THE ZOMBIE STALKING ENGLISH SCHOOLS: SOCIAL CLASS AND EDUCATIONAL INEQUALITY

ABSTRACT:  The aim of this article is to reclaim social class as a central concern within education, not in the traditional sense as a dimension of educational stratification, but as a powerful and vital aspect of both learner and wider social identities. Drawing on historical and present evidence, a case is made that social inequalities arising from social class have never been adequately addressed within schooling. Recent qualitative research is used to indicate some of the ways in which class is lived in classrooms. The article also raises concerns about the ability of the education system to positively address social class in the classroom when contemporary initial teacher training rarely engages with it as a relevant concern within schooling.     

Embodiment,social praxis and environmental education: Some thoughts

The body has been neglected and devalued in Western philosophy. This neglect and devaluation of the body is rooted in dualistic reasoning that has its origin in Greek philosophical thought, and reinforced by philosophers of science during the scientific revolution of 17^th century Europe. Dualistic reasoning is in part the cause of current global environmental crises. Moreover, it underpins different approaches to environmental education. In this article I explore the nexus of embodiment and social praxis generally and more specifically in relation to the construct of race. Difference (including race difference) has been given scant attention in environmental education literature in South Africa and I attempt in this article to give it some attention so as to move it into the spaces of our dialogues and conversations.     

叙事时间的游戏——试谈小说《棋王》中省略与停顿的运用

本文试从叙事学中的叙事时间这一角度入手，对阿城的小说《棋王》进行时距方面的研究．通过对该小说中运用的省略与停顿手法的部分进行分析，剖析了这两种手法运用于文中的意义，并据此对文本进行解读，揭示其深刻性．     

The importance of morphemic awareness to reading achievement and the potential of signing morphemes to supporting reading development

The ability to access and understand the meaning of multi-morphemic words is essential for age-appropriate literacy growth as well as for achievement in other participants, such as science and social studies, which are so print-dependent. This paper provides a theoretical basis for focusing on the morphology of English when teaching students who are deaf or hard of hearing to read through a review of the literature on the role of morphology in reading for both hearing students and those with a hearing loss. In addition, the authors review the empirical literature on Signing Exact English (SEE), a system of signing English constructed in which the morphology of words is made visible to children who might not be able to hear them. The authors propose that students' use of SEE can provide a bridge to developing the morphemic awareness so necessary for age-appropriate reading development and achievement.     

A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity

The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (M_age = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes.     

Childhood Ideology in the United States: A Comparative Cultural View

Childhood ideology functions in each nation as a complex of ideas about what children are like and how best to teach and socialise them. One important domain of childhood ideology concerns ideas and practices related to children's development and behaviour management. Drawing from an analysis of popular childrearing magazines and early childhood education materials in the United States, this cultural study describes contemporary American mainstream beliefs concerning children's early emotional and behavioural development. In particular, the paper explores themes of emotional expression, autonomy, individuality, power, and consumerism. Some comparisons with Japanese views on child development and emotional/behavioural socialisation are also made. The paper suggests that popular ideas and techniques of emotional and behavioural management in the United States in both families and early childcare environments reflect a dominant ideology of children that has potentially negative consequences for children's welfare. Furthermore, childhood ideologies, while retaining culturally specific values and ideas neither remain static nor exist in isolation from one another. The paper questions the global diffusion of a Western-style professionalised discourse of child psychology that may not be applicable to all nations and their children.     

中小学教师继续教育现存的问题与解决策略研究

随着教育改革的逐步深入,从"双基"到"三维目标"再到"核心素养",教育正从知识本位向人本位逐渐迁移,时代的变迁对中小学教师提出了更高的要求。但是,现阶段我国的中小学教师继续教育仍然存在许多不足和问题,笔者认为,要使中小学教师继续教育真正发挥实效,必须增大教师继续教育资金的投入,邀请一线教学经验丰富的名师担任讲师,变更培训时间,构建继续教育评价机制,从而让中小学教师继续教育健康、科学、有序地开展。