论当代思想政治教育实践中情感场的构建

思想政治教育实践的逻辑起点是活生生的人,充分关注人的情感及其体验,是思想政治教育工作的本质要求。文章分析了思想政治教育实践中情感场的内涵、重要作用以及情感场缺失所带来的不良后果。在分析情感场缺失原因的基础上,对构建情感场的思维方式和原则及其构建途径进行了初步探讨。     

人类学民族志的方志渊源

我们承认人类学、民族志等概念来自西方的同时,也不应忽视方志学意义的民族志对人类学意义民族志构成的影响和渗透。一方面,方志民族志与人类学民族志共享着“志”的功能,即对资料性的强调;另一方面,方志民族志也影响了人类学民族志田野考察的时间长度和研究深度。     

布迪厄场域理论简析

皮埃尔·布迪厄是国际知名的法国社会学家 ,他的场域理论是其社会学体系中的重要内容。场域这一概念和分析单位来自他早年的人类学研究 ,场域中充满着力量和竞争 ,个体可选择不同的竞争策略 ,资本既是竞争的目的 ,又是竞争的手段。场域有自主化的趋势 ,但场域本身的自主性又受到外来因素的限制。惯习是与场域对应的一个基本概念 ,惯习与场域紧密结合。布迪厄通过场域理论 ,为实践自己的社会学宗旨 ,为超越主客观二元对立 ,做出了较为成功的尝试。     

文学人类学概念分歧及学科界定

文学人类学正成为当今学术界的热点话题之一。关于什么是文学人类学的问题学术界一直有着较大的分歧,笔者在各派理论的基础上“求同存异”,总结、概括了文学人类学的学科特征及范围等问题。     

Risk preferences after a typhoon: An artefactual field experiment with fishers in the Philippines

When are risk preferences stable and when do they change? In general, individual preferences tend to be consistent across time and space but extreme shocks, such as natural disasters, appear to change how people make economic decisions. We conduct an artefactual field experiment with fishers on a remote island in the Philippines and investigate the effect of Typhoon Bopha on risk preferences, along with fairness and time preferences. The typhoon destroyed coral reefs and reduced populations of fish, weakening food security. Comparing individuals from communities that were directly hit by the typhoon with those that were not, we observe evidence that those affected by the typhoon are less risk averse. Stratifying our sample by gender, we observe strong evidence that females affected by the typhoon are more risk-loving than females unaffected by the typhoon. These results are consistent with the hypothesis that extreme negative events cause individuals to be more willing to accept greater risk in return for a larger financial reward.     

Educational assortative mating: a micro‐educational approach

This article presents a new way of analysing educational assortative mating patterns, using a detailed ‘micro‐educational’ classification capturing both hierarchical and horizontal forms of educational differentiation. Taking advantage of rich Danish population data, we apply log‐linear models that include four ways of measuring educational homogamy patterns: (a) by returns to education, (b) by macro‐education (five aggregated levels), (c) by field of study (16 categories), and (d) by a disaggregated micro‐educational classification, combining levels and fields of study (54 groups). Our results show declines in educational homogamy from 1984 to 2013, but the odds ratios of being educationally homogamous at the university college and university levels remain of substantial magnitude, by both the macro‐ and micro‐educational measures. The micro‐educational classification outperforms all other measures in explaining the associations in the homogamy tables. The income measure (‘returns to education’) does a particularly poor job of explaining homogamy patterns from 1984 to 2013.     

Community college field placement internships: supervisors’ perspectives and recommendations

ABSTRACT

Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.     

Waiting for Godot? On some of the obstacles for developing counter-forces in higher education

In the name of the imperatives of the knowledge-economy, the European public university has been under attack since the beginning of the 2000s. Everywhere in Europe, budgets have been cut and departments considered as being useless eliminated. Reactions have been weak. How can this be explained? How can one challenge the dominant discourse on higher education? This article explores some of the power dynamics that prevent alternative visions from developing.     

Enhancing social work student learning: converging Bronfenbrenner,Bourdieu and practice learning

ABSTRACT

Social work student field placements can be complex, challenging and demanding for the practice educator and student. In this paper a model of practice education is explored that incorporates the theoretical constructs of Bronfenbrenner’s ecological framework and Bourdieu’s concepts of habitus, capital and field. Through the application of these constructs, the practice educator can enhance the student’s learning and development in three distinctive ways. These will be explored and presented as a model that facilitates the practice educator in supporting the student during their placement and in the preparation for professional practice.     

自觉治理：公共危机基层社会共治的行为动机及作用逻辑

现代化使人类社会处在风险中，正处于社会转型期的中国所面临的公共危机风险也层出不穷，公共危机治理中，基层社会共治的意义日益凸显。在这次新冠肺炎疫情暴发公共危机中，N市的多元治理主体在情感场域影响下组成了治理共同体，开展的基层社会共治成效显著。在公共危机治理中引入情感场域维度，构建了自觉治理的理论框架。政府和社会可以营造更广泛的情感场域，构建多元社会治理共同体，开展更广泛、更科学、更高效的自觉治理，推动社会治理的共建、共治、共享和共荣，最终达成良政善治。