Triple jeopardy: special education for Palestinians in Israel

Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle.     

多级模糊综合评判在自然资源承载力评价中的应用--以阜阳地区地下水资源为例

自然资源承载力评价是自然资源评价的重要内容,为自然资源管理和开发利用规划提供重要依据.本文针对影响自然资源承载力的因素特点,建立了自然资源承载力评价的多级模糊综合评判方法,并应用于安徽省阜阳地区浅层地下水资源承载力评价,结果表明,多级模糊综合评判由于综合考虑了评价因素的层次性和模糊性,其结果较一级模糊综合评判方法更符合实际.     

Cross-Racial Friendships and Social Distance Between Racial Groups on a College Campus

This study examined the effectiveness of curriculum-focused diversity initiatives on a college campus by determining the relationships between GPA, social class, year in school, residential status, racial diversity courses taken, and cross-racial friendships on the level of social distance between Whites-Blacks, Whites-Hispanics, Hispanics-Whites, Hispanics-Blacks, Blacks-Whites, and Blacks-Hispanics. The data suggest that, while the institution does a good job of bringing diverse groups of students to the campus, it does not effectively reduce the level of social distance among many members of the different racial groups on campus. Using the Intergroup Contact Hypothesis, the article concludes by suggesting means by which social distance among racial groups on campus might be decreased.     

我国少数民族教育的优待政策及其法律问题

反向歧视在现阶段不违背美国宪法第十四条修正案。按照德沃金的平等原则、波斯纳的信息经济学分析进路,反向歧视具有合理性。反向歧视与我国少数民族教育的“优待政策”具有很大的相似性。在我国,对少数民族教育的各类优待政策不违背我国宪法的平等原则,同时,按照德沃金的平等原则、波斯纳的信息经济学分析进路和布迪厄的文化资本理论,我国对少数民族教育的优待政策具有合理性。     

Taking time,breaking codes: moments in white teacher candidates’ exploration of racism and teacher identity

Abstract

In three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments.     

二元结构下的城乡消费差异分析及对策

二元结构是指发展中国家社会中政治、经济、文化、教育等多方面结构的断层和分化。由于计划经济体制的影响，我国的城乡二元结构比一般发展中国家更为突出。本文将城乡消费差异纳入二元经济结构中加以考察，并运用垄断厂商逐利行为导致的供给歧视理论对城乡消费差异进行了数理经济分析，发现城乡消费差异不仅是因为二元结构的体制原因，还有垄断厂商供应歧视的经济动因。因此，要建设城乡互动的和谐社会，除了要消除二元结构的体制格局外，还要规范厂商行为、扩大农村商品流通、引导农民消费行为，也许这种规范和引导会成为最终消除城乡二元结构的重要政策选择。     

大学生就业中遭遇的文凭歧视研究——基于公平就业视角

基于公平就业视角,分析了大学生就业中遭遇的文凭歧视现状,探讨了文凭歧视在法学、经济学和社会学三方面的原因,并据此提出了从理念、法律、制度三个层面系统解决文凭歧视的对策。     

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.     

Examining pre-service teachers’ color-blind racial ideology,emotion regulation,and inflexibility with stigmatizing thoughts about race

In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regulation difficulties (lack of emotional clarity) served as a moderator between color-blind racial ideology (blatant racial issues) and psychological inflexibility with stigmatizing thoughts about race. Similarly, emotion regulation difficulties (impulse control difficulties) served as a moderator between color-blind racial ideology (institutional discrimination) and psychological inflexibility with stigmatizing thoughts about race. The study’s overall findings highlight pre-service teachers’ difficulties with regulating their emotions in racial situations as well as how this difficulty in turn influences their ability to change negative thoughts regarding other racial groups. The study has implications for how pre-service teachers regulate racial emotions in the classroom as well as how they may potentially interact with racially diverse students.     

Psychological responses to reservation-based discrimination: A qualitative study of socially marginalized youth at a premier Indian university

Given the history of caste politics in India, it is not surprising that the socially marginalized students face discrimination, especially after the introduction of the reservation policy (affirmative action) in educational institutes. Our qualitative study, informed by Meyer’s Minority Stress model, analysed in-depth interviews with 30 undergraduate students, 3 faculty members, and 4 administrative officials at a premier Indian university to examine the psychological wellbeing of the reserved category students. We analysed how the discrimination processes contributed to students’ poor academic performance, low self-esteem, and weak motivation. Student group affiliations and university resources created a supportive environment for the socially marginalized, despite a small risk of stigmatization due to enrolment in a few campus support-programs. Moreover, there existed a palpable frustration among the socially privileged students, resulting in discriminatory attitudes against reserved categories but not “lower” caste. Our findings call for the attention of college administrators, policymakers, and the society at large to ensure that well-intended social justice policies are efficiently implemented, to deliver justice to the underprivileged students of India.