Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education.     

高职思政课教材体系的改革路径——基于职业能力培养与行动导向的视角

行动导向教学法以项目任务为中心组织教学内容,有助于实现高职思政课教材体系向教学体系的转变。教学理念、教学过程、学习情境和教学方法等是教材体系向教学体系转化的有效途径。在以《思想道德修养与法律基础》课中,探讨从职业能力到行动导向教学体系的构建,可以全面提高学生的职业能力。     

Interviewer: ‘Are women and girls ever responsible for the domestic violence they encounter?’ Student: ‘No,well, unless they did something really,really bad …’

Research shows the ‘gendered nature’ of domestic violence, with Women’s Aid (a UK-based charity) estimating that 1 in 4 women are affected (2014). This paper reports on a project – funded by Comic Relief, completed by Nottinghamshire Domestic Violence Forum (now known as Equation) and evaluated by Nottingham Trent University. The project adopts a Whole School Approach in seeking to prevent domestic violence. Students at three secondary schools attended between one and five blocks of work, and special events. There is evidence of positive developments – with young people showing understanding of domestic violence as well as the margins between healthy and unhealthy relationships. However, not all students could reply ‘never’ to the question of ‘are women and girls to blame for the domestic violence they experience?’, remarking that if the woman had done something ‘really, really bad’ then violence might be justified. We argue that young people’s uncertainties need to be situated within the gender-unequal socio-contexts of contemporary society, and further call for a WSA to domestic violence prevention to be a compulsory part of the UK national curriculum.     

学校外部公共关系管理问题探讨

学校外部公共关系管理属于教育管理学研究范畴,目前对此系统研究较少,此文试图作一些尝试性探索。研究范围主要包括:一是学校外部公共关系涵义;二是学校外部公共关系的意义;三是学校外部公共关系特点;四是学校外部公共关系公众对象、对策;五是学校外部公共关系操作程序。     

论学习型党校的素质强化与形象建构——学习《关于推进学习型党组织建设的意见》的若干思考

地方党校建设应该以中共中央颁布的《关于推进学习型党组织建设的意见》和《中国共产党党校工作条例》为契机,为党校的发展奠定坚实的基础,开辟广阔的空间。这是对地方党校发展的重大考验。要经受这场考验,就要在新的形势下通过加强学习,内强素质,外树形象,完善功能,提升作用,以"有为"求得"有位"。要按照《中国共产党党校工作条例》对党校所作的定位,把党校打造成合格的学习型党组织。我们要把握党校形象构建和素质强化的关系,实现学习型党校各种要素的高度统一。     

桐城派“因声求气”理论源流考辨

“因声求气”理论是桐城派文论的核心，也是中国传统文论的精粹。其渊源向上可以追溯到先秦，是对孟子、曹丕、刘勰、沈约、韩愈、朱熹等人的继承和发展；向下又是对后来理论的开拓与奠基，特别是在桐城派内部，从姚鼐到方东树、曾国藩，再到吴汝纶、张裕钊、贺涛等，对之更是推崇备至，世代承袭。五四以后，朱光潜用现代理论丰富和完善了这一理论，并赋予其以现代学术形态，为中国传统文艺理论的现代化提供了一个极佳的范例。     

高职师范生应重视交互式教学能力的培养

高职教育注重实践经验及动手能力的培养,交互式教学强调情境、协作、会话和意义的建构,有助于高职师范生在施教中抓住学生学习的特点进行有效教学。     

浅谈职专生的同伴关系与教育对策

同伴关系对青少年的社会能力、认知、情感的培养以及人格的健康发展起着重要作用。教师应充分认识同伴关系对职专生的影响,正确对待,因势利导,做好教育工作,为他们将来适应社会打下坚实基础。     

历史法学派之借鉴与中国民法典制定之反思

在中国已进人大规模立法的今天，我们面临着法典化的强烈呼求，但也同时面临着法学发展的不完全与城乡二元的对立等障碍，如何应对这种矛盾，换言之，我们现在法典化是否过于仓促，就成了摆在整个转型期中国法学与立法者面前的、不可绕开的难题。200年前的德国，面对着四分五裂的各邦也同样有着这样的争论，其中最有影响的萨维尼与蒂博的论战，这场论争以萨维尼的反对仓促法典化的主张胜利告终，其立足点主要在于民族精神的尚未完成与法学发展的不完善。那么中国今天的大规模的立法，尤其是法典化运动，对此应该有所借鉴。     

高校行使学生身份处分权的行政法治问题——由当前高校集体退学事件引出的思考

近年来,高校连续发生的集体退学事件引起了社会的广泛关注。人们对高校身份处分权的认识不足和高校管理中行政法治的缺失是造成这一现象的主要原因。为了既尊重高校的办学自主权,又切实维护学生的受教育权,理论上应当将高校处分权区分为身份处分权和非身份处分权。实施身份处分权应当遵循行政法治原则。