Crafting identities in a multinational context: evidence from Catalonia

The nationalist messages that family and school transmit are very often concurrent, making it difficult to measure their independent impact on individuals. In order to separate out the leverage of these two agents of socialisation, this article focuses on a case study in which such concurrence cannot be taken for granted: Catalonia. The article exploits variation in parents' national identification, resulting from the presence of a population born in other regions of Spain outside Catalonia, to tease out the effect of both parents and Catalan school in crafting individuals' identification. The results, which draw on the analysis of a household survey, suggest that more years of schooling makes more likely that individuals develop a dual identity; however, parents' attachment to Catalonia is key in fostering an exclusive identification with Catalonia. Results also suggest that residence in neighbourhoods in which the proportion of natives and immigrants from other regions of Spain favours contact between children from different identity backgrounds is decisive in promoting a more Catalan‐oriented identification between second generations.     

Make good choices,kid: biopolitics of children's bodies and school lunch reform in Jamie Oliver's Food Revolution

In recent debates surrounding childhood nutrition and US school lunch reforms, the child's body serves as a contested battleground in a destructive politics of blame over obesity and diabetes. Scalar discourses of the body play a significant role in constructing food-related problems and their solutions. We illustrate our claims through a critical analysis of Jamie Oliver's Food Revolution; a celebrated national television program centered on chef Oliver's attempts to address childhood nutrition through school lunch reform. Informed by Foucault's biopolitics, our analysis highlights how moralizing scalar discourses of the body frames nutrition as an individual problem of personal choice. Food politics, when played out at the scale of young bodies, masks class divisions, marginalities, and governmental policies that structure access to nutritious food in the US school lunch system. Increased attention to biopower, scalar politics, and the political economy of childhood nutrition in the space of US public schooling challenges naturalized ideologies of food choice that regulate and delimit change to the scale of the body.     

巩固思想阵地 夯实执政基石——关于青海省藏区县级党校建设的调研与思考

县级党校事关基层政权稳固和当地经济社会发展的大局,青海藏区县级党校是党进行思想政治教育的阵地,更是党的执政地位的重要政治屏障,加强青海藏区县级党校建设有其必要性和紧迫性。本文从教师队伍、培训轮训、科研工作、办学条件、经费收支等方面分析青海藏区县级党校建设的现状及其存在的问题、面临的困境与挑战,指出青海藏区县级党校总体状况不容乐观,亟待加强。在此基础上,从强化领导、加强教师队伍建设、加大投入改善办学条件、完善功能、发挥咨询作用、扩大培训内容与规模等方面,就如何加强青海藏区县级党校建设提出具体的对策建议。     

朱熹与法家之学

朱熹作为理学集大成者,其思想呈现儒法交融,对法家之学的批判、融合与折衷,使理学法律思想较之于法家更有补治道,成为引导中国封建社会后期几百年政治活动的思想规范.朱熹是真正的儒法思想家.     

论霍布斯鲍姆的史学思想

霍布斯鲍姆是英国马克思主义历史学家,同时也是国际历史学界新社会史学派的代表人物。霍布斯鲍姆在马克思主义历史观指导下,改造西方历史学界的社会史观,重视下层社会的研究,形成颇具特色的新社会史观,使马克思主义史学在西方学术界尤其是历史学界得到发展和创新。作为以马克思主义为指导来研究历史的学者,霍布斯鲍姆在继承传统历史学理论的基础上,研究现实历史发展的进程,对历史、历史学家、19—20世纪历史学发展、历史研究的预测、历史研究的技术等问题发表了新见解,为历史学的发展提供了新的思想资源,奠定了他在20世纪国际历史学界的地位。     

金陵八家与金陵画派的画风比较

分析画派这一概念的内涵,从时代、题材、师从、技法等对金陵八家和金陵画派的画风作一比较。认为明末一些金陵画家称其“金陵八家”更为妥当。     

延续与变化:荷兰中文教育追踪调研数据比较分析

论文通过对1998年和2019年基于同一问卷但相隔21年两次调研所得数据之比较,结合荷兰国家统计局正式公布的相关统计数据,在荷兰华人社会发展变化的宏观背景下,剖析荷兰中文学校生源构成及学生们学习中文之动因的延续与变化,总结荷兰所代表的中国大陆新移民相对集中之欧洲国家发展中文教育的原生动力和内在规律,思考如何进一步使面向华裔青少年的中文教育能够获得更全面发展,取得更深远实效。     

School Choice and Educational Stratification

Recent growth in the number of school choice programs across the country has ignited debate on the stratifying effects of these programs. In the context of interdistrict open enrollment, this paper analyzes—both theoretically and empirically—how choice programs affect stratification levels through the mechanisms of (i) the relative characteristics of program participants and nonparticipants and (ii) the schooling choices of different groups of program participants. The theoretical analysis uses Monte Carlo simulation techniques to analyze a hypothetical world where interdistrict choice is available to students in three school districts that are allowed to vary in student composition, the type of students who take advantage of the interdistrict choice program, and schooling choices of students who open enroll. The results of these simulations provide an understanding of the conditions under which an interdistrict open enrollment program leads to increases, decreases, or no changes in stratification levels. The empirical analysis uses data from the universe of students attending Colorado public schools in 2009–10 to examine how the state's interdistrict choice program affects stratification levels. It also analyzes the factors responsible for any increases or decreases in stratification and finds both participation patterns and differences in schooling decisions across groups to play important roles. The paper concludes with a discussion of its implications for research and policy.     

The non-graded elementary school

The history of education in a number of industrialized countries during the first part of the 20th century testifies to the political will behind school centralization and the closure of small and non-graded rural elementary schools. A closer examination shows that school centralization throughout these countries can be associated with the development of a more unified educational system and that a unified school system is in turn seen as a political tool for the advancement of social welfare. In particular, this article discusses the development of the Norwegian non-graded elementary school. It examines the nature and the effects of the applied policies, and analyses the rationales – both political and educational – behind political decisions on education. The overall conclusions can be linked to and complement international research in this area.