女性“第二轮班”现象真的存在吗 —— 基于女性教育、职业和收入特征的实证研究

本研究借助国家统计局和妇女联合会的调查数据,对比了中国不同性别城镇劳动者在有酬劳动 时间和家务劳动时间分配上的差异特征,并利用面板数据模型验证了影响女性群体时间选择偏好的主要因素。 结果表明,在中国女性城镇劳动力者中,显著存在着“第二轮班”现象,即不仅参与有酬劳动,而且负担了很 大比重的无酬家务劳动。同时,教育、职业和收入等因素对不同性别劳动者时间分配有一定程度的影响。     

‘Are We Still Running?’: Violent Migration to Violent Refuge

For most foreign nationals of African origin who lived in South Africa during 2008 and 2015, this period will be remembered with horror and fear. These were the years when South Africa’s growing culture of xenophobia matured into mass deadly violence. This violence has been widely reported in the press and is the subject of much scholarly engagement. The pre-migration life stories of many who take refuge in South Africa are laden with violence but such narratives are less well known and reported. The forces at home that propel migration are frequently excessively violent and traumatic. Once in South Africa, many migrants experience further violence and vulnerability in their places of refuge, as in 2008 and 2015. The violence fuelling migration and characterising refuge are thus tragic combinations of multiple forms of physical, symbolic and structural violence. In identifying repeated cycles of trauma, dehumanisation and vulnerability, this article discusses the pleas of migrants for better understanding, formal recognition and support from South African citizens and the government. Finally, the role of peace education, including healing interventions, for creating greater justice and harmony between foreign nationals and their host communities is discussed.     

“I am concerned with the future of my children”: the project economy and shifting views of education in a Tibetan pastoral community

Tibetan pastoralists have been subject to large-scale state-led development policies over the past three decades. The provisioning of institutionalized state schooling, in particular, has all along been part and parcel of these development projects, including urbanization and resettlement initiatives. However, for a variety of reasons, the promotion of schooling in Tibetan pastoral areas has been a challenge since the first Maoist efforts in 1950s. By focusing on a case study of a Buddhist monk’s persistent effort to build a primary school in his home village in the eastern region of Tibet in 1990, and on how Tibetan villagers’ views of him and his school project have changed over time, this paper examines the nexus of relationships between schooling, and social and cultural changes in pastoral Tibet. I also aim to relate Tibetan pastoralists’ shifting values of schooling to the larger social and political context, particularly the ubiquitous Chinese xiangmu (project) economy and Tibetan pastoralists’ ever-increasing dependence on the state. This paper argues that although state schooling is highly contested, it has been one of the driving forces of social change in Tibetan pastoral areas today.     

Nonviolence as teacher education: a qualitative study in challenges and possibilities

This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last.     

Educação do Campo [Education for and by the countryside] as a political project in the context of the struggle for land in Brazil

Latin American and Brazilian rural social movements believe that significant social transformation requires the collective construction of a political project of an historical character. Education is conceived as an historical–cultural and political project to transform the peasantry into an historical subject through emancipatory educational–pedagogical praxis. The Landless Workers Movement (MST), the most emblematic peasant movement in Brazil, has played the leading role in this debate, which also includes many other peasant organizations. The MST has identified education as the key element in forging an historical–political actor out of the landless peasantry. This is articulated through the struggle for education for rural peoples, and along a theoretical–epistemic axis that revolves around the emergent concept of Educação do Campo (‘Education for and by the Countryside’). I ask how the MST conceptualizes education, and what the role is of education in strengthening peasant resistance and sharpening the dispute between political projects for the countryside. I focus on the epistemic dimensions of the concepts of education and pedagogy in the trajectory of the MST in Brazil, and I examine Educação do Campo as an educational-political project and in terms of policy conquests in the political dispute between the rival political projects for the Brazilian countryside of peasants and capital.     

Violent attacks on education in the tribal areas of Pakistan and the role of NGOs in providing educational services

Education is no longer safe from attacks during times of armed conflict. In many regions of the world, armed groups intentionally target schools, teachers and students and violate the right of children to get an education. Such is the case in Pakistan, where militant violence and continued armed conflict has disrupted the education of hundreds of thousands of children, particularly girls. The present study addresses a call for a better understanding of how non-governmental organisations (NGOs) function and contribute to peace-building and development through the provision of educational services in conflict zones. Based on field research, the study finds that in spite of challenges, NGOs have been playing a vital role in providing educational services to the conflict-affected communities. Disseminating information, solutions for resuming education, improving school enrolment, psychosocial support and promoting quality education lies at the forefront of NGOs’ battle in the tribal areas of Pakistan. However, the state needs a comprehensive policy to protect education from violent attacks.     

Linking Public Housing to Education: A Comparative Case Study of HOPE VI

This research examines the federally funded HOPE VI urban revitalization program’s influence on neighborhood public school performance. A comparative case study was conducted in two HOPE VI neighborhood public schools, one that improved significantly (Philadelphia), and one that experienced a decline (Washington DC). The analysis revealed several insights into neighborhood factors that may influence school performance: the most vulnerable residents were least likely to gain reentry, mixed income housing residents often opt out of traditional public schools, and partnerships between public housing and education officials have been historically overlooked.     

What We Wish We Knew: Reflections of Brand-New Teaching Assistants

The learning curve on how to become a Teaching Assistant (TA) can be rather steep. In this paper, the authors explore three areas they wish they were advised in prior to beginning their teaching careers. The lessons are centered on balancing expectations and responsibilities in the following areas: 1) prioritizing their own work and research over teaching and vice versa, 2) the dual role of instructor and mentor, and 3) adapting prepared lesson plans when unexpected circumstances arise. The authors are three doctoral students in political science with approximately three years of teaching experience each. As such, they offer a unique perspective: each are settled into their position as TA but remember the challenges they faced while on the path to this role.     

Opening up to OERs: Electronic Original Sourcebook Versus Traditional Textbook in the Introduction to American Government Course

Traditional American Government textbooks are expensive and often unpopular with students. New technologies and Open Educational Resources (OERs) open up the potential for change, but questions of quality are ever present: can OERs really help students learn better, or are they just cheaper? I developed an OER based on original sources and compared student learning outcomes with the OER section to those in a free digital textbook section. While the OER I created did not work as well as I had hoped, I nonetheless developed a redesign of my course and my approach to teaching, which is the true benefit of adopting OERs.     

Peace education,militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.