开台祖先崇拜与家族意象确立——以台湾中部客家移民族谱为据

本文根据清代台湾中部地区客家移民家族族谱中所记载的开台祖先传说,考察在当时当地的地域社会复杂条件下,移民建立自己家族意象的过程。家族系统在错综复杂的环境包围之下,不仅能够生存、发展,而且能够不断地自我分化。藉由对开台祖先的尊敬,在族谱内记载开发过程中所产生的种种传说,使得家族成员自我反思,产生一种族群自我参照的系统。祠堂与祭祀公业的确立,让家族成员间有互相沟通的网络。并藉由编修族谱的过程,汇集家族成员共识的基本准则。族谱编修完成,即表示已达成族群共识,宗族组织运作亦随之系统化。家族意象在抽象的宗族精神与具体的经济生活都确立之后,家族移民由原乡到移居地的移民过程才算告一段落。     

德州《张氏族谱》价值初探

德州《张氏族谱》前后三修,记事历时近六百年,内容涉及谱序凡例、世系繁衍、人物传记、族规族训、恩荣艺文等诸多方面,为研究德州张氏家族及德州地方史提供了宝贵的资料。     

Multiracial Children in Child Development Textbooks

The 2000 US census was the first to allow respondents to check more than one race/ethnic response for their identity. About 6.8 million Americans did so, and a disproportionate percentage of them were children under age 18 years old. The purpose of this article is to examine the extent to which this change is reflected in contemporary child psychology textbooks. Twelve books were examined to determine whether they covered multiracial and multiethnic children. Results of this study showed that only two of these books addressed issues related to the healthy development of multiracial/multiethnic children in any detail; and, while several used terms such as biracial and bicultural, these terms were always used to describe single-race minority children living in a majority context. The discussion section covers possible reasons for this omission.     

精英:建构和谐移民社区的决定性变量——以贵州省金沙县八一村为例

通过对八一村这一移民社区精英“主政”格局形成过程的追述,并以精英参与社区运作的方式为研究个案,试图阐明精英参与社区运作,是建构和谐移民社区的决定性变量,进而揭示因势利导地利用精英的作用,对构建和谐多民族移民社区具有特殊价值。     

父辈亲情与政治隐喻——重读《傅雷家书》

傅雷是公认的20世纪中国最伟大的翻译家之一。他的一生,漂流于中西之间,徘徊于书斋内外,时而高歌猛进,时而低吟踯躅,颇富传奇色彩。他在1954—1966年间的家书,在当代文学史上有着独特的重要地位,家书“潜在”而真实的记录了“五四”一代知识分子在50年代中叶到60年代中叶政治风云变化莫测年代的心路历程,也张显了拥有“独立之精神,自由之思想”的一代知识分子的宝贵人格。     

东晋皇室婚姻初探

东晋皇室婚姻是东晋士族婚姻的重要组成部分。通过对东晋皇室婚选标准，皇室婚姻的特点及皇室婚姻与政治关系的进行探析，试图说明，在研究东晋士族婚姻和门阀政治时，皇室婚不可忽视。     

Immigrant students in Denmark: why are they disadvantaged in civic learning?

Abstract

Although native family students often learn more than immigrant family students in school (e.g. civics), scholars have not systematically demonstrated the mechanisms through which native family students outperform immigrant family students. The Opportunity-Propensity framework guides this study. We examine the link between students’ immigrant status and civic knowledge, with antecedent factors (socioeconomic status [SES] and language spoken at home), opportunity factors (civic learning at school, civic participation at school, and political discussion), and propensity factors (perceived open classroom climate and student-teacher relationship). Two-level path analysis of the responses to the International Civic and Citizenship Education Study (ICCS) 2016 by 6254 eighth graders in Denmark showed that the civic knowledge of native family students exceeded that of immigrant family students, mediated by their own and schoolmates’ higher family SES. Meanwhile, immigrant family students had more political discussions, which are linked to better civic knowledge.     

Diversity in New Zealand early childhood education: challenges and opportunities

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.     

高校收费条件下蒙古族贫困生助学贷款的调查研究

高校收费上学制度对蒙古族贫困生择校、入学产生了一定的压力。而内蒙古地区高校助学贷款起步晚、成效迟、覆盖面小。国家应设立对少数民族贫困大学生的专项助学基金，加大资助力度；同时要简化申贷手续，不断完善助学贷款的运行机制，做好相关单位间的协调工作。     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.