关于大学生就业意识、能力准备与就业满意度之间关系的研究

大学生就业意识的强弱及能力准备充分与否,直接关系到大学生对找到的职业的满意程度。当前我国大学生就业意识有待加强,能力准备应更为充分。就目前来看,不少大学生的能力准备状况与用人单位的要求之间存在着差异。期望值过高、能力准备不足是导致大学生就业满意程度不高的重要因素。     

对法兰克福学派大众文化批判理论的再认识

法兰克福学派对西方文化工业的理论批判为当代大众文化的研究奠定了重要的理论基础 ,并对大众文化的研究产生了日益深远的影响。但是 ,由于法兰克福学派大众文化批判理论存在的局限性 ,需要对其再认识 ,以推动当代大众文化理论的研究和发展。本文重点阐述了其理论的主要内容和对其理论的反思与批判 ,并指出其理论的现实意义及启示。     

Family concepts—a social pedagogic approach to understanding family development and working with families

Drawing upon insights from family research, this article argues that in modern Western societies the reflection of individual notions of family as well as the development of concepts of a fulfilling everyday family life has turned into a recurrent challenge throughout the life course, a challenge particularly relevant during family transitions. Professionals in the field of social work with families are increasingly faced with the task of supporting such processes of reflection and development. At the same time, there is little knowledge about how these processes look like. Building upon results of a pilot study and merging recent theoretical developments in family research with the (German) tradition of social pedagogy, a conceptual framework to study family concepts theoretically and empirically is developed. The potential as well as the limitations of this research approach are discussed drawing upon a case example taken from an ongoing longitudinal study. This study aims at revealing family concept-related processes of informal learning and thus provides an understanding of family development from a social pedagogic point of view. Finally, an outline will be given of how this research could contribute to develop an intervention method standing in the tradition of social pedagogy.     

古典诗歌的叙事批评论——以诗话为中心

诗话是中国传统诗歌理论的重要存在形态,以往的诗话研究,更注重与诗歌创作、鉴赏、形态等密切相关的"诗言志"、"诗缘情"理论,而忽视了与叙事相关的论述。在中国诗论中,存在着一条关于诗歌叙事的论述线索,且在相关的诗话理论中,对诗歌之"叙"事"有比较丰富的论述。梳理研究有关的论述,对于我们重新认识诗论的整体面貌有一定的启发意义。     

Angered: Black and non-Black girls of color at the intersections of violence and school discipline in the United States

While most research examining school discipline policies have focused on the experiences of boys of color, this article explores the relationship between violence and school discipline as they shape the lives of girls of color and their disciplinary records. Using in-depth interviews, this article re-narrates the experiences of Black and non-Black girls of color who have discipline records to explore their experiences. The author found that in addition to being subject to multiple, intersecting forms of violence outside of school, girls of color – particularly Black girls – are also subject to schools as sites of control that elicit their anger and resistance. This author contends that faculty should establish new ways of understanding Black and non-Black girls of color by accounting for the ways that intersectional violence shapes the girls’ lives and supports their ‘anger’, agency and resistance to violence.     

Model (undocumented) minorities and “illegal” immigrants: centering Asian Americans and US carcerality in undocumented student discourse

As the numbers of immigrant apprehensions, detentions, and deportations increase, and in context of anti-immigrant sentiment, education scholars must better contend with the way that carcerality affects undocumented student experiences. Carcerality refers to social and political systems that formally and informally promote discipline, punishment, and incarceration. Guided by Critical Race Theory, I examine interview data from 15 undocumented Asian Americans to show that the portrayal of undocumented student exceptionalism that typically characterizes the discourse on their experiences obscures the centrality of carcerality in shaping how young people with undocumented status navigate their lives. The narratives of undocumented Asian Americans represent a shift in undocumented discourse as these students de-emphasized their academic mobility, demonstrated a hyper-awareness of punitive immigration policies, and were traumatized by and practiced nondisclosure in response to deportation threats. However, while these students developed resistance strategies that they believed would both physically and psychologically protect their presence in the US, some reinforced white supremacist perceptions of the illegality of other undocumented immigrants. Undocumented Asian American experiences illuminate the nuanced relationship between the criminalization of undocumented immigrants, race, and education, and how a legacy of carcerality is vital to deciphering the contemporary educational experiences of undocumented students in the US.     

A complicated passport: racialized realities and lessons from visible minority women teachers

This article presents key findings derived from the experiences of visible minority woman as teachers in Canada, whose lived realities reveal myriad instances of compromise. The ethnic, cultural and racial diversity among teachers is an area that has garnered attention as it pertains to equitable work environments, teacher–student relations, and multicultural education. The challenges and responsibility of representing one’s racialized identity, ethnicity, culture, and religion while finding oneself marginalized within mainstream populace is critically examined through their narratives and reflexivity. In instances of blatant discrimination, bridging the public and private sphere, to moments of fulfillment, the resilience of these women is a defining factor of their success within adversity. Through their experiences there is opportunity to inform and advance the notions of diversity, representation, and distinctiveness of teachers in educational settings and the impact this has on an intercontinental symbol of society values in education.     

Border stories: using critical race and Latino critical theories to understand the experiences of Latino/a children

The number of school-age children of color in US schools is increasing, while the teaching force continues to be dominated by white teachers. According to the 2013 Digest of Education Statistics in the 2011–2012 school year, 81.9% of public school teachers were white, while the projected number of Hispanic students enrolled in public elementary and secondary schools is expected to increase 33% between 2011 and 2022. In my experience, the issue of immigration is often ignored by the majority white teacher population, but, as I will share in this article, it is part of the lived experience of Latino children. I present my students’ border stories as discussed in relation to Latino children’s literature. I am using the words ‘border stories’ to represent the narratives my students shared about their families’ experiences crossing the US–Mexico border as well as what they felt about the societal discourse around ‘illegal immigrants.’ Critical race theory (CRT) and Latino critical theory (LatCrit) are used to frame these border stories to speak against the majoritarian story.     

Surviving teacher education: a community cultural capital framework of persistence

In this article, we communicate the experiences of a bilingual/biracial Peruvian-Anglo European student teacher, Serina, enrolled in a ‘teacher education for diversity’ program. Although the majority of the 13 (mostly Anglo European) students in Serina’s cohort expressed satisfaction with the social justice focus of the program, Serina was frustrated by the mixed messages she received about teacher professionalism as both teaching for social change and as deference to power. Serina was often vocal in her critique and, as a result, endured and negotiated cumulative microaggressions throughout her teacher education program. Despite these challenges, she drew on her community cultural capital to become a credentialed science teacher in an underserved urban middle school. Serina’s experiences compel us to think about how teacher educators might better support pre-service Teachers of Color – particularly as we strive to more actively recruit Teachers of Color to our teacher education programs. Implications for ‘becoming’ more socially just teacher educators are also discussed.