反思型教师教育的模式述评

在反思型教师与教师教育运动中 ,涌现出多种教师教育模式。其中技术性反思模式、行动中和行动后反思模式、缜密性反思模式、人格性反思模式和批判性反思模式最具代表性。这五种模式各有优缺点 ,可以实现互补。因此 ,教师教育计划应该对五种反思能力的培养均给予关注     

Challenge of multi-level governance in developing countries and possible GIS applications

Of the three most prominent issues in governance discourse—the horizontal coordination of markets, government hierarchies and networks, global governance and multi-level governance—this paper argues that the last, developing and sustaining structures of multi-level governance, constitutes the most profound governance challenge for most developing countries.The paper identifies the major forces promoting change in favor of multi-level governance in developing countries. Using the growing literature and comparative national experiences (illustrated with the examples of India, the Philippines, Colombia and Nigeria), it highlights the key achievements of democratic decentralization as well as its nagging problems in these countries. Finally, the paper demonstrates the significance of these developments for democracy and development in these countries and shows some of the ways by which external partners—especially experts associated with the Geographic Information Systems for Developing Countries can assist and possibly benefit from this process.     

论苏共党内民主的历史教训

苏联共产党党内长期过度集权 ,缺乏民主是苏共垮台的主要原因之一。苏联共产党就党内民主建设方面提供的历史教训是 :搞好党内民主必须坚持民主集中制原则 ;搞好党内民主必须把党的权力中心转移到党的代表大会上来 ;搞好党内民主必须建立健全的党内监督机构。     

A Contingency Approach to Decentralization

After decades of centralization, in 1980 the central government of the Netherlands embarked upon an ambitious project to decentralize the administrative system. It proclaimed a series of general decentralization measures that aimed to improve the performance of the administrative system and to boost local democracy. This article presents the results of research into the effects of these measures. It shows that the decentralization project did not meet the high expectations. This can be explained by the fact that the theoretical framework underlying the decentralization policy was overly simple. The authors present a new framework that represents the contingent character of the effects of decentralization.     

Wikipedia in the anti-SOPA protests as a case study of direct,deliberative democracy in cyberspace

This paper contributes to the discussion on deliberative, direct democracy and volunteer mobilization in the Internet era by analyzing the vote participation levels of Wikipedia volunteer editors (Wikipedians). On 18th January 2012 in the ‘first Internet strike’ against the American ‘Stop Online Piracy Act' legislation, over two thousand Wikipedians took part in the vote concerning whether their site should undertake a protest action, with vast majority expressing support for this action. However, the vote participants formed only a tiny fraction of the total number of Wikipedians who number in millions. Although Wikipedia can be seen as an open, democratic forum practicing deliberative, direct democracy, the process of voting on Wikipedia is significantly influenced by participation inequality, with a majority of the vote participation coming from a small group of most active contributors – an effective oligarchy. This paper discusses the intricate dynamics between Wikipedia egalitarian ethos and the creed to discuss project matters deliberately on one hand and the conspicuous lack of promotion and advertisement stemming from a rule against ‘canvassing’ and an overall skepticism regarding the status of majority votes. While voters' passivity and lack of interest play a major role, as expected, another factor emerges as a significant factor responsible for the low levels of participation: an inefficient information distribution system, as the vast majority of Wikipedians were not aware of the ongoing discussions and the vote itself until after their conclusion.     

Who governs or how they govern: Testing the impact of democracy,ideology and globalization on the well being of the poor

This paper examines the effects of regime type, government ideology and economic globalization on poverty in low- and middle-income countries around the world. We use panel regression to estimate the effect of these explanatory variables on two different response variables: national poverty gap (104 countries from 1981 to 2005) and child mortality rate (132 countries from 1976 to 2005). We find consistent and significant results for the interactive effect of democracy and government ideology: strong leftist power under a democratic regime is associated with a reduction in both the poverty gap and the child mortality rate. Democracy, on its own, is associated with a lower child mortality rate, but has no effect on the poverty gap. Leftist power under a non-democratic regime is associated with an increase in both poverty measures. Trade reduces both measures of poverty. Foreign direct investment has a weak and positive effect on the poverty gap. From examining factors that influence the welfare of poor people in less developed countries, we conclude that who governs is as important as how they govern.     

Enacting reflective and deliberative practices in action research

ABSTRACT

We consider action research as a form of deliberative policy analysis. This analysis explores a “reconstruction clinic” in which stakeholders and public officials engaged memories, hopes and obligations as they sought to resolve controversies over details of policy implementation. We ask how institutional design shaped participants’ reflective and deliberative progress. Reflection in action can prompt not only changes in cognitive frames, but new behavioural capacities for action. Deliberative practices can shape new relationships between parties through the work of apology, recognition, appreciation, and emergent collaboration.     

The practice of deliberative policy analysis in the context of political and cultural challenges: lessons from Thailand

ABSTRACT

This article draws upon insight from a study of those involved in introducing deliberative policy analysis in Thailand at the city scale and presents lessons for both policy practitioners and scholars. The design of each deliberative forum differed, depending on lessons learned from previous forums and the consensus that emerged as a result of deliberation amongst forum facilitators. The underlying principle of this kind of deliberative design is to make deliberative processes authentic, by avoiding coercion, inclusive, by engaging stakeholders who bring forth different ideas, and impactful. To make these forums more exciting, deliberative practices are often linked to other attractive discourses, such as those surrounding smart cities, creative spaces and inclusive development. The case of Thailand sheds light on emerging challenges involved in the practice of deliberative policy analysis in the context of both national political regimes that are not democracies and those in the East.     

Democracy and human development: recent legislation in India

Human Development (HD) requires that development must accompany fundamental human concerns that make life worth living. It is surprising that despite being a democracy, India performs poorly on HD. In this backdrop, four pieces of legislation of different orientations have been passed since 1998–99: ‘Swarnajayanti Gram Swarozgar Yojana’, the ‘Right to Information’, the ‘National Rural Employment Guarantee Act’ and the ‘Right to Education’. Where successful, they have empowered the beneficiaries. Though not expressed as such, nor exclusively directed to this end, these pieces of legislation are bound together with democracy's demand for HD: they are influenced externally by various aspects of globalisation; internally, development is continuously interrogated by democracy, competitive politics and social activism.     

Enabling children’s deliberation in deliberative systems: schools as a mediating space

In recent years, there has been a growing scholarly interest in conceptualising schools beyond their educational functions, as sites and agents of democracy. Yet this interest is often underpinned by a narrow conception of democracy, focusing solely on schools’ public and social aspects. To capture the democratic potential of schools more fully, this article suggests adopting a deliberative systems approach, which conceptualises democracy as differentiated yet linked sites of democratic communications and views schools as one such site. Using this approach as a broader framework and drawing on the fieldwork conducted in two Japanese schools, this article identifies the condition under which schools can become a meaningful part of deliberative systems. It reveals that schools contribute to deliberative systems when they serve as a bridge between children’s everyday practices and deliberative actions in the public space. In light of the findings, this article suggests conceptualising schools as a ‘mediating space’.