公正视角下的弱势群体

当前我国弱势群体的形成有着特殊的社会背景，弱势群体的存在违背了社会公正。关注弱势群体应成为社会公正的重要内容之一。社会和政府要通过各项制度的整合和创新关注弱势群体，解决弱势群体的问题，保护弱势群体的利益，实现社会公正，保证社会的良序运行。     

Sexual Justice Is Social Justice: An Activity to Expand Social Work Students Understanding of Sexual Rights and Injustices

Social work education could benefit from an explicit educational framework that combines social justice and sexuality: sexual justice. However, there is a paucity of literature in social work discussing this critical issue. This article helps equip social workers to challenge social injustice through a lens of sexuality and builds a conceptual framework by examining sexual justice through pillars of social work: human dignity, community and solidarity, rights and responsibilities, priority for the poor and vulnerable, and peace. An activity providing micro and macro case discussions is presented to help infuse sexual justice into social work programs.     

试论面向东南亚南亚就业的汉语国际教育硕士课程设置

笔者以汉语国际教育硕士的就业为出发点,以桥头堡战略背景之下面向东南亚、南亚就业为着眼点,对云南高校汉语同际教育硕士专业的课程设置进行研究,以期促进该专业学生面向东南亚、南亚就业。     

Madrasa education in South Asia and Southeast Asia: current issues and debates

Madaris (plural of madrasa) face a multitude of challenges in preparing students for life in rapidly modernising societies and emerging globalised knowledge economies. The complexity of the role and tasks of madaris, which are caught in the interface of modernity and tradition, the challenges they face, and the strategies they develop to address these challenges, suggest the need for a very cautious approach when attaining a clear picture of madrasa education and making conclusive statements about them. The literature has contributed more to confusion than clarity about the number of madaris, their rationale, purpose, pedagogy, curricula, funding, administration, relations with the state, and global violence. This paper presents an account of current debates of madrasa education and reform focusing on madaris within the diverse Sunni schools of thought and denominations located across South Asia and Southeast Asia. Based on an extensive review and analysis of over 90 articles, an overview of madrasa education and an examination of the issues and challenges facing Islamic schools that struggle to uphold tradition, and those that have begun to embrace modernisation and integration in the global process of change is given. The extent that some Islamic education systems are willing to collaborate with non-Muslims and in the process potentially enrich their circle of interest while engaging with the rest of the world in dialogue offers promising glimpses and a sense of hope for religious-based education in Muslim communities in the 21st century.     

东南亚的医学教育:出现的问题、挑战和机遇

东南亚的医学教育正在快速地变革。2003年,新加坡国立大学医学教育研究室对该地区实施院校定制的开放式问题的问卷调查。本文介绍了返回问卷的30所医学院校在课程管理、教学方法、学生评价方式、教师培训与教学评价等方面的概貌和他们的主要目标、所面临的挑战与优势。     

挑战与回应:性别正义视域下的家庭暴力与正当防卫——兼论《反家庭暴力法》的家庭法哲学

性别正义,是希冀女性与男性拥有平等的权利,并在现实的经济和社会的不平等中通过适当的制度安排,得以追求自由、平等和尊严,从而最终实现人的发展的一种正义理念或正义观。它是对男女平权原则的争取,是对性别等级制度的反叛。家庭暴力现象对正当防卫理论在防卫行为标准、防卫适时、防卫相当制度设计及其建立基础和前提等方面都提出了严峻的挑战。在性别正义视域下,正当防卫理论的制度设计应对家庭暴力给予适当回应:在正当防卫的理论设计中,应设免责条款;在具体司法实践中,应考量家庭暴力受害人心理状态、社会成因及现实处境等具体因素;应创建"关怀法学",反映女性利益诉求。在制定《反家庭暴力法》时,应考量国家管制私密领域的界限及原则。     

Framing Social Justice In Education: What Does The 'Capabilities' Approach Offer?

This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for 'bivalent' theorising which integrates individual and institutional development and agents and social structures.     

Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitated space for instructors to discuss how issues of diversity, social identity, and oppression influence their teaching, the classroom environment, student interactions, and the overall campus climate.     

基于东南亚华商特征事实的企业战略理论

运用共同演化方法和社会网络方法,阐释东南亚华人企业战略成长的特征事实,并在此基础上提出以社会网络为中介领域的基本制度—正式制度—非正式制度之间和宏观秩序—产业组织—企业组织之间共同演化的企业战略理论范式,这一范式与其它范式相比,更适合于解释华人文化与制度背景下企业的制度安排和战略选择逻辑,具有坚实的现实基础和广阔的理论前景。     

她为什么不离开?——对家庭暴力中受虐妇女的社会心理分析

面对长期或多次遭受家庭暴力的受虐妇女,询问其为什么不离开很不恰当,因为这一问题以一些不当的判断为基础。但受虐妇女容忍暴力、维持与施暴者的关系作为一种客观存在的现象,有其复杂的个体和社会两方面的原因。     

Using Photovoice as a Tool to Engage Social Work Students in Social Justice

In order to ensure that social workers graduating from social work programs embrace social justice's central role in their professional careers, educators must find creative, theoretically grounded, practice-relevant ways of conveying this value and socializing social work students. This article describes the use of Photovoice as one tool for helping convey that value and describes its theoretical underpinning and use in a social work course. Originally developed as a participatory action research approach largely in public health, Photovoice can also serve as a powerful social work tool that facilitates the development of critical consciousness among community members who photograph and discuss elements of their lives and community. The author describes using this strategy with social work students, asking them as community members themselves to engage in the process of documenting, discussing, and transforming their analysis into an advocacy plan using the photographs. Through this process, the students learn about the power of collaborative creativity and strategic messaging. In the process of demonstrating the importance of relationship and the power of “problem-posing” the professor, as facilitator, role-models while teaching and engendering increasing critical consciousness among class participants.     

The Construction of Social Class in Social Work Education: A Study of Introductory Textbooks

Social work introductory textbooks reflect myriad practical interests, pedagogical concerns, and theoretical considerations. However, they also present students with accepted views, dominant perspectives, and main discourses of knowledge. In light of this centrality, the present article examines the representation of the concept of “social class” in introductory textbooks as a way to look at the construction of the concept in social work education. Based on the content analysis study of 50 introductory textbooks, the article suggests that social work education has overlooked or even denied the relevance of social class. Class differences, as part of other categories of power such as race, ethnicity, and gender are crucial factors in explaining diversity and inequality. As social justice is one of the main premises of social work, the question of how to prepare students to deal with class issues as future practitioners seems to be very important, especially in light of increasing social class gaps.     

How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation

The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented.     

学校社会工作与高校暴力防控

近年来频发的校园暴力事件严重影响着高校的教育和教学,对广大青年学生的身心健康产生了不良影响。传统的思想政治教育对于校园暴力防控显得力不从心。在社会转型过程中,高校预防校园暴力的功能在削弱,传统的学生管理工作需要一个系统的机制来预防校园暴力。学校社会工作以其专业优势,有助于解决当前校园暴力防控的困境。     

家庭暴力对妇女心理健康和社会支持水平的影响及小组辅导效能探讨

家庭暴力是一个全球性的社会问题和人权问题,我国关于家庭暴力的心理辅导及其相关理论研究起步较晚。研究结果表明:家庭暴力严重影响了妇女的心理健康水平、受虐妇女社会支持总水平较低、社会支持水平的缺乏损害了受虐妇女的心理健康、小组辅导提高了妇女的心理健康水平,具有较显著的治疗功效。     

中美软实力外交比较研究:以东南亚地区为例

随着中美关系的全面深入发展,软实力竞争成为两国关系的主要内容之一,尤其是在深受中美两国重视并为此倾注了不少外交资源的、独具历史地理和人文特征的东南亚地区,这一竞争就显得特别突出.在东南亚的外交角逐中,美国凭借强大硬实力影响而占据了软实力优势,而中国近年来在该地区的软实力外交成果也是相当卓著的.针对美国的软实力战略,比较和研究两国存在差距的原因,中国才能在这场软实力竞争中采取有效应对策略,并立于不败之地.     

Exploring Online and Blended Course Delivery in Social Group Work

Agency group work has increased, but opportunities for social work group practice in educational settings have not kept pace. One option in response is technology-based learning, and students appear to have positive perceptions of online group project work. Online courses appear to have outcomes comparable to those that occur with in-person groups but require careful monitoring of group processes and group-based technologies. The authors discuss the factors involved in developing and implementing online and blended course delivery in teaching group work.     

东南亚主要华文媒体用字情况调查

东南亚主要华文媒体中,非简化字频次比例非常低（0．02％）,字种比例较高（14．90％）,其中繁体字最多,频次和字种比例为57．73％和68．31％;其次为异体字,频次和字种比例为33．09％和20．06％。对根据频率、使用率排序所得两个字表进行比较,按频率排序时,反映时政特别是东南亚地域色彩的字排在前面;按使用率排序时,较均匀分布的常用字使用率较高。对汉字覆盖率和字种数的关系进行了分析,可以看到,8429个汉字中,73．39％的汉字是较低频次的字,这些低频字的总频率只占1％。将东南亚主要华文媒体的字表和《现代汉语常用字表》、《现代汉语通用字表》进行了分段比较,发现多数独用字与重大时事用字、东南亚人名地名有关。同时对前几位的东南亚华文媒体独用字进行了使用分析。     

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.     

Physical Education,Citizenship, and Social Justice: A Position Statement

ABSTRACT

This article examines the complex but seldom articulated relationship of primary physical education, citizenship, and social justice. We argue that to conflate physical activity and sport with physical education in unacknowledged ways may serve to perpetuate the status quo. More significantly, the current emphasis on activity through competitive sport in the teaching of physical education in primary schools is both reductive and educationally limiting, affecting not only teachers’ professionalism but the wider educational experience of young people. The trend towards competitive sport at the expense of a broader educational experience further represents a potentially serious omission: an abrogation of responsibility on the part of schools in England and Wales to meet the statutory requirements of the Education Reform Act (1988). On the thirtieth anniversary of the Act, we adopt a novel approach, utilizing Foucauldian ideas, to examine movements in the development of policy and understand the contemporary context as a means to suggest more propitious ways forward.