追求高品质的学前教育

高品质学前教育是人获得可持续发展的基础,实现学前教育机会、学前教育过程以及学前教育结果的高品质是学前教育发展的主题。随着知识经济时代的到来,越来越多的人们对儿童能否获得高品质的学前教育给予了较大关注。政府、学前教育机构、家庭对实现高品质的学前教育应承担各自的责任。     

Cleavage structures and school politics: a Rokkanian comparative-historical analysis

ABSTRACT

This paper explores comparatively and historically why Nordic and Continental welfare and education regimes differ in the degree of comprehensiveness of their primary and lower secondary school systems. It analyses how school reforms, reform attempts and coalitions in the post-war decades were shaped by different cleavage structures in Norway and the German federal state of North Rhine-Westphalia. While the class cleavage was most dominant in school politics in both cases, rural–urban, centre–periphery, state–church and communist–socialist cleavages shaped party systems, political alliances and outcomes decisively. In particular, the rural population was integrated into different cross-interest coalitions: in Norway, its political representatives consented to social democratic comprehensive school reforms, while in Germany, they opposed such reforms. This was related to cross-cutting conflicts concerning centralisation and language in the Norwegian case and regarding religion, centralisation and (anti-)communism in the German case.     

A queer politics of emotion: reimagining sexualities and schooling

This paper draws together [Hochschild's (1979) Emotion Work, Feeling Rules and Social Structure.” American Journal of Sociology 85: 551–575; (1983) The Managed Heart: Commercialisation of Human Feeling. London: University of California Press] concepts of emotional labour and feeling rules with Ahmed's affective economies [(2004a) The Cultural Politics of Emotion. New York: Routledge; (2004b) “Affective Economies.” Social Text 22 (2): 117–139; (2008) “Sociable Happiness.” Emotion, Space and Society 1: 10–13; (2010) The Promise of Happiness. Durham: Duke University Press] and queer phenomenology [(2006a) Queer Phenomenology: Orientations, Objects, Others. London: Duke University Press; (2006b) “Orientations: Towards a Queer Phenomenology.” GLQ: A Journal of Gay and Lesbian Studies 12 (4): 543–574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of ‘inclusive’ and ‘progressive’ educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper.     

论高师院校初等教育系本科专业的发展

初等教育系是高等师范院校培养高学历、高素质、高水平小学教育师资的摇篮。高等师范院校发展初等教育本科专业，既顺应世界教育发展趋势，又适应国内基础教育改革与发展的需要，也符合高等师范院校自身发展的要求，其重要性、必要性、合理性显而易见。抓住机遇求发展，创建新的特色专业，并有整套成熟的科学的理论构想，对初等教育本科专业的培养目标、规格、培养模式、培养体系、质量观有发展性评价体系思路的形成和构建，具有较强的理论指导意义。     

基于儿童心灵成长的日记教育研究

以关注和促进儿童心灵成长为核心,以儿童化的日记和相关的教育活动为平台,以全体学生为研究对象。探索和研究促进儿童心灵成长的小学日记教育的理念和新的操作方式,可以达到用日记文化确立学校形象,引领了师生成长,提升了学校品位,形成了鲜明的办学特色,为师生的生命发展打造了亮丽的精神底色。     

批判教育学中的政治、理论与现实(下)

编者按:究竟如何理解英美的批判教育学思潮,尤其是近年来其阵营内部存在纷纷攘攘、似大有碎片化的趋势,本刊特约请当代批判教育学的代表人物之一,世界知名学者、教育思想家阿普尔教授,加州州立大学助理教授韦恩·欧,对批判教育学的历史、目前内部不同取向间的分歧以及在当代保守主义复兴语境中所面临的挑战和应对策略,予以全面的梳理和分析.批判教育学对于中国教育学界并不陌生,但是,对于它的历史缘起、理论全貌和时代境遇,我们少有系统和整体的关注.本文之于我们的价值不仅在于可略补此憾,更重要的是,它会启发我们反思,在中国时下教育改革的潮流中,我们的教育、政治、文化和经济内涵是什么?教育在社会的现实变革、社会的发展远景中,究竟应该扮演什么角色?因本文篇幅较长,故分上篇、下篇两次刊发,敬请读者谅解.     

围绕"三个转变"创办名副其实的高职学院

依据自身的办学实践,探讨了在中等职业学校向高等职业学校转型过程中,围绕"三个转变",按照办合格的高等职业技术学院的目标,推进学院在办学理念、管理模式、运行机制、人才培养目标和模式等基本问题上实现新的转变的一般过程及规律.     

Young Nunga males at play and playing up: the look and the talk

This paper explores how Foucault's concept of the panopticon, power and knowledge impacts on the identity of young Nunga males in a secondary educational institution. I argue that the regulation of the Nunga body in schools is embedded in the discursive formations of knowledge about Indigenous people and the workings of power that are tied up in discipline, surveillance and management of bodies in schools. Through the Indigenous concepts of ‘play’, ‘playing up’/‘stylin’ up’, I draw attention to Nunga males' resistance to surveillance and management in the schooling environment through understanding themselves as Nungas and their performance of identity through the popular culture of rap to turn the surveillance gaze back upon itself. For young Nunga males turning the gaze back on itself is an act of constructive defiance that allows them a space to explore their own identities through performance rather than through the knowledge production constructed by the hegemonic racialised institution of the school.     

The camera never lies?: analysing photographs in research on sexualities and schooling

This article is concerned with how to analyse photographs produced during research on sexualities and schooling. Photo-diaries and photo-elicitation were employed in an examination of the sexual cultures of two New Zealand secondary schools. This visual methodology sought to disclose spatial and embodied dimensions of sexualities at school while centring and valuing students’ perspectives. In an attempt to answer the question ‘what does this photograph really mean’, the author experiments with a series of analytical accounts conceptualised as ‘realist’, ‘interpretivist’, ‘performative’ and ‘materialist’ approaches. These readings are interrogated for their political and ontological effects. On the basis of the project's aims of taking young people's perspectives seriously and foregrounding material reality, an argument for a ‘materialist’ reading is made.     

Who makes it to secondary school? Determinants of transition to secondary schools in rural India

Despite considerable progress made, a significant proportion of children continue to drop out before reaching secondary school in India. This study investigates factors influencing parental decision-making with regard to children's secondary schooling in the context of a rural area of Uttar Pradesh. The study finds that cost, distance to the nearest secondary school, membership in traditionally marginalised social groups, and being a girl child have a significant effect on a child's chance of transition. It also finds that factors influencing participation at the primary level may influence the transition decision, having key implications for education policy formulation across education levels.