教育是否促进了中国公民的政治选举投票参与-来自CGSS 2006调查数据的证据

在中国的政治民主化进程和公民社会建设过程中,公民的政治参与是个重要问题。理论研究表明,作为教育的非货币收益之一,公民教育程度的提高有助于促进政治参与程度,但是针对中国的经验研究还相当少。基于政治社会化理论,本文利用全国性调查数据,研究了学校教育在公民政治选举投票参与中的作用。研究发现,学校教育和政治选举投票参与行为之间具有显著的负相关关系。针对可能存在的内生性进行的工具变量估计以及稳健性检验表明,上述结果并没有显著发生变化。本文从学校教育在政治社会化过程中的作用以及选举制度两方面对上述结论进行了进一步的讨论。     

论高校形势与政策课程的思想政治教育功能

高校形势与政策课程是大学生思想政治教育的重要途径之一,它担负着高校思想政治教育的重要功能,因此提高形势与政策课程思想政治教育功能的实效性具有重大的现实意义和长远的战略意义。     

Introducing Forum Theatre to elicit and advocate children’s views

Eliciting and advocating the voice of the child remains at the heart of international political agenda and also remains a central role for educational psychologists (EPs). Previous research indicates that EPs tend to use language-based methods for eliciting and advocating views of children. However, these approaches are often limited. Taking a case study approach this paper aims to explain how the use of Forum Theatre offers EPs a legitimate way of eliciting and advocating the views of children. The study worked with seven Year Six children to create a Forum Theatre Performance which was performed in front of the whole school (spect-actors). Focus groups were held with teachers (n = 3) and children (n = 6) from within the school. This study uses a semantic deductive thematic analysis to explain underlying emancipatory processes within the context of a small rural primary school. The results of this study support previous literature demonstrating that Forum Theatre has a wealth of emancipatory processes which might optimise the approach being used to elicit and advocate for the voice of the child. Practical applications and limitations are discussed with some suggestions for further research.     

中日中小学音乐教育发展之比较研究

中日两国中小学音乐教育发展的研究表明,日本中小学音乐教育是在学习欧美音乐教育体系的基础上发展起来的,而中国中小学音乐教育最初是在学习日本中小学音乐教育经验,同时受欧美音乐教育体系的影响下发展起来的。由于中日两国的政治制度、社会文化、经济发展等方面的差异,两国中小学音乐教育在发展的过程中也必然产生了各自不同的特点。本文拟通过对近现代中日中小学音乐教育各个发展时期的梳理、研究,探讨两国中小学音乐教育发展规律及得失。通过比较研究,可以借鉴日本中小学音乐教育的成功经验,总结我国中小学音乐教育的经验和教训,揭示两国中小学音乐教育的特点和共同规律,探求其发展趋势。     

The Future of the Liberal Arts

For the past year, we have been co-facilitating Theatre of the Oppressed (TO) workshops across Pittsburgh, tailored specifically toward local educators and educational activists. The overarching intentions of these workshops were twofold: (a) to cultivate educators’ understanding of and response to how power and privilege operate in educational systems; and (b) to provide useful tools for educators to continue these conversations and dismantle systems of oppression in their places of practice. As a collective of facilitators and in our workshops, we attempt to create, even if briefly, a beloved community where participants are invited to bring their full, human selves and engage in nuanced reflection in the hopes of creating a more compassionate, just, and equitable society. Like our workshops, the purpose of this article is both practical and theoretical: (a) to provide tangible tools to those readers interested in facilitating TO workshops for educators; and (b) to contribute to our understanding of how TO can serve to cultivate educators’ analysis of oppression.     

论新形势下职业学校学生思想政治工作方法

高度重视思想政治工作,是党的优良传统和政治优势。职业学校作为培养人才的基地,肩负着培养新世纪社会主义建设者的历史重任,在新的条件下,加强和改进思想政治工作,积极探索和研究思想政治工作的新规律和新方法,在继承的基础上创新就显得尤为重要。本文想就新形势下职业学校思想政治工作的创新谈一点看法.     

Politics: interest,participation and education. Comparing the Republic of Ireland with Germany

In order to generate higher levels of interest in politics and participation in political processes, political or citizenship, education in schools must be at the heart of the curriculum and be characterised by active, learner-centred approaches. This paper hypothesises that, when compared with Germany, a more limited form of political education in Irish post-primary schools may be impacting negatively on the extent to which it is achieving such aims. In order to begin to explore this hypothesis, the results for seven items relating to interest in politics and participation in political processes from the most recent (2010) round of the European Social Survey are compared for the Irish and German populations. In addition, the nature and status of political education in the German and the Irish school systems are compared. Conclusions are drawn and the implications for future research in this field and for political education in both countries considered.     

Hungarian-Russian bilingual schools in Hungary during the Soviet occupation (1945–1989)

Through the example of the establishment, functioning, and closing of bilingual schools during the Soviet occupation of Hungary, this paper aims to introduce this segment of public education in Central-Eastern Europe. In the period between 1945 and 1989, the learning of Russian as a compulsory subject was introduced, teaching other languages was restricted, and Hungarian-Russian bilingual schools were launched. The features of their establishment can be connected to political and professional power relations in different sub-periods within the structures of closed language policy. The objective in both states was the education of committed political elite. The first school was established by direct political control and closed because of the 1956 revolution. The second school was established in 1974, through professional and political compromises. The third school opened at the end of the period, as part of a top-down development project involving 14 schools. A number of European target languages (still including Russian) were introduced, which can be regarded as the opening up of language education policy. Relying on sources, documents, and personal recollections, the study aims to reveal the dynamics of the interrelations between controlled language education, University and the changes in Hungarian economic, social, domestic, and foreign policy in the given periods.     

Investigating contingency in school history: an aid to rich,meaningfully critical citizenship?

A common charge levelled at English and Welsh citizenship education, whether taught as a separate subject or incorporated into other disciplines, is that it encourages compliance more than it inspires critical thought. There is room within the compulsory citizenship framework, however, for teachers to advance genuinely critical attributes in students. My aim here is to suggest that school History has particular potential for this, and to argue more specifically that the historical study of contingency in human affairs could advance a rich, meaningfully critical form of citizenship that contributes to Gutmann's ideal of ‘conscious social reproduction’. Gutmann's vision for citizenship centres on the idea that through critical scrutiny of present norms and institutions, students can be equipped to take part in the collective shaping of their future. Drawing on the work of social and political theorists as well as that of educationalists and philosophers of history, I argue that contingency can be rigorously and fruitfully investigated in school History, and that this could – at best – help students to develop three vital capacities for critical citizenship and conscious social reproduction: discernment of historical possibility, subtle normative reflection, and enriched political imagination.     

From managing impression to leadership perspectives

As political and economic forces continue to impact on the delivery of education in New Zealand there is a continual blurring of the boundaries between schools and communities. The bridging role of school leaders between educational imperatives, market forces, political hegemony, and managerial complexity has become threefold — that of statesperson, connoisseur and entrepreneur. In addition, their professional dilemmas have increased. The reforms have strengthened the necessity for schools to portray a positive impression which has led to increased feelings of isolation along with a loss of confidence for many school leaders. In this context, along with the greater workload and responsibility for new tasks, many school leaders became reactionary and focused on management roles, or fled the field. When school leaders are assisted to get beneath the façade of their professional practice, they can be led to increased critical perspectives about education generally and towards transformational leadership practices in their schools.     

Latcrit Educational Leadership and Advocacy: Struggling Over Whiteness as Property in Texas School Finance

In this article, the author seeks to re-imagine the political and policy roles of educational leaders of color, offering an alternative method for educational leadership, advocacy, and policy analysis. The author uses critical race theory (CRT) and Latina/o critical (LatCrit) theory to problematize the way politically-active Mexican American educational leaders used personal and professional experiences to conceptualize racism and organize politically in the context of the debate over school finance equity in Texas. The findings suggest that a prevalent negation of critical raced leadership, analysis, and advocacy among the participants disadvantages Latina/o communities and de-legitimizes Latina/o political voices. The author envisions an alternative educational leadership framework centered on LatCrit theory's call for contextualized, historical, and critical analysis.     

Go For It—Evaluation,A Sticky Issue

This paper examines a rare response by Ofsted to academics’ concerns about a prevailing compliance model of Citizenship in secondary schools. Ofsted’s defence of a non‐compliance model is then tested against a small sample of Ofsted inspection data. The limited evidence suggests that Ofsted’s defence is undermined by the adoption of an instrumentalist approach to participation, driven by the school improvement agenda, and, it is argued, reinforced by the Every Child Matters agenda. The outcome of this approach, which promotes an uncritical concept of participation, is an uncoupling of the political, moral and community that lay at the heart of the Crick Report. Parallels are drawn with the late‐nineteenth‐century compliance model of Citizenship, which Ofsted claim in their defence is very different from the twenty‐first‐century participatory model. There follows a review of political change since the Crick Report, which suggests that lack of participation by young people—which is the premise of both that report and Ofsted’s depoliticized version of it—is no longer the issue; instead, the question is about whether there should be participation at any cost. To exemplify what this critical concept of participation might look like in a school context, the author draws on his case study of an Iraq war school protest in a fresh start school. It is argued that this example of critical participation maintains the link between the political and moral, and thereby actually makes a contribution to school improvement, by acknowledging staff and pupils’ awareness of the complexities, emotions and contradictions of participation. The paper concludes that depoliticized dutiful citizenship will be encouraged if the prevailing concept of participation in schools is an instrumental and uncritical one. This in turn may lead to a widening gulf between the school’s and the pupils’ understanding of participation, which may eventually impact on sustained school improvement.     

Municipalities and educational modernisation: a historical and geographical atlas of municipalities and education in Portugal

Abstract

This text focuses on municipalities from an educational and cultural perspective. Over the last 200 years, municipalities have played a fundamental role in the creation of guiding principles and educational norms and conventions. They have participated in the supply and universalisation of schooling and have contributed to integrating the public sphere and the modern, contemporary political structure. Municipalities as territories, populations, economies, and collective governments backed by written administration have influenced and become the model of the liberal and republican political and educational transformations. They have been crucial to the political, administrative, and socio-cultural constitution of the contemporary state. The school institution has integrated social and political development while educational modernity has brought school cartography closer to demographic, administrative, and cultural cartography. The municipal initiative has played a key role in terms of territorial suitability, modernisation of the school network, and curricular diversity. This text picks up on the main conclusions of the Educational and Cultural Atlas of the Municipalities in Portugal, and places the Portuguese context within a European and western framework. Municipalities are presented as an educational space, with historical and pedagogical importance in the modernisation of schooling, despite a historiographical tendency to dilute them into the state, connecting them to an official perspective of education. The article contains a summary of the Educational Atlas of the Municipalities in Portugal.     

从新生入学教育入手抓好大学生学风建设

入学教育是新生大学生涯的起点,是对大学生进行教育和管理的关键时段。文章基于大学生学习状况的调查分析,提出新生入学教育应在做好常规思想政治教育工作的同时,加强对新生的学习教育和指导工作,为学生形成优良学风打下基础,并就如何改进新生入学教育、加强新生学风建设工作展开探讨。     

Principal Professional Development in China: Challenges,Opportunities, and Strategies

This article examines the essential role of school principals in China's “Quality-Oriented Education” national reform movement. Keeping China's cultural and historical context in mind, and taking into consideration the impact of political and societal forces on the nation, we discuss the major challenges faced by Chinese schools, specifically the rising demand for a new generation of school leaders. To address this issue we conduct a critical review of the existing principal evaluation and training systems in China. From this data we then propose a framework of strategic directions for systemic professional development for school leaders.     

Black Superintendents on Educating Black Students in Separate and Unequal Contexts

The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of valued segregated schools can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political race project aimed to resist educational inequities, advance racial justice, and promote social change in education.     

阿尔比与美国荒诞派戏剧

文章认为,美国剧作家爱德华.阿尔比不仅是美国"荒诞派"戏剧的领军人物,而且也是20世纪下半叶英美现代主义文学的重要继承人之一。他受到欧洲荒诞派戏剧的影响,结合美国的社会现实,创造了独特的美国"荒诞派"戏剧,他的作品对美国现代主义戏剧的发展产生了积极的促进作用。     

In the Web: Internal and External Influences Affecting School Improvement

ABSTRACT

A more theoretical approach to effective schools research is needed, and a political systems model is an appropriate starting‐point since it directs attention to power issues, which are critical to school improvement. The model suggests that both internal and external influences on schools are important. There are four main classes of external influence: administrative; professional; societal; and familial. Each has the potential for strengthening or weakening school effectiveness. Studies of family influence on student learning and attitudes emphasize the potential of collaborative arrangements in which families and schools work together.

We argue that classroom and school improvement cannot be attained without changing the relationships between the three central figures ‐ teacher, student, and parent; this triad model is an ‘inside out’ version of school improvement, in which classroom and school improvement occurs as fundamental relationships between the triad members become more collaborative.

Our web metaphor suggests that those interested in research on effective schools should be sensitive to the impact of external influences; and that effective schools link participants together into a collaborative and responsive mutual influence system, the integrated school environment, the school level version of a political systems model, in which all gain.     

Social justice leadership in multicultural schools: the case of an ethnically divided society

This paper reports on the results of an exploratory study focusing on the perceptions of elementary school principals who espouse a critical multicultural approach and show signs of a social justice leadership style. The study has taken place in an ethnically divided society (Cyprus) in which the political situation seems to influence the ways in which school leaders perceive issues of justice and multiculturalism. Semi-structured, in-depth interviews were conducted with 10 principals who espoused a critical multicultural approach and subscribed to values of social justice leadership. The analysis of these principals’ interviews reveals two important findings—one concerning the conceptualization of critical multiculturalism in a society that suffers from ethnic division and the other concerning the contextualization of social justice leadership in this setting. The paper discusses the implications for leadership preparation programmes and for future research on social justice leadership and critical multiculturalism.     

民主公民的教育：1995-2005年公民教育的研究、政策与实践述评

公民教育在2002年已经成为英格兰中学阶段的国家法定课程。最近,在全英国,以至欧洲和全球范围内也正在开展类似的改革。我们考察了欧洲和全球背景下国家课程的发展,探究不断增长的内在支撑民主公民教育(EDC)的人权方面的国际共识;确立了一些小的主题开展研究,如:多元性与一元性、世界公民教育、作为公民的儿童、民主的学校教育、学生对民主和公民社会的理解、学校和社区的当代角色、欧洲公民身份、学校层面公民教育的实施,等等。