Inside and outside the school lunchbox: themes and reflections

We examine here the discourses surrounding the lunchbox taken to school by children: aspects both of the contents and of how children consume and understand these.1 The observations presented here form part of the preliminary stages of a broader project examining ‘Men, Children and Food’. The project itself is part of a large research programme – ‘Changing Families, Changing Food’ – funded by the Leverhulme Trust (award number F/00118/AQ) from 2006 to 2008, and situated at the University of Sheffield, working in collaboration with colleagues at Royal Holloway University of London. Our aims, in ‘Men, Children and Food’, are to explore the experiences of fathers (and other male figures in the household) and of children, in relation to food practices, including ways in which the two interconnect. View all notes Examples within and beyond the UK suggest that the lunchbox is a container for various aspects of the private and public. What traces can be found inside of wider social relations, including processes of care and surveillance? We argue that the lunchbox consists of intersecting spatialities, within which children constitute a public face, and create identities, relationships and subjectivities; this perspective frames opportunities for priorities in future empirical research with children.     

中学语文教学与创新教育

创新教育需要渗透到各科教学中。语文学科也毫不例外，并且只有对本学科不断创新，不断注入活水，它才有发展前途，才有存在的必要。语文教学法进行的是母语教学，是一门基础性的、工具性的学科教学。     

Governing childhood through crime prevention: the case of the German school system

Over the last decade, numerous crime prevention programmes have been implemented across the German school sector. Although several serious violent attacks have happened in the last 12 years in German schools, the emergence of crime prevention programmes within the education sector cannot simply be conceived as a reaction to a rise in youth crime. Following Michel Foucault's writings on power and governmentality, and drawing upon extracts of a discourse analysis of crime prevention programmes and political speeches, we argue that crime prevention within German schools signifies a new mode of governing childhood. Although we focus on Germany, our findings may illustrate an international trend within education policy, which first tends to spatialise socio-structural problems and transform them into local solutions, and second seeks to create childhood subjectivities that cause children to feel responsible for their own safety, while simultaneously subjecting children and young people to wide-ranging social control via area-based networks.     

The significance of subtle ways: navigating femininities in high schools of Taiwan

Children’s geographers have contributed to the theorisation of school space as a ‘geographical accomplishment’. The crucial role of school space in (re)producing social identities such as gender in the Global North has been discussed. However, empirical research which explores young femininities in East Asia is scant. This paper demonstrates that the contestation of femininities in high schools of Taiwan is manifested in subtle ways. This research examines qualitatively the forms of contested femininities, the significance of peer culture, and the flexible nature of school space. The analysis demonstrates that singular understanding of the spatiality of school cannot fully explain the complicated web of entwined micro spaces involved in the shaping of young femininities. In conclusion, this research highlights the dynamics between school space and young femininities, and emphasises the value of studying East Asians’ contextualised experiences for better understanding of young femininities.     

Young people's cartographies of school choice: the urban imaginary and moral panic

A critical geography of school choice illuminates how parental school choice reproduces unequal urban conditions. This paper contributes to this scholarship by arguing that the reproduction of urban spaces is reinforced by the ways the dominant urban imaginary shapes how youths imagine and organise their school options. I draw from the fields of critical geography, school choice, and sociology of moral panic to theorise how children's geographies are informed by the dominant urban imaginary and reconstituted reiteratively by moral anxiety. Through this lens, I analyse ethnographic data collected on school choice policy, along with interviews with 59 youth (ages 11–19) in Vancouver, Canada. My analysis demonstrates that the dominant forms of classed stigmatisation of marginalised urban schools are important to young people's rejection of those schools. My analysis also shows that moral panic and rising fears of violence underwrite the spatial patterns of youth participation in school choice.     

为了平等而不平等——从学校向工农开门看新中国的教育平等努力(1949—1965)

中国共产党自成立起就把争取工农群众受教育权利和受教育机会作为己任。新中国人民民主专政政权的建立,使广大人民获得了平等的受教育权,但是长期以来工农教育劣势却不是自然而然就能改变的。学校向工农开门就是中国共产党为增加工农受教育机会、实现真正的教育平等而做出的一种努力。在实践中,虽然采取了各种优先照顾工农青年、工农子女入学的措施,但是工农入学机会尤其是高等学校入学机会却一直不能与其他群体相比肩。于是,1958年以后学校向工农开门力度进一步加大,并且随着阶级路线的贯彻,一些"剥削阶级"子女接受高等教育机会受到限制。这就使新中国教育平等的价值追求呈现"为了平等而不平等"的特点。     

对高校教学管理科学化问题的思考

高校教学管理的科学化是高校教学工作、教学管理工作发展的必然要求,也是高校提高教育质量的基拳保证。本文就高校教学管理科学化的作用、内容、基础、关键、保障等方面进行了粗略的探讨。     

陶行知与汇文书院

作为教会大学毕业生的陶行知,在金陵大学求学期间,陶行知从一个尚且懵懂的徽州少年,转变成了一名追求自由民主、信奉“知行合一”的先进青年,成为他“爱满天下”的教育事业的逻辑起点。可谓金陵大学是陶行知早年智悲双修、悟证光明的菩提树。本文将通过陶行知在早期金陵大学求学经历的考察,探讨近代中国知识分子与教会学校间的特殊关系。     

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.     

金代私学教育

私学是金代教育的重要组成部分,也是金代官学的一种必要补充。金代"学而优则仕"的传统学习观念和人才选拔思想,辽、宋的私学传统以及私人刊刻、印卖书籍的普遍现象,构成金代私学发展的重要因素。在长期的发展过程中,依据教学内容、创办者、办学目的的不同,金代私学分为家学、女真贵族官僚家塾、学者自设私塾、官宦私塾和自学等五大类型。与其他朝代私学相比,金代私学具有类型多样化、设置早于官学、教育对象比官学更加广泛等自身特色。金代私学对于金代文化知识的传播和发展,科学文化教育的普及、交流,以及各民族文化素质的提高,均起到重要的促进作用。