Utopian Promise or Burdensome Responsibility? A Critical Analysis of the UK Government's Building Schools for the Future Policy

Abstract: This paper critically analyses a nationwide school‐building programme in England: Building Schools for the Future (BSF). It is argued that, between 2003 and 2010, the UK Government's policy guidance for BSF represented a (re)turn to utopian discourse in governmental policy‐making, mobilised in order to justify a massive programme of new school building in the UK. In doing so, BSF connected with the promise of three further discourses: school(‐children), community and architectural practice. It anticipated that new school buildings would instil transformative change—modernising English schooling, combating social exclusion and leaving an architectural “legacy”. However, it is argued that BSF constituted an allegorical utopia: whilst suggesting a “radical” vision for schooling and society, its ultimate effect was to preserve a conventional (neo‐liberal) model of schooling. The paper highlights the critical role that notions of utopia might have in negotiating—and challenging—promise‐laden mega‐building policies like BSF. In doing so, it develops recent geographical research on utopia, education and architecture.     

The Impact of Childhood Migration on Educational Attainment: Evidence from rural–urban migrants in Indonesia

This paper estimates the effect of migrating permanently as a child from a rural area to an urban area; focusing on long-term educational attainment in Indonesia. We conduct a household survey specifically tailored to collect data on urban–rural migrants in four major migrant destination cities in Indonesia, and merge the data with a nationally representative survey to create a dataset that contains migrants in urban areas and non-migrants in rural areas who were born in the same rural districts. We find that individuals who migrated to the city as children attained three more years of education, compared to observably similar individuals who remained in rural areas. We find no gender differences in the benefit of childhood migration. Finally, age at migration and the size of network in the city do not significantly affect the educational attainment of childhood migrants.     

浅析古建筑中以空间处理为中心的陈列艺术

在古建筑中布置现代陈列,目前尚无成熟的模式可以遵循。结合实例研究可知,这类陈列在实际操作中会表现出以空间艺术处理为中心的通常格局,原建筑的室内面积与展线不仅需要经过不同常规的弹性划分,还需适当地借鉴古建筑的造型元素及相关文物器物元素,以求营造出情景交融的现代陈列新意境。而场景创设则时常能够成为盘活陈列和显示设计个性的最灵活、最适宜的选择。     

The emergence of early childhood education outdoor programs in British Columbia: a meandering story

ABSTRACT

This paper explores the emergence of early childhood education outdoor programs in British Columbia, Canada. The story told follows paths not dissimilar from how one might observe children on a walk to the park. While the park is the destination, it is the journey to the park, of picking up pebbles, looking at flowers, and finding sticks, that enlivens and binds the journey. Through our consideration of stories from a number of outdoor programs, we weave patterns that join their emergence and consider how their stories might sustain and encourage educational action.     

From boats to bushes: environmental elements supportive of children’s sociodramatic play outdoors

ABSTRACT

Sociodramatic play is a central activity of early childhood, one influenced by the nature of the environment where it occurs. Using the Smilansky Scale for the Evaluation of Dramatic and Socio Dramatic Play (Smilansky and Shefatya, 1990), this study compared the frequency and complexity of the sociodramatic play of two groups of fifteen 4–5 year old children in two preschool outdoor spaces differing in natural elements, resources, and spatial characteristics. Field notes and behaviour mapping were also employed to explore potential associations between the play characteristics, and specific elements and areas of the two spaces. Findings showed the following elements supported more frequent and complex sociodramatic play: a balanced conjunction of man-made resources and significant vegetation and natural loose parts; opportunities for seclusion and lack of overcrowding; linking pathways and open-ended design. The findings have implications for the design of outdoor spaces that support the frequency and complexity of children’s sociodramatic play.     

‘Britishness’, Colonial Governance and Education: St Helenian Children in Colonial Natal in the 1870s

This article considers understandings of ‘Britishness’ in the Natal colony in the 1870s. Focusing on St Helenian children’s expulsion from ‘government’ schools that were ostensibly open to all racial groups, the article shows how competing definitions of race and ‘Britishness’ shaped the responses of colonial officials, settlers and the St Helenian community to the expulsion. The white settler population in Natal was concerned about St Helenian economic migrants’ inclusion in white, English society. In particular, the ambiguous racial status of St Helenians was seen as potentially harmful to white children. The focus on a group of recent incomers to the colony uncovers a process of racialisation unfolding in the context of migrations within the British Empire. The case highlights how movement and migration within the empire could bring these definitions of race and Britishness into conversation and conflict with each other.     

王夫之进步教育观论略

作为明清之季杰出的思想家,王夫之的主要贡献并不在教育方面,但他却有着丰富而进步的教育思想。尤其是他的重视对儿童进行早期教育、重视“情商”教育的思想,以及行先知后的知行观等,都极大地丰富了中国传统教育理论,并在今天仍然散发着它的理论光芒。     

焦作出土汉代陶仓楼的艺术特征

焦作出土汉代陶仓楼系目前保存下来较为完整的中国秦汉建筑的实物例证,其种类多,特色鲜明,具有较高的艺术价值和深厚的民族文化内涵。本文根据历年来相关考古报告和研究资料,并在实地考察部分馆藏作品的基础上,逐一对不同形制的陶仓楼进行了考释。     

The Authority of Age: Institutions for Childhood Development in China, 1895−1910

The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for women and children, this study argues that the theory of childhood development helped shape socialized play and citizenship training in new schools. These new institutions followed scientific insights about childhood development in terms of both physical and emotional growth. Educators hoped to found schools that would inculcate respect for political authority within the classroom, and administrators took unprecedented steps in documenting and regulating children. Schools not only became places for disseminating learning, but also centers for gathering information about children and their families, as well as about childhood itself. The production of knowledge and the institutionalization of schools for preschool children helped usher in new trends that denaturalized childrearing outside of the family domain.     

民俗学艺术论题的转向——从民间艺术到支撑人之“生”的艺术(vernacular艺术)

民俗学研究中关于艺术的讨论通常是在民间艺术或民俗艺术概念之下展开的。然而,这类议论往往深受传统与历史性的束缚,普通人在生活世界里所制作的平凡作品很少有机会能被视作"艺术"。要使这样略失偏颇的论题实现在现代社会中的转向,vernacular艺术这个概念应能发挥效用。它所指的,是并不自许为"艺术家"的普通人受难以抑制的创作冲动所驱使而作成的艺术;是在那原本与正统艺术世界的制度、权力或权威无涉的世界里,自学习得艺术技能与知识的人们苦心巧思而成的艺术。它是呈现在普通人生活现场与路上的艺术,有时亦是支撑人生、充实生活的艺术,是寻回新生、填补生命的艺术。在民俗学中采用vernacular艺术这一视点时,艺术本身并不是真正需要我们考察的对象。我们应当考察的是艺术背后人们千姿百态的生活形象与方式,是他们别具特征的人生观与人性,这些都是极好的研究材料。另外,将"艺术家"的个人史与其生活社会的当代史加以描述,从中亦能生长出研究的良材。     

从生活到艺术

从改革开放三十年中国美术发展的概况,谈从生活到艺术的创作规律。期待艺术家以十年磨一剑的心态,为我们这个时代留下真正能够传至久远的好作品。     

先秦时期生态观述论

先秦时期产生了较为丰富的生态意识,对《周易》、老庄、孔孟、管子、荀子等的生态观进行初步提炼、分析,寻求古人在处理人与自然关系上的原则、立场与观点,正确认识和评价先秦时期生态观将对现代社会的生态实践活动起到一定的参考价值。     

Systems theory,systems art and the computer: Ernest Edmonds interviewed by Francesca Franco

ABSTRACT

This interview with Edmonds, conducted by Franco in 2016, explores how Systems art, Systems Theory, and his personal relationships with artists such as Malcolm Hughes, Kenneth Martin and Edward Ihnatowicz influenced his art practice.