泰国华人社会与宗教(上)

泰国的华人社会主要以“五缘”作为群体连系的基础,长期建立起互补互助的共利结构,由于时代的演变与教育因素,泰国新生代华人有逐渐泰化的趋势。在泰国广大乡村聚集的华人,主要是靠宗教信仰活动来强化其对原乡文化的认同感情。由此可见宗教有助于华人社会的薪火相传,重新整合华人社会的财力、人力与物力,在共同的神圣使命下,展现出集体的理想实践。在泰国的华人宗教团体热衷于华文教育的推动,可以减缓华人泰化的速度,有助于华人与泰人之间更多的文化交流。     

Complicating the entrepreneurial self: professional Chinese immigrant women negotiating occupations in Canada

A core mode of governance in the era of neoliberalism is through the production of ‘entrepreneurial self’. This paper explores how the ‘entrepreneurial self’ is produced for 21 Chinese immigrant women in Canada. The women displayed extraordinary entrepreneurialism by investing in Canadian education. Becoming entrepreneurial, however, is more than an individualised ‘choice’. It is imbricated with the ideology of meritocracy cultivated in China, the ‘credential and certificate regime’ in Canada, and the gendered expectations in the host labour market and at home. Given the ideological confluence, and the material conditions the women lived, a feminized and racialized labour is reproduced.     

Otherness ‘without ostracism or levelling’: towards fresh orientations to teacher foreigners in early childhood education

Abstract

This article attempts to conceptualise the notion of the foreigner in relation to immigrant early childhood teachers. Sparked by Kristeva’s challenge, to live with and as others without ostracism or levelling, it highlights tensions that arise in a juxtaposition of the Aotearoa/New Zealand early childhood curriculum document, Te Whāriki and other guidelines for cross-cultural practices, with perspectives on the foreigner and foreignness. Situated in the neoliberal sociopolitical and cultural landscape of Aotearoa/New Zealand, the analysis foregrounds and re-frames orientations towards immigrant teachers as they may play out in the early childhood realm. Kristeva’s insights into foreigners’ raw and intimate experiences provide a freeing lens to emphasise influences on and consequences of a foreigner’s otherness. While Kristeva’s challenge may be a never-ending story of a utopian future in education, its use in this analysis is intended to provoke an awareness of complex conceptualisations of foreignness and of tensions that could subvert the aim of working towards this, possibly elusive, ideal.     

On Canadian’s Multiculturalism in the Late 20th Century

In 1971 the government of Canada adopted the policy of multiculturalism. Since then Canada has become the first western country to announce and implement an official policy of multiculturalism. While i...     

移民日本列岛和中原地区的渤海人

关于渤海移民,尤其是亡国后遗民问题,学界基本关注的都是渤海人被迁入辽境、据地建国（定安国、兀惹）及流入王氏高丽和女真地区这三个流向的情况,而少有留意迁入日本列岛和中原地区者。通过史料分析渤海人经过二次移民及战争俘虏等形式移民两地者,藉此,对渤海移民的总体情况做一补阙。     

流动儿童与城市儿童社会认知特点比较

采用整群抽样的方法,对浙江省某市450名城市儿童和434名流动儿童的社会认知进行问卷调查.结果表明:流动儿童社会认知三个因子得分均低于城市儿童(P值均0.05);两组儿童总体,男生社会认知三个因子得分均低于女生(P值均0.05),流动男生归因和社会认知结构两个因子得分均低于城市男生(P值均0.05),流动女生社会认知三个因子得分均低于城市女生(P值均0.05);两组儿童总体,社会认知三个因子得分均存在年级差异(P值均0.05).三个年级流动儿童均有单个因子得分低于城市儿童的现象(P值均0.05);两组儿童总体,社会认知三个因子得分均不存在抚养人差异(P值均0.05),但当抚养人是父母时,流动儿童社会认知三个因子得分均低于城市儿童(P值均0.05).因此,应加强对流动儿童,尤其是流动男性儿童社会认知方面的教育和引导.     

水电工程建设征地补偿和移民安置社会稳定风险评估研究

基于系统性与综合性原则、科学性与可行性原则、人本原则、定性分析与定量分析相结合的原则,建立了水电工程建设征地补偿和移民安置社会稳定风险评估指标体系,并运用模糊评价方法,对所设计的几种方案进行了评估和分析,选择出了最利于社会稳定的方案。     

Teachers’ guidance,family participation and track choice: the educational disadvantage of immigrant students in Italy

In Italy, as in other European countries, students of foreign origin are over-represented in the vocational school tracks, with relevant consequences on their limited chances of attaining a university degree. While research has long underlined the weight that a family’s social, cultural and economic capital has on a child’s school performance, educational expectations and choices, the role that school and teachers themselves play in the transition from lower to upper secondary school has been rarely explored in Italian sociological research. The present study aims to bridge this gap in the literature, showing how teachers’ orienting practices, interacting with highly differentiated patterns of family participation in the school guidance process, can play a relevant role in reproducing foreign-origin students’ segregation into the lower tracks of the school system.     

Decolonising dominant knowledge constructions in the education of immigrant youth in Canada

ABSTRACT

This paper examines the dominant knowledge construction in Canadian public schools. Using the grounded theory approach, thirty-six Chinese Canadian youths and young adults were interviewed in Alberta. Drawing on critical, anticolonial and Bourdieusian perspectives, I argue that some teachers’ racialised habitus and biased knowledge constructions devalued the indigenous knowledges that immigrant youth bring to the classroom. Moreover, they reproduced anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, they negatively affect the identity construction of immigrant descendants and undermine their attempts to negotiate a sense of belonging in Canada. I argue that decolonising dominant knowledge constructions requires challenging teachers’ racialised habitus in teaching and their interactions with immigrant students.