‘Children at our school are integrated. No one sticks out’: Greek‐Cypriot teachers’ perceptions of integration of immigrant children in Cyprus

Increasingly social scientists, including education theorists, find themselves having to fight an almost invisible racism that is masked by the racist undertones of the dominant discourse and practice of colorblindness. A continuous emphasis on colorblindness gives precedence to the role of race, diverting attention away from other forms of discrimination which can become the basis for exclusion. I would argue that for such acts of marginalization, difference‐blindness may have more explanatory power. This paper discusses Greek‐Cypriot teachers’ perceptions of the integration of immigrant children in a Greek‐Cypriot public primary school through the framework of difference‐blindness. The discussion shows that despite their good intentions, teachers utilized a difference‐blind ideology to rationalize practices of social exclusion of non‐Cypriot students in what was considered an ‘integrated’ school environment.     

Advancing intercultural competency: Canadian engineering employers’ experiences with immigrant engineers

This paper explores Canadian engineering employers’ perceptions of and experiences with internationally educated engineers (recent immigrants to Canada) employed in their organisations for varying lengths of time. Qualitative data were collected from employers using focus group methodology. Findings reflected employers’ observations of culturally different behaviours and characteristics in their internationally educated employees, employers’ reactions to cultural differences ranging from negative attributions to tolerance, and the implementation of largely ad hoc intra-organisational strategies for managing cultural differences in employer–employee relationships. Findings exposed the lack of corporate intercultural competency in the Canadian engineering profession. Equity and gatekeeping implications are discussed.     

Young Adult Use of Ebooks: An Analysis of Public Library Services and Resources

An online survey distributed to librarians at public libraries across North America established some interesting trends in public librarians’ perceptions of ebooks and teens. Some of the findings of this study are that teen library users strongly prefer to read print books for their recreational reading and show very little interest in ebooks or ebook programs offered by public libraries. Survey respondents indicate that teen library users remain largely unaware of or disinterested in the advantages of ebooks in providing them a convenient, private, and customizable recreational reading experience. Even when public librarians offer ebook programs for teens through school outreach, these programs tend to focus on the titles in the collection and the download process, rather than the specific benefits of ebook reading. More active promotion of these advantages could potentially appeal to teens, especially to non-library users and reluctant readers.     

面向数字移民的公共图书馆联动服务模式研究——基于数字移民使用障碍及需求调研

[目的/意义]网络和数字化技术的快速发展不仅改变了公共图书馆的服务方式和内容载体,也改变了数字移民使用公共图书馆的方式。然而,现有文献在数字移民使用公共图书馆服务的需求和障碍方面的研究尚不充分,为本研究的开展提供了机会。[方法/过程]利用定性→定量的混合性研究方法,按照"发现问题→分析问题→解决问题"的路径,对数字移民使用公共图书馆服务存在的障碍、需求开展研究,进而提出应对模式。[结果/结论]研究结果表明目前数字移民存在的障碍更多来自于个人心理、态度等方面;其需求主要包括基础环境和设备、社群诉求、学习培训、数字产品使用、馆员服务及规章制度等。研究从4个着力点搭建公共图书馆联动服务模式,以期为公共图书馆服务的理论研究和实践活动提供借鉴,并为数字移民信息素养的培育提供新视角。     

五代十国形成原因再认识——以移民与社会互动为视角的初步考察

五代十国是一个特别的时期,关于其形成原因,历来众说纷纭。传统的“唐后期藩镇割据发展的必然结果”的说法有其僵化和笼统的一面。文章以移民与社会互动的视角对其进行了一定的探讨,认为各种形式的移民活动对五代十国的形成具有较重要的作用。     

哀牢文化遗存在与移民文化的历史博弈中消失

哀牢山是哀牢民族的发源地和哀牢文化的中心地。自从建立不韦县以来,移民实边一直以来就是汉族同化哀牢民族的锐利武器。魏晋南北朝时期的战火纷飞给哀牢文化以复兴的空间,哀牢民族又一度回归哀牢山区域。唐宋元时期,哀牢山区域均为少数民族政权的管辖范围,哀牢文化虽然在一定程度上被汉化,但是在哀牢山区域应该还是处于主导地位的。明清时期,当时政府大量移民永昌郡,从北、南、西三面包围哀牢山。哀牢文化在汉族移民文化的南北夹击和中间堵截中失去其生存与发展空间,最终消失在汉族移民集体无意识的文革大清洗中。移民文化与土著文化的历史博弈行进到今天,终于定格在作为移民文化中心的顺龙寺所在地——河村。     

农村成人学校实施外来务工人员培训的策略

大量的外来务工人员持续流入我市,成为我市经济建设的重要力量。开展外来务工人员的培训,既是企业提高生产效益、员工提高自身素质的需要,也是社会安定、文明、发展的需要。农村成校应从建立基地,创新模式,丰富内容,提供免费培训,推荐就业单位等方面,增强外来务工人员培训的实效性。     

封建末世的一曲挽歌——论《型世言》的创作思想

《型世言》自面世以来就因书中充斥的封建说教思想而为人诟病,同时,也因为全面真实地反映了明代社会生活的各个方面而独具社会价值与史学价值,备受学者推崇。《型世言》的创作思想受到晚明社会现实的影响,更体现了陆云龙、陆人龙兄弟的思想倾向,作为下层知识分子,陆氏兄弟企图以《型世言》教化人心,挽救世风,但实际上无法改变商品经济冲击下,封建礼教土崩瓦解的颓势,只能是为封建末世所作的一曲挽歌。     

Placing Immigrant and Minority Family and Community Members at the School's Centre: the role of community participation

Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.

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