广州市随迁生义务教育政策研究

广州市没有对随迁生问题进行深入研究,导致在贯彻"两个为主"政策上困难重重。解决上述问题的建议主要包括:明确义务教育公共产品属性、设置随迁生就读的合理门槛、修正"两个为主"政策等。     

Equity in Education Expenditure in Thailand

This article analyses the distributional effects of education spending across regions of Thailand, a country that purportedly seeks to reduce regional welfare disparities through decentralisation. It finds that public expenditure on education is neither progressive nor pro‐poor, although there are sizeable regional differences, driven by the pro‐rich distributional profiles of public tertiary education spending and public transfers to private education. Policy‐wise, these results suggest that the current decentralised allocation of educational spending is not consistent with an equity‐enhancing goal.     

A Teaching Framework for Transformative Multicultural Social Work Education

Abstract

A major challenge in multicultural social work education is fostering meaningful learning experiences for students by matching educational methods and content to students' individual learning needs and characteristics. Building upon transformative learning theory developed by Jack Mezirow, this paper proposes a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics. This framework uses the dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students. The paper provides a detail discussion regarding the learning needs and learning foci of students at each stance, and useful teaching strategies and activities that enhance students' transformative learning process so that they develop integrative knowledge about self and others in a dynamic multicultural society from multiple perspectives.     

Incorporating Multicultural Learning in Clinically-Based Education in the United States

This study attempted to explore and clarify the ambiguity surrounding cultural concepts, broaden and deepen the current understanding of cultural competency, and operationalize its core components in multicultural education in the United States. The research findings presented in this study were organized into three overarching themes: Level I: knowledge development; Level II: integrative processes; and Level III: practice evaluation. The findings contributed to the formulation of levels in multicultural learning and to the specification of core cultural components in clinical practice.     

Inclusive education policy provision in South African research universities

The 4-A Framework suggests that all inclusive education systems must be available, accessible, acceptable and adaptable. South Africa is committed to establishing an inclusive education system that does not exclude students with disabilities. South African university disability policies translate the imperatives of the United Nations Convention on the Rights of Persons with Disabilities into institutional mandates that govern the implementation of inclusive education. The aim of this study was to determine to what extent disability policies at South African research-intensive universities addressed the markers contained in the 4-A Framework. The framework was reworked and operationalised for the higher education context, and expanded to include a fifth marker, namely affordability. A deductive thematic analysis, using a protocol based on the five markers, was used to analyse these policies. Results indicate that, of the five markers, affordability was not sufficiently addressed. Various disclaimers also limit policy provisions related to other markers.     

Diglossia and identity in Northeast Thailand: Linguistic,social, and political hierarchy

The paper explores diglossic relations between Central Thai and phasa isan, a variety officially known as a dialect of Thai, but linguistically close to Lao. Phasa isan is spoken by almost one‐third of Thailand's population but its speakers in the Northeast are often stigmatized as uneducated and backward. We conducted field research mainly among university students in Ubon Ratchathani, a northeastern border province, by drawing upon data from survey questionnaires, reflective essays, interviews, and field observations. The findings suggest a transitional diglossic relationship in which Central Thai is the High and phasa isan the Low variety. These relationships are discussed in terms of nationalism, social hierarchy, and language maintenance and shift.     

Culture and language promotion in Thailand: implications for the Thai Lao minority of introducing multilingual signage

This article examines the introduction of multilingual Thai/Thai Lao/English signage in commercial areas of the Faculty of Humanities and Social Sciences at Khon Kaen University, the principal tertiary university for the 19 million citizens of Northeast Thailand, the majority of whom are of the minority ‘Thai Lao’ ethnicity, an ideological construction that is presented in some detail. This introduction of signage followed a previous study to introduce officially sanctioned multilingual direction-giving signage, including the main faculty sign, in three prominent areas of the Faculty. The survey employed a complex methodology to survey the opinions of 300 students together with observation of students and interviews with members of the faculty. The research type is therefore a mixed-methodology investigation of identity and language policy planning, cultural promotion, glocalization, Gal and Irvine’s semiotic ideology structuration process, the (urban) linguistic landscape and Bourdieu’s theories of social reality. The study found high levels of support for the signage from the student body, members of the faculty and the stallholders themselves.     

Refusing to be co-opted: revolutionary multicultural education amidst global neoliberalisation

Abstract

In this article, I explore how neoliberalism dictates the terms of debate about education reform and equity in the U.S. and abroad. In particular, I explain how two paradigmatic reforms – the edTPA evaluation for preservice teachers in the United States and the global initiative Teach For All – have co-opted the discourse of multicultural education in an attempt to advance their own priorities and not those at the heart of the field, thus jeopardising the possibility of real justice. Finally, I envision a way forward, through a theory of revolutionary multicultural education, as we seek to reimagine the terms of debate about the goals of educating all students.     

Reflections on Introducing Students to Multicultural Populations and Diversity Content

SUMMARY

The aim of this article is to identify factors the author feels facilitate learning in introductory courses focused on multicultural populations and related issues. These are reflections based on observations of patterns over a number of years, in a variety of teaching settings and structures, and with a very diverse body of students, and include the characteristics and behavior of the teacher and the students, the course structure, and important considerations with regard to course content and methods.     

Building Solidarity Through Difference: A Practice Model for Critical Multicultural Organizing

ABSTRACT

Building solidarity is perhaps the most crucial, yet under-theorized, process in organizing for social change. Traditional models of union and neighborhood-based organizing associate solidarity with commonality, as opposed to difference. However, this traditional organizing model is being forced to adapt to an increasingly multicultural context, presenting a need for rethinking past practices and creating new frameworks for multicultural organizing. Theoretical work on the topic has been relatively detached from action on the ground, with few efforts to translate it into community organizing practice. This article develops a practice model for critical multicultural organizing drawing on a five-year qualitative, participatory evaluation of youth participation in grassroots community organizations. As well as offering insight into the efforts of young people to organize around neighborhood issues in largely low-income and racially diverse communities of color, the cases highlight inclusive practices that will help any organization become more sustainable and effective.     

Issues in the integration of religious education and worldviews education in an intercultural context

ABSTRACT

The Council of Europe’s 2008 ‘Recommendation’ advocates the study of ‘non-religious convictions’ in schools in addition to religions. In 2018, there is evidence of growing academic interest in the inclusion of non-religious worldviews in the school curriculum, but few European countries include such a study within religious education. The guidance document, Signposts, recognises that the integration of religions and non-religious worldviews is problematic for policy makers, teacher trainers and schools and that there is a need for further research. Norway and England are at significant but different stages in the process of integration. This article presents a comparative study which draws on the findings of research in both countries which has investigated the process at classroom and policy levels, and issues raised by this. Four issues are explored: practical challenges; differing understandings of the concept of worldviews; the inclusion of non-religious worldviews as a political issue and influences on the selection of worldviews. The article concludes with a discussion of issues and findings within a supranational context and makes recommendations which highlight the value of integration and the need for both contextual studies and further comparative research.     

Global citizens,exotic others,and unwanted migrants: mobilities in and of Europe

This article reflects on Europe’s problematic relationship with its ‘others’, asking in particular how the idea of the ‘exotic’ – constituting one of Europe’s ‘imperial ruins’ – intersects with the figure of the Muslim migrant. The Muslim migrant has in the present become in Europe a potent marker of otherness, which reflects how some cosmopolitan aspirations are perceived negatively in European discourses, revealing how mobility itself is racilized and gendered. WoDaaBe Fulani migrants from Niger have historically occupied a subject position in Europe as identified with ‘the exotic’. The article discusses WoDaaBe temporary migration to Europe to supplement their income back home, and their intersecting positions as ‘exotic’, as Muslims and black Africans. While contemporary discourses tend to highlight Europe’s status as a site of equality, human rights, and cradle of civilization, some bodies are welcome within the space of Europe while others are not.     

Supporting Critical Multicultural Teacher Educators: Transformative teaching,social justice education,and perceptions of institutional support

ABSTRACT

In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two – the more critical the instructors’ approaches, the less institutional support they perceived.     

Older transgender women in Thailand: views of service providers

The social and cultural construction of aging and how it is experienced by transgender women in Thailand has been neglected within the academic literature. This qualitative study explored how Thai lesbian, gay, bisexual, transgender, and intersex (LGBTI) service providers construct aging transgender women. Fourteen semi-structured in-depth interviews and one focus group were conducted in Thailand between 2016 and 2017 with LGBTI staff members whose roles ranged from volunteer to senior management. This research was a part of a larger doctoral research project. In considering both gender identity and older age, a clearer understanding is established on how notions of “older” for transgender women are constructed by service providers. Thematic analysis was undertaken, which established that there is a lack of heterogeneity and shared understanding of the concepts of “age” and “older transgender women.” This key finding was compounded by the invisibility of older transgender women in the Thai landscape, which limited the extent to which older transgender women have been included in targeted service provision. Older transgender women lack agency and voice and have failed to be involved in the shaping of services that meet their needs.     

Hearing the voices of disabled students in higher education

Since the return of the Labour government to power in the UK in 1997 issues of social inclusion have risen up the political and statutory agenda within higher education (HE). This study reports the findings of disabled students lived experiences and views of transition from induction through to employability within one HE institution. The study examined the perspectives of disabled students via a questionnaire and face‐to‐face interviews. It found that there was still much work to be done in levelling HE experiences for disabled students and identified five key issues that should be addressed in order to enable access and entitlement to HE. These are pre‐course induction support, commitment by HE institutions to facilitating barrier free curricula, consultation with disabled students, institutional commitment to develop support services and embedding of personal development planning.     

Public relations education in Thailand

Public relation education in Thailand, offered at undergraduate and graduate levels at 21 universities, has become one of the most popular and competitive programs chosen by Thai students. This article discusses the development of public relations education in Thailand, the structure of current programs' curricula and course content at eight universities (three public, five private), graduate programs, instruction, and faculty.The in-depth interviews with public relations faculty revealed that while public university professors believed their students were well-prepared academically, most at private universities did not think the current curriculum sufficiently prepared students to be competitive in the work force in the future. The faculty uniformly agreed, however, that courses in interpersonal communication, intercultural/international communication, marketing communication, and new media technology should be added to the curriculum to help better prepare future practitioners to work in the global communication era.     

Pity and pragmatism: understandings of disability in northeast Thailand

Cultural models of illness causation and treatment inform community understandings of and responses to disability. Data collected as part of a multi‐country study, conducted in 2002–2007, illustrate how villagers from northeastern Thailand conceptualise disability (pikarn). Local understandings of causality are shaped by Buddhist beliefs in accumulated demerit, and this significantly influences attitudes towards illness, adversity and bodily states. Buddhist notions of love and compassion (metta and kurana) inform appropriate responses to people living with disabilities, while local distinctions of ability and disability inform expressions of sympathy and/or pity (songsarn), with implications for the social participation of people with a disability.     

Moral Scrutiny,Marriage Inequality: Cohabitation in Bangkok,Thailand

Research on contemporary union-formation in a Bangkok slum reveals how the meanings of heterosexual matrimony are changing. Dominant popular discourses promote a costly wedding as the socially normative way to marry. This new definition of marriage contrasts with perspectives within the slum, where pre-existing constructs of union-formation take multiple forms. The discursive shift reflects new notions of marriage as a vehicle of upward mobility and modernity. These shifts occur at a time when the Thai state has discursively moralised marriages, facilitating the delegitimisation of cohabitation and other pathways to marriage. The co-existence of ‘traditional’ marriage forms with dominant official ones within the slum highlights the local multiplicity of marital forms. However, as new lifestyle associations between marriage, modernity and civic belonging become increasingly influential, financial constraints and social context mean that these remain hard to access for certain urban migrant sub-populations.