经济赋能与社区融合—以一个西部地区的反贫困实践为例

文章基于陕西省白水县的农村反贫困实践探索,从发展性社会工作视角探讨经济赋能与社区融合干预对于残疾人脱贫发展的意义。 这一反贫困实践案例显示,贫困者的生计发展嵌入在其家庭及社区的关系性脉络中,依托于残疾人互助合作社的社区融合介入,有助于残疾人的经济与社会的双重赋能,提升残疾人生计发展的内生动力。 同时,本地社会组织在残疾人反贫困中发挥关键作用,社会组织的能动性发展促进了多主体合作参与的贫困治理,也带动了社会工作专业理念和方法在反贫困实践中的运用。     

高校哲学社会科学研究评价的本质要求及其制度建设

建设具有中国特色、中国风格、中国气派的哲学社会科学,一直是我国哲学社会科学繁荣发展的根本目的.提升高校哲学社会科学繁荣发展水平,离不开科学有效的哲学社会科学研究评价.坚持党的领导、"二为"方向和"双百"方针是哲学社会科学繁荣发展的根本保障,坚持"质量为本"和"创新至上"是哲学社会科学繁荣发展的必然要求,坚持科学权威和公开透明是哲学社会科学研究评价的现实需要.结合当前高校哲学社会科学研究评价中"量化评价下数量与质量的关系论辩","学术评价与科研管理评价的边界异化"和"学术权力和行政权力的制度规制"三大问题聚讼,文章建议通过强化学术成果质量保障机制、优化学术共同体工作机制、构建学术争鸣长效机制和完善学术成果转化应用机制等制度建设,推动构建科学权威、公开透明的哲学社会科学研究评价体系,以期进一步改善新时代高校哲学社会科学研究评价工作.     

“But I’m not a racist!” Phenomenology,racism, and the body schema in white,pre-service teacher education

In this article, I call for a phenomenological turn in educating white, pre-service teachers. As opposed to dominant pedagogical models which focus on changing one’s beliefs about race, phenomenology points toward the importance of pre-conceptual, pre-critical forms of racial embodiment. Here I draw upon recent work on the different between body image (beliefs about the body) and body schema (what the body can do). The worry is that existing forms of anti-oppressive education miss the centrality of the schema, and thus do not go far enough in uncovering the embodied, perceptual roots of racism.     

Rewriting dominant narratives of the academy: women faculty of color and identity management

Drawing on Delgado and Yosso’s counterstory, Yosso’s community cultural wealth, and Alsup’s borderland discourses, the authors, who are women of color academics, use narratives from their lives to discuss the ways in which they draw on resources in managing and reconfiguring their multiple identities within the academy. These include identities of scholars, mentors, teachers, community members, mothers, and partners. They suggest that rather than merely being socialized into cultural reproduction, as much of the literature oriented toward women of color advises them to do in order to become successful, they seek to actually engage in transforming their roles and that of the academy by consciously and repeatedly making present and visible facets of identity that have previously been more-or-less absent in higher education. By presenting these counter-narratives the authors attempt to engage with ways of self-positioning that are, especially for women of color in academia, not frequently discussed or presented.     

Engaging leader – Engaged employees? A cross-lagged study on employee engagement

The goal of this study is to provide a cross-lagged examination of the relationships between engaging leadership, job resources and employee work engagement. We propose a mediation model and we postulate that engaging leadership can increase perceptions of three specific job resources (i.e. autonomy, support from colleagues and opportunities for learning and development) which theoretically correspond to the three facets of engaging leadership (i.e., inspiring, connecting and strengthening, respectively). Subsequently, in keeping with the extant body of Job Demands-Resources (JD-R) research, we link job resources to employee work engagement. Our hypotheses were tested on data collected at two time-points – T1 (N = 759) and T2 (N = 273) –from employees working for a hotel chain in the Netherlands. In line with our expectations, engaging leadership showed a significant cross-lagged relationship with autonomy and support from colleagues, but did not predict learning opportunities and work engagement across time. While we formulated specific hypotheses, we also tested reversed causation relationships. We found no direct effect from engaging leadership on employee work engagement, however, the reversed effect was significant; employee perceptions of engaging leadership were shaped by their own engagement experiences. Importantly, engaged employees at T1 reported more job resources at T2. By providing a cross-lagged examination of our model, we showed that engaging leaders as well as employees’ positive affective state of being engaged, are essential to shaping a resourceful work context. A comprehensive view on the triggers and outcomes of work engagement and engaging leadership is needed, as the traditional unidirectional cause-effect rationale fails to explain how these concepts relate to one another and to employee experiences of job resources.     

浙江省新生代农民工继续教育状况研究

中共中央、国务院印发的《新时期产业工人队伍建设改革方案》提出,要帮助"新生代农民工增加受教育培训机会,提高专业技能和胜任岗位能力",并将教育作为促进农民工融入城市,成为稳定就业的产业工人的重要路径。以浙江省11个地级市的服务行业、建筑行业、制造业的从业人员为主要调查对象,了解浙江省新生代农民工接受继续教育的现状与特点,发现新生代农民工存在自身接受继续教育的动力意愿不足、企业进行职业技能培训投资的动力意愿不足等问题,并据此提出要做好终身教育宣传、搭建继续教育平台、优化在职培训模式等解决办法。     

Social work students' conception on roles within the family in Greece

The present article is based on a small-scale research that took place with third-year students in the department of social work at Technological Educational Institute of Patras. During class the students, who undertake the laboratory course ‘Social Work with Families’, were asked to discuss family roles and depict them on drawings. Analysing their drawings in a qualitative approach the findings suggest that students adopt traditional views on family issues and the family roles. Various gender stereotypes and prejudices were reflected in students' drawings and this is alarming for both social work education and practice.     

Pathways from workplace flexibility to turnover intention: Role of work–family conflict,family–work conflict,and job satisfaction

This study examined the prevalence of workplace flexibility and the mechanisms that allow workplace flexibility to influence turnover intentions through work–family and family–work conflicts and job satisfaction among low‐wage workers in South Korea. Participants included 250 low‐wage workers whose monthly salary was less than 2 million Korean won (approx. $1,900). The study results indicate that low‐wage workers have limited access to workplace flexibility and that workplace flexibility plays a significant protective role in reducing their turnover intention, indirectly by decreasing work–family conflicts and enhancing job satisfaction. This article also discusses the implications of these findings for labor policy and social work practice.     

Feminist and empowerment theory and social work practice

Feminist and empowerment theories are especially important to the understanding of individual and sociopolitical levels of social work assessment and intervention. Incorporating feminist and empowerment approaches in practice will provide social workers with the knowledge, values and skills most likely to promote human rights and social justice. In this paper, we present an overview of both theories and illustrate them with a case example.     

小学教育专业之教育专业课程建构的逻辑

小学教育专业的培养目标决定了小学教育专业课程体系的基本逻辑：以通识课程奠基，以学科课程立命，以教育课程定向。教育专业课程是小学教育专业课程体系的重要构成部分。其基本逻辑结构包括学科课程、活动课程和技能课程。学科课程可按照认识小学教育、理解小学教育教学过程、学会研究小学教育的逻辑来建构；活动课程可按照感知小学教育、实践小学教育、研究小学教育来建构；技能课程可按照小学教师公共职业技能和学科职业技能来建构。