Aspiration paradoxes: working-class student conceptions of power in ‘engines of social mobility’

This paper examines the relationship between ‘aspiration’ and identity as rendered within discourses of power. Focusing on the deeply ingrained values of a group of 23 white working-class boys from South London (aged 14–16), the research critically considers the conception of power within a neoliberal era which produces both new subjectivities and new counter-narratives. The research examines a group of boys who fully acknowledge that post-compulsory education would enhance their power in society but who simultaneously articulated how accruing power made them feel uncomfortable. There exists a tension between the working-class values inculcated in the community and the neoliberal prerogatives of the school; as a result, their shared habitus engages in a continual process of reconciling competing and contrasting conceptions of what it is to be powerful.     

高剂量GnRH类似物对小白鼠精子成熟的影响

选择 1 5只性成熟健康雄性小白鼠 ,本交后第二天随机分为 3组 ,每组 5只。每Ⅰ、Ⅱ组腹腔注射GnRH类似物 4ug/只 ,Ⅱ组连续 4天肌注丙酸睾丸酮 0 .0 5mg/只日 ,Ⅲ组不用药作对照组 ,以研究GnRH类似物对附睾精子成熟的影响。结果表明 :睾丸重各组间差异不显著 ( p >0 .0 5 )。Ⅰ组畸形率高于Ⅱ、Ⅲ组 1 2 .4% ,顶体完整率明显下降 ,均呈极显著差异(p <0 .0 1 ) ,精子活率出现低于两组的趋势。三组间的顶体破损率以Ⅰ组最高为 2 2 .32 % ( p <0 .0 1 )。Ⅱ组的顶体完整率显著高于Ⅲ组 ( p <0 .0 1 )。综合分析认为 ,高剂量GnRH类似物破坏精子在附睾中的成熟过程 ,外源雄激素对其有颉抗作用     

The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?

Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.     

未来课堂教学的主流技术——电子交互白板

黑板一直是课堂教学中居于主流地位的媒体,然而新近出现的交互白板技术相对于黑板和多媒体投影是一个极大的超越.介绍了电子交互白板的系统组成、类别、教学功能特点,分析了电子交互白板教学应用的优势.     

高分子材料与可持续发展

高分子材料在带给人类巨大物资财富的同时 ,也带来严峻的环境问题 ,即“白色污染”。高分子材料要继续发展必须从根本上解决“白色污染”问题 ,走可持续发展的道路。解决白色污染的方法有 :回收塑料变废为宝、发展环境友好高分子。生物高分子材料由于具有生物可降解性、生物可相容性 ,它可以从根本上解决白色污染问题。2 1世纪是生物时代 ,生物高分子将给高分子科学带来光明的明天     

羌人白石神信仰与祭山会

羌族白石神信仰与祭山会是羌族文化中风俗与礼仪的重要部分,也是羌民族宗教信仰中很独特的祭祀文化,通过对该文化的了解,不仅可以研究羌族历史的发展,而且对研究整个中华民族的发展史都有重要的参考作用。     

From Pioneer to Partner: Dismantling White Normativity in Ethnographic Theology

Abstract

In this racially-charged time, religious educators are engaging in research that transgresses traditional (white) norms. Such research can not only dismantle white normativity through the subjects investigated; it can also be practiced in ways that are transgressive. This article uses a particular experience of ethnographic theological research in diverse cultural contexts as a case study for learning about three postures that subvert white normativity built into assumptions and practices of ethnographic research. Using a two-pronged, auto-ethnographic approach to analyzing this case, three nuanced postures become critically apparent: improvised flexibility, the ability to change lenses, and immersive reflexivity.     

读《“危机”想象与美国革命的特征》有感——普通民众在美国革命中的重要性初探

在阅读完李剑鸣教授的文章《“危机”想象与美国革命的特征》后,让笔者对美国革命的产生与发展有了一个全新的认识,对于普通民众在革命中的作用也更加希望作一个进一步的探讨.本文的目的就是强调“普通民众”这一群体的重要性.文章在界定了普通民众即白人选民这一范围的情况下,从普通民众的社会地位、政治参与以及对在美国革命中的作用出发,逐步论证其在美国革命中的重要性     

中日颜色词“红、白”语义内涵分析

语言与文化密不可分.中日颜色词作为语言词汇中的一大类属,在交际中发挥了十分重要的作用.“红”、“白”两色分别是中日文化中的崇尚色,但它们的语义内涵不尽相同.文章对比了“红”、“白”颜色词的语义内涵的异同,并分析其原因,以便今后更好地进行跨文化的交流.     

A site of struggle: Black academics at historically white universities in South Africa

Abstract

This article examines the identities of three black academics at historically white universities in South Africa. Three portraits that highlight politics within the professoriate as constituting a site for struggle are crafted. The wish is to shift the present focus in the South African literature by addressing the variety and complexity of black academics' everyday involvement in their oppression, demonstrating how that works. The analyses are set against the background of globalisation and the transformation of higher education worldwide. It is argued that the future of tertiary education in South Africa and elsewhere is likely to be influenced by battles within the academy about issues of diversity in regard to race, class and gender. Its outcomes are far from predictable.