试论晋武帝昏朽误国的历史教训

晋武帝司马炎的昏朽为历史上所罕见。他在即位后大搞分封，终酿成八王之乱；生活上极其腐朽，以致不理朝政；在官员的任用上，任人唯亲而又赏罚不明；在军国大事的决策上，听信谗言且拒纳忠良。他的昏朽统治埋下了西晋短命的祸根，最终葬送了来之不易的统一局面。     

Qualitative inequality: experiences of women in Ethiopian higher education

This article examines the lived experiences of women in Ethiopian higher education (HE) as a counterpoint to understandings of gender equity informed only by data on admission, progression and completions rates. Drawing on a critical qualitative inquiry approach, we analyse and interpret data drawn from focus group discussions with female students and academic women in two public universities in Ethiopia. Individual accounts and shared experiences of women in HE revealed that despite affirmative action policies that slightly benefit females at entry point, gender inequality persists in qualitative forms. Prejudice against women and sexual violence are highlighted as key expressions of qualitative gender inequalities in the two universities. It is argued that HE institutions in Ethiopia are male-dominated, hierarchical and hostile to women. Furthermore, taken-for-granted gender assumptions and beliefs at institutional, social relational and individual levels operate to make women conform to structures of disadvantage and in effect sustain the repressive gender relations.     

Seeing as strangers: teachers’ investigations of lived curriculum

This paper explores the metaphor of the ‘teacher as stranger’ as a guide for curriculum inquiry. It describes investigations conducted by educators in an introductory curriculum studies course and illustrates the themes revealed in students’ lived‐curriculum journals. In particular, it examines several journals to document how perceptions of curriculum changed over time, and to analyse the extent to which these teachers began to see as ‘strangers’ by developing critical consciousness and changing their identities as curriculum workers. Finally, it considers strengths and weaknesses of curriculum inquiry guided by the concept ‘teacher as stranger’ as a component of professional development.     

Crafting the local: the lived experience of craft production in the Northern Isles of Scotland

ABSTRACT

National creative and cultural industries policy agendas tend to focus on the economic impact of the sector often favouring scalable digital activities based in global clusters, which underpin notions of growth. There has, however, been a re-emergence of craft, which may not be scalable in the same way, into public debate, with benefits linked to educational, cultural and economic policy agendas. Accordingly, policymakers have begun to view craft as a stimulus to develop local and regional economies, skills and materials in relation to wider networks. Within this push towards craft-driven creative place making and economic growth, it has been argued that more sophisticated understandings of the “local” are needed that go beyond those which are inward and parochial. Based on AHRC-funded empirical research undertaken in the Northern Isles of Scotland with craft practitioners, this article attempts to provide evidence of the place-based nature of craft work highlighting both opportunities as well as constraints linked to contexts that are often referred to as remote and peripheral when contrasted with urban locations. We argue for future investigation into, what we term, fractal growth – growth and development that considers multiple dimensions – as being a valid and valuable outcome of creative practice, and which cannot be easily scaled.     

普通高校体育课程学习方式的研究

运用文献资料、问卷调查等方法,对普通高校体育课程学习方式进行了分析研究。提出了课程学习方式应当以关注经验和关注体验为核心,＂开放＂、＂自主＂和＂体验＂是高校体育课程学习方式的实质内涵与努力方向,并对三种宏观类型体育课程中的学习方式进行了分析与建议。     

Hill girls,consumption practices,power, and city style: raced and classed production of femininities in a higher education setting

This study investigated the ways a diverse group of university women in the USA utilised racialised and classed discourses of femininity in the creation of subjectivities. Interview and focus group data were collected over a two‐year time period and focused on how women navigated the higher education setting. Two forms of femininity, ‘Hill girl’ and ‘City style’, were salient. Hill girl femininity was based on markers such as white skin that had been tanned, and consumption practices. City style femininity was also defined through consumption practices and identification as a woman of colour. Material markers like race and class both limited and expanded the discourses available to women. New subjectivities were created with particular rights, while simultaneously making them subject to policing. The women in this study used contrasting and, at times, contradictory discourses to explore various forms of femininity that were connected to institutional power and privilege.     

Four generations of women's educational experience in a rural Chinese community

Our study sought to understand changes in gender inequality in education across four generations of rural Chinese women's educational experiences in a small community in southern China. The 24 interviews and numerous informal conversations with 12 women showed that gender-based favouritism for men and against women undergirded family expectations, support, and decisions about women's formal education, but this manifested in different ways over generations. It appeared as strict gender division of labour within families, control, or ignorance of women's access to schooling, participants' emotional trauma, lower expectations of daughters' schoolwork, and gender-discriminating language in schools.     

杭世骏《诸史然疑》小识

清乾嘉时期是中国历史上考据之风盛行的年代,学者们为了还原史书的本来面目,做了大量细致缜密的校勘整理工作,这些研究成果往往体现在学者们的文集笔记当中。杭世骏的读史笔记《诸史然疑》便是其中一例。试对《诸史然疑》的文献考证与史评及其特点做以介绍,并加以点评,希望能为后人的进一步研究提供帮助。     

STORIES

正Once there lived an old man in a town.He always forgot a lot of things,so his wife always had to say to him,"Remember this."One day he went on a long journey alone.Before he went out,his     

‘I want people to believe in me,listen when I say something and remember me’ – how students wish to be treated

In Sweden the compulsory school curriculum prescribes that education should promote learning in different subjects while simultaneously assisting students to develop into citizens of good character. To achieve these goals students need to cultivate such character strengths as respect and responsibility, so that they can create positive relationships and live in a community. The development of these skills in a school setting could be called character education. Research shows that good character education promotes the moral development of students and also enhances their academic learning. Giving voice to students is the cornerstone of character education; if adults in schools listen carefully to students educational practice can be improved. This study was conducted in a secondary school in northern Sweden. The phenomenology of the life‐world and the principles of participatory and appreciative action research guided the research. The aim was to explore student voices as they described how they do and do not wish to be treated by others. The empirical data consisted of written responses to questions posed to students in Grades 7 and 8. The data analysis revealed four themes: striving for mutual understanding, being accepted for who you are, seeking honesty and truth and being acknowledged, recognized and encouraged. A comprehensive understanding of the themes suggests how practice may be improved in educational settings.