Diverging or converging trends: an investigation of education policies concerning the incorporation of ethnic minority children in England,France and Germany

This article focuses specifically on the incorporation of ethnic minority children within the education systems of England, France and Germany. The trends in policy development after World War II in these countries are examined through the prism of three ideal-typical incorporation strategies – integration, assimilation and separation. This is done to test the theories of universalism, parallel development and particularism, which anticipate different trajectories with regard to these strategies. The paper finds evidence for convergence towards integration with regard to provisions for extra support in the host country’s language. This supports the theory of universalism. However, no evidence of convergence towards integration is found in four other policy areas. For instance, country-specific trends emerge on minority religious education and enrolment into mainstream schools, which is consistent with the particularist perspective. As there is little evidence of the three countries drawing closer in terms of all three adopting a strategy of incorporation promoted by transnational agencies, the expectation that national states can borrow in a straightforward fashion from internationally advocated models of ethnic minority incorporation appears unfounded. The paper further finds that local practices are sometimes significantly at odds with national educational policy, suggesting that future research should be directed more at the local level to determine the policies affecting ethnic minority children.     

Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to “minor acts of racism”, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented.     

青海高校大学生婚恋观现状及教育对策探析

本文通过对青海省五所高等院校大学生关于婚恋相关问题的问卷调查发现,青海高校大学生对婚恋问题的认识和思考是不理性和不成熟的,存在很多的问题。文章就青海高校大学生婚恋存在的问题,提出重新审视大学生婚恋的六项择偶标准;大学生婚恋必须始终坚持的五项基本原则;大学生婚恋观教育应采取的八项措施。疏导大学生自觉增强婚恋责任感、道德感和法律意识,积极调适心理,增进身心健康,从而能够在健康、安全、文明的轨道上良性行进。     

简析延吉市“旅韩新侨乡”的崛起——兼论朝鲜族新移民

新移民与新侨乡问题引起学界广泛的关注。关注少数民族新移民问题,以朝鲜族新移民为中心简析延吉市如何崛起成为旅韩新侨乡,主要讨论新侨乡产生的背景、新移民的发展历程、侨汇和海外收入的影响,最后,揭示延吉市侨乡文化的形成,指出作为跨境民族的朝鲜族对韩国的文化适应相对容易和韩国民族主义化的政策改革是新移民迅速发展而使延吉市崛起成为新侨乡的主要原因,还提出延吉市丰富了侨乡的类型。     

蒙古族城镇居民中的民族问题调查研究

随着经济社会的发展与城镇化进程的加速,越来越多的蒙古族离开了草原,变游牧生产生活方式为城镇生产生活方式。当游牧文化与城镇文化交融在一起,会出现哪些需要关注的民族问题？通过实地调查与问卷调查发现,蒙古族与其他民族交往的困难集中在语言障碍上,蒙古族在就业时也受到语言歧视,这凸显语言问题与民族政策影响了民族关系。因此,有必要调整民族政策方向,变民族政策为语言政策,即不给民族本身以政策,而给语言以政策。     

制约旗县民族教育发展的因素及其对策--以乌拉特中旗为例

城镇化进程中乌拉特中旗存在着教师与管理人员短缺、硬件设施建设落后、教育经费不足、管理严重滞后和对民族教育重视不足等现实问题亟待解决。本文建议通过补足编制,使教师和管理人员队伍稳定有序发展、加快新校址建设,尽快解决发展的制约因素和保障教育发展经费,有针对性的解决学校发展中遇到的实际问题等措施。     

少数民族学生汉语素养及其学习动机调查分析——以大连民族学院外语专业学生为例

采用问卷调查法,对民族院校外语专业学生进行了问卷调查,探究少数民族学生学习汉语的动机类型及其对汉语知识掌握的差异性,以期更好地了解少数民族学生学习汉语的目的和思想动态、为丰富少数民族学生的汉语知识提供参考。     

多媒体辅助教学与民族院校大学英语教师的角色转换

多媒体辅助外语教学的运用使大学英语教师面临着巨大的机遇和挑战。本文探讨了民族院校大学英语教师应如何在先进教学手段的配合下,更有效地开展课堂教学活动,以发挥更加积极的作用。认为教师在课堂上不仅仅是知识的传授者,更应该当好策划者、组织者和督促指导者等不同的角色。     

孙中山的治边方略

孙中山面对我国边疆的严峻形势,提出必须坚决反对帝国主义侵略,维护领土完整;积极提倡民族之间的平等与团结,希望国内各民族融为一大中华民族。为了消除日、俄侵占东北对都城构成的威胁,孙中山建议迁都以消边患。同时,应修筑铁路,发展经济,促进边疆地区的稳定与发展。