维新之艰难兮，公缔其始--纪念李端棻上《请推广学校折》一百二十周年

1896年,李端棻上《推广学校折》,面对当时我国“时事多艰,需才孔亟”的现状,通观全局,统筹兼顾,进行了切中时弊的分析,主张“自京师以及各省府州县皆设学堂”;提出了一整套富有革新意义而又切实可行的发展新教育的方案,而且为光绪帝采纳,成为戊戌维新的主要内容之一,并较快地付诸实行,推动了我国教育走向近代化。     

Creating New Schools for Bradford’s ‘Factory Children’: Obstacles and Outcomes, 1836–1850

Industrialization brought extensive factory development to northern English counties during the early nineteenth century, with new cotton, wool and worsted mills that employed many child workers. By 1840, some 1800 children, aged less than thirteen, worked in mills across the widespread Bradford parish – mostly in the central townships and predominantly in the worsted trade. Under the 1833 Factory Act, these factory children were restricted to forty-eight hours work per week and were required to attend school two hours each day. Available school provision was often poor and ill-adapted to mill-working hours. After delays, diversions and sustained lobbying, new Bradford schools – under the auspices of the ‘National Schools Society’ but specially targeted on factory children – started to come into being, soon reaching an attendance of some 1000 children. One of these schools – in a new, hastily constructed, building – gained recognition as a ‘model factory school’. Despite the perceived deficiencies of the 1833 Act, despite opposition and despite recurrent difficulties over finance, the 1833 legislation gave ‘leverage’ that, in Bradford, generated a new pattern of schooling.     

科学实证与文化阐释:中国新史学之双轨

中国新史学中最常见的两种历史研究方式是科学实证与文化阐释,前者旨在建立历史事实之真或寻求历史演变之理,后者则以探寻历史之意义或彰显切实之史识为目标,此二者可谓中国新史学之"双轨"。中国新史学正是沿此"双轨"向前发展的。从新史学之"双轨"着眼,并依据"新异性的标准",中国新史学界应有"八大家",他们分别是:梁启超、王国维、陈寅恪、胡适、顾颉刚、傅斯年、郭沫若和钱穆。科学实证与文化阐释,这两种不同的历史研究取径,展示了中国新史学研究的多元面相,二者之间是相互融通的,并无根本性的冲突与对垒,其在治史观念与方法上亦可做到相互补益,相得益彰。许冠三在《新史学九十年》中因陷入"科学"迷思的褊狭"新史学观",以科学实证拒斥文化阐释,故而未能将钱穆基于"文化"视角来研究历史的文化史学视为新史学。钱穆的新史学特质主要表现为:在继承中国传统史学遗产之基础上,注重历史研究主体与客体的统一,以文化为本位,以阐释为取径,其典型表现是"以士释史";以中国为立场,注重探寻本国历史文化之意义,探求与本国历史文化相符合之史识,强调历史学的经世致用功能。钱穆的新史学观与后现代主义在批判科学主义历史学、反对文化一元论和西方中心主义历史观等方面多有契合之处,但其以"于客观中求实证"为基础的历史认识论与走向历史虚无主义的后现代主义有着本质的区别。     

Chokepoint: Regulating US student mobility through biometrics

Many US public schools, struggling with perceived issues of safety and security, have installed a host of different biometric devices – vein scanners, automated fingerprint identification systems, iris scanners, GPS-enabled identification badges, and facial recognition software. Schools turn to these devices in hopes of securing school space by sorting and tracking students, visitors, and school staff based on their pre-determined risk profiles. As such, this article proposes that tracing these new forms of school security provides insight into how the politics and practices of biometric technologies are fundamentally geographical in nature. That is, biometric devices not only verify identity according to risk assessments, they also work to manage mobility by regulating where school bodies can go, when, and for what purposes. Moreover, this article analyzes how these risk profiling tactics, widely adopted by schools across the United States, necessarily borrow from the strategies used in sites of colonial occupation. Looking at schools in this way can help us plot how biometric bordering and resultant security decisions unfold at other sites of mobility beyond state (smart) borders, highways, toll booths, and ports of entry in order to formulate new “spaces of enclosure” (Amoore, Marmura, & Salter, 2008) and “dividing practices” (Nevins, 2002), thus bringing students into “closer proximity” to military relations of force through these “war-like architectures” (Amoore, 2009).     

国内外城市居住空间研究的回顾与展望

住宅作为城市的重要职能和城市空间结构的重要组成部分,长期以来地理学、经济学、社会学、政治学等不同学科的学者一直关注城市居住和相关理论的研究。本文在全面阐述西方居住空间研究的理论、方法、研究领域和研究成果的基础上,对我国有关城市居住空间的研究领域和研究进展进行回顾,并展望有待进一步深化研究的领域。     

Making links between sex work,gender and victimisation: the politics and pedagogies of John Schools

This article will explore the links between sex work, gender and victimisation. It will draw on the literature on victims and victimology, as well as the literature on sex work, to explore the ways in which sex work, gender and victimisation are presented at John Schools. These are court diversion educational programmes that teach those arrested for soliciting for the purposes of buying sex the negative consequences of their actions and are currently operating in parts of the USA, Canada, the UK and South Korea. Focusing on a case study of a John School in England, it shows how the pedagogies of the John School are inherently political and structured by the local and extra-local contexts in which it is situated. It also demonstrates the small but significant influence of radical feminist ideas and tropes in the John School and the ways in which the John School presents victimisation relationally as male clients causing hidden harms to victims, most notably residents and female sex workers. Here, the active construction of both the victim and offender identity is critically reflected on.     

Communicating with the European Resistance: an assessment of the Special Operations Executive’s wireless facilities in the UK during the Second World War

Summary: This article presents for the first time an examination of the Special Operations Executive’s (SOE) UK-based communication facilities. Established in 1940, SOE was responsible for coordinating all acts of sabotage against the enemy overseas. This was only possible with the aid of a reliable communications link with the Resistance. By examining SOE’s Home Stations, this article will demonstrate the value the organization placed in reliable wireless communications.     

从经济层面看五七干校的负效应

"文化大革命"时期,举办五七干校耗费了巨大的财力、物力、人力,挤占了大量田地,其办学成本要远远高于其他类型的干部学校。五七干校"学政治"与"从事农副业生产"、"办一些中小工厂"之间存在着突出的矛盾,导致其不计成本,浪费严重,基本上处于亏损状态。五七干校办得既不像干校,也不像企业,还引发了与人民公社、生产队、农民之间的经济纠纷和冲突。广大干部下放到五七干校,给国民经济的诸多方面造成了重大损失。     

The impact of the school space on research methodology,child participation and safety: views from children in Zanzibar

ABSTRACT

This paper discusses the impact of school environments as research spaces on participatory research methods, children’s agency and safety. The article draws on 18 months of ethnographic fieldwork on children’s perceptions of protection programmes in state and Qur’anic schools in Zanzibar Town. Working with ‘draw & write’ and photovoice approaches disclosed issues with children’s safety in schools and highlighted limitations of participatory research in educational spaces. Drawing on Zanzibari children’s perspectives, I suggest that to improve fragile theoretical ideals about children’s participation in participatory approaches in educational settings, research processes need cultural sensitization and conceptualization in relation to the intersecting notions of place and personhood. This, as the paper shows, needs to guide and can help develop a respectful understanding of children’s lives. This paper contributes to discussions on childhood research ethics and constructions of ‘safe research spaces’.