制度结构与农民工行动逻辑——以医疗保险模式选择为例

行动与结构的关系是社会学的基本问题之一。它是一种理论上的困境,但被应用到农民工医疗保险问题上时也成了一种现实的困境。在医疗保险模式选择上,农民工在无制度约束的理想状态和有制度约束的现实状况中表现出了完全不同的行动逻辑。在现有制度的约束下,户籍、企业和医疗保险三个制度的缺失严重地束缚了农民工参加与选择医疗保险的行动,使其行动逻辑发生了冲突和混乱,导致了农民工作出不参加或者选择退保的行为,从而面临着更多的风险。所以,要使农民工积极参加医疗保险,必须要建立一套灵活和系统的医疗保险制度,来满足农民工的不同需求,而这需要政府、企业等各方面的共同努力和合作。     

Transitional experiences of post-16 sports education: Jack’s story

This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack’s ‘in-situ’ practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals that circulate within these institutions by generating forms of corporeal empowerment for young athletes who have valued conjunctural knowledge. The findings highlight the fragility of the transition process and raise questions regarding how the experiences of young people are shaped by the relationships between employment and post-16 education. Jack’s experiences have implications for both policy and practice within further education and higher education.     

The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India

This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.     

论教育技术研究者的理论自觉

理论自觉是构建中国特色教育技术理论体系的前提条件,只有充分的理论自觉才可能产生真正的教育技术理论。教育技术研究者的理论自觉表现为认同教育技术理论的价值、理解教育技术理论的内涵以及追求教育技术理论的品质。     

美国“议题中心教学”的百年演变

"议题中心教学"是围绕社会中发生的争议性问题而组织学生展开讨论的一种教学方式。20世纪初以来,美国"议题中心教学"经过了初创、发展和完善三个阶段。"议题中心教学"思想在初创阶段以关注社会问题为起点,以"社会重建论"为思想基础;在发展阶段,重视社会科学知识与方法的运用,提出了决策制定模型和反思探究模型等教学模式;在完善阶段,议题内容拓展到科学、语言与艺术等领域,"科学-技术-社会"的教学模式日臻成熟。美国议题中心教学思想的百年演变为认识教育变革与社会发展的关系提供了来自异域的图景。     

‘Talking up and talking down’: the presentation of educational need in an age of inclusive education policy reforms

This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families.     

结构化理论视野下的大学生就业行为分析

社会结构性因素塑造大学生的就业行为.社会收益的结构性分割,教育体制中教育理念、专业设置和教育内容等结构性因素造成大学生就业行为的城市、行业和地区指向性.大学生\"就业难\"问题是劳动力市场需求与大学生就业行为之间的结构性矛盾的结果.解决大学生\"就业难\"问题,必须从影响大学生就业的结构性因素入手.     

教育技术定义概览及相关问题的探讨

我国教育技术已经走过了几十年的历程,期间也经历一些波折。尤其是在八十年代之后学科发展进入了崭新的时期,出现了几次争论,主要是围绕学科定义展开的。从媒体技术和相关理论两个角度看教育技术定义的发展,对其在发展过程中的一些相关问题进行探讨。     

Students and society in the 2020s. Three future ‘histories’ of education and technology

ABSTRACT

As social science fiction, this paper imagines three possible futures for education and technology. Among the most important technologies emerging today are data-aggregating technologies such as AI, affective computing, adaptive or predictive software, clouds and platforms. The paper is not, however, directed at specific technologies, but at indeterminate sociotechnical configurations. Set in 2040, it offers three ‘histories’ of the 2020s. Might students become (i) ‘smooth users’, improving themselves in the pursuit of frictionless efficiency within a post-democratic frame created by large corporations, (ii) ‘digital nomads’, seeking freedom, individualism and aesthetic joy as solopreneurs exploiting state regulations and algorithmic rules while stepping out of the state and deeply into the capitalist new economy, or (iii) participatory, democratic, ecological humans embedded in ‘collective agency’ that see institutions as spaces for exploring more equitable ways of living? The paper reflects on the future research and the political, educational and technological decisions which would make each of these three fictional future histories more or less likely.     

关于高校在社会信用重建中的作用和途径

诚信是人类社会共有的一项根本性道德原则,更是与现代市场经济与生俱来的行为准则。本分析了我国经济转型中诚信缺失的成因与危害,探讨了高等学校在社会信用重建中应当发挥的作用及其参与的具体途径。     

浅谈网络教育中学生社会存在感的培养

社会存在感是影响网络学习的关键性的情感因素。网络社会存在感通常被用来指人与人通过网络通信所产生的理解、感觉及反应的程度。旨在通过对网络教育中学生社会存在感的培养现状进行分析,针对影响学生社会存在感的因素提出相应的解决办法。     

Working with ‘Diverse Bodies,Diverse Identities’: an approach to professional education about ‘diversity’

The complexity and diversity of populations in contemporary Western societies is becoming a significant public policy issue. The concept of ‘diversity’ has come to represent cultural, ethnic, racial and religious differences between the ‘dominant group’ and immigrant and indigenous populations. ‘Diversity training’ is amongst many strategies being implemented to address social and economic objectives in complex societies. This paper discusses and critically evaluates a professional education programme, ‘Diverse Bodies, Diverse Identities’, that is offered to human service practitioners and social work students in Victoria, Australia. It is concluded that a range of approaches is needed to address ‘diversity’ in contemporary societies.     

论马丁·卡诺伊的教育与国家关系理论

马丁.卡诺伊立足于西方马克思主义视角,借用帝国主义、后殖民主义和依赖理论等,系统地阐述了不同类型和不同发展阶段国家的教育与国家发展的相应关系。     

Moving to inclusion: a socio‐cultural analysis of practice

Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, ‘Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?’ Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rather than an adherence to limitation. In this paper, I will argue that disability is a way of seeing the world via the social and cultural constructions that prioritise values and bias actions. My intent is that it furthers the on‐going inclusion debate, which at times has polarised positions into the non‐inclusion/inclusion camps. A social constructionist lens will be used to examine the underlying assumptions, beliefs, and resultant practices that describe how educators and students negotiate inclusive practices. As a complimentary focus, the medical and social models will highlight the discourses that inform teaching and learning. Finally, a social–relational model will be introduced as an alternative for conceptualising inclusion.