Target-driven reforms: Education for All and the translations of equity and inclusion in India

This paper critically examines the ways in which inclusion and equity are constituted through education development policies in India. Programmes implemented under global and national Education for All (EFA) policies have largely involved the quantification of ‘equity’ whereby schooling processes are measured against broad targets for school outcomes – focused mainly on student attendance, retention and academic achievement. Drawing on perspectives from Actor Network Theory, the paper puts forward the view of development reforms as ‘networks of translation’ in order to trace the shifts and vicissitudes of educational ideals. Reporting on ethnographic data of two reforms in the south Indian state of Karnataka, we show how narrow understandings of equity are produced through target-driven approaches to EFA. In doing so, the paper highlights the performative effects of education development policy and its potentially counterproductive consequences in contexts of poverty and marginalisation.     

绚丽的历史想象苍凉的人性悲歌:读《午门的暖昧》

何大草的长篇小说《午门的暖昧》忠于久远历史的卢凝视中,展开奇异瑰丽的想象;于大历史的掣隙边缘,设置曲折序的诡谲的迷宫,于历史局部的精雕细镂与整体的主朔迷离,寄寓人类生存困境的当下追思,构成了作家新历史主义小说的基本风格。     

提升男子短距离自行车训练速度的方法

我国的自行车训练水平不敌与国际先进水平仍存在差距,国际赛场上取得优异成绩也多为女子项目,以江永华、郭爽、宫金杰、钟天使等为代表,男子短距离项目难以成为国际自行车比赛的姣姣者。因此,本文通过介绍我国自行车速度能力训练的现状,分析短距离自行车力量训练类型,讨论男子短距离自行车训练的专项力量特征,最后探讨提升男子短距离自行车训练速度能力的训练方法。     

凰求凤——《诗经》“女追男”现象探源

《诗经·国风》中出现大量表现“女追男”现象的作品。从地域文化差异是“女追男”现象在十五国风中分布不均匀的原因,而当时历史文化大背景则是“女追男”现象形成的源流：第一在于伴随着阶级出现的礼制,处于发端期,其控制范围和实际效果不如后代;第二,诗经产生之周代距母系氏族社会较近,女性拥有自由选择权利的意识比后代尚为兴盛。     

“有教无类”辨义

本文着重从本质精神和内涵去解读“有教无类”的根本释义,并将这一思想置于孔子的整个思想体系、尤其是教育思想体系中进行探究,彰显其在教育上和谐平等的人文关怀和时代意义。     

粤西知识分子体质城乡对比研究

通过对粤西知识分子2302名男、女性身体素质指标的测试,采用数理统计方法,依照性别和各年龄段进行分组分析,揭示粤西知识分子男、女性各年龄段身体素质状况和变化规律;结果表明粤西知识分子男、女身体素质随年龄的增长呈衰退的特征,总体上城市优于乡村.粤西知识分子体育锻炼意识有待加强,特别是乡村知识分子,体育锻炼意识淡薄,健康、保健意识差,各级政府及社会应给予重视和大力支持.     

对新一届中国男排进攻结构和能力的分析

对中国男排在2005年美国邀请赛的4场比赛进行统计分析,认为新一届中国男排的进攻结构不尽合理,进攻能力较世界强队还有一定差距。应努力扩大进攻区域,发展多点化进攻;应加强进攻能力,尤其是加强一传不到位情况下的进攻能力。     

Including students with disabilities in Education for All: lessons from Ethiopia

This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into ‘normal’ schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs.     

Sharing best practices in Barbados and Trinidad and Tobago: patterns of policy implementation and resistance

This article outlines policies from multilateral organisations that advocate sharing best practices between developing nations. The article discusses the degree to which these best practices are implemented by small states as indicated by teachers, academics and policymakers in Barbados and Trinidad and Tobago. For the purpose of this article, a best practice refers to pedagogy, curriculum or programme that contributes to student achievement. Currently, a number of influential multilateral organisations advocate that developing nations should share their best practices in education with each other. Despite encouragement by multilaterals however, best practices are not shared. At best, foreign ideas are used to legitimise local policies. While these policies are intended to help countries reach their Education for All (EFA) goals, they do not account for the differences between islands and their vulnerability towards larger countries. Attempts to innovate the curriculum by implementing foreign ideas failed due to the forces of tradition. It can thus be concluded that resistance – non‐compliance or opposition – to sharing educational best practices, as well as to the implementation of new curricula, stems from echoes of colonialism and globalisation. Although this study focuses on two islands, there are implications for other developing countries and small states as they fall under the same policy auspices of UNESCO and the Commonwealth Secretariat.     

国内电视相亲节目的后现代主义特征——以《非诚勿扰》为例

随着＂剩男剩女＂队伍的壮大,荧屏上掀起一股电视相亲热。通过分析国内如《非诚勿扰》之类的电视相亲节目的后现代主义特征,探究此类节目成功的原因,并对这一现象进行思考。