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51.
This essay explores the early history of the “separate but equal”; doctrine in nineteenth century legal and political argumentation. By employing ironic and tragic frames, the authors challenge the traditional, linear approaches to legal historirizing. Moving beyond legal texts, the authors investigate how various communities in antebellum Boston negotiated conflicting views about how to best advance the cause of civil rights, both inside and outside the courtroom. These early debates created a complex rhetorical culture, and they provided jurists with several possible interpretations of the terms “separate”; and “equal.”; The authors conclude that these early debates, and Lemuel Shaw's subsequent decision in Sarah C. Roberts v. The City of Boston (1849), provide readers with insightful illustrations of the irony and tragedy of the law. 相似文献
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Leo Walford 《期刊图书馆员》2013,64(1-2):99-103
Changes in journal publishing are often driven by the needs of the science community. Leo Walford, who is the Associate Director for Rights & Business Development for Sage Publications, highlighted differences between social science publishing and science publishing and discussed “why one size doesn't fit all.” 相似文献
54.
The Dutch Pictorial Scale of Perceived Competence and Social Acceptance for Children with Cerebral Palsy was translated and administered to an English sample. This scale was developed to assess the child's perception on cognitive, physical and social domains. Thirty-two children, aged 4 to 9 years, were tested twice. The results indicate good test/retest reliability and good internal consistency. The results on the intercorrelations between the four sub-scales supported internal validity of the pictorial scale. It is concluded that the pictorial scale for young children with cerebral palsy is a reliable and valid instrument for determining the perception of children with cerebral palsy, and application in clinical and class settings is discussed. 相似文献
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Geoffrey Walford 《牛津教育评论》2013,39(2):145-158
During the 18 years of Conservative government in Britain, only two attempts were made to stimulate the 'supply side' of the quasi-market of schools. These were the introduction of City Technology Colleges and sponsored grant-maintained schools. This paper draws comparisons between the two initiatives. It is shown that, while the CTCs were largely a 'top down' policy, and the sponsored grant-maintained schools might be seen as the result of 'grass roots' pressure group activity, there were many similarities between the two programmes. In practice, both initiatives stalled at just 15 schools, but it is argued that their significance is far greater than their numerical strength would indicate. Both can be seen as examples of increased privatisation and selection, and it is shown that what may develop from them is a greatly changed education system. 相似文献
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Geoffrey Partington 《牛津教育评论》2013,39(2):205-217
ABSTRACT The paper considers the implications of the concept of the essential contestability of education for the professional independence of teachers. Its conclusion is that liberal educational ideas provide the strongest theoretical framework for such independence, with child-centred ideas a not very close second. Potential dangers to teachers' professional autonomy from transcendentalist, instrumentalist and reconstructionist theories of education are highlighted. The paper does not endorse unlimited contestability or unrestricted professional independence for teachers and outlines conditions, related to the Paradox of Freedom, in which restrictions are fully justifiable. However, it concludes that in contemporary liberal-democratic societies constraints on educational contestability should be as minimal as possible. 相似文献