从分配正义到关系正义——乡村教师队伍建设的反思与重构

乡村教师是乡村教育发展的根基。从分配正义的视角看,国家通过提高乡村教师薪资待遇、进行乡村教师帮扶等多项吸引人才政策,不断加强乡村教师队伍建设。从关系正义的视角来看,这样看似正义的举措,实则是有失公平正义的。本文通过对关系正义5种压迫的分析,阐明乡村教师社会资源占有的差异、专业发展的偏颇、话语权的弱化、乡土文化的流失以及乡村教师精神的压迫,进而从资源、专业性、权威、文化、价值等方面重构乡村教师队伍建设的新路径。     

English Teachers and Research: Becoming Our Own Experts1

ABSTRACT

What is the relation between research and teaching? Are they entirely distinct activities – and should they remain so? What is the relation between research and teachers? Should teachers be positioned as either the objects or the recipients of research that is conducted by specialists, researchers who possess categorically different forms of expertise and equally different perspectives on what happens in schools and classrooms? This paper considers the ways in which education research is conceptualised in dominant discourses and offers the possibility of alternative approaches, informed by different epistemological and ethical understandings.     

Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers: An Elusive Goal

This article examines minority teacher recruitment policies and programs of the past two decades and explores their influence on the racial/ethnic makeup of the teaching force in elementary and secondary public schools. The results show that while important progress has been made toward increasing the overall number and proportion of minority teachers in the public schools, those gains have been eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap between students of color and their teachers has actually increased over the years. The authors provide an overview of current minority teacher recruitment state policies and introduce the Teacher-Student Parity Index, a new metric for comparing the proportions of teachers and students from different racial/ethnic groups to gain a more textured understanding of the demographic reality of today's schools than is presently found in the literature. The authors conclude with recommendations for policy and research.     

Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice

This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.     

Expanding the Frame: Building Transnational Alliances for Racial and Educational Justice

U.S. educational policymakers and equity advocates often frame the negative ramifications of racial inequality in schools in terms of worries about the nation's future global economic competitiveness. This article draws on frame theory (Snow & Benford, 1988) and education organizing theory (Warren & Mapp, 2011) to argue that educational policymakers and advocates must expand this national competitiveness frame to advance racial and educational justice. By outlining the emergence and reification of the national competitiveness frame in contemporary U.S. education policy, this article demonstrates how the national competitiveness frame can successfully build domestic alliances and create urgency for education reform. However, it can also risk co-opting racial justice goals. Further, this U.S.-centric frame ignores the global experience of racialization and educational injustice shared by marginalized groups around the world. The article closes by suggesting that educational equity advocates build on these transnational connections and use a collaborative frame to build collective power among historically marginalized groups worldwide to advance racial and educational justice in both the United States and abroad.     

Critical Community-Engaged Scholarship: Communities and Universities Striving for Racial Justice

The goal of this article is to clarify how current dominant understandings of community-engaged scholarship (CES) can be strengthened to incorporate lessons from critical theory and to focus on justice more explicitly. A prior analysis of how CES is defined across multiple disciplinary literatures revealed that scholars define CES as partnerships between universities and communities that collaboratively develop and apply knowledge to address public issues. Six components of CES were frequently recommended for practice within this scholarship as well. However, neither the goal of CES—to support the “public good”—nor the six recommended CES components consistently included an explicit focus on justice and critical theory. By explicitly naming and defining the goal of justice—as opposed to the “public good” —I aim to highlight the importance of conducting routine analyses in CES of whose interests motivate conceptions of the public good and how dominant cultural structures, values, and traditions negatively impact minoritized community members' lives. Thus, this article employs teachings from critical theory—such as race-conscious analyses, asset-based understandings of community, and privileging subaltern experiences—to envision how critical CES could support university and community partnerships in producing knowledge that more effectively dismantles systemic sources of racial and social injustice.     

A Room of Our Own: Rodinsky,Street Haunting and the Creative Mind

Drawing on Virginia Woolf's 'Street Haunting', Rachel Lichtenstein and Iain Sinclair's Rodinsky's Room and on autobiography, this essay explores place, memory and artistic vision. Just as a room of her own provided Woolf with the solitude necessary to write, rambling through the streets of London fed her imagination. In Rodinsky's Room , Rachel Lichtenstein and Iain Sinclair explore both these creative spaces. Their book gives testimony to the creative mind and to the role that memory, history and place play in creating story, mythology and identity. The author also discusses her personal and family history in relation to place.     

Using Multicultural Resources for Teachers to Combat Racial Prejudice in the Classroom

As the American population continues to become more diverse there is a need to provide children in early education with factual information about all ethnic groups to decrease prejudice. First, teachers must examine their own beliefs prior to implementing a multicultural approach into the curriculum. Three questions are presented that will assist teachers in evaluating their views and behaviors toward ethnic groups. Informative resources are provided for teachers to educate themselves, parents, and students. Through children's literature, instructional materials, and Internet sources, teachers can promote more positive attitudes among students and educate children to be respectful and accept the individuality of others.     

Predictors of Broaching: Multicultural Competence,Racial Color Blindness,and Interpersonal Communication

Predictors of broaching race for trainees and professionals (N = 85) seeing clients were examined in a correlational design. Results showed multicultural competence was a strong positive predictor of broaching, color blindness was a moderate negative predictor, and interpersonal communication as a predictor was mediated by multicultural competence. Demographics and experience were also studied to guide recommendations for broaching.     

Accountability, Student Learning, and the Preparation and Licensure of Teachers: Oregon''s Teacher Work Sample Methodology

This article describes Teacher Work Sample Methodology (TWSM) as one piece of an in-place accountability system for the initial preparation and licensure of teachers that includes evidence of student learning. The underlying tenets of both the methodology specifically and the notion of accountability systems generally are explored from the perspective of using evidence of student learning. This discussion includes the argument that teacher do indeed influence student learning and thus can ethically be part of an accountability system. However, the author also argues that the teaching and learning context is important and must be taken into account within such systems. The author also describes why, especially at the preservice level, the notion of accountability is part of a broader social contract. Finally, the author argues that the aim of any accountability system should be to develop personal, professional responsibility rather than to develop an external hammer for performance. A summary of the differences TWSM has made at the individual teacher level and within the institution, the state, and the nation generally is presented. The author concludes that the intended impact of the system—to develop personal, professional responsibility—has been largely achieved.     

Balancing Head and Heart: The Importance of Relational Accountability in Community-University Partnerships

In this article we introduce a “head and heart” approach to community-engaged scholarship. Through the literatures of Aboriginal scholarship and engaged scholarship we reflect on a community-university research and program development project undertaken in response to health and education concerns of Aboriginal people in Canada. We suggest that the head and heart approach was crucial to the program’s success and provides access to an ethical space where multiple worldviews are recognized and where the importance of relational accountability becomes evident. We then examine the implications of this approach for engaged scholarship and higher education practices.     

从自己的经历中学习:教师成长的重要途径

教师自己的经历是教师专业成长的一个重要学习资源。“自己的经历”指的是教师作为学习者的经历和作为教师的经历。从自己的经历中学习主要采用叙事的形式进行。     

Minority Serving Institutions: Incubators for Teachers of Color

This article explores the role of Minority Serving Institutions (MSIs) in producing teachers of color. Specifically, it looks at larger national trends and highlights individual MSIs that have experienced success in the area of teacher education and the production of teachers of color. Recommendations are made to assist colleges and universities across the nation.     

国际环境和国际政治斗争对我国的影响

从三个方面论述了国际环境和国际政治斗争对我国的影响：1、经济全球化对我国的影响 2、科技发展与知识经济对我国的影响 3、国际政治环境和政治斗争对我国的影响。认识和重视这种影响对我国的现代化建设具有重要的意义。     

Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research

Symbolic violence may not be a desirable theory to apply to public schooling—its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a shift in these perspectives. I present symbolic violence as a productive analytical tool in identifying modes of resistance to specific damaging effects of schooling institutions. I also illustrate how symbolic violence victimizes one particularly caring teacher, rendering her compliant in her own victimization, without voice to accurately name her struggles, and—because of her ethic of care—complicit in reproducing damaging institutionalizing practices. Using ethnographic data, I explore symbolic violence via one teacher's reflective, critical narratives. I draw upon the tenets of dialogicality in language to help make more visible the often intangible elements of symbolic violence. And at various points in the article, I discuss the implications of engaging an analytic that ultimately runs counter to my own epistemology, turning to Maxine Greene for insight in the struggle.     

从教育权与受教育权看师生关系

学生是具有超越性的受教育者,学生所占有的知识也可能超越教师,但这两种情况不能作为认识师生关系的充分必要条件。教师与学生之间应当是人与人之间的相互尊重的关系。受教育权是学生的绝对权利,无论是对知识的占有量能够超越教师的学生,还是对知识欠缺、超越能力有限的学生来说,教师都应当给予尊重。“吾爱吾师,吾更爱真理”的观点与行为,并不影响师生之间的相互尊重。     

选教与学生自主学习意识的培养

选教是教学改革的举措之一 ,它对学生自主学习意识培养有着重要的影响。教学改革的目标是努力培养适应时代发展和创造能力强的高素质人才 ,学生自主学习意识的增强有助于学生适应和创造能力的增强。从学生的主体地位出发 ,去认识选教与学生自主学习意识的培养对教学改革是有促进作用的。     

抓落实、显特色、重监控、促研究,保证试点教育质量

1999年 7月 ,原省教委在西安召开了“陕西电大开放教育试点”工作会议 ,会后 ,我们按照“瞄准市场、服务社会、促进发展”的思路 ,经过认真的调查论证 ,提出了参加全省电大系统开展“开放教育试点”的申请 ,经省电大考核同意 ,将我校列为陕西省电大系统首批开展“人才培养模式改革和开放教育试点”项目研究工作的分校 ,最初设立金融学本科与金融专科。我们在转变观念、加强建设、突出服务、强化管理的原则指导下积极进行试点工作 ,几年来试点规模不断扩大 ,截至 2 0 0 2年春 ,我校已开设金融学、会计学、法学、英语、工商管理、数学与应用数…