论高校基层团组织在传承传统文化中的作为

在传承祖国优秀传统文化的过程中,高校共青团基层组织是一支不可忽视的力量。在团建工作中,基层团组织可以在团组织生活中贯彻传统文化精髓,在校园活动中凸显传统文化元素;并引导青年学生在社会实践中直接传承传统文化,以社团为基础形成文化传承聚落;还可利用节庆资源弘扬传统文化。     

My Opinion Concerning Reform in History Teaching

In 1953, at the Second Conference of Latin American Sociologists, the Brazilian sociologist Ramos first proposed a campaign for the indigenization of the social sciences. He urged his colleagues to discard the "canned sociology" imported from the developed nations and to set up a school of sociology suitable for the resolution of indigenous Latin American problems. This raised the curtain, on a world scale, on the indigenization of research in the social sciences. Indigenization represents a trend in research; it is not a strictly defined scientific term, and it is difficult to give it a strict definition. In general, the indigenization of social sciences may be understood in this way: The world is multicultural, and the issues studied by the social sciences are all profoundly influenced by culture. Meanwhile, social science researchers always live within a specific cultural setting and take as their objects of research social issues and social phenomena in the cultural setting to which they belong. Hence we have the indigenization of social science research. Sociology of knowledge also maintains that scientific knowledge or theory (especially social science knowledge or theory) is not generated in a vacuum, but is conditioned by given social, cultural, and historical factors. Actually, this theory of sociology of knowledge shares the same view of indigenized research.     

Immersion Learning in Social Work Education: A Pedagogical Tool for Enriching Knowledge and Practice Skills among BSW Students

Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills.     

试论拉祜族搭桥节的文化内涵

搭桥节是临沧市南美乡拉祜族特有的传统节日,也是一种文化现象。搭桥节展现了拉祜族在长期社会实践中形成的历史传统、宗教信仰、稻作文化、民族心理、民族文化等多方面的民族特征,蕴含着丰富的文化内涵。     

傈僳族节日习俗的社会交化功能

只有很好地了解一个文化现象的社会文化功能,才能更全面地认识该现象,从而进行合理地开发利用.傈僳族作为一种少数民族,有着独特的节日习俗.这些习俗作为一种文化现象,有其特定的社会文化功能,以新米节、阔时节为例对傈僳族节日习俗的社会文化功能进行研究.     

傈僳族节日习俗的社会文化功能

只有很好地了解一个文化现象的社会文化功能,才能更全面地认识该现象,从而进行合理地开发利用。傈僳族作为一种少数民族,有着独特的节日习俗。这些习俗作为一种文化现象,有其特定的社会文化功能,以新米节、阔时节为例对傈僳族节日习俗的社会文化功能进行研究。     

Figuring “Success” in a Bilingual High School

Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth. Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic and research interests include whiteness studies, multicultural education and anthropology of education. Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance, located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State. Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism, and schooling across the Americas.     

高职院校学生组织管理工作的反思与创新

加强和改进高职院校学生组织管理工作,需要我们进一步加深对大学组织特征的认识和对目前工作的认真反思,认真研究如何在新时期更好地管理学生组织,以更好地履行对青年学生进行文化教育和思想道德教育的重任,更科学地开展学生组织工作,使之更富文化内涵和社会实践意义。     

Greek American Ethnic Identity,Cultural Experience and the ‘Embodied Language’ of Dance: Implications for Counseling

This ethnographic study aims to contribute to better counseling services for the Greek American population in the U.S. by providing cultural knowledge and insight into one of the smaller ethnic groups that has been overlooked in the literature. More specifically, it explores the role of the ‘embodied language’ of dance in the formation of Greek American ethnic identity and the transmission of sociocultural knowledge and practices. The findings suggest that ethnic dances constitute a significant medium of transmission of cultural knowledge, and socialization into the life of the Greek American community through role modeling and intergenerational contact, as well as opportunity for fellowship and interaction with people who share common practices and traditions. All of the above contribute to a strong identification with the particular community and the development of ethnic identity. Implications for research and theory development in counseling, taking into account the embodied construction of ethnic identity, are also discussed.     

20世纪末拉美国家税制改革的动因及其启示

20世纪末拉美国家进行的税制改革对所在国家政治、经济及社会发展产生了深远影响。税制改革以建立更为有效率和中性的税收体系为目标。拉美国家的税制源于国内外多方面原因,包括国内政治和经济压力,政府官员的推动,经济学理论的发展和影响,国际组织的政策杠杠作用以及经济全球化,这些因素共同推动了拉美国家的税制改革。税制改革也为拉美国家成功应对债务危机、发展国内经济、更好地融入世界经济提供了有利契机。     

Berufsbildung in Lateinamerika

The article is concerned with the current trends in vocational education in Latin American countries, where it is increasingly integrated into attempts to solve the social question. The main point of the investigation is to establish what are the experiences gathered from development cooperation with the vocational education organizations of Latin America, and what strategies have proved effective with regard to the social and economic problems of the region. In answer to these questions six propositions are presented and substantiated: (1) Vocational education is a necessary, but on its own by no means sufficient precondition for economic and social progress. (2) Models where vocational education is integrated into the formal education system have not as a rule met expectations. Through de-schooling approaches, the vocational education organizations are nowadays used primarily as institutions for vocational continuing education. (3) Vocational education must reach those who are genuinely aiming for a skilled trade. (4) Only by involving the enterprises in training can a vocational education system be created which offers the possibility of unlimited growth and effective coverage. (5) Latin American vocational education organizations are, to an increasing extent, caught up in implementing the social policies of governments. Of major importance are programmes that support existing small and medium-size businesses and initiate the foundation of new businesses. (6) As a consequence of the socio-political change in vocational training, the trainer or instructor becomes a key figure.     

钟肇政客家民俗的审美化书写

钟肇政的小说以审美的眼光去看待民俗,把民俗与人物描写、故事情节有机地结合起来。钟肇政属于典型的农业文明作家,其笔下有大量的生产民俗、生活民俗、社会组织民俗、岁时节日民俗、人生礼俗、游艺民俗、民俗观念等诸多民俗书写,可谓客家民俗大全。民俗是族群共同创造、认同并遵循的,是族群固守的精神家园,其文化认同的力量是不可估量的。     

文化认同观照下的高职校园文化建设

文化维系与文化认同对于社会组织的重要性是不言而喻的，文化认同的培育应当成为任何一个社会组织面临的首要任务，国家如是，企业如是。高职校园文化建设问题的根源在于文化认同，除了架构认同的理念和改进认同的方式外，学生话语权的赋予与拾得也是培育学生文化认同感的前提条件。     

非物质文化遗产挖掘、开发的有效途径

非物质文化遗产包括口头传承、传统的艺术表演、民俗活动和礼仪节庆、自然界和宇宙的知识实践、传统手工艺技能和与上述表现相关的文化空间与背景六大类型;具有久远的历史、清晰的传承、活态的存在、鲜明的特色四大特征;非物质文化遗产挖掘开发的途径由非物质文化遗产分析、调查和描述三部分构成,它们之间环环相扣,密不可分。     

A new context for understanding civic responsibility: Relating Culture to Action at a Research University

Civic responsibility as an ideal of higher education is rarely considered through a cultural and theoretical lens. Swidler’s (1986, American Sociological Review, 51: 273–286) framework linking ideology, culture and action was used in this ethnographic study of a research university (a) to understand dominant institutional beliefs about civic responsibility and (b) to understand how institutional culture contributes to a unique approach to civic responsibility. This study examined campus ideologies and cultural forms that addressed five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation for and interest in those unlike oneself, and (e) personal accountability. The “role model” approach emerged as a unique institutional approach to civic responsibility and aligned with Swidler’s framework. Findings are significant for both organization studies and student development research.     

Bien Educado: Measuring the social behaviors of Mexican American children

Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive behaviors in context. Building from the literature on parenting goals and socialization expectations in Latino families and a preliminary ethnographic study (Proyecto Educando Niños), we constructed a survey in English and Spanish that measures the expected social behaviors of Mexican-heritage children, ages 3–6 years, using parent and teacher reports. Use of the BEAR Assessment System facilitated the refinement of this instrument to assess the socialization of young, Mexican American children. We report on the psychometric properties of the Mexican American Socialization (MAS) Scale, utilizing item-response theory. Analyses indicate the MAS Scale is reliable and an ecologically valid indicator of multiple constructs of the expected social behaviors of young Mexican American children. In particular, the 41-item Bien Educado subscale showed good reliability and is consistent with socialization constructs described in the literature. Implications for research and practice are discussed.     

Length of Residence,Cultural Adjustment Difficulties,and Psychological Distress Symptoms in Asian and Latin American International College Students

The authors examined cultural adjustment and psychological distress issues in 190 Asian and Latin American international college students. Findings revealed that Latin American students reported higher levels of psychological distress than did their Asian peers. Moreover, length of residence in the U.S. was negatively associated with psychological distress symptoms, and acculturative distress and intercultural competence concerns were positively related to psychological distress in both groups. Implications of the findings are discussed.     

Latin American Universities: From an Original Revolution to an Uncertain Transition

The aim of this paper is to discuss the prospects of Latin American public universities. Its main assertion is that universities could become important actors of development in Latin America, but prevailing trends point in another direction. The paper focuses on the interactions between, on the one hand, specific traditions and social contexts, and, on the other hand, global trends concerning the role of knowledge and academic changes. The specific traits of the evolution of Higher Education in Latin America are discussed, in order to describe the emergence of an original ‘idea of University’. Changes and continuities during the last decades of the 20th century are summarized. Similarities and differences between developed countries and Latin America concerning current trends in Higher Education are analyzed. Particular attention is given to the interactions between what is happening in Latin American universities and the new insertion of the continent in the global economy. A prospective analysis is attempted, focusing on the social commitment of universities.     

Low test scores in Latin America: poor schools,poor families or something else?

Latin American students consistently score low on international tests of cognitive skills. In the PISA 2012 results, students in seven Latin American countries had an average score of 395 in mathematics, or about 100 points lower than the average score of 497 in four Scandinavian countries. We estimate the effect of socioeconomic characteristics on student scores in Latin America and Scandinavia and find that 50 points of the difference are explained by Latin American parents’ lower average educational and socioeconomic characteristics, 25 points are explained by Latin America’s weak cultural orientation toward reading books and the remaining 25 points are explained by the lower effectiveness of Latin American educational systems in teaching cognitive skills.     

Review Essay: Ethnohistory and indigenous education: a moment of uncertainty

The Classical Investigation, conducted from 1921 to 1924 by the American Classical League, remains the largest study of the teaching and learning of Latin and Greek performed in US schools. The recommendations that emerged from the Classical Investigation placed less stress on the claims of mental discipline and more stress on the value of classical study for the improvement of study habits and of facility with other languages, especially English. Yet the Classical Investigation also called for a turn toward a disciplinary purity conducive to a cultural reality that demanded high rates of literacy in Latin, a reality that had passed two centuries earlier. The Classical Investigation can be understood as an attempt to co‐opt progressive commitments to educational ‘science’, as a manifestation of social efficiency–social control ideology, and an effort on the part of educational traditionalists to preserve Latin as a source of class status and identity.