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211.
ABSTRACTThis paper draws on findings from a pilot project conducted at an inner city primary school in Melbourne, Australia. Inviting grade six girls and boys (aged eleven and twelve) to focus on spaces of their schoolground, we learned about the ways in which gender, age, ethnicity, language ability and sporting competence influenced active play and belonging. Informed by the understanding that schoolgrounds, gender and active play are socially constructed, and children are active agents in these constructions, the paper examines how girls and boys consider and negotiate spatial politics. The methods of participant-led photography, focus groups and thematic analysis, reveal how children understand gendered spatialities. A strong story emerged of girls’ experience of exclusion from active play spaces in particular, providing a perspective on the spatial and social performance of gender. The findings highlight the value of integrating a spatial analysis of schoolgrounds – and the gendered dynamics therein – for health, education and equity programmes. 相似文献
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Kate Law 《Gender & history》2021,33(1):249-268
This article examines one of the most intractable problems that a newly independent nation encounters; the dissonance between the rhetoric of a revolutionary movement and its subsequent treatment of women in nationalist and supposedly decolonial projects. In drawing on interviews and archival research carried out in periodicals, newspapers and Hansard, the article examines the optimism, disillusionment and betrayal of Zimbabwe's women in the first decade of independence. Exploring women's variegated roles during the country's war of independence, this article argues that many women believed that their participation in national liberation would be a precursor to a broader programme of cultural and societal emancipation. Yet, as is shown, governmental thinking placed women as consumers and not producers of new nationalist culture. In particular, the grim reality of the situation was unambiguously shown just three years into independence through ‘Operation Clean-Up’, whereby thousands of women in Zimbabwe's main cities of Harare and Bulawayo were indiscriminately detained with state machinery arguing that the women were prostitutes, vagrants and beggars. A blatant effort to curtail women's autonomy in urban spaces, the machinations of ‘Operation Clean-up’ demonstrated an uneasy coherence between colonial and post-colonial thinking regarding the ‘appropriate’ place for women in the new nation. 相似文献
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ABSTRACTResearch has shown the neighbourhood as an influential environment concerning children’s independent mobility and activity participation. However, its influence on the everyday experiences of children with disabilities is not well understood. This article addresses this gap by studying the accounts of ten nine-12 year olds from south-east Queensland, Australia, who have diverse mobility impairments. This phenomenological study reveals mobility is a conditional act. Conditionality is understood by the way social and spatial factors intersect to influence one’s mobility about the street – or in our case coerced immobility. The body-space practices also reveal a mismatch between children’s embodiment and the neighbourhood environment, which intensified and converged at the absent footpath, with crucial repercussions for their spatial agency and activity participation. The findings suggest the importance of understanding diverse body-space practices in mobility studies and the need to contest ableism in street design to create inclusive walkable neighbourhoods for all. 相似文献
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ABSTRACTDespite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context. 相似文献