The teacher–state relationship in China: an exploration of homeroom teachers’ experiences

With the relaxation of the system of command in China’s public schooling sector and the decline of ideological coercion in the post-Mao era, the Chinese state has reshaped its control over individual teachers. Much effort has been made to analyse the state’s influence on teachers’ academic activities at school, but little attention has been paid to the teacher–state relationship in another facet of teachers’ work, namely the socialisation of students. This article examines Chinese teachers’ perceptions of their relationship with the state through an analysis of homeroom teachers’ perspectives. Using a multi-method approach, this study reveals the teacher–state relationship through three key themes: teacher-profession–state, teacher–school–state, and teacher–market–state. The findings indicate that the post-Mao regime seeks to monitor and control homeroom teachers using indirect, subtle methods, and that teachers have a complicated understanding of the state’s articulation of their role and status.     

Including disabled children at school: is it really as simple as ‘a,c, d’?

This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or ‘a, c, d’) that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed ‘a, c, d’ social justice strategy towards inclusion.     

宰相论

任命宰相统管一切日常政务,是中国封建君主的一大发明。中国的宰相为数众多,可分如下几类：开国宰相;太平宰相;出将入相的宰相;权相;贤相;奸相;贪相;无所作为相;傀儡相等等。举凡良相,都善于抓大事。劣相们也有一些共同特点。中国君主制下的宰相制,既有成功的经验,也有深刻的教训,都值得我们借鉴、总结。     

The Relationship between Students' Connections to Out‐of‐School Experiences and Factors Associated with Science Learning

This study examined the relationship between students' out‐of‐school experiences and various factors associated with science learning. Participants were 1,014 students from two urban high schools (secondary schools). They completed a survey questionnaire and science assessment describing their science learning experiences across contexts and science understanding. Using multilevel statistical modelling, accounting for the multilevel structure of the data with students (Level 1) assigned to teachers (Level 2), the results indicated that controlling for student and classroom factors, students' ability to make connections between in‐school and out‐of‐school science experiences was associated with positive learning outcomes such as achievement, interest in science, careers in science, self‐efficacy, perseverance, and effort in learning science. Teacher practice connecting to students' out‐of‐school experiences was negatively associated with student achievement but has no association with other outcome measures. The mixed results found in this study alert us to issues and opportunities concerning the integration of students' out‐of‐school experiences to classroom instruction, and ultimately improving our understanding of science learning across contexts.     

教育人类学前沿——艾森哈特思想评述

作为一位当代教育人类学家,玛格丽特·艾森哈特擅长运用民族志方法研究文化、女性成就等.她对于质性研究标准的讨论被美国国家基金会2002年报告所采纳,标志着教育人类学家在国家层面上产生影响.此研究通过对艾森哈特博士主要著作、思想的述评,指出其对我国教育人类学当前发展的启示.     

浅谈高等数学习题课中思想方法的渗透

高等数学习题课是高等数学教学重要的一环。本文简要阐述了在高等数学习题教学中,渗透数学思想方法应注重的四个方面问题,这有助于提高学生学习高等数学兴趣以及培养学生良好的思维品质。     

张爱玲母爱缺失性体验及其作品中的颠覆性母亲形象

“母亲”这个词语经过人类几千年的历史积淀几乎已经同一为“伟大、无私、慈祥”的能指,而母亲形象在人类的文学殿堂中也共同具有着极其光辉的神性色彩。到了20世纪,张爱玲以冷峻的目光,重新审视母亲形象,剥去其温情脉脉的面纱,批判性地颠覆母亲神话。张爱玲从小母爱事实缺席的成长经历,使她形成了乖戾的母爱观。她在作品中不自觉地流露出人间无爱的苍凉哀音。她笔下的母亲形象也一反传统的圣洁美好而变得冷漠残忍．而缺少母爱的儿女们则是“一级一级,通向没有光的所在”。母爱缺失性体验使张爱玲作品有着强烈的审母意识,不仅使现代文学的母亲形象更为立体化、人性化,且在某种程度上对新时期“恶母”形象的塑造具有先导性的启蒙作用。