学习经典诗文、求索课程思政--课程思政建设探究

中国古典诗文体现着中华历代圣贤和文人志士的思想、智慧,蕴含着中华民族的精神品格。作为中国传统文化的精华,古诗文以其无可取代的精神力量,在提升学生语文素养的同时,发挥着独有的教化功能,实现着"立德树人"的根本任务。高职语文教学要通过对古诗文中蕴含的思政要素的深入挖掘,引导学生树立和坚持正确的民族观、国家观、文化观,实现古诗文在情感教育、道德教育和政治教育中的育人功能。     

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.     

Changing contexts: A quasi-experiment examining adolescent delinquency and the transition to high school

In a quasi-experiment, we examine whether changing schools during the transition from 8th to 9th grade influences adolescent delinquency, using a sample of more than 14,000 students in 26 public school districts (PROSPER study). The dataset follows students for eight waves from 6th through 12th grade and facilitates a unique, direct comparison of students who change schools with those who remain in the same school during this period. Results show that students who transition between schools report significantly less delinquency after the shift than those who do not, and that this difference persists through 10th grade. This decline is most pronounced when adolescents from multiple middle schools move to a single high school (i.e., multifeeder transitions). Students who transition between schools have fewer delinquent friends and participate in less unstructured socializing following the change in school environment, which partially mediates their reduced delinquency. Results provide some support for theories of differential association and routine activities. Our findings highlight the role of a crucial, yet understudied, life transition in shaping adolescent delinquency. The results from this quasi-experiment underscore the potential of alterations in social context to significantly dampen juvenile delinquency throughout high school.     

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.     

Are America’s public mass shooters unique? A comparative analysis of offenders in the United States and other countries

Public mass shooters are often assumed to be an exceptionally American problem, but little is known about what proportion of global offenders attack in the United States, or how America’s offenders compare to those in other countries. The present study offers the first quantitative analysis of all known offenders from 1966 to 2012 who attacked anywhere on the globe and killed a minimum of four victims. The results suggest that public mass shooters in the United States are significantly more likely to arm themselves with multiple weapons and attack at school and workplace settings, while offenders from other countries are more likely to strike at military sites. These differences may be partially attributable to America’s national gun culture and its particular set of social strains.     

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.