赴澳留学生趋向综述

随着中澳两国教育合作交流的不断深入以及中国社会经济建设的发展,在澳中国留学生素质结构及思想观念发生了较大变化。通过对澳大利亚教育体制之优势的分析和在澳中国留学生现状的调研。我们相信在澳中国留学生将会成为21世纪国家建设的宝贵人才资源。     

Dissensus,Street Art and School Change

This article draws upon Rancière’s concepts of the ‘distribution of the sensible’ and ‘dissensus’ in order to explore some of the tensions and processes at work in a multi‐year school change project that sought to transform a school through the ‘urban arts’. Building on student interest in extracurricular Hip‐Hop and street art programming, the school tried to integrate the urban arts across the curriculum through a partnership with local arts organisations and university researchers. While there were a number of project successes, the project also faced significant resistance, which in Rancière’s terms might be inevitable since the project tried to transform the dominant ways of doing and making in the school, displacing those who no longer saw themselves reflected. We understand the tensions in light of the disruptive power of street art and Hip‐Hop culture, but also as manifestations of antiblackness in education. Using data from a three‐year critical ethnography, we share a series of narrative vignettes which unpack the role of the visual arts in challenging the distribution of the sensible at the school, and offer insight into how teachers might have been better invited in as participants in dissensus.     

Educational change in post-conflict contexts: reflections on the South African experience 20 years later

ABSTRACT

Reflecting on South African experience, this paper develops an analytical framework using the work of Henri Lefebvre and Nancy Fraser to understand why socially just arrangements may be so difficult to achieve in post-conflict reconstruction. The paper uses Lefebvre's analytic to trace three sets of entangled practices (perceived–conceived–lived) as evident in education in post-apartheid South Africa in order to illustrate the complexity that is entailed in a particular moment of social reconstruction. Coupled with this approach, It draws on Fraser's analytic to show how the different forms of social injustice and their different remedies (redistribution–recognition–representation) may easily shift and slip in times of complex change. The paper shows that post-conflict reconstruction in education requires a number of different social practices that are not easily orchestrated.     

Education as/against cruelty: On Etienne Balibar's Violence and Civility

The issue of violence and strategies for its attenuation present perennial conundrums for those seeking to reduce the quantity of avoidable suffering in the world. Despite the best efforts of committed practitioners, activists, and scholars, violence its various forms remain rife at all levels of social life. Paradoxically and tragically, at times, the proliferation of violence accompanies those very efforts aimed at its eradication or resolution. Education – understood in its narrower sense as a set of formal institutions as well in its broader sense as a ubiquitous sociocultural process – is perhaps exemplary of this paradox, being cast variously as a cause or instrument of violence on the one hand, and as a panacea to violence on the other. In this essay review of Etienne Balibar's Violence and Civility: On the limits of political philosophy (2016), I draw on the author's imaginative attempt to theorise the relationship between different forms of violence and link this to existing scholarship on violence more broadly, and studies that consider the role of education within economies of violence more specifically.     

Voices from Manukau: recruitment and success of traditionally under represented undergraduate groups in New Zealand

This paper describes a research project, “Voices from Manukau”, that investigated the impact of a joint initiative by a university and an institute of technology in New Zealand. The purpose of the initiative was to increase the participation of students traditionally under represented at tertiary-level study, particularly Māori (indigenous people) and individuals from Pacific Island nations. Many of the participants were adults who had not experienced high levels of success during their compulsory period of education and they lived in low socio-economic areas. We found that participation of under-represented groups increased. The “Manukau” students were as successful as other undergraduate students studying at the university. Of particular interest was the high level of success of Māori and Pacific Island students.     

The effects of surface traction characteristics on frictional demand and kinematics in tennis

The interaction between footwear and surfaces influences the forces experienced by tennis players. The purpose of this study was to investigate traction demand and kinematic adaptation during tennis-specific movements with changes in traction characteristics of surfaces. We hypothesised that players would increase the utilised coefficient of friction (horizontal to vertical ground reaction force ratio) when the shoe surface combination had a high coefficient of friction and flex their knee after contact to facilitate braking. Eight participants performed two separate movements, side jump out of stance and running forehand. Ground reaction force was measured and three-dimensional kinematic data were recorded. Clay surface and cushioned acrylic hard court (low vs. high shoe–surface friction) were used. The peak utilised coefficient of friction was greater on clay than the hard court. The knee was less flexed at impact on clay ( ? 5.6 ± 10.2°) and at peak flexion ( ? 13.1 ± 12.0°) during the running forehand. Our results indicate that tennis players adapt the level of utilised friction according to the characteristics of the surface, and this adaptation favours sliding on the low friction surface. Less knee flexion facilitates sliding on clay, whereas greater knee flexion contributes to braking on the hard court.     

Dangerous activities within an invisible playground: a study of emergent male football play and teachers’ perspectives of outdoor free play in the early years of primary school

This research was carried out during a study which focused upon the rough and tumble play of children in the early years department of a suburban primary school in northern England. The child sample’s playtime activities were ethnographically observed over a period of 18 calendar months, during which time interviews were also carried out with the children’s class teachers and several other adults taking part in the children’s daily school routines. It was found that the narratives created by a cohort of four‐and‐a‐half‐ to six‐and‐a‐half‐year‐old boys around their football (soccer) play were socially and symbolically complex, providing evidence that such play is a highly valuable developmental activity. However, the interview data indicated that owing principally to very low adult:child ratios in playground supervision, the focus of the adults was strongly directed towards negative aspects of outdoor free play.