A Primary School Run by the People Under the Control of the Poor and Lower-Middle Peasants

In our No. 3 issue this year, we introduced the experience in the development of revolutionary education at Suiyuan Commune in Yingkow County. Now we introduce to our readers the experience of a primary school run by the people established by the Sung-shu Production Brigade of the Chien-yi Commune of the county. Here is a comparison: it shows how a "regular" primary school supported by the state was controlled by the bourgeoisie, and how a primary school run by the poor and the lower-middle peasants of a production brigade on the basis of Chairman Mao's instructions has been warmly welcomed by the poor and lower-middle peasants. This school discarded all the old rules and traditions in order to thoroughly serve the poor and lower-middle peasants. Now there is no age limit for admission; youngsters may start school in any season; they may come late and leave early. Students whose parents have too much to do and have no way to take care of the smaller children, may bring their brothers and sisters to the school. In addition, this school has established four teaching centers for the eight production teams. Teachers of this school do manual labor to support their school, and in the last four years the school has not charged the students one cent of tuition. The poor and lower-middle peasants say: "With such a school and such teachers, our younger generation will not change its color."     

客家传统社会的农耕生活

本文主要通过客家歌谣、传说和俗语 ,并结合有关文献 ,从三个方面来考察客家传统社会的农耕生活。其一是以梯田为特色的山区农业 ,其二是客家农民的生产生活 ,其三是客家农业的主要劳动力——妇女。通过这三个方面 ,读者对客家传统社会的农耕生活会有一个比较醒目的认识和了解     

Now,what? Standing in one’s generation,taking consultation

ABSTRACT

I situate myself in the context of an evolving conversation in relation to what it means to be a woman. In my mother’s generation, the first wave of feminism forced a collision between traditional western female values grounded in a subversive authority and the desire to emerge from that type of repressive position. From the standpoint of my daughter’s generation, I may be tilting at windmills, trying to find my own authority in relation to a paternal authority that I feel deauthorises and devalues the voice I am trying to find. I take that consultation seriously, inviting me to think about relationships between what can and cannot be seen from any particular vertex. Given that maturation requires our ability to come to terms with difference and with limit, how can women more effectively enact and pass along the process of becoming oneself as a fundamental value?     

So you want to work in China?

In Conclusion During my sabbatical I had the opportunity to meet an interesting variety of people: city professionals, eager students, rural peasants. We were warmly entertained in a number of Chinese homes. We had the opportunity to travel to many of the provinces of China, sometimes as part of a tour group, sometimes on our own. Everywhere we experienced friendship and a strong desire to build bridges between the people of our two nations. If you decide to accept a foreign assignment, do it with your eyes and mind open. It will not be all glamour and excitement. It will include hard work, disappointments, and misunderstandings. Go with the right attitude and it can be a rich and rewarding experience.     

狗狗布鲁娜的遗赠

那天是1997年3月13日。我当时把车停进车库，然后走进厨房。那一刻，我震惊得完全哑口无言。窝在桌子上一个小花篮里的是一只可爱的杏色小贵宾犬，它直愣愣地盯着我看。毫无疑问，我对它一见钟情，而这种爱意一直延续，直至瞑目，直至永远。布鲁娜从那天起就进入了我的生活。那时候，我并不知道它是为了我而存活于这个世上的。     

Portrait of an Indian education

Chipping away at layers of nostalgia solidified by time, distance and the compromises of adulthood, my memories of school life in Bombay come back, fleeting and episodic at times, but increasingly clear and not particularly benign. What I recreate here is therefore not meant to be representative of every Indian educational encounter. On the contrary, the educational experiences of rich and poor, rural and urban children in India are so vastly different that to claim to talk about them all would be folly. However, in the course of this past decade I have interviewed young people in Bombay who are at school now, as I write, and some who were at school during the 1980s and 1990s. I found that my recollections, of secondary school in particular, were both comfortingly and alarmingly familiar to all of them. So, although the perspective and inflection is mine, some of this account is not simply my individual story either. It is probably similar to the experience of several hundred million lower‐middle‐class school students of this generation in urban India.     

微笑

一想到自己明天就没命了,不禁陷入极端的惶恐。我翻遍了口袋,终于找到一支没被他们搜走的香烟,但我的手紧张得不停发抖,连将烟送进嘴里都成问题,而我的火柴也在搜身时被拿走了。我透过铁栏望着外面的警卫,他并没有注意到我在看他,我叫了他一声：“能跟你借个火吗？”他转头望着我,耸了耸肩,然后走了过来,点燃我的香烟。     

Presuming Competence

This study discusses my attempt to improve educational experiences of fifth-grade students living in public housing. The context of a social justice-oriented classroom is revealed through reconstruction of my thought processes while teaching and learning with students. The narrative portrayal that emerges demonstrates the impact our theorizing together had on our growth, outlook, and learning in an effort to make substantive change in the community. Although this curriculum was not explicitly grounded in a service-learning framework, the processes, activities, and results of the classroom typify the potential and possibilities of a justice- and service-oriented elementary classroom. Reflections of classroom occurrences and struggles I engaged in privately and with students are conveyed through vignettes of the change-focused, integrated curriculum based on students' priority concerns—particularly the attempt to replace their dilapidated school. The role of theorizing with students and curriculum realizing democratic principles in a poor neighborhood is depicted.     

Wholeheartedly Complete "Reeducation" Work

How is it that the brilliant directive of our great leader, Chairman Mao, that "intellectual youths be sent down to the countryside to receive reeducation from the poor and lower-middle peasants" has been realized completely throughout an entire hsien? The experience of Ch'ang-ling hsien in Kirin Province was that the leadership personally took a hand in relying on the poor and lower-middle peasants, in wholeheartedly doing the work, and in applying Mao Tsetung thought to the elevation of the level of reeducation.     

独立学院学生大学英语四级写作教学实践和思考

在独立学院教学实践中,本人深切体会到学生在四级作文写作实践中存在的问题,在实践教学中,作者根据学生作文中常出现的问题和不足,调整教学内容,向学生讲授四级作文写作要领,有效帮助学生提高写作水平,并以所授班级为研究对象,将学生一年以来的作文情况进行比较。     

Exploring Self-Study to Improve My Practice as a Mathematics Teacher Educator

While supervising a student teacher in school, an incident occurred that highlighted a contradiction between my practice and my beliefs and prompted me to question why I do not always live the values I profess. The aim of this article is to investigate how self-study can help me to understand the complex and context-based situations of my practice. I draw on the work of other teacher educators to examine the potential of self-study to improve my practice. Through this exploration I have begun to transform the way that I comprehend teaching and learning in teacher education. I identify several tensions and challenges in implementing the methodology within my professional context. I believe that self-study can help us in our roles as teacher educators to develop more reflexive self-awareness and to problematize taken-for-granted assumptions relevant to our contexts of practice.     

Modelling Experiential Knowledge Ethically: An Artefact‐Based Approach to Visually Documenting a Participatory Design Process with Young People

This article contributes to the growing debate within art and design education research about the role, legitimacy and accountability of artefacts in the creation and generation of knowledge. I present an artefact‐based approach to visually documenting and disseminating my doctoral practice‐based fieldwork that protected the anonymity of the participants whilst supporting my exploration of the situational, interactional and tacit dimensions of participation. Constructing a three‐dimensional scaled model of the fieldwork setting and using narratives from my field notes, I undertook a cyclical reflective process where I reconstructed critical moments that took place. This was used as both a tool for communicating my participatory design educational practice and for evaluating my findings with the participants. By sharing this sense‐making process, I offer an ethical means of visually documenting fieldwork when working in sensitive contexts and with vulnerable participants, setting out the dual role this design artefact played as both a producer and carrier of experiential knowledge.     

Adapting the boundaries in primary physical education: an account of my learning,my educational influence and improved practice

In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.     

MIMEOGRAPHED AND PAMPHLET LITERATURE

My first position as a teacher was in 1935 in Buffalo, N.Y. at Temple Emanuel. The rabbi was Morris Adler, a scholarly man and a rising star in the conservative rabbinate. My wife and I were sent as shlichim by the Hashomer Hatzair Zionist Youth Organization to Western New York to organize and train leaders for their branches in Buffalo, Rochester, and Syracuse. Specifically our duties consisted of recruiting and educating youth from ages 11 and up for eventual Aliyah. Some of our time was spent traveling between cities, especially on weekends. No budget was allowed. We were expected to find employment and finance our expenses. It is under these circumstances that we accepted positions at Emanuel. First my wife, a seminary graduate, got a job. Rabbi Adler told her that he also needed a male teacher. She described my background to him and he invited me for an interview. He was favorably impressed with my background in youth education, both in Lithuania and in New York City, my fluent Hebrew, my familiarity with the sources, and my positive approach to Jewish traditional practices. I was hired. The salary? Over $600 — for a 10 month year! Thus started my career in formal Jewish education for nearly half a century.     

Editor's Introduction

Resolutely carrying out Chairman Mao's instructions on the proletarian revolution in education, the poor and lower-middle peasants of the Layaotzu, Sungshukou, and Waisantaokou production brigades of the Aihui people's commune in Aihui County (Heilungkiang Province) entered the schools in November last year, seizing back the power in education in rural areas and smashing complete domination of the schools by bourgeois intellectuals. The poor and lower-middle peasants are masters of culture; they have become the main force in the proletarian revolution in education in the rural areas. They have carried out the recent instruction issued by our great leader Chairman Mao: "In the countryside, schools and colleges should be managed by the poor and lower-middle peasants - the most reliable ally of the working class."     

The Place of English Revisited

In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities.     

The Spring and Autumn of Revolution

… My mother was, in fact, the teacher that started my education, and even before I first went to school, she had already taught me to recite poems of the T'ang and the Sung. I received my first schooling when I was four-and-a-half years old. There was a family school in my home that accepted mostly people from our own family, with the exception of one or two children of some relatives. The number of pupils was 10 or 12, and though it was a very small school, it included a variety of grades comprising college, middle school, primary school, and even kindergarten students….     

直击澳洲生活

很多人都说，了船一个地方的最好办法，就是去了解当地人？最佳选择莫过于身边的朋友，熟悉、自然、真实，而且十分生活化，而跟他们聊天．参与他们的生活是对当地生活最直接有效的体验。对于澳大利亚而言，更是如此.     

Towards an understanding of the role of language in the science classroom and its association with cultural identity development in the context of Mozambique

I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method used is auto|ethnographic inquiry in which I use the events in my life to question what is happening in my society. I have used Maria Rivera Maulucci’s paper, Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher as a reference. This paper helps me to show how isolated and generalized is the Mozambican situation and the value of our struggle in giving value to local languages.     

Index To Chinese Education,Vol. VI (Spring 1973-Winter 1973-74)

I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings.