汉藏“二母争子”故事浅析

＂二母争子＂故事在汉藏两族人民中广泛流传。虽然两族人民所处地域不同,文化与教育相异,然而这一题材的故事不同之中却存在诸多相同。本文将对汉藏两族此类故事进行比较,发掘其中的异同。     

从《姑妇曲》看蒲松龄的“婆媳观”

在蒲松龄创作的十五种俚曲中,《姑妇曲》是描写婆媳关系的名篇。它以家庭关系中普遍存在的婆媳关系为基本内容,歌颂了孝妇的善行,抨击了不孝之妇的恶行,进而指出,作为婆婆也要尊重、体贴、呵护儿媳,体现了蒲松龄较为开明的＂婆媳观＂。     

¡No cierren nuestra escuela! farm worker mothers as cultural citizens in an educational community mobilization effort

Mexican immigrant farm-worker mothers’ class, race, citizenship status, and jurisdictional status of their town in a Northern California community rendered them invisible. However, when the school board decided to close the elementary school the mothers mobilized. Drawing on these mothers’ fototestimonios we examine how they, as cultural citizens, resisted local practices of educational inequity. They wanted to ensure an education for their children. The fototestimonios reveal how farm-worker mothers: (1) negotiated as a collective with the school board; (2) sought negotiation and schooling alternatives; and (3) expressed cultural citizenship through collective efforts to be included within the US polity.     

当代城市母亲教育存在的问题与对策分析

当代城市母亲教育存在的主要问题是：重物质轻心理、重知识轻道德的教育思想;甩手掌柜型、过度关注型的教养方式;重他律轻自律、重言教轻身教的教育方法。培养健康快乐的孩子,解决当代城市母亲教育问题的策略有：实施母亲工资、建设母亲学校;重新树立“成才先成人”的教育理念;务必亲子教育、建设和谐家庭等。     

An exploration of mothers' attitudes towards their daughters' menarche

Menarche is a significant milestone for young women, representing an important juncture between girlhood and maturation. The limited literature that exists suggests that a mother's reaction to her daughter's first periods can shape her experiences and perceptions of menstruation which, in turn, may impact on her self-image and, consequently, sexual risk taking. However, very little is known about UK mothers' attitudes towards their daughters' menarche. This paper aims to add to the body of knowledge by applying a postmodern critique, a Derridian deconstructive analysis, to a discussion thread found on mumsnet.com – a UK parenting website. The thread is concerned with a mother's response to her daughter's menarche to which other mothers respond. The deconstruction revealed a number of meta-narratives and themes within the text: secrecy, sorrow, a lack of competency and knowledge, power, gender and motherhood. Unwittingly, the women appear to be socialising their daughters to comply with and perpetuate the menstrual taboo that they endured themselves, thus repeating the cycles of shame associated with menstruation. The findings of this critique suggest that menstrual education is an area that requires more attention, particularly in the context of perceived menstrual shame and its impact on sexual decision-making.     

Back to basics: how young mothers learn about sex and sexuality

Adolescent pregnancy continues to be a major concern for policy-makers, programme developers, helping professionals and society generally in the USA, especially in light of the US federal government's legislative emphasis on abstinence-only sex education until recently. Studies have found that abstinence-only programmes do not succeed in preventing young people from becoming sexually active or pregnant; most young people have sexual intercourse in their teenage years long before they even contemplate marriage. The purpose of this qualitative study was to explore how 32 teenage mothers learned about sex and their related views about pregnancy and birth control. Findings indicate that they have often received little accurate information about sex from their parents and schools. Findings also reveal their widely varying views about birth control and pregnancy. Overall, the findings support the need for comprehensive sexuality education that addresses the topics covered in this study in an age-appropriate manner. The findings also suggest ways that helping professionals in other settings besides schools can help young people address these issues.     

Welfare-to-Work Single Mothers' Perspectives on Parent Involvement in Head Start: Implications for Parent–Teacher Collaboration

Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn.     

Immigrant Parents’ Involvement in American Schools: Perspectives from Korean Mothers

The purpose of this study is to investigate Korean immigrant mothers’ perspectives on their involvement in American schools. In-depth interviews were conducted with six mothers. The findings indicated that the Korean mothers confronted difficulties while contacting teachers and participating in school activities. These difficulties included linguistic and cultural barriers, feelings of discrimination, and limited school support. Suggestions for both teachers and parents are discussed. In order to build effective and trusting partnerships, teachers need to be sensitive to Korean parents’ needs and perspectives while Korean mothers need to participate in American schools more actively by voicing their concerns and helping teachers understand their unique cultural values.     

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.     

Welfare Reform: Can Higher Education Reduce the Feminization of Poverty?

In this paper we address what is meant by feminization of poverty. We also provide a very brief historical review of poor women, their children, and their need for financial assistance. Furthermore we identify some of the obstacles women face while trying to become self-sufficient and how women attempt to overcome these obstacles while relying on government aid. A strategy used by some of these women on welfare is to attend college and earn a degree. We show how this group of women now faces a major obstacle with a recent reform in the welfare system. Finally, we offer some suggestions as to how policies and practices of institutions of higher education can help female students on welfare, thereby reducing the feminization of poverty in the United States.