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.     

流动儿童教育面临结构转型——武汉市流动儿童家长调查

通过对武汉市流动儿童家长实证调查,本文从入学难度、财政负担、家校联系和家庭教育选择等方面剖析了流动儿童义务教育面临的挑战。研究表明,当前流动儿童教育正经历一次结构转型,即流动人口从对儿童入学机会的关注逐步转变到关注教育过程、教育质量和初中后入学机会。流入地政府需要在教育财政、课程设置、考试评价等方面制定相应政策以回应上述挑战。     

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。     

Counternarrating Racialized Expectations at School: The Diverse Enactments of “Non-Dominant” Identities Among 1.5-Generation Japanese Immigrant Youth

This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple “non-dominant” identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued “non-dominant” cultural and linguistic expressions. The findings highlight how the youth have contested the English-only ideologies and racialized expectations at their school through alternative literacies and other diverse enactments of their identities, such as by speaking Japanese or Japanglish (a mix of Japanese and English) and expressing their “Made in Japan” pride through the public display of nationalistic symbols and various bilingual or Japanese-language textual representations. New directions are offered for theorizing 1.5-generation Asian immigrant youth linguistic expressions with implications for practice and theory.     

20世纪纽约移民与社会重构

20世纪以来,随着美国的崛起和移民政策的调整,亚非拉移民人数增多,从而导致纽约市人口结构的诸多变化,非白人人口比例上升,移民年轻化、女性移民比例增加及移民受教育程度提高。这些变化引起纽约少数族裔为适应社会而斗争,并促使有组织的族裔团体和纽约人特性的形成。他们在冲突中求生存,在竞争中求发展,为纽约社会重构作出了巨大贡献。     

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。     

Traversing the Challenges of Conducting Research with Young, Immigrant Children: The Case of Korean Children

Based on a qualitative study on young Korean immigrant children’s interpretation of American popular culture, this paper reflects on the researchers’ role by examining the research challenges faced. Prior to discussing the research obstacles in conducting the study, we begin with briefly describing its methodology and design. Next, we discuss the various obstacles we encountered when conducting our study and howwe attempted to overcome these dilemmas by discussing two major struggles during the research process: a) the relationships between the researchers and our young participants, and b) the cultural sensitivity that was needed in initially gaining permission from and working with the parents of our informants. It then illuminates how the researchers attempted to cope with such difficulties by rethinking a researchers’s role emphasizing the importance of cultural context in research. Finally, the paper provides some discussions and implications based on our research experiences.     

澳门20世纪80年代新移民诗人的成就及成因

澳门20世纪80年代的新移民诗人获得了显著的文学成就,其成因可从内、外两个层面进行分析.外部原因是澳门生活环境中特有的生息状态,内部原因是新移民诗人所具有的漂泊之感、充溢着生命力度的诗歌精神以及创作风格的多样性.澳门良好的生息状态为新移民诗人提供了可融入的空间,而诗人独有的个人经历、诗歌追求、创作风格是取得成就的关键因...     

Autobiographies of B’nai Mitzvah: The Meaning of B’nai Mitzvah and the Role Adolescents Believe Adults Play in the Process

ABSTRACT

B’nai mitzvah is a significant motivation for engagement in Jewish education. Professionals and families devote resources in aiding young people in becoming b’nai mitzvah. This article examines the adolescent narratives of b’nai mitzvah and the ways in which adults feature in their stories. Their accounts surface a belief that adults support them through pep talks, expressions of pride, helping them make choices, and being with them through the process. Teens see themselves responsible for their choices and achievements, but are appreciative of support. This article raises questions about what ways and by whom adolescents should be guided and supported.