女性主义视域下的战后日本女子高等教育

二战后,日本女性获得了普遍参与高等教育的权利.女性入学率不断提高,就读机构逐步升级.借助女性主义视角对这一历程进行回顾与批判可以发现,经济发展在一定程度上有助于女性高等教育从教养型向实用型转变.然而,受"贤妻良母"女子教育价值观和劳动力市场严重性别隔离的影响,日本高等教育中由来已久的"性别轨道"问题依然明显,在教育过程和毕业出路上还远未实现性别平等.     

Formative Assessment as Critical Pedagogy: A Case of Business Studies

This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies.     

Women's Studies in England: Mature women students and their educational vision

In this article the author takes the vantage points of a group of mature women's studies students at the University of East London to explore the meanings they gave to their education. What kinds of knowledge did they discover and appropriate; what kinds did they resist? How do their stories illuminate the ongoing workings of the academy today? Their perspectives reveal a series of dichotomies taken for granted throughout the university: dichotomies such as those of experience versus theory, research versus teaching, and general and 'objective' versus 'subjective' and particular knowledges. Rather than being inherent in the process of acquiring advanced knowledge about the world, such binaries are structurally embedded in the current organization and practices of higher education. They are socially constructed ideological devices to keep some subjects, students and teaching faculty continually 'at the margins', leaving the dominant disciplines, their practices, and their practitioners, fundamentally intact. This article explores these contradictions.     

女性主义教育思想及其对成人教育学的启示

女性主义发展的根本宗旨是为了争取男女两性在各方面拥有平等的权力,西方三次女性主义运动浪潮,产生了诸多女性主义的流派,也促进了教育领域内的女性主义教育思想的发展.文章对三次女性主义浪潮及其影响下的教育思想进行简单总结,并尝试从六个角度分析了对成人教育学发展的启示,以期在女性主义思想的积极影响下促进成人教育学理论和实践的发展.     

Revolutionary Ecologies: Ecosocialism and Critical Pedagogy

In this article, we argue that critical and revolutionary educational praxis is increasingly shaped by and through ecological politics and imaginaries. Indeed, given the pervasiveness of environmental crisis in our everyday lives and vocabularies, we argue that critical educators can no longer ignore questions of ecojustice. In keeping with a growing interdisciplinary field of green Marxist scholarship, we argue that "greening" critical pedagogy ought not diminish its radical intent or its goal of transforming oppressive social and economic conditions. Drawing on the field of political ecology, we argue for critical revolutionary pedagogy to be informed by a dialectics of ecological and environmental justice that highlights the situatedness of environmental conflict and injustice toward nonhuman nature without obscuring its historical production under capitalist value forms. In particular, we explore schooling as one site of environmental injustice before embarking on a broader discussion of how justice toward nature more generally may be substantively linked to the objectives of critical revolutionary pedagogy.     

后殖民主义与批判教育学: 教育的目标在于培养批判精神

从20世纪60年代发展起来的批判教育学的主要精神在于把学生培养成为具有批判精神的独立的政治主体。后殖民理论研究由于揭露了帝国主义文化霸权的实质、重新论述边缘与中心的关系而为批判教育学的研究提供了理论框架。以此框架为基础,批判教育学发展出一系列的原则,如教育应当与政治相联系,理性与知识的概念需要重新解释,教育学需要通过打破学科界限来创造新的知识,差异与伦理在教育学中应得到特别关注,等等。这些原则的核心目标是培养学生的批判精神,使其能更好地服务于民主的社会。     

现代西方女性主义的教育理论与实践

现代西方女性主义运动从十九世纪三十年代开始经历了两次高潮。在二十世纪五十年代以来的第二次高潮中,教育成为女性主义者特别关注的领域。她们认为,传统教育无处不表现出性别化的明显特征,因此,在理论研究上必须突破传统性别角色理论、社会分工理论,以及“以男性为标准”的机会均等理论等分析框架,在实践上提倡建设性别公平化学校,进行社会公平化教育。这是现代社会文化多元的表现,也是社会民主化、现代化的重要标志。     

Democratic Education and Critical Pedagogy

Critical pedagogy wraps itself in the mantle of democracy, but in six generally accepted attributes of democracy (equality, important knowledge, nature of authority, inclusiveness, participatory decisionmaking, and rights and a seventh, not normally considered but one that has been the essence of the democratic dream—an optimum environment for everyone), critical pedagogy offers no direction. In fact, critical pedagogy, despite its unrelenting assault on the oppressiveness of schooling, may be guilty of diversion, division, illusion, and confusion, which are the major thrusts of oppression in a democratic society. Unlike critical pedagogy, a general theory of education informed by the seven aforementioned attributes of democracy provides multiple avenues for initiation of significant and realistic educational reform in existing public school sites.     

妇女学的发展、女性主义教学论的应用与中国大陆高校课程改革

随着妇女学课程数量的增加,强调“赋权“、经验分享、参与式学习、批判性思考以及开放性思维等教学理念的女性主义教学论,也被不少女性主义教师在大学课堂中应用.在高等教育中推展出来的妇女学的课程和教学实践,显示出它不同于传统教学论的种种特点,其批判矛头直接指向传统男权制度下的学术体系.女性主义教学论的知识观和课程观从女性主义视角出发,对已有学术传统进行审视与批判,致力于消减知识建构领域和学术领域的性别歧视,建立女性主义的学术及其教学方法.妇女学的发展与女性主义教学论的应用,开辟了新的研究和教学领域,挑战并改变着所谓的“主流“课程体系,这一过程正在继续深化中国大陆高等教育的课程改革,并对相关高校学生和教师以及当代中国女性主义运动的推进产生着重大影响.     

Feminist Pedagogy and Teaching Social Work Practice with Groups

The author operationalized five principles of feminist pedagogy in a social work methods course. This article discusses the principles of feminist pedagogy, the application of feminism to a classroom setting, and specific teaching techniques that are informed by feminist pedagogy. The author describes methods utilized to apply feminist pedagogical theory to the planning, implementation, and evaluation of a social work practice with groups course. Results from students' pre-course assessments and post-course evaluations, the master-teacher's evaluation, and the instructor's self-evaluation indicate that the application of feminist pedagogy in this course resulted in an enhanced learning environment.     

从女性主义批评到性别批评

性别批评作为一个整合的研究模式,是对女性主义批评的扬弃和发展。性别批评的发展使文学研究扩展到社会性别现象之中,从而对文学作品中的女性和男性的性别建构进行社会文化分析。     

Women's Career and Professional Development: Experiences and challenges

ABSTRACT Little research has focused on women's career and professional development in developing countries. In this study, six overseas women doctorate students from a range of developing countries were interviewed in order to ascertain their experiences and the challenges they face as a result of undertaking higher academic studies. The study demonstrated that despite their cultural diversity, the women had many characteristics in common. They had the intrinsic motivation to succeed in their career and professional development as independent persons. However, due to the traditional values and cultural expectations of their societies, they felt that starting and maintaining a family was imperative. Success in both needed a combination of hard work, diligence, and determination. The study called for gender sensitisation, especially in developing countries where the analysis of gender issues is still in its infancy. Both men and women need to be aware that women as well as men have career aspirations and that it is possible to share family and other responsibilities.     

The Pedagogy of Counseling: A Critical Examination

This article examines current literature on the pedagogy of counseling. The authors offer a critique of current counselor education practices and suggest constructivist methods for educating reflective practitioners.