Vulnerable relational knowing that matters

This paper explores vulnerable relational knowing, and in it we open up our own embodied habits and experiences as feminist academics. We discuss how displaying our academic bodies as naked, both symbolically and physically, enhances and appreciates—instead of hiding—vulnerability. We also discuss how our academic bodies entangle with a range of more-than-human creatures and material surroundings to highlight the multispecies and material nature of vulnerable relational knowing. Two detailed stories, “Intimate sharing of academic knowledge: A recumbent study circle” and “Keropirtti: A place and space to work differently” provide unique examples of the enactment of alternative ways of working in academia, and their analysis demonstrates the potential of vulnerability for embodied relational knowing in academia, which has, to date, been commonly analyzed in the context of writing.     

学术论文一稿多投的"诊"与"治"

一稿多投是学术界由来已久且难以医治的顽症。究其原因,主要是科研压力之下作者的投机心态、作者投稿经验的匮乏、稿件时效性的压力以及网上投稿的便捷与低成本等因素使然。一稿多投会造成编方人力资源的浪费,容易引发一稿多发,挤占宝贵的版面资源,引起版权纠纷,破坏学术诚信,扰乱科研秩序。要从加强制度建设、加大惩罚力度、利用高科技进行防范、健全监督机制、加强学术道德教育、提高编辑效率等方面,把"他律"与"自律"结合起来,惩防并举,标本兼治,多管齐下,齐抓共管,从根本上规范科研活动,根治一稿多投顽症。     

On the conditions of authority in academic publics

The discourse of some of the most powerful public figures in today’s world is often incoherent and nonsensical. Incoherent yet authoritative discourse shows that authority does not rest in language but results from non‐linguistic and pre‐textual conditions. The non‐linguistic and pre‐textual conditions are exemplified in an Australian case‐study of a media debate between the Immigration Minister and a refugee, drawing on research by Smith‐Khan (2019a, 2019b). Two such conditions are then examined with reference to academic publics. First, I ask which languages do or do not carry authority, before moving on to speaker identity as a condition of authority. The close association between English and academic excellence has resulted in diminishing the authority of academic publications in languages other than English. The same is true of publications by women and people of colour. I close by reflecting on referencing practices as forms of extending authoritativeness to voices in excluded languages and from excluded scholars in academic publics.     

Parenting and children’s negative emotionality,self‐regulation,and academic skills: The moderating role of fathers’ residency

We examined whether fathers’ residency modified the associations among mothers’ supportiveness, father involvement, children’s negative emotionality during toddlerhood and children’s academic skills in pre‐kindergarten via children’s self‐regulation. Participants were 2,291 mothers (M_age = 23.24 years) and children (M_age = 14.99 months at Wave 1; 50.7% girls) in the Early Head Start Research and Evaluation Project. Results revealed distinctive associations by fathers’ residency: self‐regulation mediated the association between mothers’ supportiveness and academic skills only in resident‐father‐families. Self‐regulation mediated the association between negative emotionality and academic skills only in nonresident‐father‐families. The findings highlight the family processes of mothers, fathers, and children in low‐income family contexts that contribute to children’s academic skills, and how those family processes may vary by fathers’ residency status.     

Gender,Work and Organization: A gender–work–organization analysis

This article, celebrating 25 year of Gender, Work and Organization, reflects on some of the events that led to establishing the journal. It proceeds to consider the three central elements that have inspired the journal ‐ gender, work and organization ‐ and how they have become more problematic, perhaps much more problematic, over the lifetime of the journal. Indeed, paradoxically, these shift have occurred at the same time as GWO and the field of which it is part have become more established. Just as the field of gender and organizations has become more legitimate area of study, the concept of ‘gender’ has become more complex, more contested, less certain. This also applies to the notion of ‘organization’, perhaps less so to ‘work’. The latter part of the article considers what happens when one views the GWO itself in terms of gender‐work‐organization analysis, and how such questions may develop in the future.     

外国教育史学在中国

我国外国教育史学发展的百年历程经历了萌芽起步、艰难恢复、积极发展、成就与危机并存以及近年来的积极转向这几个阶段。几代学者共同就外国教育史的基本命题进行了深入的讨论、总结与反思，包括外国教育史是什么？研究外国教育史有什么用？作为一个学术领域，外国教育史应该研究什么？怎样研究？作为一个知识门类，外国教育史应该教什么？怎样教？学者们的辛勤耕耘使外国教育史学已经有了一个健康合理的起点，但其中诸多制约外国教育史学发展的实质性问题仍需重视，包括教育史观的把握问题、教育史研究的功利主义问题、教育史研究的规范意识问题以及教育史研究的陈述范式与立场视角的自觉反思问题等。     

Reviews

Abstract

Michelle DeMars reviews The Indispensable Academic Librarian: Teaching and Collaborating for Change; Norma Durian reviews The Library Outreach Casebook; Trina Boykin Nolen reviews Licensing Digital Content: A Practical Guide for Librarians, Third Edition.     

“中国梦”研究综述

“中国梦”研究从改革开放到现在大致可以分为四个阶段：初始萌芽、破土成长、发展壮大以及研究高潮阶段。从期刊文献可以看出，各阶段随着时代发展表现出相应的研究特点。整体上，“中国梦”内涵不断丰富，而文献数量整体呈增长态势，特别在近两年研究呈爆发态势。研究也表明，“中国梦”研究在与外国梦文化对比、外国人对“中国梦”的认同、对少年和儿童“中国梦”的培养、“中国梦”在社会各个层面上的关系与构建这些方面有待加深。     

高校学术行政化的危害及其对策

学术行政化是当前高校管理体制的特点之一。学术行政化曾经一段时间顺应了时代发展的要求，但其弊端已经慢慢暴露出来。学术行政化违背了学术发展的规律，制约了创新型人才的培养，产生了不正确的行为导引，引发了学校不同群体之间的隐性对抗。要破解学术行政化的困局，就要遵循学术发展的规律，优化学术资源的配置，构建学术治理新模式，成立学术共同体。     

蒙元初期儒士学术取向之转变及其原因

蒙元初期许多儒士在学术取向上发生了由旧儒学向新儒学的转变,一些新儒学代表人物和学术群体的出现,说明这种转变具有广泛性与深入度。而旧金儒士的凋丧与分流、理学影响的持续扩大、科举考试长期废止等,是促成转变的主要原因。