Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.     

A lattice of participation: reflecting on examples of children's and young people's collective engagement in influencing social welfare policies and practices

The article introduces four case studies from Wales, France and Finland and explores the situated, intergenerational and dynamic nature of collective participation in child welfare settings. Collective participation is conceived of as a process of engagement in which children and young people have some influence over the initiation or direction of a project; and as seeking a product, or outcome. The case studies represent a range of forms of collective engagement and highlight some key resources which supported children's participation (communicative spaces, time, money, knowledge, social position, attitudes, social networks, institutional commitment, equipment, food and transport). Challenges encountered in achieving effective participation in different nations within Europe are also identified, related to generation barriers and the distribution of resources. These elements are used to construct a lattice of participation: a model for conceptualising children and young people's collective engagement in participatory projects. The model provides a tool for visualising how, at different stages of a project, actors (children, young facilitators, adults and institutions) exercise influence by directing the use of different resources, such as finance and time. It invites reflection on why influence is limited in some stages of a participatory project, and how it is supported in other stages.     

对“公司＋农户”组织模式的反思

本文对当前我国“公司＋农户”组织模式困境作了较为深入的剖析。一是对公司和农户签订的契约环境进行分析,找出“公司＋农户”组织困境产生的根源。二是对履约过程中的障碍进行分析,找出“公司＋农户”组织运行的困境。结合我国实际提出了“公司＋农户”组织模式改进的建议：通过提高农户的组织化程度,构建有效的治理结构,摆脱集体行动逻辑的困境;扩大农户生产规模,提高自我履约能力;双方建立起真正的利益共享机制;政府体制进行改进和互补性制度的安排。     

Is Nature‐Oriented Tourism a Pro‐Environmental Practice?: Examining Tourism–Environmentalism Alignments Through Discourse Networks and Intersectoral Relationships

A key tenet of ecotourism is that interacting with nature through tourism cultivates environmental awareness and responsibility. We examine this assumption by analyzing discourse networks and organizational networks that connect tourism and environmentalism in Newfoundland and Labrador, Canada. Using a combination of interviews, field observation, and web‐based data, we ask: Is there an alignment of tourism and environmental discourse regarding human interaction with and use of coastal environments? Are there meaningful organizational ties between tourism and environmental organizations? We conclude that there is little indication that nature‐oriented tourism is working to produce substantial changes to our broader political ecology.     

农村土地制度改革及今后的完善思路

现代中国的农村土地制度进行了三次伟大变革,其基本成果就是现行农村土地制度;这一制度关系国之根本并具有其基本合理性,但也存在某些严重缺陷,应当以高度慎重的态度进行渐进式的改革完善。城乡二元体制是造成农村土地制度严重缺陷的首要根源,应当坚决摒弃。     

Between Neo-liberalism and Neo-indigenismo: Reconstructing National Identity in Mexico

Heightened integration with the US coupled with the rise of an indigenous movement have challenged and strained long-held images regarding the US and the indigenous within Mexico. As a result, Mexico finds itself facing the difficult task of re-evaluating and reconstructing its national identity. This paper explores the traditional images of the US and the Indian shaping national identity in Mexico and the challenges posed today by neo-liberalism and neo-indigenismo. It sets out a range of current issues, explores the linkages and contradictions, and examines the state of national reform. Fundamentally, the paper strives to raise important theoretical questions and hence set the stage for further research into these issues.     

对职业院校辅导员工作的探讨

辅导员是班级学习活动的组织者、领导者和教育者，同时，也是学生身心健康发展的引导者。本文从班级良好氛围的营造、学生综合素质与能力的培养、学生思想工作的开展等方面，阐述了如何做好职业院校辅导员工作。     

乡(镇)林业站在集体林权制度改革后的职能定位

在分析乡(镇)林业站建设历程与职能的基础上,针对林改后出现的林农增收与公益林保护,林权分散、资金投入不足与规模经营、扩大再生产,森林粗放式经营与林业产业升级等的矛盾与问题,提出乡(镇)林业站在林改后应调整职能,并从生态公益林的管理与保护性开发利用、商品林的经营、林产品的生产与销售等方面阐述了林改后乡(镇)林业站职能调整的具体内容。     

校长领导行为对小学教师集体效能的影响

为了探讨校长领导行为与小学教师集体效能之间的关系，采用校长领导行为描述问卷与教师集体效能量表作为研究工具，随机调查了37所学校的466名小学教师。结论发现：1．关心人与教师集体效能之间存在显著正相关，但关心任务与教师集体效能之间的相关未达到显著水平。2．在对教师集体效能的回归模型中，关心人进入到预测教师集体效能总分和教学任务分析的回归模型，而校长领导行为对教学能力评价具有一定的预测作用。     

Women's Work in the Home

No abstract available for this article.