小学教育专业本科生专业认同与学习投入的关系研究

研究探讨小学教育专业本科学生专业认同现状和学习投入现状,并探究专业认同与学习投入之间的关系。采用专业认同量表和学习投入量表以344名1-4年级的学生为研究对象进行调查,研究发现,小学教育专业本科生学习投入和专业认同水平均处于中等偏上,根据回归分析结果显示,小学教育专业本科生专业认同中认知性、情感性、行为性和适切性能够正向预测学习投入。建议通过优化学习环境,加强专业教育;创造学术氛围,落实专业行为;重视群际差异,因材施教等方面来促进学习投入。     

新时代人的全面发展的制约因素与实现路径

实现人的全面发展是马克思主义的最高价值目标,是中国共产党人和中国人民的不懈追求。新时代中国的发展取得了显著成就,在经济、政治、文化、社会以及生态五个方面为人的全面发展提供了有利条件。但是,人民日益增长的美好生活需要和不平衡不充分的发展之间的矛盾制约了人的全面发展。为更好地推动人的全面发展,需要实现经济高质量发展,建设社会主义民主政治,繁荣社会主义文化,保障和改善民生,建设社会主义生态文明。这对加快中国特色社会主义建设、实现社会全面进步和促进人的全面发展具有重要意义。     

旅游研究中的认同话题——基于CiteSpaceⅢ的知识图谱及可视化分析

在旅游研究中,国际学术界对认同话题的研究肇始于20世纪80年代,从最初的族群认同发展到今天诸如目的地认同、角色认同、文化认同和自我认同等多个层面的认同,研究领域(范畴)不断拓展,研究主题趋于多样,研究视角愈加宽泛新颖,研究内容越发深入。文章以SSCI所收录国外旅游研究中的认同话题相关文献为研究对象,利用科学知识图谱分析软件CiteSpaceⅢ,对研究现状进行可视化分析,探测研究热点与演化过程。文章不仅客观反映出国外研究前沿,捕捉国外研究热点,也可以为国内相关研究提供探讨话题、关键表述、研究方法等方面的借鉴。     

高校文化遗产专业人才培养模式探究

高校文化遗产教育经历了公选课和通识课阶段后,进入文化遗产本科专业建设阶段。重庆文理学院文化遗产专业是全国第二个文化遗产本科专业,凸显非物质文化遗产教育特色,在人才培养目标上注重就业与深造的兼顾和应用与研究的整合;培养内容贯穿多学科,理论和实践交叉并行;评价体系也是过程和结果共建的体现。     

乡村振兴背景下羌族村寨体育非遗文化与乡村旅游融合发展研究

发展乡村旅游是民族地区实施乡村振兴战略的重要突破口。乡村旅游转型升级和创新发展的关键在于产业融合。羌族村寨体育非遗文化与乡村旅游具备融合基础和条件,融合过程要经历资源融合、产品融合和市场融合三个阶段,制约因素来自于融合主体、客体和政府部门三个方面。融合模式包括旅游节庆、旅游演出和体育赛事。以国家4A级旅游景区——理县桃坪羌寨为例进行实证研究,分析桃坪羌寨的农文体旅融合的基础、机理和面临的困境。最后提出建议：重视非遗传承,加强人才培养;完善治理机制,深化土地改革;深挖非遗文化,打造品牌节事;设立合作组织,实现合营互助。     

LGBTQ Activist Organizations as ‘Respectably Queer’ in India: Contesting a Western View

This study contests the distinction of LGBTQ (lesbian, gay, bisexual, transgender and queer) organizations suggested by earlier scholars as ‘respectable’ — i.e. normalizing, professionalizing and conforming to the dominant cultural and institutional patterns — and ‘queer’, meaning challenging the cultural and institutional forces that ‘normalize and commodify differences’. Using Bernstein's model of identity deployment, it is found problematic to distinguish LGBTQ organizations this way because when the actions of LGBTQ organizations are more complex to describe, it is not warranted to conflate identity goals with identity strategies — whether normalizing (respectable) or differentiating (queer). To examine these concerns, a qualitative inquiry was used to study five LGBTQ organizations in India where the intersections of post‐colonial ethnicity, gender, social class and sexuality offer an intriguing context through which to study queer activism. Based on the findings, it is argued from a post‐colonial perspective that when the socio‐cultural and historical existence of non‐homonormative queer communities and practices is strong, LGBTQ organizations challenge the heteronormative and/or other forms of domination to become ‘queer’. But they may simultaneously become ‘respectable′ by conforming to the diversity politics of non‐profit business, donors, and social movement organizations they seek support from, and turn out as ‘respectably queer’.     

‘How dare you pretend to be disabled?’ The discounting of transabled people and their claims in disability movements and studies

Although the contours of the ‘disabled person’ category are questioned by anti-ableist activists, they remain rigid regarding transabled people (who want to become disabled). For anti-ableist activists, transabled people do not count as disabled. They are perceived to: be falsely disabled; steal resources from disabled people; and be disrespectful by denying, fetishizing, or appropriating marginalized realities. By combining critical discourse analysis, genealogy, and deconstruction, I examine these negative discourses to encourage alliances between anti-ableist activists and transabled people. Ideas developed in disability and trans studies reveal the limits of these discourses anchored in ableist and cisnormative* assumptions.     

The study of mental distress and the (re)construction of identities in men and women with experience of long-term mental distress

This article explores the possibility of using a theoretical framework drawn from disability studies in the field of mental health, and the study of identity (re)construction in the recovery process. In this PhD project, 33 narratives were analysed using framework analysis. The analysis showed that disablism was present and powerful in the participants’ lives, and also showed how disablism shaped how the participants thought and felt about themselves. As Carol Thomas argues, when analysing disablism one should also focus on who we are and are prevented from being, as disabled people. The conclusion is that processes of oppression were central when it comes to understanding the (re)construction of identities. A disability studies perspective is thus relevant in the field of mental distress, and can be used to enhance the understanding of the process of identity (re)construction.     

School Bullying as a Collective Action: Stigma Processes and Identity Struggling

The aim of this study was to investigate the collective action of bullying and its stigma processes and influences on identities. In accordance with interactionism, identity is a social process, constructed and reconstructed in everyday social interactions. Ethnographic fieldwork was conducted in four school classes, investigating six bullying cases. Grounded theory methods were used to explore and analyse data. Co‐constructing differentness was found to be a core process in bullying. Bullying often appeared to function like a self‐serving and socially inclusive ritual in which the bullies co‐constructed the ‘normal us’. Loss of belonging, self‐deprecation and identity struggling followed closely upon the sense of becoming socially discredited. Victims were trapped in the collective action. The findings highlight the significance of addressing peer cultures and the social psychology of everyday school life in anti‐bullying policies and practices.     

Capital,distinction, and racialized habitus: immigrant youth in the educational field

Chinese Canadian youth are usually represented as a model minority and are therefore rendered invisible in identity debates. Drawing on Bourdieu's concepts of capital, field, habitus, and distinction, this paper examines how racism affects the identity construction of Chinese youth in different school fields. Particularly, I raise and discuss a theoretical concept, racialized habitus, which is manifested as both intergroup exclusion and intragroup distinction. This theorization is grounded in interview data with 36 first- and second-generation Chinese Canadian youth in Alberta, Canada. This study indicates the continuing significance of research on racism. It calls for challenging racism as an act of distinction, habitus, and action, as well as a discursive practice of discourse.