简述社会科学论文权威检索工具

介绍了社会科学论的国际和国内权威检索系统。     

Navigating unfreedoms & re-imagining ethical counter-conducts: Caring about refugees & asylum seekers

This article uses Foucault’s concept of the care of the self to interrogate the accounts of ethical agency provided by professionals involved in the settlement of refugees, in a global and national context marked by fear of the stranger and the embrace of neoliberal political rationalities. An argument is made to ‘free the professional self’ by refusing an individualised, psychologised and dehistoricised approach in working with refugees and asylum seekers. In its place, a threefold ‘ethics of engagement’ for ‘international citizenship’ is proposed as a way forward to further professionalism and civic action. By understanding the refugee problem as an ‘integral part of North-South relations’ rather than as a ‘Third World’ problem, new possibilities are opened for an ethics of civility and an ethics of care.     

Exploring the influences on classroom-based contact via shared education in Northern Ireland

Initiatives in intercultural education have frequently involved the promotion of contact between members of different groups as a means of improving intergroup relations. Experience from Northern Ireland suggests, however, that such schemes have often been organised and delivered in such a way that opportunities for sustained, high-quality contact are limited. This paper considers processes of contact in one relatively recent initiative, “shared education”, which involves collaboration between separate schools to deliver classes to Catholic and Protestant pupils in mixed groups. Employing qualitative methods of observation and interviewing to capture participants’ experiences of contact, the research explores the influences on the quality and frequency of cross-group interaction in the shared class. With findings highlighting the subject and pedagogy, teacher’s approach and classroom arrangement as key factors, the study offers suggestions for policy and practice to enhance opportunities for contact and relationship-building in mixed classes.     

Liking and Other Reactions After a Get-Acquainted Interaction: A Comparison of Continuous Face-to-Face Interaction versus Interaction that Progresses from Text Messages to Face-to-Face

Increasingly, people are making initial connections through social networking and online dating sites. However, we have limited information about how the use of computer-mediated communication (CMC) compares to face-to-face (FtF) for making initial social connections. The purpose of the present study was to compare liking and other affiliative outcomes of dyads who become acquainted in an interaction that progressed from CMC, to Skype, and finally to FtF versus dyads who became acquainted entirely FtF. The dyads engaged in a three-segment, structured self-disclosure task to become acquainted and were randomly assigned to either the continuous FtF condition (n = 48) or the CMC to FtF condition (n = 40). Participants’ reactions were assessed after each segment of interaction. Comparisons after the first segment revealed that those who interacted over CMC-text reported less enjoyment of the interaction, in addition to less liking of, closeness with, and perceived similarity to their discussion partner than those who interacted FtF. However, participants in the CMC to FtF condition increased in their positive reactions over the course of the interaction to a greater degree than did those in the continuous FtF condition, and consequently were able to catch up to them by the end of the final segment of interaction. Overall, our study suggests that although initial communication through online-text may elicit less positive impressions of an interaction partner relative to FtF, these effects may be mitigated upon partners moving quickly to FtF or through other rich channels (video).     

Social impact of participatory health research: collaborative non-linear processes of knowledge mobilization

Social impact, defined as an effect on society, culture, quality of life, community services, or public policy beyond academia, is widely considered as a relevant requirement for scientific research, especially in the field of health care. Traditionally, in health research, the process of knowledge transfer is rather linear and one-sided and has not recognized and integrated the expertise of practitioners and those who use services. This can lead to discrimination or disqualification of knowledge and epistemic injustice. Epistemic injustice is a situation wherein certain kinds of knowers and knowledge are not taken seriously into account to define a situation. The purpose of our article is to explore how health researchers can achieve social impact for a wide audience, involving them in a non-linear process of joint learning on urgent problems recognized by the various stakeholders in public health. In participatory health research impact is not preordained by one group of stakeholders, but the result of a process of reflection and dialog with multiple stakeholders on what counts as valuable outcomes. This knowledge mobilization and winding pathway embarked upon during such research have the potential for impact along the way as opposed to the expectation that impact will occur merely at the end of a research project. We will discuss and illustrate the merits of taking a negotiated, discursive and flexible pathway in the area of community-based health promotion.     

Reproducing vulnerability: a Bourdieuian analysis of readers who struggle in neoliberal times

The neoliberal agenda promotes education as a route toward success in university and career. However, a neoliberal economy requires large numbers of workers willing to accept low-paying, dead-end jobs. The students most likely to take these jobs are those who have struggled with literacy and so schools must, in Bourdieu’s terms, re/produce, vulnerable readers. This paper tracks the ways in which the neoliberal economy depends on these readers and how schools participate in this process of re/production: from educational policy, to instructional context, to reader identity. In contrast, from a radical democratic viewpoint, the primary goal of schooling is civic engagement and such engagement is bolstered by universal literacy. The paper concludes with alternatives in the realms of policy and classroom practice that are more likely to support teachers and students and foster radical democratic views.     

Predictors of placement for children who initially remained in their homes after an investigation for abuse or neglect

Objective

To examine the frequency and predictors of out-of-home placement in a 30-month follow-up for a nationally representative sample of children investigated for a report of maltreatment who remained in their homes following the index child welfare report.

Methods

Data came from the National Survey of Child and Adolescent Well-being (NSCAW), a 3-year longitudinal study of 5,501 youth 0-14 years old referred to child welfare agencies for potential maltreatment between 10/1999 and 12/2000. These analyses focused on the children who had not been placed out-of-home at the baseline interview and examined child, family and case characteristics as predictors of subsequent out-of-home placement. Weighted logistic regression models were used to determine which baseline characteristics were related to out-of-home placement in the follow-up.

Results

For the total study sample, predictors of placement in the 30-month follow-up period included elevated Conflict Tactics Scale scores, prior history of child welfare involvement, high family risk scores and caseworkers’ assessment of likelihood of re-report without receipt of services. Higher family income was protective. For children without any prior child welfare history (incident cases), younger children, low family income and a high family risk score were strongly related to subsequent placement but receipt of services and case workers’ assessments were not.

Conclusions/practice implications

Family risk variables are strongly related to out-of-home placement in a 30-month follow-up, but receipt of child welfare services is not related to further placements. Considering family risk factors and income, 25% of the children who lived in poor families, with high family risk scores, were subsequently placed out-of-home, even among children in families who received child welfare services. Given that relevant evidence-based interventions are available for these families, more widespread tests of their use should be explored to understand whether their use could make a substantial difference in the lives of vulnerable children.     

Literacy as social reproduction and social transformation: The challenge of diasporic communities in the contemporary period

This article reviews literature on social reproduction in education, discusses the decline of the paradigm, and argues for its continuing relevance. It examines reproductive and transformative aspects of cross-linguistic literacy practices involving young people from three diasporic communities in the United States, presenting multi-leveled analyses that investigate what is reproduced or transformed by situated literacy practices and how institution-level processes shape such practices. It argues that such scale-sensitive analysis provides insight into new reproductive processes, involving conflicts over language in education, that are themselves rooted in new forms of class conflict rooted in global system dynamics of social polarization.     

Educational and indigenous justice in Africa

This article examines the way in which some of the most discriminated against, disadvantaged and marginalised groups on the African continent, are re-defining education through strategies aimed at recognition of rights and social justice. It uses Fraser's analysis of social justice – distribution, recognition and participation – to examine the demands of the indigenous movement in Africa for rights to education. Over the past 10 years the concept of ‘indigenous’ has become embedded in African regional resolutions and reports while communities self-identifying as indigenous have been shaping new political and educational spaces for their participation and decision making about their development and their education. Taking the example of the East African pastoralists and the Maasai of Ngorongoro District in Tanzania, it looks at indigenous communities’ initiatives to define and achieve a qualitative education which is relevant and meaningful for their lives today. It concludes with a discussion of the potential for the indigenous movement in Africa to ‘reframe’ education for the benefit of not only indigenous communities but for all learners.     

Introducing ICT into schools in Rwanda: Educational challenges and opportunities

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.