从政治化到“去政治化”:人类学重建非洲价值的路径

学科是具有独立性的。这种独立性在方式上是外在于国家、阶级、政治或民族而存在的,在效果上是能够达到普世性共享的。但是,在人类历史进程中,学科的这种独立性被动摇了。19世纪,在自然科学的启发下,人类学展示出一种开放的学科态度和学术热情,力图对所有民族展开探索。随着西方对非洲殖民奴役的展开,人类学试图给世界呈现出一幅比哲学或实验科学更为贴切的关于非洲的形象。殖民统治瓦解后,人类学对非洲的生产、技术、制度和文化重新考察,对主导现代化和全球化发展的西方价值提出全面质疑,对当今世界信息技术决定一切的现实展开重估,以重塑非洲价值。     

面向非洲留学生的复合型应用人才培养模式探索

针对非洲国家应用型人才的需求现状与培养模式问题,分析了天津职业技术师范大学“双证”、“双师”、“一体化”等人才培养模式的特色与优势,提出了探索既符合职业教育师资要求又胜任行业（企业）技术岗位的、面向非洲留学生的复合型应用人才培养的途径,即：提升师资国际化水平,改进教师考评制度;确立“四位一体”与“三层五阶”一体整合的双轨运行教学体系;构建多元化的留学生质量监控体系等.     

Case Study

Although the concept of browsing rooms or enrichment collections is not a new one in academic libraries, there is very little recent literature regarding the nature of such collections and a dearth of literature addressing thc importance of collection development policies for such collections. This paper describes the development of a collection development policy for a specific university library enrichment collection and discusses guidelines and procedures developed to complement and implement the policy.     

METHODS OF EVALUATION OF PUBLIC LIBRARY SYSTEMS

No abstract available for this article.     

A loophole of retreat? Predominately White institutions as paradoxical spaces for high achieving African American women

Abstract

High achieving Black female students attending predominately-White institutions (PWIs) are stereotyped as being strong willed and celebrated for their resilience. On the surface, these narratives seem to compliment African American students for doing well. However, strong-Black-woman depictions trivialize the racism and sexism these women experience. Utilizing Black feminist geographic theory, I argue that colleges and universities can be “paradoxical spaces” for academically successful Black women: The sense of accomplishment that comes from performing at peak levels often gets undercut by the marginalization these women face on campus. Qualitative, open-ended interviews of 20 participants attending a large Midwestern PWI demonstrate that high achieving African American women relish the intellectual challenges of their academic pursuits, yet they also deal with intense feelings of isolation and frustration.     

The didactics tradition in South Africa: a reply to Richard Krüger

There has been a growing interest in the European Didaktik tradition as part of a process of ‘internationalizing’ curriculum studies. Krüger provides useful insights into some aspects of Didaktiek in South Africa. However, the essay does not contextualize this tradition within the broader history of South African education. This reply contends that Didaktiek was interwoven with ‘fundamental pedagogics’ and as a consequence played a role in reproducing apartheid ideology—it did not provide a language of critique or possibility. This is one reason why the tradition has seen its demise in post‐apartheid South Africa. I argue that curriculum theory, which crucially deals with the relationship between schooling and society and highlights the socially constructed nature of schooling, offers a more useful alternative for critiquing apartheid education policy and for charting a process of transformation of education in South Africa.     

From the editor's desk

This article examines the underrepresentation of African American and Hispanic students in gifted education, proposing that social inequality, deficit thinking, and microaggressions contribute to the inequitable segregated programs. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger umbrella of achievement gaps and inequities in school settings with attention to de jure segregation. I argue that underrepresentation is beyond statistical chance and is a function of attitudes and beliefs grounded in deficit paradigms among those with power or social capital. Denying access to gifted education based on race is counterproductive and illegal and is discussed with Brown v. Board of Education as the legal background and a recent court case in gifted education (McFadden v. Board of Education for Illinois School District U-46). Recommendations for desegregating gifted education are provided.     

Social Justice Becomes a Living Experience for Students,Faculty, and Community

This social justice course was the result of a service‐learning project with African American and First Nations peoples of a Southern community telling their story of desegregation through the creation of a video documentary project. Combining the pedagogy of service‐learning with documentary video making, a social justice project was created that impacted students, faculty, and community.     

A Model for Social Work Field Practicums in African American Churches

Abstract

In this paper the authors will give an overview of the history of the African American church, discuss the reciprocal benefits of social work educational practicums in this institution for both students and the church, and give a model for practicum learning that can be met through this arrangement.