System management and compensatory parenting: Educational involvement after maternal incarceration

Research has demonstrated that paternal incarceration is associated with lower levels of educational involvement among fathers and primary caregivers, but little is known regarding caregiver educational involvement when mothers have been incarcerated. In this study, we present the first analysis of variation in school- and home-based educational involvement by maternal incarceration history, pairing survey and interview data to connect macro-level group differences with micro-level narratives of mothers’ involvement in their children's education. Our survey data demonstrate that children of ever-incarcerated mothers experience increased school-based educational involvement by their primary caregivers, regardless of whether the caregiver is the mother herself. Our interview data point to compensatory parenting as a key motivating factor in educational involvement, wherein a caregiver endeavors to “make up for” the child's history of maternal incarceration. Findings add to the literature demonstrating maternal incarceration as a distinct experience from both paternal incarceration and material disadvantage alone, and they suggest the need to explore the role of schools as potential points of productive institutional involvement for mothers with an incarceration history.     

The Advantages of Proximity: Comparing Higher Education Policy in Scotland and Catalonia

The article claims that, following devolution, increased proximity will increase policy capacity by changing the form of policymaking and providing greater scope for policy tailoring. The hypothesis is tested against devolution of higher education responsibility in Scotland and Catalonia. Results show that devolution did not entail the development of the same form of policymaking in the two regions, but it nonetheless permitted the implementation of policies and tools that were both in contrast with global trends in higher education policy.     

Do Russian research universities have a secret mission? a response to Forrat

This paper challenges the central claim of Natalia Forrat’s article that university support programs under Putin targeted the suppression of anti-regime student mobilization. Empirical evidence, both on the national-policy level and on the level of higher education institutions, suggests that the government introduced support programs in order to establish a research capacity at Russian flagship universities and to develop a more competitive national science system. The low level of students’ political engagement can rather be attributed to the outdated structures of student representation, inherited from the Soviet period.     

The political economy of Russian higher education: why does Putin support research universities?

This article argues that Vladimir Putin's regime launched support programs for the leading Russian universities in 2005 because of a perceived threat of the political mobilization of youth, similar to the one that triggered “color revolutions” in Serbia, Georgia, and Ukraine. The support programs created cleavages in the university community, covered an attack on university autonomy, and made the containment of possible anti-regime student mobilization a part of an implicit agreement between the regime and the universities. The historical coincidence of the “demographic hole,” which caused a shrinkage of the higher education market, and high oil prices, which provided the necessary resources for the regime, made this implicit agreement possible. The article contributes to the research on authoritarianism, youth mobilization, authoritarian backlash after the color revolutions, and the development of research universities in Russia.     

Truth,justice, and education: towards reconciliation in the former Yugoslavia

Key to the success of peacebuilding and social reconstruction in the former Yugoslavia are the attitudes of these young people. Our goal in this paper is to explore young people’s attitudes about the prospects of reconciliation vis-a-vis those with whom their nations were formerly at war. In particular, we examine three sets of factors. First, we contend that the level of contact among people engendered by the segregated educational systems affects the attitudes of the young about the possibility of reconciliation. We suggest that those who are able to interact more frequently with fellow students from other ethnic groups will be more likely to believe in the possibility of reconciliation. Second, we contend that attitudes of young people about which ethnic groups were responsible for the violence in the former Yugoslavia and the efforts of the international community to bring truth and justice will strongly influence attitudes. Finally, we examine other factors such as education and the influence of gender on reconciliation.     

Children's rights in a risk society: the case of schooling in Japan

The purpose of this paper is to examine the ongoing discourse on children's rights and related attitudes towards individualisation and risk in contemporary Japan's education system. The paper is also interested in how this discourse is translated into concrete change. The concepts of ‘children's rights’ and ‘risk society’ both have their origins in Western conceptions of the relationship between the individual and society, and the place of children and young people in that society. This paper explores the way that these concepts have been transformed by their adoption into domestic Japanese discourse on education reform. After a discussion of how the classical liberal concepts of positive and negative human rights can be applied to the specific case of children's rights, the discussion moves on to show how this debate has developed in Japan since the 1980s. Then the paradigm of the ‘Risk Society’ is introduced and the concepts of ‘positive risks’ and ‘negative risks’ are explored, first with reference to schooling in Western countries and then in relation to Japan. Finally, the relationship between risk, rights and neoliberalism is discussed, and it is shown how Western notions of individualisation have met strong resistance from various actors on both sides of the political spectrum. In the case of the Japanese education system, the shift of responsibility from state bureaucracies to individuals and private-sector organisations that is predicted by Risk Society theory has only partially taken place.     

Expanding the Boundaries of Criminal Justice: Emphasizing the “S” in the Criminal Justice Sciences through Interdisciplinary Efforts

At its very core, the phrase “criminal justice sciences” points to the interdisciplinary nature of our field. However, efforts to promote and support interdisciplinary teaching and research face significant barriers. In this paper, I address how interdisciplinarity is conceptualized, the history of criminal justice as an interdisciplinary field, why we should promote interdisicplinarity, barriers we confront in interdisciplinary efforts, the degree to which ACJS members engage in interdisciplinary practices, factors related to interdisciplinarity, and opportunities for increased interdisciplinary research in criminal justice. To grow as an academic field, I conclude that we must look to other disciplines such as biology, computer science, policy, and women’s studies as we expand our disciplinary boundaries.     

高职院校学生思想政治教育的特点与规律研究

高职院校学生因学生生源与普通本科学生生源的差别,高职院校学生在思想政治教育方面也有其自身独特的特点和自身的规律。加强高职院校学生思想政治教育尤为重要,一方面因为高职院校学生数量相对与本科要多,另一方面,高职院校学生毕业后一般从事着一线的工作,并且高职院校学生思想政治教育的不容乐观之处等的客观存在,迫使思想政治教育工作者必须以适合高职院校学生的方式来进行思想政治教育,必须对高职院校学生思想政治教育的状况有一个常态化的研究工作。     

The Relationship Between Child Maltreatment,Intimate Partner Violence Exposure,and Academic Performance

This article presents a longitudinal examination of the association between children's experiences of child maltreatment (CM) and intimate partner violence (IPV), alone and in combination, with children's academic performance. Integrated, administrative data from the Minnesota Departments of Education and Human Services were used to obtain a sample of 2,914 children. Data provided an opportunity to study comparisons of single (CM or IPV) and combined experiences (CM-IPV), longitudinally observe the impact of these experiences on academic functioning, and make comparisons to the general population. Results revealed significant differences in school attendance and math and reading performance by adverse experience. Children exposed to CM and IPV, individually or in combination, underperformed at school. IPV-exposed children had the poorest outcomes. Findings highlight the need for dedicated screening for adverse childhood experiences, particularly IPV exposure, and devoting greater educational and social service resources as a means of promoting future school achievement and adult functioning.     

法学本科专业实践教学模式的重构

法学本科教育应确立职业教育的教育目标,并要围绕职业教育目标充实法学本科教育内容,重视学生法律职业技能、法律职业思维的训练,培养学生良好法律职业道德和法治理想。实践教学是完成法学教育内容,达成法学教育目标不可或缺的教学方式,由于受传统法学教育观念的影响,实践教学未得到应有的重视,因而存在着诸多问题,因此建立与理论教学平行独立的实践教学体系、丰富实践教学内容、改革实践教学方式势在必行。