试论中日教科书里的日本二战小说——从文学批评的历史把握谈起

中日两国教科书里的日本二战小说在历史认识上所存在的偏差和作为教材所起到的负面作用值得注意。在日本，它们对青年一代二战史观的形成起着潜移默化的作用；在中国别导致对日本二战小说的误读，影响了从历史层面对日本侵华战争的总体把握。     

Postracial fantasies,blackness, and zombies

The essay mainly performs a structural and formal analysis of the logics and affective economies of postracial fantasies so as to eventually offer the Zombie trope as a mode of analysis figuring alternative ways of thinking race relations. The essay contends that the Zombie, when articulated with discourses and feelings of the postracial, signifies the unleashing of black bio-threat bodies upon a population; and that enjoyment of the postracial and the Zombie Apocalyptic genre obscures and resuscitates this signification. As a brief case study, the essay discusses the display, materiality, and “bloody” enjoyment of the “Zombie Obama” target mannequin by gun enthusiasts and preppers.     

Taking stock of environmental education policy in England – the what,the where and the why

Abstract

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.     

Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach

This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and ‘voice’ in classes. Issues, limitations and possibilities for sociology of education are discussed.     

Building learning communities with distance learning intruction

The results presented in this study represent only one of four assigned discussion board activities from only one course. However, these results are not atypical of the amount or nature of student engagement in successive discussion board assignments to these same 23 graduate students. By the final of the four on-line discussions, student engagement did decrease slightly, but still remained well above the assigned requirements. Also, similar patterns of high frequency of student involvement were found in other courses using the same type of on-line discussion board assignments. An additional anecdotal observation was completed by the course instructor; after the first on-line activity had been completed and the students re-convened on campus for class, class members appeared more comfortable and more engaged during in class discussions. In summary, the results of this study indicate that specific types of on-line instruction are capable of developing learning communities among on-line learners and creating a satisfying learning experience.     

The global targeting of education and skill: policy history and comparative perspectives

This analysis covers the period from 1925 to 2016 in respect of constructing national and global goals and targets in education and training. Tensions between global and national approaches to target-setting are identified. Equally, the ownership of the global target discourse is discussed along with its contested relevance to both developed and developing economies. The process of constructing Sustainable Development Goal 4 (on Education) is laid out against a background of this essential history. The milestones in this process include national initiatives on education for all in India and China, the Universal Declaration of Human Rights, the UNESCO regional conferences on education, the world conferences on education in Jomtien, Dakar and Incheon, and the UN’s Open Working Group on Sustainable Development Goals. Across these and several other staging posts, the actual texts and framing of the goals and targets are subjected to critical review.     

Career development: Implications for providers of career services in higher education

Only recently have theorists and practitioners begun to consider and investigate the applications of developmental psychology to the delivery of career services. While there are several conceptual approaches to understanding the process of career development in general, the focus of this paper will be limited to the under-standing of career development in a college age population. In addition, the practical implications generated by this conceptual understanding will be discussed especially as they relate to the delivery of career services in higher education.     

The external agenda of aid in internal educational reform

This paper examines the recent orientation of educational aid policy away from enclave projects managed and protected by special donor-controlled units to interventions which support locally developed education policies and which are implemented through local sustainable institutions. Structural adjustment involves the international agencies in encouraging and assisting national governments to create their own development priorities and establish institutions of governance which can effectively direct and control sectoral activities. The World Bank and other agencies have in recent years examined the educational needs of Africa in particular and have initiated programmes of local capacity building to encourage national policy and management development. The paper explores the meaning of capacity building and its relation with local capacity utilization. The anomaly of donor policies which set out to liberate governments from donor influences is pointed out, together with the need for donor agencies to define more clearly their own policies and to subject them to the same sorts of analysis which they are advising for recipient governments.     

Teachers’ Perceptions of Appraiser–Appraisee Relationships

Teacher appraisal procedures may lead to formative (teacher development and improvement of teaching) and summative (managerial decision) outcomes. Elementary school teachers in Hong Kong (N=527) responded to survey items on formative outcomes, summative outcomes, perceived purposes of appraisal, overall effectiveness of appraisal, and summative purposes such as promotion and dismissal of staff. Principal components analysis and confirmatory factor analysis yielded the two a priori outcome factors, each of which was significantly correlated with perceived overall effectiveness of appraisal. Analysis of variance found that senior teachers appraised by the school principal (SP) perceived that appraisal had formative purposes and this perception was stronger than for those teachers appraised by senior staff (TS). Teachers in the TS group did not perceive the importance of the promotion purpose as did the other groups. Teachers appraised by the principal (TP) perceived that appraisal had dismissal purposes whereas teachers in the TS group did not. Although the three groups did not differ in their perceptions of formative outcomes, summative outcomes, or overall effectiveness of teacher appraisal, the appraiser-appraisee combination did make a significant difference in teacher perceptions of the purposes and appropriateness of the appraisal.     

Using cogenerative dialogue to address heightened emotions with difficult students

Cultural Studies of Science Education - In “It’s the magic circle”! cogenerative dialogue is used to create a safe environment to address emotional conflicts in a project-based...