社会排斥理论视角下流动儿童教育问题研究

社会排斥理论认为,制度排斥导致部分流动儿童“上不了学”;经济排斥导致部分流动儿童“上不起学”;文化排斥导致部分流动儿童“上不好学”.应对策略:加快户籍改革步伐,消灭制度排斥,让流动儿童上得了学;保障农民工就业权益和收入,削弱经济排斥,让流动儿童上得起学;关心流动儿童生存状况,减轻文化排斥,让流动儿童上得好学.     

流动儿童教育起点公平问题探析

近年来,流动儿童的健康成长问题逐渐被人们关注,接受教育是其健康成长的重要条件,然而现实生活中相当多酌流动儿童却在教育起点上没有得到公平的待遇.国家政策的不完善、学校管理不规范、及流动儿童家长自身的能力不足等是导致这一现象的主要原因,必须从改进国家政策、规范学校管理及提高家长维权意识等诸多方面来改变流动儿童在教育起点上的现状.     

流动儿童教育起点公平问题初探

近年来,流动儿童的教育问题凸显,起点公平问题已受到越来越多的重视.但在现实生活中.仍有相当多的流动儿童在教育起点上没有得到公平的待遇.本文通过流动儿童与城市儿童在教育起点上的对比.剖析不公平现象其产生的原因,在此基础之上,从国家层面,地方政府、学校及家庭层面提出促进流动儿童教育起点公平的措施,为流动儿童教育起点公平的合理实施提出有益的建议.     

流动儿童教育起点公平问题探析

近年来,流动儿童的健康成长问题逐渐被人们关注,接受教育是其健康成长的重要条件,然而现实生活中相当多的流动儿童却在教育起点上没有得到公平的待遇。国家政策的不完善、学校管理不规范、及流动儿童家长自身的能力不足等是导致这一现象的主要原因,必须从改进国家政策、规范学校管理及提高家长维权意识等诸多方面来改变流动儿童在教育起点上的现状。     

社会排斥视角下幼儿教育公平问题探析

社会排斥对幼儿教育公平性的影响包含了显性的排斥制度和隐性的排斥机制的影响.显性的排斥制度包括户籍制度排斥和组织制度排斥,隐性的排斥机制包括社会网络排斥和空间区隔排斥.追求幼儿教育公平,应该通过发展农村经济,消除制度性排斥屏障;应该增加财政投入,理顺公共财政投入机制;应该明确幼儿教育性质,使幼教政策向弱势群体倾斜,以减轻社会排斥因素对幼儿教育公平性产生的不良影响.     

经济排斥与流动儿童的教育公平

近年来,流动儿童的教育公平问题已成为社会普遍关注的一个热点问题,不少学者从不同角度对此进行了探讨,并取得了相当多的成果。但纵观这一时期的研究,就事论事的多,从理论上深入研究的少。流动儿童的教育公平问题是一个相当复杂的问题,需要从不同的角度去进行探讨。基于此,本文试图从经济排斥的视角来分析流动儿童的教育公平问题,以期寻找到造成流动儿童教育公平问题的真正原因。     

新时期流动儿童教育公平问题探析

我国目前处于社会转型的重要时期,流动儿童的教育公平问题日益受到广泛关注,这一问题的生成绝不是一种偶然的现象,而是在改革大潮冲击下受诸多因素影响的一种必然。它不仅关系着中国特色社会主义建设事业的长治久安,而且直接影响着中国教育结构调整的共济性。为此,政府、人际、校际、家庭校外教育要构建四位一体的服务体系,共同解决流动儿童教育公平问题。     

流动儿童的城市文化适应研究——基于社会排斥的分析视角

当前,流动儿童的入学问题得到了较好的解决,但入学后的城市文化适应问题却逐渐显现出来。流动儿童城市文化适应难主要表现在前期语言交流困难和风俗习惯差异大两个方面。而解决流动儿童城市文化适应难主要有以下对策：大力推广普通话,构建良好语言环境;循序渐进,逐步培养良好卫生习惯;加大群体间互动频率,消除偏见与隔阂;尊重差异,相互接纳。     

流动儿童的城市文化适应研究——基于社会排斥的分析视角

当前,流动儿童的入学问题得到了较好的解决,但入学后的城市文化适应问题却逐渐显现出来。流动儿童城市文化适应难主要表现在前期语言交流困难和风俗习惯差异大两个方面。而解决流动儿童城市文化适应难主要有以下对策:大力推广普通话,构建良好语言环境;循序渐进,逐步培养良好卫生习惯;加大群体间互动频率,消除偏见与隔阂;尊重差异,相互接纳。     

社会排斥与流动人口子女的教育公平

流动人口子女的教育公平问题是一个相当复杂的问题,需从不同的角度去进行探讨.基于此,本文试图从社会排斥的视角来分析流动人口子女的教育问题,以期寻找到造成流动人口子女教育公平问题的真正的原因.并提出解决问题的相应对策.     

论教育公平是最重要的社会公平

教育公平是社会公平在教育领域的体现，是社会公平的延伸，是实现社会和谐的重要基础。必须以科学发展现为指导．推进教育公平体制机制建设。     

Education,social class and social exclusion

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework.     

Education,social exclusion and the supranational state

This paper explores the relationship between education, social exclusion and globalization, especially as it is found in the policies of the emergent supranational ‘state’ or sub-global bloc. The paper leads to an analysis of the discourse of social exclusion, and focuses on the part that education and training (ET) policies play in the individualization, pathologization and criminalization of socially excluded people. Following an initial sketch of the concept of globalization, the paper considers the development of supranational and nation state ET policy. The next section provides a brief sketch of the historic development of supranational ET policy. The final section returns to the main theme of the paper, namely education and the discourse of social exclusion.     

Bullying and social exclusion anxiety in schools

In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults. I also draw on Judith Butler’s concept of abjection. In the last part of the article, I employ Karen Barad’s theory of agential realism, focusing specifically on her concept of intra-acting enacting forces. The entry to the theoretical development is based on empirical data generated in Denmark during a comprehensive five-year study of bullying.     

教育公平:离我们有多远

教育公平是社会公平的基础,同时也是实现社会平等的工具。追求教育公平是我国教育政策的基本选择。本文从现象分析出发,阐述了中国当代教育不公平的三大外在表现,在分析了其原因基础上,对推进中国教育公平提出了建议和对策。     

农村留守儿童教育问题与社会工作介入

留守儿童教育管理中存在认识不够、资金投入不足、专业管理人员缺乏、家庭教育缺失等问题.社会工作作为专业的助人服务活动,其功能、方法、介入模式对留守儿童教育问题的解决具有促进作用.     

Positioning young refugees in Australia: media discourse and social exclusion

ABSTRACT

The aim of this article was to examine how media attention affects the social exclusion of young refugees negotiating their way towards settlement in Australia. Emerging stereotypes and prejudices against young male refugees require new ways of understanding the impact of global, national and local issues on their social exclusion. The article brings together the impact of (a) the global politicisation and backlash against refugees, (b) Australians negative perception of refugees and (c) the increased reporting of young African-Australian and Pasifika-Australians as the perpetrators of youth violence. The article recognises the overlapping dimensions of social exclusion for young refugees and considers their ‘spatial’, ‘relational’ and ‘socio-political’ exclusion. The examination of media reporting of a landmark legal case of discrimination and racial profiling reveals a discourse of media attention that has perpetuated the social exclusion of a group of young African-Australian refugees living on a Melbourne public housing estate. The sensationalist and prejudicial media connection of the landmark legal case, youth violence and young African-Australians living on the Flemington Estate demonstrates the challenges young male refugees face in negotiating their settlement in Australia. This article makes a contribution to understanding the multi-dimensional nature of youth exclusion in contemporary times.