历年教育学学科全国优秀博士学位论文产出分析

分析历年教育学学科全国优秀博士学位论文NEDD(National Excellent Doctoral Dissertations)的产出特点,将对提高博士生培养质量起到引导和示范作用。本文采用文献法和访谈法,对1999-2007年教育学学科NEDD的获得数量在所有学科、哲学社会科学以及教育学科中的分布,NEDD的获得与培养机构、重点学科以及导师知名度等的相关性进行了分析,发现教育学学科NEDD评选的竞争性将进一步加剧。     

论教学质量及其评价

教学质量就是教学结果符合教学目标和培养规格的程度。它应当作为教学评价的一个最终标准。应当成为教育学的一个重要的学科概念。从素质教育的角度来看 ,教学评价的标准应当是教学质量标准。在教学评价中 ,应坚持目标、过程、结果相结合的原则 ,学校自评、教育行政部门评价、社会大众评价相结合的原则。     

改革高师公共教育学的教学方法与实践

面对新世纪基础教育改革不断深化的严峻挑战,特别是应对全面实施创新教育的需要,教育学课程也必将面临着由传统走向现代的创新和转变。加强和改进高师公共教育学的教学方法,采取案例教学法、模拟教学、讨论式互动教学等方法,是进一步提高学生教育教学能力,发挥教育学在师范教育课程体系中应有作用的有效途径。     

“终身教育”辨析

终身教育的概念是不断演变的，从日常话语到比较明晰的概念与经过论证的理论，从国际教育舆论的焦点到国际教育组织的建议，其内涵与外延随语境的不同而不同。当然，这种变化，现今主要是学理上的问题，在现实中，这种变化相当有限。至于终身教育的教育价值，要看在人生各个阶段实施的是“什么教育”。不可一概而论。     

The work of women teachers in primary literacy education: knowing and doing

This paper provides a retrospective account of three decades of my work as a literacy educator and researcher. Taking key insights from feminist sociologist, Dorothy Smith, including women's standpoint, the everyday world as problematic, institutional capture, a sociology for the people, I revisit my research on literacy, poverty and schooling. I argue that understanding better the effects of what we do in educational institutions, through collaborative research with teachers, can lead us to generate positive alternative equity‐driven practices.     

论《文字蒙求》的识字教育理论

王筠的《文字蒙求》是一部有自觉理论指导的儿童识字教材,它以《说文解字》为背景,强调汉字的构形规律,关注儿童识字能力的培养,力求符合儿童的理解水平。它对于今天识字教育理念和方法的研究,以及识字教材的编撰,仍有重要的借鉴作用。     

Jordanian national football Muslimat players: Interrupting Islamophobia in FIFA's hijab ban

Background: Though musli m females exclusion from physical activities and sports has concerned scholars for years, they are still being theorized out of context and out of history and not as agents in their own lives. Within the prevailing context of the ‘War on Terror,’ muslim females are becoming more racialized in sports and are unnecessarily constructed as needing protection and void of any agency. In 2010, a crisis emerged out of the International Federation of Association Football's (FIFA) erratic interpretation of Law 4 which excluded muslim females players with a head/cover gear deemed unsafe on the field. This crisis highlighted the importance of understanding not only the targeted exclusion of muslim female players but also the importance of working with muslim female national football players and the possibilities of them resisting the racializing and gendering logics of a mega-sport institution such as FIFA.

Purpose: The purpose of this paper is to understand how five women football players on the Jordanian national team negotiated FIFA's ‘hijab ban’ of 2011. Particularly, it seeks the perspectives of the players themselves – whether they are wearing the head and/or neck cover or not and whether their muslimness is visible or not – and their stories of how they negotiated FIFA's ‘hijab ban’ (2011–2012).

Methodology: This paper is part of a larger critical qualitative study based on (1) dialogical interviews with five football players on the Jordanian national team, (2) material the players crafted and used to campaign against FIFA's ‘hijab ban,’ (3) players’ journals, (4) email correspondence and (5) web-based campaigning material. I deploy arab-muslim feminist scholars’ more complicated understanding of the hijab and theorize of how muslim women's bodies are regulated by two interconnected hijabophobias, the Islamist and Western-Islamophobic.

Findings: The findings are organized in the following themes: (1) experiencing humiliation and injustice, (2) exposing FIFA's Islamophobic standpoint and (3) resisting through solidarity and activism. The results suggest that the muslim female football players on the Jordanian national team exposed the FIFA's Islamophobic hijabophobia in its interpretation of Law 4. They acted with resilience and political savviness to regain the right to play while being muslim female under FIFA's laws. This suggests that muslim females are active agents in their own lives and on a global level. They are able to counter the racializing injustices produced by very powerful sport institutions. Non-muslim/Western policy-makers, researchers, teachers and trainers working among muslim women and youth need to consider this example as a frame to their participatory research, critical pedagogies, and physical education (PE) and sport curricula. They need to recognize that we are living a moment in history in which muslim women's bodies are sites of both the Islamist and the colonialist anxieties in their struggles for power. Thus, they need to urgently be engaged in the theories and pedagogical approaches that challenge both the Islamist and the Islamophobic hijabophobias in sport and PE.     

‘Race’ talk! Tensions and contradictions in sport and PE

Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into ‘race’ in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author’s experience of how sport and PE students talk about ‘race’ and racism. ‘Race’ talk is considered here in the context of passive everyday ‘race’ talk, dominant discourses in sporting cultures, and colour blindness.

Theoretical framework: Drawing on Guinier and Torres’ [2003. The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy. London: Harvard University Press] ideas of resistance through political race consciousness and Bonilla-Silva’s [2010. Racism Without Racists: Colour-Blind Racism and the Persistence of Racial Inequality in the United States. Plymouth: Rowan and Littlefield] notion of colour blindness, the semantics of ‘race’ and racialisation in sport and PE are interrogated through the prism of critical race theory (CRT). CRT is used here to centre ‘race’ and racialised relations where disciplines have consciously or otherwise excluded them. Importantly, the centring of ‘race’ by critical race scholars has advanced a strategic and pragmatic engagement with this slippery concept that recognises its paradoxical but symbolic location in society.

Discussion: Before exploring ‘race’ talk in the classroom, using images from the sport media as a pedagogical tool, the paper considers how ‘race’ is recreated and renewed. The paper then turns to explore how the effortless turn to everyday ‘race’ talk in the classroom can be viewed as an opportunity to disrupt racialised assumptions with the potential to implicate those that passively do so. Further, the diagnostic, aspirational, and activist goals of political race consciousness are established as vehicles for a positive sociological experience in the classroom.

Conclusion: The work concludes with a consideration of the uses and dangers of passive ‘race’ talk and the value of a political race consciousness in sport and PE. Part of the explanation for the perpetuation of ‘race’ talk and the relative lack of concern with its impact on education and wider society is focused on how the sovereignty of sport and PE trumps wider social concerns of ‘race’ and racism because of at least four factors: (1) the liberal left discourses of sporting utopianism, (2) the ‘race’ logic that pervades sport, based upon the perceived equal access and fairness of sport as it coalesces with the (3) ‘incontrovertible facts’ of black and white superiority (and inferiority) in certain sports, ergo the racial justifications for patterns of activity in sport and PE, and (4) the racist logic of the Right perpetuated through a biological reductionism in sport and PE discourses.     

“教育学派”与“教育学学派”之辩

学派构建是教育学中国化路径之一,厘清"教育学派"与"教育学学派"概念之分是这一路径选择的逻辑起点。制约"中国教育学学派"形成的主要原因是教育学科学性的模糊、行政权力与学术权力间的紧张以及教育研究者学术品质的薄弱。基于学派的基本性质,夯实教育学学科基础、营造宽松的学术氛围和坚守学者良知是教育学中国化的路径选择。     

女性身体意象的社会心理学阐释——对相关理论的分析与比较

20世纪90年代,身体意象研究进入繁荣时期,相关理论与研究层出不穷,出现了社会文化理论、女性主义理论以及外表图式等理论。本文以当前身体意象研究的主流理论为基础,系统分析了理论的构建并介绍了相应的实证研究,探讨了身体意象研究的发展趋势,以希为进一步的研究打开思路。