Identity policies of education: struggles for inclusion and exclusion in Peru and Colombia

ABSTRACT

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures.     

高职教学理论与实践探讨

随着我国教育事业的发展,高职教育的招生规模不断扩大,我们在高职教学的理论探讨与实践中体会到,只有制订能力本位的培养目标和人才规格、构建岗位针对性的课程体系、确立理论-实践-创新三位一体的教学模式,才能使高职教学卓有成效。     

网络条件下思想政治工作面临的挑战与契机

网络的迅速发展,对社会生活的各个方面产生了巨大的影响,给思想政治工作带来了崭新的理念与机遇。同时。作为世界上最大的“信息自由市场”的网络,给思想政治教育带来了许多不容忽视的问题,对思想政治教育传统的思雏方法、工作方式形成严峻的挑战。     

Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

ABSTRACT

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.     

基于IEET工程教育认证背景下的土力学实验教学方法探索

工程教育认证制度是国际通行的质量保证办法,是工程师制度改革的基础,是未来工程师能力水平的保证。IEET推动的工程教育认证是一项非政府的审查机制,主旨为“以学生学习成果为导向(outcome-based),确保专业的教育品质”。那么结合现代信息化教学技术——微课的理念,本文主要探索土力学实验教学新模式,设计出符合创新人才培养目标要求的土力学实验课程教学内容,期待能为高等学校相关专业土力学实验课程任课教师准备实验教学内容提供参考,同时也为同行开展相关实验及学生设计创新实验提供借鉴。     

要发展看现状作选择——浅析西部县市电视的文化现状及战略选择

广播电视作为党和人民的喉舌,作为当今社会最先进、传播最迅速、影响最广泛、最显著的重要媒体之一,一直在政治、经济、文化等诸方面发挥着不可替代的作用.随着信息时代的到来,特别是互联网等新兴媒体的迅速兴起,改变了传媒业原有的格局和传播方式,各种媒体相互融合、相互渗透、相互竞争加剧,对广播电视业产生了巨大冲击,"一枝独秀"局面彻底改变.理性地认识西部经济不发达地区电视的文化传播现状,前瞻性地作出战略选择,是其增强竞争力的重要途径.     

中国敦煌吐鲁番学会会长郝春文致辞

纪念莫高窟创建1650周年,对于敦煌学界具有重要的现实意义。作者对敦煌学研究现状进行了深刻的反思,认为目前的研究有平庸化、琐碎化的趋势,缺乏较有分量、理论性的成果。在顺应国内外学术思潮的大势下,作者积极倡导敦煌学研究的宏观化与理论化。     

Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms

Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.     

新形势下高校开展思想政治教育的几点思考

新形势下,加强和改进大学生思想政治教育工作,探索思想政治教育的有效途径和方法,既是高校和高校思想政治教育工作者的一项重大课题,也是一项紧迫任务。只有发掘课堂教学的主导作用,发挥宿舍在育人中的重要阵地作用,加强校园网络的建设和管理,牢牢把握这块新阵地,运用社会实践这一重要手段,将社会主义荣辱观教育贯穿于大学生的思想政治教育中,才能增强思想政治教育的针对性和实效性,提高大学生思想政治素质。     

《实践论》《矛盾论》与中国哲学的现代化

马克思主义哲学的中国化和中国哲学的现代化是一个双向互动的过程,《实践论》、《矛盾论》既是这个互动过程中取得的重要成果,又是互动的中介,因此,对它的评价不能停留在马克思主义哲学中国化的成果这一方面,它还极大地推动了中国哲学的现代化和世界化,应把它当作当时世界哲学的一部分。