Taking Students Seriously: Their rights to be safe at school

In a broader study of students' rights at school, high school students in New Zealand were asked about whether gay/lesbian/bisexual students would feel safe at their school. Data are reported from a nationwide survey of 107 high schools involving 821 students (aged 15-16 years) and 438 staff who responded to a questionnaire. The article focuses on how students and staff describe attitudes to lesbian/gay/bisexual students, and identifies the most prevalent discourses, including a counter-discourse of acceptance. Although attention to a discourse of acceptance risks the effect of undermining the implications of extreme violence against lesbian/gay/bisexual students, it also challenges the pervasive construction of lesbian/gay/bisexual students as victims. The authors argue that attention to discourses of acceptance might open up further discursive and material strategies for working towards the safety of all school students, including lesbian/gay/bisexual students.     

建设性新闻:一种正在崛起的新闻形式——对凯伦·麦金泰尔的学术访谈

目前,新闻主要被负面和冲突的框架主导.本访谈围绕国外主流媒体兴起的建设性新闻进行理论的探讨.文章厘清了学术界和业界对方案新闻、好新闻、幸福新闻、恢复性新闻等概念的误读与理解偏差,首次提出建设性新闻概念.对建设性新闻的积极心理策略的运用、传媒实践、研究现状、学科建设、发展趋势等问题进行剖析,并指出建设性新闻将为新闻学研究和实践提供新的范式.     

Comparing England,Scotland, Wales and Northern Ireland: The case for 'home internationals' in comparative research

The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them.     

失去的父亲

作为一个在战斗中牺牲的士兵的女儿,我非常担忧成长于被战争撕裂的家庭的这一代人。看着从伊拉克传来的伤亡名单的不断增加,我在想那些因此丧失父亲或者母亲的孩子的数目。我想到了:一个四年级的孩子,在课间休息时孤零零地站在那里,努力地回想着她的爸爸的声音;一个哭泣的新娘,独自地走过教堂的通道,她多希望她的父亲能护送她走过每一步啊;还有那些尚未出生的婴儿,他们的记忆还未形成。     

A Discussion of Critical Issues in Environmental Education: An Interview with Dianne Saxe

Education plays a vital role in addressing the issues associated with the global climate crisis. This paper provides a brief background of the inception of environmental education and reveals that the literature shows that environmental curriculum is not being uniformly implemented in schools. In the interview that follows, Dr Dianne Saxe, former Environmental Commissioner of Ontario, outlines what needs to be done to help our youth understand the complexities of environmental issues. She urges education systems to provide young people with the facts, tempered with clear actions that can be taken to mitigate the effects of climate change. This includes a drastic reduction in the use of fossil fuels by changing the ways we use transportation, produce our food and manage our overconsumption of goods. Dr Saxe believes that students have more influence than they realise and taking action is a critical piece to lessening feelings of eco-anxiety. The climate crisis is most likely our most defining challenge. We do our youth an immense disservice if policymakers and educators do not make environmental education a priority and make sure students are equipped with the knowledge and tools to act. Interviewee : Dr Dianne Saxe is one of Canada's most respected environmental lawyers, with 40 years of experience writing, interpreting and litigating energy and environmental laws. Dr Saxe was recognised as one of the world's top 25 environmental lawyers by Best of the Best 2008. Some of her many honours include the Award for Distinguished Service by the Ontario Bar Association, and the Alumni Gold Key Award for exceptional lifetime professional achievement granted by Osgoode Hall Law School. Dr Saxe was the Environmental Commissioner of Ontario from 2015 to 2019. She was appointed to be the guardian of the Environmental Bill of Rights and to report to the Legislature on Ontario's environmental, energy and climate performance. Dr Saxe is currently heading Saxe Facts, providing strategic advice on climate, energy and the environment. Article Author and Interviewer : Dr Karen S. Acton is an educator with 30 years of experience in both the elementary and secondary panels as a teacher, department head, principal, and at the Ministry of Education as an Education Officer. As a system-level principal, Dr Acton spent 5 years as the Environmental Sustainability Lead for the Upper Grand District School Board, implementing a board-wide Environmental Action Plan to encourage increased sustainability measures and to foster eco-literacy. Dr Acton currently teaches at Western University and consults for Learning for a Sustainable Future (LSF). Her research interests include school leadership, environmental teacher leadership and eco-justice.     

Regulating Academic Pressure: From Fast to Slow

This paper investigates the impact of publication pressure on the ethics and the scientific integrity in the domain of mathematics and of the arts. Both research fields are specific in their methodology, being that they do not start from a classical hypothesis and researchers in these areas are not knowing what the outcome will be. The research design is open, and creativity is a main part of the research investigation. Both research fields do not rely on empirical cases nor on data collection or data handling. This could be a reason why mathematics and arts seem to be less subject to scientific misconduct. After presenting the (inter)national regulations on ethics and integrity, we will investigate a philosophical analysis in which we consider possible influences from publication pressure that became widespread over all disciplines. We will clarify if and how mathematics and the arts are sensitive to scientific research misconduct or questionable research practices.