东西方视野中的中国近代教育

中国近代国门洞开后 ,大批外国人来华。西方人和日本人对中国的传统教育都很关注 ,并对之进行多层面、多视角的评价 ,对中国的新教育提出了可供采择的意见和建议。西方人和日本人对中国传统伦理道德的“仁、孝、忠”有着不同的价值取向。西方人和日本人看待中西关系有三种情况 :吸纳、舍弃、融合     

“包容性发展”的社会学解读

“包容性发展”理念的形成经历了“亲贫式增长”、“包容性增长”、“包容性发展”的演进。作者从社会学角度,论述了“包容性发展”的含义,以及“包容性发展”的实现路径。     

"都市文明中的农家子弟"——皮埃尔·布迪厄的生平及社会学理论

关于布迪厄的生平有两种说法。其一是“都市文明中的农家子弟”;其二是“小资产阶级的成功故事”。这两种说法揭示了布迪厄一步步迈向法兰西学院的学术历程。由此可以概括出其社会学理论的三个特征:一、思想渊源的广泛性;二、超越二元对立的实践理论;三、“反思性社会学”。当今,研究布迪厄的思想具有重要的理论与实践意义。     

我们今天怎样研究赛珍珠——从中国赛珍珠研究现状谈起

中国赛珍珠研究已经走过了70余年的历程，特别是新时期以后，这一研究取得了丰硕的成果，而这些成果的取得除了由于赛珍珠及其创作在全球化时代越发显现出其现实意义外，还得益于多样的研究方法的运用。但是，在此基础上，我们的研究还可以而且应该更为合理地运用已有的研究方法，并开发利用更多更新的批评方法，俾使我们的赛珍珠研究取得更大的成绩，更充分地利用赛珍珠留下的文化遗产，汲取她在跨文化领域的智慧，为21世纪人类文化建设服务。     

转型社会腐败根源的社会学分析

腐败现象不断滋生蔓延与社会系统运行状况密切相关，我国社会转型期不仅存在滋生腐败的社会个体基础和历史传统条件，更有易于腐败蔓延的现实经济，政治和思想条件，只有深入分析这些相关的社会运行条件，才能挖出腐败不断磁生的真正根源。     

Contextual determinants of IT governance mechanism formulation for senior care services in local governments

Recognizing the critical role that information technology (IT) can play for the aging population, local governments tend to take responsibilities for IT-enabled senior care service delivery. Formulating IT governance mechanisms is important for governments to perform their responsibilities and maximize public value. As service arrangers, governments’ actions are affected by complex external environments for legitimacy, which has been largely ignored in the existing studies. By incorporating the strategic and institutional perspectives of legitimacy into Savas’s service delivery structure, this study developed a triadic framework that accounts for different contextual determinants related to the external market environment and the institutional environment to investigate the formulation of IT governance mechanisms. A survey involving 329 town-level governments in Beijing, China, was done to validate our research model. The results illustrate that the demand-supply market forces have direct impacts on IT governance mechanism formulation in local governments. Institutional pressures exert a mediating effect by transiting the supply market force into governments’ actions. Our triadic framework reveals a dynamic service delivery structure, contributing to Savas’s service delivery structure and IT governance research.     

Studying the recontextualisation of science in pre-school classrooms: Drawing on Bernstein’s insights into teaching and learning practices

This paper explores pre-school pedagogic practices related to science, and argues for the relevance of sociology of education for such exploration. It also argues that this approach has a wider applicability in analysing the effects of changes in education policy on (pre)school practice. A basic characteristic of pre-school organization in many western societies for many decades has been its play-like activity. This has required teachers to structure the experiences of young children by acting upon the contexts of learning rather than the content. However, current policy initiatives and developments in a number of countries in the 1990s, including Greece, demand that teachers make systematic use of specialised content from science, mathematics and other subjects to structure pre-school curriculum activities. In order to analyse pedagogical practice in a systematic way, and to explore issues such trends in policy might raise, we have obtained data by video-recording school science activities in a nursery classroom, and have developed a tool of analysis based on Bernsteins conceptual framework. In demonstrating the usefulness of the analytical tool, we provide evidence to support developing concerns that the emerging discourse of pre-school teaching and learning of specialised content is in tension with dominant pre-school pedagogical practices, and that the contradictory demands placed upon teachers might lead to a narrowing of the view of learning in pre-school classrooms.     

Embracing uncertainty in research with young children

Abstract

This article contests the emphasis that is frequently placed upon child-friendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher’s relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children.     

Conceptualizations of writing in early years curricula and standards documents: international perspectives

Abstract

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community.