Reclaiming Our Agency in Academia: Engaging in the Scholarship of Teaching in Social Work

In this paper, I argue that as academics we need to engage in self reflection on our own practice as educators. Among many things, this means looking at ourselves and challenging our own unhelpful arguments that work to rob us of our agency in terms of our scholarship. While beginning with an acknowledgement of broader realities, such as neoliberal agendas, that impact on our experiences of tenure and promotion, I wish to push the discussion further by arguing that one form of resistance to these unjust conditions is to reclaim our agency by revaluing our practice as educators.

Hence, this paper begins with a challenge to some of our unhelpful arguments and proceeds to a discussion of several ideas that could be helpful in furthering our scholarship within a climate where quantity supersedes quality and where ‘productivity’ is the defining feature of success. My hope in writing this article is to offer my reflections and experiences as a way for other young academics to enhance their own scholarship. As such, this paper discusses the importance of writing for publication from an untenured academic's point of view and provides ideas that could assist specifically in engaging in the scholarship of teaching.     

高校学术期刊改革意欲何为？

当下高校学术期刊改革根本目的尚不十分明确,围绕学术期刊改革目标亟须认真思考以下四个方面的问题：一是改革之顶层设计与底层承受相适应问题;二是学术期刊与非学术期刊改革之异;三是在外部力量多方牵制的情况下学术期刊如何做到自我完善;四是如何处理好尊重历史沿革与改革创新的关系。     

Differences by Race in Social Work Students’ Social Distancing,Treatment Options,and Perceptions of Causes of Mental Illness

ABSTRACT

Research has shown that racial and cultural differences are related to the degree of social distancing associated with mental illness, beliefs about what causes mental illness, and what treatment options are best; however, there is little information on how this may manifest in social workers’ perceptions of these issues. This cross-sectional survey analyzed the differences in perceptions by race of 835 students enrolled in social work classes in the United States. Results indicated that individuals who self-identify as African American/Black expressed the greatest social distance concerning mental illness. Whites were most likely to endorse the use of medication and were least likely to normalize mental illness. The most frequently endorsed mental health provider varied according to racial/ethnic groups. Our findings show that future research may be needed to further investigate the conceptualization of the role of social work among different groups. The need for self-reflection and keeping biases in check are discussed as implications for social work practice and education. Suggestions for working with diverse clients, including religious diversity, are offered as well.     

论冯至《十四行集》的自我认同

经验性自我是冯至留德期间在以里尔克为代表的德语文化熏炙之下,为现代中国和新诗探询的一种独特而稀缺的自我类型,是理解《十四行集》的必要条件。它在《十四行集》自我实现的表征为:现代知性诗学的建构、现代整体时间观的认同、人与自然等他者关系的发现。集体认同为核心的抗战文化语境里,在歌德"蜕变论"等思想影响下,冯至经验性自我也生发重构。呈现冯至上个世纪三四十年个人的自我精神嬗变史,能反思中国现代知识分子自我建构的深刻问题。     

Understanding the Determinants of Service Channel Preference in the Early Stages of Adoption: A Social Cognitive Perspective on Online Brokerage Services*

In today's increasingly technology‐mediated world, individuals are often confronted with a decision of whether to obtain services through online, self‐service technologies or traditional, nontechnological alternatives. Understanding the mechanisms by which consumers choose among these competing service channels represents an important concern for organizations, consumers, and Web site designers. This study develops a research model based on Social Cognitive Theory to explain and predict service channel preferences that arise in the early stages of adoption, before a consumer conducts business using a particular channel. The model is subsequently tested in the brokerage services context, using observations obtained via survey. Given the growing popularity of online investing combined with the challenging prospect of making optimal decisions in an inherently risky environment, the context offers insights of practical and theoretical importance. The results suggest that task‐specific self‐efficacy beliefs serve as the activating mechanism kicking off a chain of psychological events that entice consumers to favor a particular service channel. Higher levels of self‐efficacy induce individuals to prefer the online approach. In addition to its direct effect on preference for the online service channel, higher levels of self‐efficacy influence one's propensity to take risks and expectations of performance‐oriented rewards, which, in turn, sway consumers to favor the online service channel. Furthermore, self‐efficacy and perceptions concerning the credibility of online information interact to affect service channel preference. Consumers are more likely to prefer the online service channel when they view themselves as capable and perceive online sources to be credible. Implications for theory and practice are discussed in light of the findings.     

浅谈高职学校高自考的教学管理

自2011年开始,天津市教育招生考试院对高职教育自学考试加大政策扶植力度,此举是为了更好地使高自考课程与高职课程衔接,针对这些政策,如何做好高职学校高自考的教学管理工作、更好地提高管理水平,使高职学校高自考能更好地适应社会,需要进行一系列的探索与改革。本文从高职学校自考生的特点进行分析,提出了当前高职学校高自考的教学管理现状,并就如何有效地提高高职学校高自考的教学管理进行探索。     

Dialogical Demand: Discursive Position Repertoires for a Local and Global UK Sex Industry

The increasing incidence of ‘trafficking’ has added an incontestably disturbing dimension to the contestable nature of a ‘non‐trafficked’ UK sex industry. Men who buy sex remain under‐researched, though some studies have indicated ambivalence within men's attitudes. This study combines a critical discursive psychology in support of dialogical self theory. Secondary data, from prominent UK media resources, were analysed using Edley's (2001) method of combining ‘interpretative repertoires’, ‘ideological dilemmas’ and ‘subject positions’. Contrasting discursive practices indicative of wider ideological conflict were found. Discursive concepts were ‘mapped’ onto Hermans and Hermans‐Konopka's (2010) ‘I‐positions’ to explore how these potentially dilemmatic positions might be understood in terms of identity production. The function of ‘uncertainty’, particularly salient with the increasing complexity of globalisation, was considered a factor in how men's identities might be limited by the current discursive space. A ‘dialogical’ model of self is introduced as a framework for understanding how men who buy sex might take up new, inclusive, positions. A corollary is reflected upon; that researchers, activists and buyers alike, who remain ideologically inflexible, may be sustaining the conditions for coercion through their contribution to the discursive conflict. The synthesis of discursive and dialogical analytical tools is recommended for investigating the production of selves in contested spaces.     

"克己复礼"的百年误读与思想真谛

孔子"克已复礼为仁"的名言,在中国近代思想史上被深深的误解。人们多是把它归入政治学的范畴,认为孔子此语表 明了他恢复周礼的历史态度;而实际上孔子的"克己复礼"是道德践履问题,是伦理学范畴的一个命题。"复"不是恢复或返回, 而应当解释为"实践"或"履行"。"克己复礼"即是克制自己的欲望,践履礼的规范。从孔子的整个思想体系看,他根本不是周礼 的维护者,而是周礼的颠覆者和叛逆者。他所提倡的"礼",已远远超越了周礼的藩篱,是在为一个新的历史时代奠基行为的规 范。     

Stigma of ink: Tattoo attitudes among college students

We test a structural equations model of stigma against tattooed persons and attitudes toward future tattoos among 195 tattooed and 257 non-tattooed college students. Having tattooed friends and family members undermines stigma against tattooed persons while beliefs about negative side effects of tattooing reinforces stigma assignment. The variables above and the respondent having a tattoo predict attitude toward future tattoos. We test a second model, stigma victimization, drawing on data from the 195 tattooed respondents. While greater tattoo abundance results in greater stigma victimization, respondents with more tattoos also report a greater commitment to their current tattoos and less desire for removal. We discuss results using attitude theory, stigma theory, and the contact theory of prejudice.     

Challenges of Critical Reflection: ‘Nothing Ventured,Nothing Gained’

This paper arises from the experiences of the authors in providing critical reflection training to social workers and health professionals. It examines the cultural challenges involved in undertaking critical reflection, and how such challenges may contribute to learning. We examine the nature of some of these risks and what might be at stake, and how we as educators might manage these in the interests of better learning. First we discuss the concept of critical reflection and the particular approach we take. We then analyse the nature of some of the risks involved by examining the cultural challenges that are at stake. Lastly we posit some strategies to reduce risk and maximise learning.

We outline three major types of cultural assumptions which are challenged by critical reflection. These include assumptions regarding interpersonal communication and dialogue, professional helping and workplace cultures, and regarding knowledge, learning, research and the place of emotions. The implications of these challenges include: the appropriateness of critical reflection for all types of learners; the need for emotional preparation for the critical reflection process; the need to emphasise the professional learning purposes; the need to clarify the use of self‐disclosure; and the need to set up an appropriate alternative cultural environment for the purpose of critical reflection.