社会资本及其非均衡性研究

笔者在对“社会资本”进行界定和分析的基础上,提出了社会资本非均衡性分布的概念．即社会资本在不同时间、不同地理位置上的子项存量及总量存量存在不同,使得拥有社会资本的个体在达到渴望之目标的能力方面有很大的差异。社会资本非均衡性分布的外延表现形式有三种,即自然经济适应型社会资本、转型经济适应型社会资本、市场经济适应型社会资本。     

EDUCATION FOR SOCIAL JUSTICE: PROVOCATIONS AND CHALLENGES

A bstract .  In this essay review of three recent edited books (Greg Dimitriadis and Dennis Carlson's Promises to Keep: Cultural Studies, Democratic Education, and Public Life; Nadine Dolby and Greg Dimitriadis's Learning to Labor in New Times; and Francisco Ibáñez-Carrasco and Erica Meiner's Disruptive Readings on Making Curriculum Public ), Kathy Hytten reflects on the relation among education, democracy, and social justice. She argues that in our current climate, progressive educators need a more powerful and compelling educational discourse that foregrounds issues of social justice. The three books under review in this essay provide a number of resources for this discourse. Hytten explores these contributions in relation to the theories that animate education for social justice, in particular, critical pedagogy, globalization theory, and cultural studies. In the end, she revisits the vision and promise of education for social justice, considering what these edited collections offer, reflecting on their gaps and weaknesses, and providing some direction for what kind of work we still need to make social justice a reality.     

The role of social capital for teacher professional learning and student achievement: A systematic literature review

This systematic review synthesises research on social capital in relation to teachers and teacher professional learning between the years 2004–2019. The study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement and the Weight of Evidence framework for quality and relevance appraisal. After applying eligibility criteria, 66 empirical items were included in the final review. The review finds that social capital among teachers has been associated with five categories of outcomes: 1) teacher professional development, 2) the implementation of change, 3) the introduction of new and beginning teachers, 4) teacher retention and job satisfaction, and 5) improved student achievement. These have, in turn, been associated with the implicit outcome of promoting educational equity. A synthesis of enablers and barriers to building social capital among teachers identifies the pervasive role of organisational structures for moderating the relationship between social capital and these outcomes. Findings indicate that different organisational structures may foster different social capital dimensions, such as bonding, bridging, and linking. More research is needed on the relationship between these dimensions and schools' organisational structure to promote the desired outcomes of teacher social capital identified in this review.     

企业社会资本静态与动态分析

企业社会资本研究在管理学领域越来越受到重视。对企业社会资本可作静态分析和动态分析。在静态分析中,将企业社会资本分为组织社会资本、企业家社会资本和员工社会资本;在分析企业社会资本时还应考虑企业社会成本。在动态分析中,具体分析了美国企业的社会资本的变迁特征。     

Promoting Social Capital in a 'Risk Society': A new approach to emancipatory learning or a new moral authoritarianism?

Social capital theory has been widely debated across the social sciences. Its core idea is that relationships and norms have a value, in that they enable individuals and groups to co-operate for mutual benefit. The role of social capital appears to be changing in the context of the self-aware reflexivity that characterises contemporary 'risk society'. This paper takes the form of a dialogue between the two authors: the first defends the concept's analytical value while taking an agnostic view of its significance for policy, while the second author raises concerns over the normative implications of current interest in social capital and identifies its connection with authoritarian as well as liberal-humanistic policy responses. The paper concludes with reflections on the value of social capital in academic milieus, combined with an analysis of the implications of this discussion for future research.     

中国高等教育需求中的城乡差异-人力资本与社会资本理论的视角

本文应用人力资本和社会资本理论,探讨了中国高等教育需求中的城乡差异。研究表明:在控制其他因素以后,城乡高中生对高等教育有着同样强烈的需求,但学生的城乡背景与影响高等教育需求的人力资本和社会资本因素之间存在交互作用:(1)当高等教育预期收益率较低时,农村学生比城市学生更希望接受高等教育;当高等教育预期收益率较高时,城市学生比农村学生更希望接受高等教育。(2)当家庭网络资源较少时,农村学生比城市学生更希望接受高等教育;当家庭网络资源较多时,城市学生比农村学生更希望接受高等教育。农村低社会经济地位的学生对高等教育的旺盛需求表明,接受高等教育几乎是他们改变其不利社会地位、实现流动的惟一渠道。扩大农村学生的高等教育机会,是改善城乡差异的重要手段。政府应该在教育财政和招生等方面进行制度创新以回应此类教育需求。     

高职院校资源配置的新探索

股份制作为一种资产经营方式,通过个别资本向股份资本的转化,实现社会资本的集中与联合。中国部分高职院校的股份制改革,应该处理好依法办学与大胆改革、有效积累与股东权益、争取政策与自主改革、质量与效益等关系,需要解决好新增资产产权、公有资产产值、教工股份认购和财政投入等问题。     

Deaf education and bridging social capital: a theoretical approach

The authors use elements of social capital theory to explore the rapidly changing landscape of deaf education in America. They suggest that the formation of relationships, and networks of relationships, between deaf students and adults has a value that often goes undetected or underappreciated in deaf education. The authors point out that social capital theory, as applied to deaf education, generates a number of potentially productive areas for improving outcomes among deaf students, and for future research in the field. The article includes discussion of a number of positive steps to promote bridging social capital among deaf students.     

完善社会保障，促进内蒙古经济发展

社会保障对于稳定社会、缓解市场经济中公平与效率的矛盾、促进企业改革以及改变城乡二元结构具有重要的作用。笔者在分析社会保障与经济发展关系的基础上,详细探讨了内蒙古经济发展和社会保障方面取得的成就及存在的问题,并从就业、社保、劳动关系和社保基金四个方面提出了完善内蒙古社会保障、促进经济发展的政策建议。     

Adult learning for citizenship: towards a reconstruction of the social purpose tradition

This paper seeks to review and re-frame the idea of social purpose adult education in the context of a contemporary Risk Society and the interface between modernist and postmodernist influences on learning. After interrogating and critiquing the social purpose tradition in adult education, it relates this to the changing nature and widening scope of adult learning within a developing Learning Society. The paper puts forward the idea of Adult Learning for Citizenship as a way of maintaining and reconstructing social purpose learning within a Risk Society and as a necessary challenge and counter-focus to the dominant discourse of Lifelong Learning shaped by the economic imperative and framed very much in terms of human capital. In developing this argument, the paper proposes a new framework for Adult Learning for Citizenship which consists of four different but overlapping dimensions of social purpose learning: learning for inclusive citizenship, for pluralistic citizenship, for reflexive citizenship and for active citizenship. Within this framework, it develops new rationales for social purpose adult learning linked to instructive examples of practice from a range of international contexts. In conclusion, it examines the implications of such a framework for the praxis of adult educators.     

Education and Social Cohesion: Recentering the Debate

Social capital theory has tended to treat social cohesion as a mere aggregation of individual and community-level characteristics, ignoring the long tradition of theory on social solidarity and social cohesion at the societal level. However, the key indicators of social capital-associational membership and social trust-do not covary cross-nationally, and societies rich in community-level social capital are not always cohesive societies. Social capital and societal cohesion are not necessarily the same thing, and education may have different effects on each. This article seeks to put the analysis of education and societal cohesion back in the center of the picture. We do this first through a critical review of some of the existing literature on education and social capital, which points to the limitations of individual-level analysis of what are fundamentally societal issues. Second, we outline some alternative models for understanding how education influences social cohesion in different societies, drawing on an analysis of some of the aggregated cross-national data on skills, income distribution, and various indicators of social cohesion. The argument suggests some causal mechanisms for the social impacts of education that are quite different from those that normally underpin arguments about human and social capital.     

Redesigning children's services: mapping interprofessional social capital

This paper presents an analysis of the policy themes of service integration, social justice and social inclusion which underpin the integrated community schools policy initiative in Scotland. That initiative is identified as an important vehicle for the Scottish Executive Government's aim of integrating children's services with the overarching goal of creating greater inclusion and social justice. The main argument in the paper is that it is at the level of the school 'hub' that integrated work amongst practitioners and across children's public services needs to be effective if the policy aims of social justice and inclusion are to be achieved. The concept of social capital is applied to the issue of how practitioners from other agencies, now charged to work in schools, construct new professional ties and networks. The conclusion suggests that a mapping of types and levels of social capital offers a fruitful conceptual framework to examine changing interprofessional ties.     

我国转型期社会分层与职业技术教育发展的困境

社会分层带来的社会地位竞争是教育发展的重要动因。而转型期我国社会分层模式又是目前职业技术教育发展面临困境的社会根源。这主要是指，当前我国社会分层中官员地位居高、直接分层依据从无形资产向有形资产转变、学历社会分层功能的强化以及社会分层中的封闭性，给职业技术教育造成了负面影响。     

论网络影评的产生与发展趋势

网络影评是电影批评在网络时代的新形式。作为一种新生的文化力量,它和其它的任何一种艺术形式一样,有其产生和发展的过程。网络影评产生的前提条件是通讯技术和网络技术的发展;受众多元化、个性化的需求是网络影评产生的社会基础;传统影评在市场经济的冲击下逐渐边缘化、视听新媒介霸权对文字的全面挤压是网络影评产生的社会文化背景。多种文本形态和传播形式并行互补、多元共生;在技术性和艺术性两极之间寻求平衡;文化资本的商业运作介入网络影视评论;与传统影评的融合是网络影评发展的主要特征和趋势。     

Village Poultry in Ethiopia. Socio-technical analysis and learning with farmers

Abstract

The paper explores the difficulties and challenges in mobilizing and managing social capital in concrete local and territorial directed rural development project activities. The main focus is put on the roles of local facilitators working with farmers and other local stakeholders during project implementation. The EU 5th framework project IMALP included a strong component of implementing concrete actions. In each of the four participating countries a region was selected where a so-called local group was established. A local facilitator was employed to moderate the local group and to assist in the design and implementation of concrete projects. Research accompanied and monitored the process. The recent shift of EU policy towards rural development from a mainly sectoral (agricultural) approach to a territorial approach requires new competences in managing social capital and on their changing role(s) in the different stages of group formation and development. Professional support by facilitators with a set of new skills is needed in the course of group formation and development. The identification, mobilization and management of social capital become a crucial challenge. So far the mobilization and management of social capital does not happen consciously. Agricultural advisors taking over the task of local facilitators need to be specially trained in actively mobilizing and coordinating towards a common goal. The value of the paper lies in the analysis of the experimental approach of the project and the cross-country comparison of the results.     

Researching social capital in education: some conceptual considerations relating to the contribution of network analysis

This article discusses conceptual considerations for social capital research in education from a social network perspective. Specifically, the article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un‐utilized sources of social capital; differentiating social capital itself from the process of social capital formation; and investigating both network orientation of resource‐seekers and willingness of resource‐givers. Based on these three conceptual issues, the article suggests conceptual considerations relevant to each issue for social capital research in education.     

人力资本、社会资本与中国人的职业流动

当代中国正处于由农业社会向工业社会、传统社会向现代社会的转型时期,由于文化变迁的滞后性导致国人深受传统文化的影响。儒家的“亲亲”思想和西方的用人理念同时影响着国人的职业流动,人力资本是职业流动的基础,而社会资本是职业流动的关键。社会资本不仅提供信息支持,而更为重要的是它能向个体提供资源支持。资源的差异性分布产生了职业地位获得的不公平性竞争。     

社会流动趋势下的“职商”培养

在社会流动过程中,拥有较高人力资本的知识分子频繁地跳槽经历显示出其流动的自主性,但职商低下却导致众多跳槽者职场的不如意。作为承载职业教育与培训的职业学校,为使学生日后更好地适应社会流动的趋势,具备职场生存力与竞争力,应注重培养学生的“职商”。     

SOCIAL SCIENCE AND TEACHING PERFORMANCE

The Introduction of sociology and social work as main subjects in teacher education has raised a controversy as to whether they are as sound a preparation for teaching as the traditional classroom‐based main subjects.

A survey of teaching practice results at Edge Hill College of Education in the years 1966‐70 displays that sociology students perform as well as other students whilst social work students gain significantly more high grades. Since entry qualifications, age, sex, intelligence and personality factors do not differentiate these students an explanation is suggested in terms of the course. This may affect recruitment, the student's classroom performance and his ability “to utilize the social situations of teaching practice.