [(2004a) The Cultural Politics of Emotion. New York: Routledge; (2004b) “Affective Economies.” Social Text 22 (2): 117–139; (2008) “Sociable Happiness.” Emotion, Space and Society 1: 10–13; (2010) The Promise of Happiness. Durham: Duke University Press] and queer phenomenology [(2006a) Queer Phenomenology: Orientations, Objects, Others. London: Duke University Press; (2006b) “Orientations: Towards a Queer Phenomenology.” GLQ: A Journal of Gay and Lesbian Studies 12 (4): 543–574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of ‘inclusive’ and ‘progressive’ educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper.     

Understanding mother-adolescent conflict discussions: concurrent and across-time prediction from youths' dispositions and parenting

Adolescence is often thought of as a period during which the quality of parent-child interactions can be relatively stressed and conflictual. There are individual differences in this regard, however, with only a modest percent of youths experiencing extremely conflictual relationships with their parents. Nonetheless, there is relatively little empirical research on factors in childhood or adolescence that predict individual differences in the quality of parent-adolescent interactions when dealing with potentially conflictual issues. Understanding such individual differences is critical because the quality of both parenting and the parent-adolescent relationship is predictive of a range of developmental outcomes for adolescents. The goals of the research were to examine dispositional and parenting predictors of the quality of parents' and their adolescent children's emotional displays (anger, positive emotion) and verbalizations (negative or positive) when dealing with conflictual issues, and if prediction over time supported continuity versus discontinuity in the factors related to such conflict. We hypothesized that adolescents' and parents' conflict behaviors would be predicted by both childhood and concurrent parenting and child dispositions (and related problem behaviors) and that we would find evidence of both parent- and child-driven pathways. Mothers and adolescents (N5126, M age513 years) participated in a discussion of conflictual issues. A multimethod, multireporter (mother, teacher, and sometimes adolescent reports) longitudinal approach (over 4 years) was used to assess adolescents' dispositional characteristics (control/ regulation, resiliency, and negative emotionality), youths' externalizing problems, and parenting variables (warmth, positive expressivity, discussion of emotion, positive and negative family expressivity). Higher quality conflict reactions (i.e., less negative and/or more positive) were related to both concurrent and antecedent measures of children's dispositional characteristics and externalizing problems, with findings for control/regulation and negative emotionality being much more consistent for daughters than sons. Higher quality conflict reactions were also related to higher quality parenting in the past, positive rather than negative parent-child interactions during a contemporaneous nonconflictual task, and reported intensity of conflict in the past month. In growth curves, conflict quality was primarily predicted by the intercept (i.e., initial levels) of dispositional measures and parenting, although maintenance or less decrement in positive parenting, greater decline in child externalizing problems, and a greater increase in control/regulation over time predicted more desirable conflict reactions. In structural equation models in which an aspect of parenting and a child dispositional variable were used to predict conflict reactions, there was continuity of both type of predictors, parenting was a unique predictor of mothers' (but not adolescents') conflict reactions (and sometimes mediated the relations of child dispositions to conflict reactions), and child dispositions uniquely predicted adolescents' reactions and sometimes mothers' conflict reactions. The findings suggest that parent-adolescent conflict may be influenced by both child characteristics and quality of prior and concurrent parenting, and that in this pattern of relations, child effects are more evident than parent effects.     

权力裂变分析

权力的连续、有序、稳定传递是政局稳定的关键。权力在实际传递中，权力失真、变形、扭曲、中断、停止致使权力失效，形成权力裂变。权力裂变是由权力变异、文化冲击、执行偏差等因素造成。权力裂变虽是不良现象，但通过权力调整可以减少、弥补权力裂变产生的不利影响。     

“I See Trayvon Martin”: What Teachers Can Learn from the Tragic Death of a Young Black Male

The goal of this article is to examine the racially hostile environment of U.S. public schooling towards Black males. Drawing on the work of Foucault (Discipline and punish. The birth of the prison, Penguin Books, London, 1977; Michel Foucault: beyond structuralism and hermeneutics, The Harvester Press, Brighton, 1982) regarding the construction of society’s power relations and Bourdieu’s (Power and ideology in education, Oxford University Press, New York, 1977; Handbook of theory and research for the sociology of education. Greenwood Press, New York, 1986; The logic of practice. Polity Press, Cambridge, 1990) work concerning how beliefs are established, this article demonstrates how power operates within schools alongside racism, racial profiling, and gender stereotypes to criminalize Black males. Additionally, the utilization of the theoretical lenses of populational reasoning (Popkewitz in Struggling for the soul: the politics of schooling and the construction of the teacher, Teachers College Press, New York, 1998), conceptual narrative (Somers and Gibson in Social theory and the politics of identity, Blackwell, Cambridge, 1994), and critical race theory (Delgado and Stefancic 2001) links the common narrative and the cultural memory of Black males to the death of Trayvon Martin and the treatment of Black males in schools.     

为何美国"特许学校"教育改革久盛不衰——兼论公立教育中的政府与市场

特许学校运动是发端于20世纪90年代的一项美国教育改革运动,旨在通过市场机制来促进公立教育改革.特许学校已成为美国联邦政府推进公立教育改革的重要政策抓手.新上任的特朗普总统将包括特许学校在内的学校选择设定为其最优先的教育事项.特许学校在本质上仍然属于公立学校.其关键特征是将公共资金支持和私人管理相结合,通过以"责任"换取"自治",特许学校获得改革创新的空间,从而引发整个公立教育系统形成健康的竞争环境,并最终促成教育的公平与优秀.     

国家文化软实力与高校思想政治理论教育

＂提高国家文化软实力＂作为中国共产党的执政意志的提出,是一个时代的创举。国家文化软实力在很大程度上表现为国民的精神状态、意志品格和内在凝聚力,而这一切主要来自于人们对社会核心价值的认同。因此,高校思想政治理论教育承担着刻不容缓的历史责任,是今天提高我国文化软实力必须注重建设的主阵地。     

对完善的制约和监督机制是让权力在阳光下运行的理性思考

胡锦涛总书记在党的十七大报告中指出：“完善制约和监督机制,保证人民赋予的权力始终用来为人民谋利益。确保权力正确行使,必须让权力在阳光下运行。”这一具体部署,充分表明了我们党在整治权力滥用现象、打击和惩治腐败、从严治党上的决心,更反映了我们党在加强权力运行上更加注重公开、公平、公正的坚强决心。因此,必须充分认识完善的权力制约和监督机制、确保权力在阳光下运行,在建设中国特色社会主义中的重要性。     

公共权力的辩证思考

权力是一种力量，公共权力又是整个权力系统中最为敏感的权力形态，它会涉及到相当深度和广度的社会生活领域，有着广泛而深刻的社会影响。对公共权力的探讨是现代政治理论和实践的重要课题之一。正确的理论有助于正确的实践，通过对公共权力的辩证思考，旨在能对现实有所启示。     

The influence of power relations and social goals on children’s collaborative interactions while composing on computer

Patterns of interaction, including power relations and social goals, were investigated over a five month period by observing first grade children. Children worked in small groups to compose stories on the computer. Three groups selected for in-depth analysis represent the wide range of observed interaction patterns. Differences in interaction patterns included emphasis on fairness, control, exploration, and social cohesion. Several social goals guided children’s actions, including appearing competent to peers, dominating peers, and creating solidarity with peers. Differential status within the partnership was reflected in the variation in types of social behaviors that children displayed. Commonalties in interaction patterns among groups included using one another as resources, expressing opposition, directing versus instructing, and using self-monitoring and repetition. Agreed upon strategies and plans emerged as facilitative in maintaining positive affect in contrast with negative and conflictual exchanges. Focus on local concerns in composing was observed in all three groups, consistent with the level of development of first graders’ writing off the computer. Suggestions are provided for modeling positive social interactions and higher level compositional planning.     

A sociocultural analysis of organisational learning

The concept of organisational learning has been widely debated and frequently contested by educationalists, but the specific processes and actions which constitute this form of learning have received relatively little research attention. This paper reports a three‐year empirical investigation into organisational learning in a large industrial complex, with the aim of clarifying the practices of organisational learning and interpreting them within sociocultural learning theory. A sociocultural model is proposed which identifies dialogue as the fundamental process by which organisations learn, and relational practices as the social structure which embeds the dialogue and makes it sustainable in a potentially conflictual environment. Three relational practices are analysed in detail: opening space for the creation of shared meaning, reconstituting power relationships and providing cultural tools to mediate learning. A pedagogy of organisational learning is defined in terms of participation in these practices, either as the carrier of a practice or as the facilitator of participation by others. The theoretical requirement that adult learning must be autonomous is reconciled with the concept of collective learning in pursuit of organisational goals by rejecting the notion of an individually‐contained self in favour of a relational concept of the self, in which autonomy is achieved by building relationships with others.     

大学生思想政治素质发展影响因素与提升路径研究

大学生思想政治素质发展过程是内化过程和外化过程的统一,研究大学生思想政治素质发展具有重要意义。大学生思想政治素质发展受大学生个体内在因素与外在因素共同影响,要发挥大学生主体因素和外在影响因素对思想政治素质发展的积极影响,抑制消极因素的影响,从社会生成路径和主体建构路径两个维度提升大学生思想政治素质。     

高校思想政治理论课的认同危机及对策思考

目前高校思想政治理论课的教育教学通过大学生的普遍正向认同来看已经取得了明显的成效。正向认同一般划分为强制性认同、利益性认同和观念性认同三个等级,它们对思想政治理论课的教育教学产生着正负两方面的影响。通过对三个认同等级及其在思想政治教育中的转变的分析,对思想政治理论课的改革和发展进行了一定的思考和探索。