Delayed,deferred and dropped out: geographies of Filipino-Canadian high school students

Models representing the assimilation of post-Second World War immigrants to North America use the academic achievement of children of first-generation immigrants as a benchmark of social mobility. Filipino youths in Canada fall short of this benchmark – they neither meet nor exceed their parents’ academic achievements. While concern with outcomes is a useful starting point, I suggest that there is a need to interrogate how and where students are produced as different. To do this, I attend to the geographies in the narratives of youths gathered from Filipino high school students in Vancouver (unceded Coast Salish Territories). I examine how they negotiate the spaces of transnational migration, their lives as students and spaces where their educational trajectories are deferred and delayed. I argue that the geographies of transnational migration and family should be held together with spaces of the school and education when considering academic outcomes.     

读《吴雁南评传》

《吴雁南评传》以大量翔实、可靠的文献资料及口述史料为基础,通过纵向的、横向的、历史的、现实的比较研究,力图就吴雁南由一个普通的专科学生成长为我国著名的历史学家的人生轨迹进行描述、探讨,并就其在太平天国史、辛亥革命史、中国近代社会思潮史、儒学与传统文化等诸多领域内取得的具有国内领先水平的重大的突破性学术成就与治学经验及其教育成就与思想做出全面、系统、深入的介绍、总结、探究,就其学术成就的地位、价值与意义做出深刻、公允的剖析、评价。该《评传》是关于吴雁南研究的开拓性、创新性成果。     

School accessibility and academic achievement in a rural area of Taiwan

This study empirically analyzes the influence of school accessibility on student academic achievement in a rural area of Taiwan. The sample population comprised elementary and junior high-school students in Pinlin, a small village outside Taipei City, the capital of Taiwan. Data were obtained through a questionnaire survey and analyzed via linear regression and ordered logit regression for continuous grade point average and discrete letter grade, respectively. Compared with previous research, this study presents the following new findings: (1) similar to elementary-school children, travel obstacles also negatively affected learning achievement of junior high-school adolescents; (2) travel obstacles affected academic achievement more significantly for adolescents than children; and (3) travel obstacles affected letter grades more significantly than grade point averages in children. The empirical evidence indicates that travel obstacles explain the academic achievements of children and adolescents with moderate or weak significance.     

Isolde Hausser (7. 12. 1889-5. 10. 1951), Technische Physikerin und Wissenschaftlerin am Kaiser-Wilhelm-/Max-Planck-Institut für Medizinische Forschung,Heidelberg

Historical sociobiographic accounts on members of the scientific and technical professions in the years of the Weimar Republic and after, are as yet scarce. This applies notably to women in the scientific community. Having formally been admitted to academic studies at German Universities only in 1908, their claims of wanting to apply their newly gained knowledge and to pursue academic careers were still not unquestioned by society. The social and cognitive integration of “the female” in male dominated science organisation, especially in the natural sciences and their kin fields in industry, remains problematic to-day. Isolde Hausser, daughter of the ambitious but little succesful inventor-entrepreneur Hermann Ganswindt, took her doctoral degree in physics at Berlin University in 1914, then worked as head of a group at a “Telefunken” laboratory for vacuum tubes till 1929, before she became research scientist at the Kaiser Wilhelm Institute for Medical Research, Heidelberg. There she worked on photoerythemaes and the formation of pigment and discovered the specific action of longwave ultraviolet. She contributed important results to our knowledge on the constitution and the behaviour of organic compounds by modern physical methods. She died of cancer on 5th October, 1951.     

Mirage in the Desert? Access to Educational Opportunities in an Area of Social Exclusion

While for British policymakers the route out of social exclusion is paid work through the acquisition of educational qualifications, research shows that academic achievement in areas of social exclusion is often poor. Based on a study undertaken on an inner London council estate, this paper explores the experiences of a group of carers and their children's access to secondary school education. It demonstrates the importance of a geographical focus on inequality, and the need for a nuanced approach in explaining educational opportunities in socially excluded areas. It also counters the notion of working class people as an undifferentiated group, devoid of cultural capital, whilst at the same time acknowledging the structural constraints of place which limit the full exercise of agency, so that for many, the opportunities apparently open to them turn out to be illusory.     

Success(ion): Second-Generation Iranian Americans

More than a generation has passed since the substantial immigration of Iranians to the United States in the late 1970s, resulting in a sizable second-generation population (defined by convention as persons born in the United States and those who immigrated under the age of thirteen). This article presents a first look at the demographic and socioeconomic characteristics of the second generation at the national level, and compares them with those of the first generation (Iran- or foreign-born population). It uses the 2005–07 merged data set compiled by the United States Census in the American Community Survey (ACS). The results indicate a preliminary continuation of economic and educational success from the first- to the second-generation Iranians. Moreover, this achievement has become more balanced across gender lines in the second generation. Specifically, in terms of educational attainment and labor force participation, females have quickly closed the gap with their male counterparts. Because the second generation is still young, it is premature to assess the extent of intergenerational mobility among Iranians. But given this generation's initial achievements, one can only expect an upward trajectory.     

Aboriginal Performance on Standardized Tests: Evidence and Analysis from Provincial Schools in British Columbia

Many indigenous populations are experiencing rural-to-urban migration. In making this transition, indigenous peoples are entering industrial societies where most income derives from wages or salaries, and formal educational achievement is crucial in determining economic prospects. This research analyzes the gap in test score results between Aboriginal and non-Aboriginal students in public schools in the Canadian province of British Columbia. It finds a strong effect of school quality, as measured by non-Aboriginal achievement, on Aboriginal achievement. It also finds a nonlinear negative relationship between Aboriginal achievement and the number of Aboriginal students in a school over the empirically observed range. It thus suggests a possible trade-off and dilemma between, on the one hand, policies that enable Aboriginal students to concentrate in a few schools able to provide a culturally sensitive curriculum and, on the other, policies to maximize Aboriginal academic achievement.     

从传道之师到大学教员：现代学术研究职业化趋向

近代知识人的学术研究出现了职业化趋向.所谓学术职业化,就是将学术研究作为一种谋生的职业,学术研究者成为职业学者.随着清末民初现代学术教育体制的建立、科学家群体的形成、专门科研机构的创建、科研成就的取得与科学交流系统的建成,近代学者的社会职业角色开始形成,学术研究逐渐呈现一种职业化趋向,不仅出现了以知识生产和传授为谋生手段的社会职业,而且这种学术研究职业为一定的制度所保障.学术职业化是现代学术体制的重要特征.职业化学者被纳入近代分科化、专门化之学术体制中.现代学术体制以有形之场地和无形之规范,直接限定着学者之学术活动,并间接影响着学者之学术思想.职业化之知识人多遵从现代学术体制从事知识生产,甚至将知识作为稻粱谋,而不再执着于思想之道.这是职业化体制下学术研究的特点及知识人的特色.     

从幕府到书院看乾嘉汉学大吏阮元的尴尬与无奈

阮元是乾嘉汉学的领袖人物。他组织起清代最大的学术幕府,创办诂经精舍和学海堂,开展声势浩大的学术活动,成绩卓著。然而在与幕宾相处、主持学术研究、领导学术流向、创办书院进行教育改革及实践的过程当中,阮元也有着鲜为人知的尴尬与无奈。这是整个清代学术及士人的真实写照。     

我读天下无字书——世界视野与立足本土

根据自己在国外求学的经历,介绍几位西方左派知识分子感人的作为。马若德、丹尼尔.贝尔、本.哈罗德都是全世界在他们那个领域里面最著名、有的甚至可称之为最伟大的学者。这些学者治学、为人的方方面面,可以让大家了解西方意义上的左派优秀知识分子。同时,以自己出生于中国三代贫民家庭的孩子,能够有机会在改革开放之初,通过教育扶贫的政策,一步一步走向世界最好的大学,有机会在全世界最伟大的思想家和大学者的身边学习的经历,说明最穷困的地区的孩子翻身,可以通过读书而不是造反去实现。期待通过教育扶贫的方式,改变贫困地区孩子的命运。     

Political Tourism: Elizabeth Simcoe’s Maps and Views of Canada (1791–1796)

Abstract

Elizabeth Simcoe (1762–1850) travelled from England to Canada in 1791 and returned to her home, Wolford Lodge, in Honiton, Devon, in 1796. She was accompanying her husband, John Graves Simcoe (1752–1806), who had just been appointed Lieutenant Governor of the newly formed province of Upper Canada. Throughout their travels, Elizabeth recorded her Canadian experiences in her diaries and sketchbooks. She drew, corrected and copied maps for her husband. Upon their return to England they offered to the king an album of 32 works and a map, all drawn on birch bark. The map and the album acted as a report to the king of her husband’s political achievements in Canada and her engagement as a cartographer.     

"I Didn't Do Anything Important": A Pragmatist Analysis of the Oral History Interview

In the course of gathering oral histories from women who servedin the Navy and Coast Guard during World War II, an unusualconversational pattern has emerged. The women almost invariablydiminish the importance of their wartime contributions; a commonrefrain is "I didn’t do anything important." Their individualexperiences, as revealed during the interviews, belie that assertion.In this paper, I will use the women's words to parse what ismeant by this rhetorical move. Do the women really believe theydid not do anything important? If so, why do they find it necessaryto participate in the very public process of oral history, placingtheir names and life stories within the historical record? Consideringboth the content and the context of the women's words from afeminist pragmatist philosophical base will help explain thisseemingly incongruent act. This article demonstrates that thewomen do not really mean to belittle their life experiences(and military service), but instead are using the phrase asa way to acknowledge society's expectations. The oral historyinterview, meanwhile, is used by the women to not only placetheir experience into the historical record but also to affirmthe importance of their wartime work.     

The Challenges and Opportunities of Foreign-born Instructors in the Classroom

Foreign-born instructors are an integral part of the US education system. While universities see them as contributing to internationalization, many students, parents and legislators are concerned about their impact on students' educational achievement. Supported by data collected from students and professors, the author identifies the main problems students experience with foreign-born instructors, as well as the main challenges foreign-born instructors face in adjusting to the US education system. Recommendations are developed aimed at improving classroom interactions between American students and foreign-born instructors and it is shown how the instructor's ‘foreignness’ can be an important teaching resource, particularly in disciplines such as geography.     

Spatial and temporal patterns in primary school enrolment and exam achievement in Rural Uganda

Using a mixed-methods approach, including qualitative, quantitative and Geographic Information Science methods, we assessed the primary school landscape around a protected area in Western Uganda. Data from a household survey, interviews and standardized school examinations were mapped to visualize spatial patterns in enrolment and academic achievement. We found children on average were starting school at age nine, but started to dropout as early as age 14; especially orphaned boys. Twenty of 36 schools demonstrated improving examination results from 2004 to 2013, although in one district improvements were lacking. Girls traditionally perform poorer than boys on exams in Uganda, but we found girls’ exam scores were catching-up. Support from one non-governmental organization with a long-term local presence was improving academic achievement. The use of Geographic Information Science provided spatially explicit recommendations to guide local policy actions for primary school education.     

Retrospect and prospect of overseas studies on Chiang Kai-shek and related topics

Mr Chiang Kai-shek is a key historical figure of twentieth century China. The studies of his life and thought have attracted many scholars' attention during his lifetime as well as after his death in 1975. In recent years, along with the opening of the archives of Academia Historica, the Chronological Events (Shilue gaoben), and the Diary of Chiang Kai-shek, once again the topic of Chiang has become a focus among China scholars who study the Republican period. Besides numerous conferences and workshops recently held in Taipei, Beijing, Hangzhou, and other cities in both mainland China and Taiwan, academic circles in America, Europe, and Japan have also held some seminars regarding Chiang Kai-shek. The current overseas studies on Chiang Kai-shek can be divided into two groupings geographically: the Euro–American group and the Japanese group. These two groups, plus those from Taiwan and Mainland China, have formed the four most important academic traditions. In spite of their different views and ideologies, these four are able to influence each other and even to come to similar conclusions. These can be summarized as a more positive image of Chiang whose major achievements include fighting the Japanese in WWII and building a modern China in various ways. This paper, relying on overseas research results, will try to help researchers understand the current situation of studies on Chiang Kai-shek in the world so as to lay a better academic foundation for their own further studies. However, because of all kinds of limitations, this paper will rely mostly on the research achievements of English and Japanese works. Research works in other languages and from other regions will have to wait for later efforts.     

两代学人的情谊与风范--杨志玖与傅斯年关系述论

傅斯年与杨志玖是具有师生关系的两代学人,他们二人的学术成就和贡献在学术界有着重要影响。但很少有人对他们的交往和情谊进行论述。他们数十年前往来的书信和交往的资料,记载了他们交往的史实和表现出的深厚情谊,其中既显示了杨志玖先生谦虚诚实、好学进取的学人风范和重诚尚信、尊师重道的品格,也反映出傅斯年为发展学术重视人才的培养和使用、不遗余力奖掖后学的宗师风范。     

THE IMPACT OF COMMUTING TIME ON YOUTH'S SCHOOL PERFORMANCE

Using Brazilian data, we estimate the impact of commuting duration on students' performance using distance to closest schools as an instrumental variable. In addition, we also use identification through heteroskedasticity, which does not rely on exclusion restrictions, and estimate bounds for the treatment effect in case there is remaining bias from unobservables. We find strong and consistent evidence that duration of commuting has a negative causal effect on academic achievement. Moreover, the relatively small heterogeneity across quantiles of test score makes us believe that public transportation policies targeted at students can promote education not only for those less well‐off.     

Care-less spaces and identity construction: transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.     

新中国建立后十七年“中生代”史家群体与马克思主义史学

新中国建立后十七年,那些出生于1910年代前后、具备扎实的史料考证基础、已经有一定学术地位、正处于学术生命旺盛期的"中生代"史家群体,在马克思主义史学居主导地位以及学习马克思主义理论的形势下,经历了从史料考证研究为主到运用唯物史观、融实证研究与理论指导于一炉的研究路向的转化。他们参加重大历史理论问题的讨论和大规模史料整理工作,在各自的研究领域多有新的创获,成为中国马克思主义史学队伍中的一员。新中国建立后中国马克思主义史家群体得以充实和扩大。