‘The students do not know why they are here’: education decision-making for Syrian refugees

This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’.     

Zafar,so good: middle‐class students,school habitus and secondary schooling in the city of Buenos Aires (Argentina)

This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities.     

Schooling,masculinity and class analysis: towards an aesthetic of subjectivities

The retreat from social class within the sociology of education has been accompanied by the intensification of socio-economic and cultural inequalities. This paper seeks to draw upon cultural analyses of social class by addressing a classificatory shift of white English working-class males, who have moved from an ascribed primary socio-economic status to an embodied aesthetic performance. We examine the reconfiguration of social class within state schools and historical and contemporary shifting images of white working-class males within the education literature. We suggest the need to engage with a multi-dimensional explanatory frame in order to understand how working-class young men now inhabit a new cultural condition in the post-colonial urban space of inner-city schools. This shift is best captured by exploring the simultaneous articulations of multiple categories of difference – including class, gender, ethnicity, sexuality and generation – in relation to contemporary representations of social class.     

凝练专业特色建设《大学化学》精品课程体系

从学校办学定位和学科发展出发,阐述了《大学化学》精品课程体系建设的基本思路与实践,并简要介绍了《大学化学》精品课程体系建设的现状、目标、途径及特色。     

论教育的时代使命与创新型人才培养

教育的时代使命究竟是什么,中国教育又为什么培养不出创新型人才,这是一个经常困扰学界的重大命题。然若深入探究,则可发现中国教育的时代使命并非就单纯地归结为人才培养一个目标,而培养不出创新型人才的根结也不仅在于学校的课堂教学或培养模式的转变,实际上其更与整个中国教育体系的功利化倾向乃至社会存在的各种急功近利的风气密切相关。换言之,审慎思考中国教育的时代使命以及何以培养不出创新型人才的困惑,就必须回归个体发展的规律源起,以及综合考量遗传、环境和教育对个体成长与创新素质培养的影响,而不仅仅局限于教育自身的改革囹圉。     

高校定位影响因素分析——基于文献视角

通过运用SPSS16.0软件,主要采用层次聚类分析方法,对所检索文献中影响因素出现的频次来判断影响因素的重要程度,进而对我国高校定位影响因素进行分类和比较。分析发现:外部因素对高校定位的影响要比内部因素显著,政策制度因素和物质条件因素对高校定位的影响强于思想观念因素。因此,在高校定位过程中高等院校要在深刻认识自身特色的前提下,把握好高校、政府和社会三者的关系,同时还要高度重视办学理念的核心指导作用。     

闽台高校“校校企”人才培养模式探究——以泉州为例

闽台“校校企”项目是福建省一项开创性的教育实践工作。该项目在政策层面、运行保障、合作培养的过程和效果等方面取得了显著的成绩。随着项目的深入发展,面临着诸如两岸在学位学历互认、课程学分转换、立法保障、企业参与、合作办学、合作经费等方面的限制和困难。深化闽台“校校企”项目,应该做到政府主导、统筹协调,企业主体、创建平台,高校主体、主动作为。     

Mexican Immigrant Students' Schooling Experiences and the Construction of Disengagement in Mathematics Learning Contexts

Through an ethnographic and narrative inquiry approach, this study draws attention to the plight of 4 Mexican immigrant high school students and their pursuit of education and mathematics learning. Their elementary school stories and experiences show a deep relationship between the learning contexts in which these students largely do school (i.e., an English learner context) and the nature of students' relationships (or lack thereof) with teachers and their process of disengagement from mathematics learning and school. Doing school is used to convey a key distinction from simply attending school. Attending school assumes uniformity/neutrality in how students might experience schooling and is a passive way of describing student participation in school. Doing school implies that students make sense of and respond to their schooling experiences in different ways and accounts for how these experiences are shaped and/or influenced by other forces (e.g., structural forces, social forces) in and out of school.     

The Language and Educational Ideologies of Mixteco-Mexican Mothers

Mixtecos, members of an Indigenous group from Mexico, have settled in large numbers in New York. Their children are found in bilingual classrooms (Spanish–English), but little is known about parent–school interactions. This work describes the educational ideologies that 23 Mixteco mothers shared during 5 focus group interviews distributed across 9 months. The results are presented as structured anecdotes that underline (a) education as a cooperative endeavor between teachers and parents, (b) preference of Spanish over Mixteco as family language, and (c) mothers’ commitment to overcoming their own illiteracy. The educational ideologies of these Mixteco mothers reflect deep commitment to supporting their children's education.     

对日本竞技体育领域中教练员培养现状的探讨

日本随着二战后经济的急速发展及社会的需要，属于社会体育指导者一部分的竞技体育教练员的培养事业也得到蓬勃发展。在日本任何一名体育教师或体育教练员，首先必须经过国家规定的考试，获得其资格之后方可任职。资格取得后的研修制度也十分严格，也就是说资格的认定非终身制，目的是为保证不断提高教练员的资质、防止其知识和能力的老化或减弱。因此探究日本在教练员培养现状中的利弊，对我国教练员的培养事业有借鉴作用。