Educating child practitioners: a (re)turn to the university disciplines

This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.     

Inequality in Ethiopian higher education: reframing the problem as capability deprivation

The revitalization of Ethiopian higher education (HE) has been underway since the early 2000s. As well as the economic optimism evident in the ‘knowledge-driven poverty reduction’ discourse, social equity goals underscore the reform and expansion of the system. Notwithstanding the widening participation and the equity policy provisions put in place, the problem of inequality has persisted along the lines of ethnicity, gender, rurality and socio-economic background. This paper reviews major equity policy instruments and highlights the enduring inequalities in Ethiopian HE. It argues that this persistence is related in part to the ways in which the problem is represented in policy, and that redressing the problem necessitates framing inequality as capability deprivation rather than as issues of access and disparities in enrolment.     

新媒体语境特征与用户态度关系构建的实证研究

通过对上海市民进行抽样调查,并使用结构方法模型对新媒体语境下的受众社会态度倾向进行实证研究,得出如下结论：新媒体语境通过社会懈怠对用户风险偏好和群体极化倾向产生正向影响,对责任与公平意识、道德发展以及亲社会倾向产生负向影响;媒体接触频率在新媒体与社会懈怠关系中具有显著正向调节作用,而媒体接触的多样性在其中的调节作用并不明显;在主效应和调节作用中,均表现出对男性的影响大于对女性的影响,其影响大小随着年龄的增加而呈减弱趋势。     

社会转型期东北区域社会突发事件诱因探析

中国社会正经历着由传统感性社会向现代理性社会的转变过程,形成以理性为主题的现代社会。把理性主义作为行为选择,构建社会制度并扩展到社会各个层面与领域,形成理性选择、理性构建与社会秩序理性化结果,保留部分感性传统于现代社会基础层面,在现代社会转变中形成新的感性意识,两方面构成东北区域社会的理性与感性基础,并在东北区域现代社会意识类型、生成根据、目标与路径、社会秩序方面存在差异与对立,成为转型期东北区域社会突发事件生成的冲突诱因。     

我国社会转型期农村社区选举中的宗族影响及对策——基于55个农村社区的调查研究

社会转型的当前,宗族传统因素对农村社区民主政治的影响是一个不争的事实。农村社区选举是村民自治的关键,是村民最容易、最直接行使的权利,也是宗族施加影响最激烈的方面。宗族是农村社区选举中重要的政治资源。宗族参与农村社区干部选举的全过程,社区主要干部的选任在一定程度上取决于宗族力量的强弱。社会转型及其所导致的农村社区空巢、农村社区经济发展差异,以及候选人所在宗族的政治经济背景和县乡政府行为差别决定了宗族对农村社区选举的影响程度不同。宗族参与农村社区选举的泉源在于民主意识增强、利益诉求、宗族意识、面子观念等。政府应尊重农村社区"聚族而居"的现实,正视宗族血缘纽带关系对农村社区选举的作用,合理利用、积极引导、有效改造宗族,促进农村社区民主政治的良性发展。     

试论社会公平保障体系的完善与贫富差距的缩小

我国社会主义经济的快速发展给国家带来了强盛和人民生活水平的大幅度提高,与此同时贫富两极分化也日趋严重。借鉴国外发达国家经验,在社会保障方面,从我国的实际出发,基于立法、税收、保险、社会救助和社会公益等方面提出可行性的建议。尤其在缩小贫富差距方面,提出政府要加大对经济落后地区的投入和扶持,同时要打破行业垄断,建立健全劳动力市场的就业平台,对低收入家庭加大帮扶的力度。从而缩小贫富差距,促进社会的公平与和谐,实现伟大的中国梦。     

Disability,Stigma and Otherness: Perspectives of Parents and Teachers

This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of children with disabilities, entrenched in assumptions of pathological functioning and negative outcomes among these families. Implications for professional–family partnerships in the education of students with disabilities are discussed.     

Up or down and out? A systemic analysis of young people's educational pathways in the youth justice system in England and Wales

Many young people in the youth justice system in England and Wales are educationally marginalised and systemic barriers to their engagement with education persist. This article presents an analytical framework for understanding how education and youth justice practices shape young people's educational pathways during their time in the youth justice system with the aim of understanding the systemic dynamics that encourage or impede young people's engagement with education. It draws on data from a case study of 32 young people who were serving either a community or a custodial sentence under the supervision of one youth offending team in England and Wales. Using as analytical starting points Bourdieu's and Wacquant's conceptualisations of competing dynamics within the ‘bureaucratic field’ of state governance and Hodkinson's careership theory, this article discusses the interplay between exclusionary and inclusionary interests operating within and between the agencies of education and youth justice and the extent to which they play a role in sustaining young people's involvement in education or compounding their educational and social marginalisation.     

青年毛泽东社会实践观的主要内容

实践是人们有意识的改造自然和社会的活动。青年毛泽东以救国救民为己任,开展了各方面的社会实践活动,他的社会实践观包括学习实践观、生活实践观、教育实践观、革命实践观等四个方面的内容,而每一个方面都有丰富的内涵。