论大学专业英语教学中多元文化意识的培养

多元文化主义和多元文化教育是二十世纪的重要思潮,也是当今社会现实的必然产物。大学专业英语教育可以从教学理念、课程目标、教材选材、教学策略、教学评价、教学资源和教师教育七个方面培养学生的多元文化意识,使学生更好地适应多元的社会。     

批判教育学视野下的美国多元文化教育——访美国加州大学洛杉矶分校Peter Mclaren教授

"多元文化主义"产生于二战以来的各种社会变革思潮,旨在促进跨越种族、宗教、国家的文化理解和文化宽容,其概念被广泛地使用于各个学术领域,包括历史的、政治的、教育的等等。Peter Mclaren教授是美国加州大学洛杉矶分校教育和信息研究学院的教授,他被誉为批判教育学的领军人物之一。近年来,Mclaren教授主要运用马克思的政治经济学说,并与诸多学者和社会人士合作,积极致力于美国以及拉美地区的多元文化教育运动。Mclaren教授访问我所之际,笔者有幸与其主要就美国多元文化教育的历史发展过程以及批判的多元文化主义的核心内容进行探讨和交流。     

全球化时代背景下多元文化教育的内涵与中国特色

在很多西方国家,多元文化主义公共政策领域的重要话语,对教育领域的影响尤其深远,但这种理念也始终面临各种价值争议与实践困惑。所以,在借鉴西方经验的过程中,中国学者必须始终坚持批判与自省的立场,深入探讨多元文化教育的中国意义与中国问题。本文认为,多元文化主义的理论精髓在于强调文化的多样性、动态性与协商性,这一观点提示人们在追求公平与正义的道路上重新审视主流文化与非主流文化之间的关系。这种文化反思不仅为我国少数民族教育带来新的启示,也为中国社会现代化变革所带来的诸多问题开辟了更广阔、更深刻的理解角度。同时,多元文化主义还促使人们深入思考我国教育在西方文化帝国主义面前的立场与价值担当。     

论多元文化教育的基本理念

多元文化教育是一种以多元文化主义为指导思想的教育。多元文化教育的目标是通过教育中的文化平等实现受教育者的政治权利平等。多元文化教育的内容主要是消除文化偏见,整合课程知识,建立和谐的群际关系等。多元文化教育的策略主要包括更新课程内容、改革教学方法、改变学业评价模式等方面的内容。     

Changing What Is Taught: Hearing the Voices of the Underrepresented

A major challenge facing institutions today is determining the role of multiculturalism in the curriculum. Institutions that decide to incorporate multicultural perspectives into the general education curriculum will face a long and complex process. In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insight into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.     

A Study of Child Rearing Practices Amongst Selected,Sudanese Families in South Australia: Implications for Child Care Service Selection

Child care services in Australia, for example, are largely defined and shaped by the historically dominant Anglo-Australian discourse and norms. The aim of this research was to examine critically and to find meaning in the experiences of recently arrived Sudanese families as they began to settle into their new cultural environment. The cultural values of some 30 Sudanese families were investigated and related to how these affected the selection of child care services. Qualitative research methods including an indigenous approach were used to gather data. Interactions with Sudanese families took place in their home environments. Interviews were conducted in a way that put those people interviewed at ease. Techniques used included narrative interviewing and vignettes.     

Multiculturalism and Inter-Faith Understanding at Teaching Colleges in Israel: Minority vs. Majority Perspectives

Abstract

Living in a pluralistic society where groups are ethnically, nationally and religiously different and sometimes live in conflict with one another requires teachers to be prepared to deal with conflict-laden issues. In such societies, educational institutions in general and especially teaching colleges should not be ethnocentric but should acknowledge the experiences, cultures, and histories of different minority groups to educate for multiculturalism and to promote multi-cultural and inter-faith education. For this reason, the main purpose of this study was to investigate the manifestations of multiculturalism and multicultural and inter-faith education in two teaching colleges in Israel, one that belongs to the Arab minority and one that belongs to the Jewish majority. Seven senior staff members of each college were interviewed and asked about the way multiculturalism is demonstrated in their college and how multicultural and inter-faith education are expressed. The findings confirm that multicultural and inter-faith education have not penetrated all realms of activity in the two colleges and the gap existing between preaching multiculturalism and practicing it is still deep.     

Music teaches children about themselves and others

Young children can learn about their own feelings and moods through listening to music, by singing songs, and by expressively moving to music. Music and song provide an enjoyable way to introduce young children to the songs and tales of other cultures as well as familiarizing children with words in other languages. A listing of folk songs suitable for early childhood classrooms is provided to support teachers' use of music with children's singing and moving.     

International students’ perspectives of a diverse class on multiculturalism

Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’ perspectives of a diverse class on multiculturalism. Data from 45 students’ reflective journals, course evaluation, and focus group interviews were analysed to identify students’ significant learning experiences. The study provides support for the value of diverse cultural experiences in developing intercultural competence. In addition, the diversity among students contributed to their growing understanding of cultural diversity. The research findings contribute to the development of teacher preparation and enhancement of curricula and practice.     

民间幼儿体育游戏:特性、价值及入园策略

文章分析了民间幼儿体育游戏所具有的历史性、地方性、和谐性、被挤压性等特性;认为可以从幼儿、教育者和社会三个层面来揭示民间幼儿体育游戏的价值;最后提出了民间幼儿体育游戏进入幼儿园课程体系的三个策略。     

从主体性到主体间性——多元文化语境中文学研究的受众指向

针对中外文学研究史上受众关注中主体间性的缺失,结合全球化时代多元文化语境对文学研究主体间性的要求,本文从大众文学问题、研究文本问题、传媒平台问题和跨文化研究问题等四个方面,依据主体间性的理论。论述了文学研宛的受众指向。文章认为,文学研究是研究主体、创作主体和接受主体之间主体性互动的结果,是广泛交流的事实。     

解读儿童游戏--基于社会学的分析视角

本文尝试从社会学关注“关系”和“转向背后”的研究视野出发，探讨儿童游戏的类型、儿童游戏规则的制定与演化，以及儿童游戏中的多种角色。     

‘We are like dictionaries,Miss, you can look things up in us’: evaluating child-centred research methods

Research concerning children is often presented with only a brief comment on the research methods adopted. This paper takes a ‘behind the scenes’ view and I discuss my adoption of a non-hierarchical ‘least adult role’ adapted from Mandell's work in 1991 to undertake qualitative research in the sensitive area of children's multicultural awareness in two high-proportion minority ethnic schools and two schools with a predominantly white intake. I discuss my approach as a ‘traveller’ rather than a ‘miner’ and the use of jelly beans and Bean Sheet to gauge the children's perceptions of their multicultural awareness. The value placed on the role of the child in the research design and implementation is examined, and I evaluate the advantages and limitations of adopting such child-centred approaches for the teacher researcher.     

Young children’s perspectives on immigration within the Italian school context: an analysis of the identification level of integration

The research explores the level of integration of a group of young children attending a primary school in Italy, a new immigration country, focusing on their identification of racial, ethnic and cultural pluralism. Specifically the study takes into account two processes of identification: the mechanism of attributions and the expression of attitudes in relation to subjects commonly labelled as ‘immigrants’. Given that children are rarely listened to with regard to serious issues, the study was conducted following a series of principles belonging to the emergent paradigm, a new sociological approach which aims at making children active participants in the research project. In doing so, the research reveals that children respond to complex social dynamics shaping personal ideas and raising specific questions, which are to be taken into consideration for implementing an effective multicultural education.     

小班幼儿游戏活动初探

幼儿园教育应以游戏为基本活动,让幼儿在游戏中快乐地学习和发展。游戏活动不同于教学活动,不可在游戏中掺入过多知识教育的成分。小班幼儿游戏活动具有丰富的价值。教师在指导小班幼儿游戏时遵循的原则有:游戏主题源于幼儿已有经验;游戏简单易操作;游戏材料数量多、品种少;游戏指导语言生动、富有童趣;游戏宜重复、少变化;对游戏中表现出色的幼儿及时强化。