Public school accountability,workplace culture,and teacher morale

Educational scholars claim that teacher morale has suffered from accountability pressures and constrained professionalism, but exactly what is most diminished by these pressures remains unclear. Drawing on recent theoretical work on public school organizational culture, we hypothesize that accountability pressures hurt teacher morale and increase the risk of turnover by undermining the professional culture of the school and by diminishing teacher cooperation and trust. We find support for this hypothesis in a national sample of teachers in 2011–12, and a follow-up survey from 2012–13. The analyses test whether a collective pedagogical teacher culture, comprised of professional culture and teacher collaboration, buffers the impact of these pressures that diminish teacher morale. Counter to past research, we find that a strong collective pedagogical teacher culture does not buffer teachers from the ill effects of negative workplace conditions in the form of accountability pressures. We also find that accountability pressures in the form of district dismissals are associated with a higher likelihood of teachers leaving their school, and this relationship is not mitigated by strong professional culture. We conclude that accountability pressures partly undermine goals of improving performance and equity in public schools by sowing seeds of teacher dissatisfaction and contributing to teacher turnover, thus thwarting student achievement in struggling schools.     

‘Becoming’ a possible threat: masculinity,culture and questioning among unaccompanied young men in Sweden

A debate on masculinity and immigration rose across Europe in 2015 after an incident with sexual harassments taking place in Cologne, Germany. The incident refuelled a debate positioning unaccompanied young men as a possible threat. This article is based on a research project where we during this time ethnographically followed 20 young men, having arrived in Sweden as ‘unaccompanied’ minors. The aim is to examine how the young men themselves talk about, reflect on and negotiate masculinity and gender during this period. The article concludes that masculinity cannot be approached as something stable easily being inherited or transferred from one’s origins. One difference for ‘unaccompanied’ young men is how conflicts or tensions emerging in relation to issues of gender and masculinity tend to be interpreted differently, and publicly, putting the young men in a ‘gendered situation of questioning’.     

论池田大作“精神丝绸之路”思想的智慧

池田大作提出把人的心与心联结起来的“精神丝绸之路”，是东西方文化交流的新道路，从他坚信“内修”的东方文化价值、身体力行推动东西方文化交流以及重视民众力量和价值三个方面，可以领略池田大作旨在通过沟通东西方文化、推进建立和平世界的思想智慧。     

先秦的“法治”思想和实践考量

先秦法家在与儒家“礼治”的争论中提出“法治”思想,并与战国时期富国强兵的国家策略结合,变法图存的“法治”实践此起彼伏。其中最为成功的是秦国的商鞅变法,秦国由此迅速崛起并最终吞并六国,建立起统一的封建国家。秦帝国的建立是“法治”思想和实践的里程碑,大秦将集权专制和“法治”相互糅合,将法家重刑思想发展到极端,走向了崇尚暴力和滥刑滥杀的野蛮恐怖境地,导致天下怨叛,秦王朝二世而亡,君权至上最终将法治引向了集权专制的死胡同。     

论传统文化与大学生核心价值观的培育

五千年生生不息的历史文化积淀是中华民族的根和魂。新时代高校如何用优秀传统文化涵养社会主义核心价值观,成为必须解决的重要课题。文章以山西警官高等专科学校2012、2013级学生为对象,进行了深入调查与研究,着重从教育改革新理念的树立、理想信念教育的加强、加大传统文化教育软硬件设施的投入和多元化教学渠道的开辟等四个方面进行了初步探索。文章认为传统文化教育与大学生社会主义核心价值观培育具有内在统一性。     

Identity Dilemmas: Toward a More Situated Understanding

When are identity dilemmas—when people possess identities that conflict with one another and both are potentially stigmatizing—most likely to occur? Are they the result of generic social processes? A review of some of the extant research on “identity work” suggests that historical “misalignments” of culture and stratification, which we refer to as “lag,” create the greatest potential for stigma and the reproduction of inequalities. Lag is exacerbated by complex, intersecting axes of hierarchy, and amplified as symbolic environments globalize and subcultures multiply. Articulating culture and structure reveals how power plays out in interaction, and highlights the omnipresence of struggles for treatment as “fully human.” We consider whether “alignment” is even possible when multiple dimensions of social location intertwine, compete, and collide. Following Schwalbe and Mason‐Schrock (1996), we argue that “subcultural” or collective identity work that brings new meanings into dominant cultural narratives may offer the greatest hope, but in the interim all coping strategies are costly.     

民族记忆与文化基因--瑶族民族记忆中“中华民族共同体”文化基因的表征及其价值阐释

民族记忆既是传承民族文化基因的载体,也是彰显民族文化基因的重要文化表征。民族记忆作为延续民族历史和文化基因的内在根基,通过传承民族历史文化、建构民族身份、塑造民族形象等形式传承和彰显民族文化基因的内在特征。以瑶族为代表的少数民族文化基因是中华民族文化基因的重要组成部分,深入挖掘瑶族民族记忆中蕴含的“中华民族共同体”文化基因,并阐释其内在的价值与意义,对培育和铸牢我国各民族的“中华民族共同体”意识有着重要的理论价值与现实意义。     

百年进化论与考古学

人类社会是循着一定的规律进化发展的,考古学要探索这一规律就必须在进化观的指导思想下科学、全面地进行研究工作.文章概述了近代以来考古学的产生、发展与古典进化论和新进化论的密切关系,分析了进化论作为考古学研究的前提之一是如何在方法论和实际应用中起着不可替代的地位和作用,并介绍了利用民族志资料为考古学理论提供论据的若干途径.     

树木崇拜与民俗文化

中华民族有着丰富的民俗文化,其中,有许多是与树木有关的,文章就此探讨了树木崇拜及其引发的社会行为。     

‘There Oughtta Be a Law Against Bitches’: Masculinity Lessons in Police Academy Training

This article draws on participant observation in a law enforcement academy to demonstrate how a hidden curriculum encourages aspects of hegemonic masculinity among recruits. Academy training teaches female and male recruits that masculinity is an essential requirement for the practice of policing and that women do not belong. By watching and learning from instructors and each other, male students developed a form of masculinity that (1) excluded women students and exaggerated differences between them and men; and (2) denigrated women in general. Thus, the masculinity that is characteristic of police forces and is partly responsible for women’s low representation on them is not produced exclusively on the job, but is taught in police academies as a subtext of professional socialization.