Restoring Meaning to Supervision Through a Peer Consultation Group in Rural Australia

The establishment of a cross-discipline peer consultation group in regional Australia is described. A research project, which explored the impact of the peer consultation on participants, using pre-group and post-group evaluation surveys along with data from an externally facilitated group evaluation session is discussed. Key findings reveal the value of access to varied modes of supervision; the importance of supervision not feeling like being subjected to surveillance; and the contribution that positive experiences of peer consultation have for our participants' well-being. The potential for improved connection and mutual benefits for practice and academia in sponsorship of professional peer consultation by regional universities also emerges from this research. The effectiveness of contemporary workplace counselling supervision arrangements, and of what, precisely, the enjoyment of engaging in case discussions in peer consultation groups is constituted are areas for more exploration.     

Career Engagement: Investigating Intraindividual Predictors of Weekly Fluctuations in Proactive Career Behaviors

This study applied a microlevel perspective on how within‐individual differences in motivational and social‐cognitive factors affected the weekly fluctuations of engagement in proactive career behaviors among a group of 67 German university students. Career self‐efficacy beliefs, perceived career barriers, experienced social career support, positive and negative emotions, and career engagement were assessed weekly for 13 consecutive weeks. Hierarchical linear regression analyses showed that above average levels of career engagement within individuals were predicted by higher than average perceived social support and positive emotions during a given week. Conversely, within‐individual differences in self‐efficacy, barriers, and negative emotions had no effect. The results suggest that career interventions should provide boosts in social support and positive emotions.     

Meaning of Political Controversy in the Classroom: A Dialogue Across The Podium

The abstract value of academic freedom is enjoyed (or not) in concrete settings, as interactional and emergent experiences. We examine classroom political controversy in our experiences, understandings, and values, using grounded theory methods and collective autoethnography by a team of five teachers and students. Our data were generated through electronic and face‐to‐face dialogues. Our analysis, guided by a symbolic interactionist and constructionist framework, yields a picture of Controversy in Action, whereby we navigate Barriers to Open Discussion and Costs of Controversy. Results highlight insights into taken‐for‐granted meanings unexamined in day‐to‐day classroom interaction. We attend to the relevance of the local context in which our classrooms are embedded and the interactional, meaning creating work that goes on in those classrooms, as we negotiate controversy.     

The role of ethnic identity in school engagement: perceptions of immigrant Tibetan adolescents in select US public schools

This purpose of the study was to ascertain the level of ethnic identity formation and its perceived role on school engagement for Tibetan adolescents enrolled in public schools in two Midwestern states in the USA. The journey of these students from culturally encapsulated schools from Nepal, Bhutan, and India to multiculturally diverse settings was one of the most fascinating facets of the Tibetan Diaspora. Subjects included 16 girls, 25 boys, and 2 who did not identify their gender. The multigroup ethnic identity measure was used to determine the level of ethnic identity formation of Tibetan students while a questionnaire gathered information on school engagement. The overall ethnic identity measure for this sample was high with a mean of 3.58, while the cognitive and affective aspect of the measure was also high with a mean of 3.56 and 3.74, respectively. The girls showed more emotional commitment to ethnic identity, as their mean score was 3.92, while boys scored 3.62. The results clearly corroborated findings and conclusions drawn by other scholars. School and community partnership contributed to the healthy ethnic identity development of adolescents who were thus encouraged to be more engaged in meaningful school activities.     

后现代主义教育观对应用性人才培养的反思

随着我国经济的快速发展,教育为经济服务的呼声也越来越高,导致功利性教育在部分高校出现后,学生批判性思维能力、实践创新能力得不到较好的培养。因此,在此背景下,以后现代主义教育观在教育目的、课程体系、教学方法、师生关系的观点,关注现阶段应用性人才培养具有现实意义。     

我国大学生创业教育问题与对策分析

在总结阐释大学生创业教育本质内涵的基础上,分析了我国大学生创业教育中存在的问题,并有针对性地提出了改进策略与建议,以期对促进我国大学生创业教育的健康发展有所启示。     

Crying for Food: The Mexican Myths of ‘La Llorona’ and ‘The Hungry Woman’ in Cherríe L. Moraga

The Mexican legend of ‘La Llorona’ (‘The Weeping Woman’), who drowned her children out of revenge for being abandoned by her lover, and the Aztec creation myth of ‘The Hungry Woman’ — crying constantly for food, with mouths all around her body — have inspired Chicana writers in the symbolic representation of their own yearning, be it sexual, identity-building, or anti-patriarchal. This essay seeks to lay the mythical groundwork within this topic, as well as to illustrate with some particular examples the different reappropriations of these myths in Cherríe L. Moraga, mainly in her play The Hungry Woman: A Mexican Medea (2001). With a view to opening up a past ‘that can provide a kind of road map to our future’ (: ix), these examples of transgressive women will be deprived of the feminine colonial passivity imbued by the dominant male discourse, and analysed as a complex, active, polyvalent mythological female corpus that integrates both life and death, womb and grave. This hybrid approach is inherent to the Aztec mythology on which Moraga relies in order to transcend Manichaeistic resolutions and probe the social, political, and gender reasons leading a hungry mother to commit infanticide.     

论中国古代文论资源对文学地理学的建构

文学地理学是中国本土化学科,其学科建立的意义在于以中国声音传达在以批判传统文学研究视角的基础上对于文学、文学理论研究的积极开拓,然这尚处于起步阶段,并且由于对“文学地理“这一核心概念理论界定不清,而直接导致了文学地理学系统建构的盲点与困难.为此,回归中国古代资源,从人-地及其关系-文学地理-文学地理学、地理-作家-文学-地理两个关系范式来寻求这一问题的解答显然具有研究的学理性和学科发展的亟需性.     

卡文迪许实验室为何成为诺贝尔科学奖的"孵化器"

英国剑桥大学卡文迪许实验室,被誉为诺贝尔科学奖的"孵化器".选拔优异的学术权威和异质学者、创设良好的硬件和软件环境条件、把握机遇条件等是其取得成功的三大法宝.借鉴卡文迪许实验室发展经验,探讨大学学术生态环境对科学研究的巨大作用具有重要的现实意义.     

论敦煌讲唱文学对我国通俗小说的影响

敦煌讲唱文学对后世通俗小说有重要影响:其一,表现在题材与人物上,敦煌讲唱文学作品中的许多题材与人物被后世通俗小说吸收改造,如<唐太宗入冥记>的故事被<西游记>、<隋唐演义>吸收成为其中的一部分章节.其二,表现在体制与体例上,后世通俗小说的"入话"、"散场诗"形式及配图形式、散韵结合的语言形式,章回体例的形成均与敦煌讲唱文学有关.其三,表现在叙事特征上,通俗小说在情节、人物、叙述视角等方面都对敦煌讲唱文学有所继承.