Navigating the gendered academy: women in social work academia

ABSTRACT

Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed-methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy.     

‘Seeing through their Eyes’: Towards Understanding Risk and Protection Perspectives of Young Bedouin Children in the Unrecognised Villages of the Naqab

This article is based on a participatory, context-informed study that examined perception of ‘risk’ and ‘protection’ among 30 Bedouin children aged four to five. It was conducted in the Bedouin unrecognised villages — Southern Israel and utilised photography, drawings and verbal explanations. The analysis yielded seven themes representing children’s perceptions of risk and protection. It indicated that children facing extreme adversity were aware of numerous risk conditions, including a lack of infrastructure and the fear of losing their homes, thus adversely affecting their well-being. Children’s insights, and suggested modes of protection, as the study findings reveal, are crucial for promoting children’s welfare.     

习近平“不忘初心、牢记使命”重要论述的生成逻辑

习近平“不忘初心、牢记使命”重要论述的生成具有多重逻辑。马克思主义关于无产阶级政党的理论、中国共产党以人民为中心的思想内核是其理论渊源；中国传统民本思想的精髓、以红船精神为源头的革命精神是其文化根基；人民对美好生活的向往、新时代中国特色社会主义任务的严峻性、解决“三个如何”之问的迫切性是其现实要求。     

Contextualizing case reviews: A methodology for developing systemic safeguarding practices

This paper introduces a systemic methodology for reviewing professional responses to abuse between young people. The approach, “contextual case reviewing,” draws upon constructivist structuralism to assess the extent to which safeguarding practices engage with the social and public contexts of abuse. The paper conceptually compares the methodologies of contextual case review and other serious case review methods before drawing upon findings from 2 studies, which used the contextual case review methodology to explore the extrafamilial nature of peer‐on‐peer abuse and the ability of child protection practices to engage with this dynamic. Thematic findings from these studies regarding the practical interpretation of “significant harm” and “capacity to safeguard,” as well as their use within child protection assessments, are used to challenge conclusions of other case reviews, which imply that child protection procedures are sufficient for safeguarding young people. Contextual case reviews suggest that safeguarding practices, and the legislation that underpins them, are culturally, procedurally, and organisationally wedded to the context of the home, whereas insufficiently engaged with extrafamilial contexts of significant harm. The application of these issues require interrogation if social work systems are to provide sufficient mechanisms for safeguarding young people and families at risk of significant harm.     

区域一体化背景下城市土地利用效率的空间关联及其解释——以长江中游城市群为例

从理论层面揭示区域一体化影响城市土地利用效率（ULUE）的内在机理，构建区域一体化背景下“规模+结构+集聚”的ULUE测度体系，并综合利用小波神经网络、空间分异模型和空间回归分析探索2003-2015年长江中游城市群ULUE的空间关联特征及其影响因素。结果发现：①区域一体化背景下长江中游城市群ULUE从2003的0.561 4增长至2015年的0.811 1，且呈现出明显的区域差异。②ULUE并非随机分布，而是具有空间上的关联特征和集群趋势。且由于不同集聚区内扩散效应在空间上渗透不均衡，其关联性主要表现为空间依赖性和空间异质性。③区域一体化背景下长江中游城市群ULUE在空间关联上具有“近水楼台先得月”和“门当户对”的特征，地理位置的空间相邻、投资消费结构和产业结构的相似是其空间关联的主要成因。     

小学校长服务型领导对教师知识分享行为的影响研究

以山东省248名小学教师为有效样本，探讨了服务型领导、教师同事信任、情感承诺和教师知识分享行为之间的关系。研究结果显示：服务型领导与教师知识分享行为显著相关；教师同事信任部分居间联系了服务型领导与知识分享行为之间的关系；教师同事信任部分居间联系了服务型领导与情感承诺之间的关系；情感承诺对服务型领导与知识分享行为关系的中介作用不显著。     

管辂易学研究——兼论术数学的思维方式

易学可以分为两部分:理论的层面和术数的层面。学界以往对易学的术数层面关注较少，一是缘于学者对“术数”的偏见，二是术数学自身缺少系统性反思的理论大师。三国时的管辂便是试图对术数学进行理论说明的人。牟宗三曾经藉由管辂来研究中国传统的一类知识系统，但尚有许多内容待发掘。管辂说“善易者不论《易》”，这是对术数易地位的辩护，同时也是对经学易和玄学易的回应。这种反对，不能从象数和义理对立的角度去理解，而应从文本和实践的区别来认识。管辂认为，术数的根本在于“神”，这个神不是玄学或思辨意义上的“玄之又玄”，而是实践意义中的通感和知几能力，它奠基于人自身的命限和气质中。但对于神的体悟又不能仅仅等同于“直觉”和“神秘主义”，因为它对于表现的通孔———象，以及工夫论基础，都有明确的要求。在这里，我们看到了不隶属于理性、直觉或神秘主义的一种独特思维方式。     

木偶戏剧在幼儿园活动中运用存在的问题与对策——以山西孝义木偶戏剧为例

木偶戏剧既是我国优秀的非物质文化遗产，同时也是丰富幼儿认知、开阔幼儿眼界的重要教育资源。当前运用木偶戏剧资源开展相关活动的幼儿园数量相对较少，在有限的应用当中也存在教师自身对利用木偶戏剧资源认识不足，木偶戏剧资源利用表面化及形式化等一系列问题。本文根据孝义木偶戏剧独有的艺术特点，从木偶戏剧的欣赏活动、表演活动与制作活动三方面，对如何将孝义木偶戏剧应用到幼儿园活动进行了探讨，为幼儿园运用孝义木偶戏剧这一文化资源组织相关活动提出具体建议。     

格萨尔藏戏传承实践及文化表征

格萨尔藏戏将口头诗歌中的“歌”化为具体的表演行为动态实践，集声音、舞蹈、仪式和群体互动等多种形式于一体，是历史悠久、别具特色的藏戏剧种。格萨尔藏戏表演通过对古典时代民族民间文化的重构与想象，构成格萨尔史诗更丰富宽广的表达。作为文化象征的表述符号，格萨尔藏戏是口头传统研究中的表演民族志，其歌舞形态为本的言说系统，更贴近格萨尔史诗说唱本体，并重新廓清格萨尔史诗口传与书写之间复杂的关联，还口头说唱以本原。格萨尔史诗戏剧化表演实践与创新中的复合性、融合性、新生性特征和带有实验性的探索，使格萨尔藏戏经历新的蜕变。     

“赞米亚”视角下的近代西南地区基督教的传播与国家适应

詹姆斯?斯科特（James C. Scott）认为，基督教在赞米亚地区广泛传播的主要原因是与山地族群的先知主义和千禧年宇宙观契合，从而使基督教成为山地族群借用的意识形态与谷地国家对抗，逃避谷地的统治。然而民国时期，中国西南山地民族皈信基督教的例子则显示，基督教为这些民族带来符合现代社会秩序的价值理念和行为规范，促使山地民族进入现代性的社会化道路，这恰恰符合了国民政府对于山地民族长期以来的教化愿望，期望将山地民族真正纳入国家的治理体系之下。因而基督教进入“赞米亚”区域，虽然也有逃避统治与国家相对抗的一面，同样也有与国家意识形态相一致的一面，促使山地民族适应国家并进入国家。这可能是斯科特所忽略的一个重要方面。