Gender,Change and Adventure Education

A central concern of feminist research of schooling is the ways in which schooling transmits and reinforces inequalities between the sexes. Girls in mixed‐sex classrooms where boys dominate are marginalised, their abilities underrated and they may be ‘turned‐off’ certain subjects. Is this girl ‘unfriendliness’ a feature of all aspects of mixed schooling or are there contexts in which girls are brought more fully into the learning process? What might such a situation mean for girls and boys? This paper, based upon an ethnographic case‐study of outdoor/adventure education, a much neglected area for sociological research, asks such questions. Observational data of lessons, collected within the case‐study outdoor/adventure centre, show interesting interaction patterns and forms of communication which contradict those which prevail in mainstream schools. Girls’ and boys’ accounts highlight significant differences in their views concerning themselves, their teachers and their relations with others in comparison with research undertaken in mainstream schools. This paper argues that the material conditions, social relations and ethos prevailing within the case‐study centre affect the form and content of the overt and ‘hidden’ curricula made available to girls and boys, providing for a shift in the construction of gender identities and relations.     

Bringing Outdoor Education Into the Physical Education Agenda: Gender Identities and Social Change

This paper is concerned with ethnographic research from a feminist perspective, focusing upon outdoor and adventurous education. In this paper participants' views and perspectives are located within the wider social, material, and economic context. Evidence suggests that stereotypical assumptions about masculinity and femininity are challenged and gender relations altered through adventurous activities. Not only is it important to recognize the structural inequalities of patriarchy, but it is important to examine situations that could provide opportunities for a shift in gender power relations. Although outdoor education in research in mainstream physical education and feminist research is generally nonexistent, reflexive, sensitive research from feminist perspectives can further develop the understanding of contexts and processes that may promote social change.     

Education,Economy and Social Change

ABSTRACT

In advanced industrial societies the educational system has been identified as making a major contribution to national economic prosperity. In this paper we examine how the educational system should be organised to meet the social and economic challenge of the late twentieth century. In asking this question the intention is to redirect current debates towards a more thorough going discussion about the interrelationship between education, economy and society. It will be argued that this broader perspective is essential if we are to fully grasp and understand the implications of the changing social and economic conditions of the late twentieth century, as well as the likely consequences of recent policy reforms.     

社会的变化与教育--八个主要发达国家(G8)教育部长论坛报告

八个主要国家的教育部长于2000年4月在日本东京举办的教育论坛上展望了未来的知识社会对教育提出的新挑战，并提出共同努力应付挑战的奋斗目标：未来的社会将更加强调终生学习，远程教育将在终生学习中发挥更大效力，信息通讯技术带来了人类学习的革命，应努力使更多的人成为信息通讯技术的受益者，应努力推进各国的教育交流。     

Education and Economic,Political, and Social Change in Vietnam

This paper provides an overview of the complex relations among history, education, political economy, and social change in Vietnam. Vietnam has a long history of education and a literate culture. The evolution of Vietnamese culture and society is characterized by both persistence and change. Social and political persistence and change have been profoundly affected by education in Vietnam. In this paper major external influences on Vietnamese education and social change are considered, including Chinese Confucian influences, French colonial influences, Soviet and US influences during the Cold War, and more contemporary international global influences as Vietnam has become part of the global economy and international regimes. The importance influence of the policy of “doi moi” (economic renovation) introduced in 1986 is seen as resulting in a major transformation in Vietnam. The paper concludes with a discussion of Vietnam’s future and its goals of developing a modern economy through a priority on the development of human capital through a distinctive Vietnamese educational system, drawing eclectically and creatively on diverse external influences.     

社会变迁中的农村职业教育

新中国成立以来,社会主义制度的建立和社会主义市场经济体制的转型,给农村社会带来了巨大变化。农村职业教育发展重心从解放初主要培养服务农村的农业人才转向改革开放后体系的多元化发展。随着社会主义新农村建设目标的确立,基于能力本位的农村职业教育不断强化服务三农功能。     

思想政治教育、人性化与社会和谐的内在关系

我国提出以人为本的科学发展观后,对于人性的研究成为我国学界研究的热点,引起了教育界的广泛关注,并成为我国思想政治教育的重要内容.而这又和我国的和谐社会具有什么关联呢?为此,探讨思想政治教育、人性化与社会和谐的内在关系就显得十分必要.思想政治教育不仅在课程准则上要求受教育者遵循所属阶级的道德观,也包含了对受教育者在日常生活行为上的规范;一旦受教育者的个人行为按照思想政治教育的指向演进时,那么整个社会群体的关系也就开始和思想政治教育规范的社会关系趋向一致,从而使得整个社会达成稳定和谐的关系.     

社会性别视野中的高等教育研究

本从社会性别这一视角切入高等教育研究，审视传统高等教育研究中的“性别无意识”，并关注建立高等教育社会性别研究的新领域和形式，为实现高等教育领域内的社会性别公平、深化高等教育改革和妇女解放提供理论依据和方法论启示。     

现代社会道德范型的转换与公民教育

人们的道德观念不是千古不变的,而是随着社会的发展而变革、发展的。随着道德观念、道德体系的发展和变革,教育亦会作出相应的调整和回应。中国社会的转型,在客观上必然要求体现新的社会价值目标、反映新的利益关系的道德观念和伦理精神的根本性改造和变革。从社会发展的角度来看,公民道德是市场经济社会的必然要求。公民教育是现代德育转型的必然要求。     

Gender, Learning and Social Practice

The aim of this paper is to analyse the relationship between learning and gender at the workplace, by means of an empirical study. It is argued that gendered participation is learnt at the workplace and does not constitute a ‘natural’ division. The empirical part of the paper is based on a qualitative study of a bakery in which gender and learning in vocational training are the key focus. For centuries, bakeries have been masculine workplaces. However, in recent years, the percentage of female apprentices has increased. This paper takes a situated perspective on learning and gender, by focusing on how everyday work practices influence the discourses in workplace practice, and how this affects participant perceptions of themselves. Furthermore, Holzkamp’s distinction between expansive and restrictive perspective on learning is central to understanding the role of gendered discourses. In the first part of the paper, gender is situated in the bakeries, emphasizing the historical circumstances, physical environment and economic aspects that create a specific gendered discourse. In the second part of the paper, the focus is on how various ways of learning are situated in the bakeries.

教育在社会结构中的地位变化

教育在与社会结构的互动过程中经历了三大变化:从依附于宗教和政治到相对独立的转变;从阶级与等级地位的象征到社会发展基础的地位转变;从松散、无序的状态到制度化、系统化的转变。在现代社会里,教育在整个社会结构中居于核心地位。     

社会变迁与成教发展

通过对当代中国的成教与社会之互动关系的剖析,一方面深入理解成人教育得以发展的社会基础条件,分析成教事业随着社会制度、历史背景、文化传统和经济发展的变化而发生转变的基本规律;另一方面研讨成人教育对社会的适应性,以及在社会发展中发挥的能动性与主动性。从而以此为鉴,在当代中国的社会变迁与成教发展的良性互动模式中,为"中国成教向何处去"这一发展路径问题作出视野宽广、富有活力、贴近现实的回答。     

近代社会性别关系的变动 --以吕碧城与近代女子教育思想和实践为例

近代知识女性吕碧城的女子教育思想和女权观念是和谐统一的，吕碧城在天津兴办女学和当时的时代大背景有着密不可分的联系。在男性社会精英的帮助和支持下，吕碧城的女子教育实践活动取得了很大的成功，教育思想日益成熟，并产生一定的社会影响。吕碧城的近代女子教育思想和实践，特别是其女权主张，是探讨近代社会性别关系变动等问题的一个例证。     

要重视社会教育中的幼儿主体关系

儿童社会化是儿童在一定的社会条件(包括社会环境和社会关系)下逐渐独立掌握社会规范、正确处理人际关系、妥善自治,从而客观适应社会生活的心理发展过程.社会性则是指儿童心理和行为中表现出来的本质特性.在开展幼儿社会教育时有两点特别重要,一是幼儿社会教育必须紧密联系现实社会生活,二是幼儿社会教育必须重视幼儿的主体关系.     

基于社会性别平等维度的师范教育

科学的社会性别平等教育对和谐社会的建设至关重要。师范院校因其示范性、人文性、延续性的特点,在加强大学生性别平等教育方面责无旁贷。要从培养学生正确的社会性别意识着手,把科学的性别平等意识纳入课程、教育内容和教学方法改革中,对师范生进行全方位的性别教育,努力做好性别平等工作,推进社会正常、有序、和谐发展。     

社会变革中的中国远程教育:机遇与挑战

社会变革为我国的远程教育发展带来的既是机遇也是挑战。对照现代社会变革的需要,当下我国的远程教育事业在发展中还存在较多的不足,期待我们积极寻求对策,趋利避害,不断增强其发展能力。     

Relations between Attachment, Gender, and Behavior with Peers in Preschool

40 4-year-old children and their mothers participated in a study investigating concurrent links between attachment and peer interactions. Security of attachment was assessed in the laboratory from reunion episodes following a 10-min separation. Focal child observations were carried out during indoor free play in preschool. Relations between insecure attachment and peer interactions were different for boys and girls. Insecure boys showed more aggressive, disruptive, assertive, controlling, and attention-seeking behavior than secure children. Insecure girls showed more dependent behavior than secure children but less assertive and controlling behavior, and more positive expressive behavior and compliance. Secure girls and secure boys did not differ significantly. Gender differences in social behavior may be accounted for by a subgroup of children, those classified as insecure, and the same attachment classification may lead to different predictions depending on whether the child is a boy or a girl.