‘Getting to [un]know you’: opening up constructions and imaginations of youth

This paper rethinks education’s reliance on knowing who queer and trans youth are. It suggests that both desires to ‘know’ who youth are and the processes by which curriculum, policy, and scholarship come to know what is thought to be known about youth flattens and diminishes youths’ life experiences and what they might be/come. By examining the ideas that are thought to be known about queer and trans youth, the paper explores how these ideas tend to excise the specifics of youths’ lives, particularly along racial lines. Moreover, this paper considers how queer and trans adults’ desires to place queer and trans youth within historical lineages, present-day conundrums, and future imaginings limits youths’ own explorations and determinations of their own gendered and sexual presentations, expressions, and identities. In total, this paper asks: how might we get to unknow queer and trans youth?     

Negotiating queer and religious identities in higher education: queering ‘progression’ in the ‘university experience’

This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014 Rumens, N. 2014. “Queer Business: Towards Queering the Purpose of the Business School.” In The Entrepreneurial University: Public Engagements, Intersecting Impacts, edited by Y. Taylor, 82–104. Basingstoke: Palgrave Macmillan.[Crossref] , [Google Scholar]) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.     

“Beneath their cheerful bunny faces,his slippers had steel toe caps”: Traction Cities,Postmodernisms, and Coming of Age in Philip Reeve’s <Emphasis Type=Italic>Mortal Engines</Emphasis> and <Emphasis Type=Italic>Predator’s Gold</Emphasis>

This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced adventure with the bildungsroman.

黔东南榕江县农村成人教育现状与对策研究

通过实证性研究发现,榕江县农村成人素质低下主要源于其受教育程度不高。农村成人教育存在着教育经费短缺、师资力量有限、成教功能单一、培训内容陈旧、成教工作难以开展等问题与困难。认为发展农村成人教育是提高农村成人素质的有效途径,为此应建立成人教育运行机制,加大成教投入,加强扫盲工作,更新农业技术培训,重视农村成人教育的文化和政治功能。     

当代农村青年人际价值观调查

本研究通过对山东省12地市1207名18－25岁农村青年的调查，发现不同性别、地区、化程度的农村青年人际价值选择的分布情况基本一致，其代际、同辈人际价值观念既有传统价值观的认同，也有对新的现代价值观念的接受。在某些个别项目上，不同类型农村青年的人际价值观也存在一些差异。     

农村成人教育的发展与新农村建设

发展农村成人教育的目的是为建设新农村服务,为培育新农民服务。社会主义新农村建设为的是农民,靠的也是农民,培养新型农民是建设社会主义新农村成败与否的关键所在。明确农村成人教育的基本概念,结合农村成人教育的特点,以及农村成人教育存在的问题,全面认识农村成人教育在建设社会主义新农村中的作用,推进农村成人教育发展的策略,发展农村成人教育要与新农村建设相适应。     

Young Adult Fairy Tales for the New Age: Francesca Lia Block's The Rose and the Beast

Francesca Lia Block's The Rose and the Beast attests to the resilience of the traditional folktale form. Block's work is a modern adaptation of some of the most familiar old tales, all with heroines struggling against a plastic, soulless culture beset by drugs, sex, and violence. Her heroines in these feminist retellings survive not with the help of magic but by their own ingenuity and resourcefulness. Using the folktale template, Block conveys her often strong social messages (the destructiveness of sexual violence or drug abuse, for example) with stark symbolism, surreal settings, and deceptive simplicity. The results are powerful, revisionist tales that ultimately celebrate the triumph of love—in all its manifestations—as the antidote to the neuroses of contemporary American society.     

Disturbing the Peace: The Function of Young Adult Literature and the Case of Catherine Atkins' When Jeff Comes Home

Our criticism and evaluation of young adult literature is tempered not only by the scope of our knowledge of adolescent literature in general, but also by our notions of adolescence, itself. Adolescent literature that, in Michael Cart's terminology, shatters the shibboleths of adolescence and adolescent culture, has the potential to re-shape the paradigms that delineate teen culture. Catherine Atkins' When Jeff Comes Home is an example of such revolutionary YA fiction. With When Jeff Comes Home, Atkins not only re-writes and redefines the rape novel for young people, she re-casts the victim role with society's anti-victim—the able-bodied, athletic, upper middle class white male.     

Extracurricular Activities and the Curriculum

The Internet's growth and its impact on learners has been phenomenal and accessing the Web is the norm in our daily lives. Youths use the Internet to support their school activities in many ways. The National Science Foundation supported a qualitative research project that was designed to better understand the Internet's impact. It involved extensive interviews with thirty-four rural youths in two states who had broadband Internet access via satellite transmissions. Subjects rapidly gained skills through Web use to support their learning. The authors describe, through the youths, own words, various ways in which they interact with the Internet. The authors provide several suggestions on how teachers can exploit the growing Internet savvy of their students.     

成人教育促进青年失业无业群体社会流动的使命

伴随着我国经济与社会的转型,弱势群体的生存状态越来越成为学术界和政府关心的问题,其中青年失业无业群体是弱势群体中的重要组成部分,成为困扰我国经济社会发展的一个问题。成人教育应加强对这一群体的关注,通过提升文化和生活技能、提高职业技能、加强心理辅导、保障就业权利、形成社会支持网络等方式来帮助青年失业无业群体实现向上流动。     

美国农村成人教育的特点及其对我国的启示

农村发展问题是全世界所关心的共同问题,而农村发展的基本途径之一就是要加强农村成人教育。美国是世界上农村成人教育发展最成熟的国家之一,研究美国农村成人教育,旨在为我国农村成人教育提供有益借鉴,为社会主义新农村建设提供新思路。     

明清小说“乡村描写”美学意蕴简论

明清小说中的“乡村描写”具有相对独特的审美意蕴,宁静、和谐的诗意美与简淡、“土气”的朴拙美是其最突出的美学风格;冷热紧疏的节奏美和隐秘、惊险的奇趣美是其在美学风格上的行文追求.探讨其美学意蕴不论对中国古代文学中乡村描写,还是对明清小说整体的美学意蕴研究都具有积极意义.     

晏阳初乡村工作理念下农村成人教育思想探析

上世纪二三十年代晏阳初提倡的平民教育思想以及乡村工作理念在当时引起了很大的反响,他积极倡导并践行\"新民本\"、\"平等\"、\"参与\"等工作思想,至今他的乡村工作理念和实践方法对于我国新时期农村成人教育仍然有着重大的借鉴意义。     

A service,a ‘way of working’, or a profession? A discourse analysis of community education/community learning and development in Scotland

Community-based informal education, like other practices, is fundamentally shaped by the discourses under which it is constituted. In Scotland, since 1975, the practice has been formally established by government policy as an amalgam of youth work, adult education and community development under a discourse of informal education. This combination carries its own internal tensions alongside the continually contested relationship between the field of practice and the State. This study analyses key documents in order to chart the shifts in discourse around the constitution of Community Education/Community Learning and Development since 1975. The analysis reveals the force of managerialist discourses which transformed understandings of the practice from post-war welfare state discourses as a service, to its reshaping as technique under New Labour. Current discursive work is directed to its reconstitution (still somewhat ambivalently) as a profession. This ‘re-professionalisation’ connects with similar movements in medicine, social work, parole and teaching which are attempting to reduce the costs of actuarial disciplinary techniques (in record-keeping, reporting and the generation of outcome data) by returning professional trust and judgement to practitioners.     

农村城市化情景中成人高中补偿教育叙事——以深圳市某区为例

在城市化进程中,2005年5月,深圳市开展了针对部分户籍青壮年进行的高中补偿教育工作。本文运用叙事研究范式,通过调查、访谈、参与的方法对这一活动进行了跟踪和研究,对新的历史条件下成人补偿教育的开展给予一定的实践关注和理性思考,说明了使用某种特定手段解决成人教育问题的有效性和局限性,并分析了成人教育在现代化过程中的积极作用及发展困境。     

‘The Trouble with Normal’: (re)imagining sexuality education with young people

What do young people believe sexuality education ought to be about? It is within the absence of a sustained and critical consideration of the possibilities and politics of engaging in research with rather than for young people in the reimagining of sexuality education that this paper is positioned. Data were generated as part of an 18-month Youth Participatory Action Research study in one co-educational secondary school with 43 student co-researchers (15–17 years). The findings presented are not intended to provide conclusive statements about future directions for sexuality education, but rather provide a platform on which to discuss how young people’s ideas align with or diverge from current practice and debates surrounding what sexuality education should, could or ought to be about.     

农村成人非正式学习探究

非正式学习主要的特征是学习更多的不是来自于课堂,而是来自于生活的方方面面,以一种非正式的学习形式存在,是成人教育的核心,强调从生活经验中学习。因而,这种学习方式对教育比较落后的农村来说,就更具有重要的意义。本文主要对农村成人非正式学习的意义及加强这种学习方式的策略进行探讨。     

关于农村成人教育的思考

农业、农村、农民问题是关系我国改革开放和社会主义现代化建设全局的重大问题,农民问题是“三农”问题的核心。目前,我国农业和农村经济已进入到一个新的发展阶段,为农村经济和生活发展服务的农村成人教育,是我国成人教育事业的重要组成部分,对我国农村发展起着举足轻重的作用,只有大力发展农村成人教育,才能把庞大的人力资源转化为人力资本,为社会主义现代化建设作出更大的贡献。