Negotiating hybridity in highland Bolivia: indigenous moral economy and the expanding market for quinoa

Scholars often highlight the capacity for cooperation and reciprocity as one of the most outstanding features of Andean peasants, but also raise concerns that these traditional strategies necessarily wither and fade as Andean people and places are increasingly incorporated into capitalist markets and processes. This study examines how non-market cooperative and reciprocal economic practices are affected as rural Bolivians expand production to meet a growing international demand for the Andean pseudo-grain quinoa. Based on the grounded experiences of rural Bolivians who are negotiating the modernisation and martketisation of agricultural production for the first time, I find that increasing incorporation into global markets need not undermine the moral economy of rural people, and may in fact strengthen their commitment to reciprocal and cooperative strategies. In contrast to claims that the spread of modern markets and technologies will weaken and ultimately replace cooperative strategies, I argue that reciprocity practices are important components in the construction of a new, hybrid economic space. Within this space, where economic strategies are based on moral sentiments as well as market logic, reciprocity provides a socially and ecologically appropriate ‘toolkit’ with which rural people negotiate their uneven incorporation into global capitalistic processes.     

Local Government and Local Governance: 1944–2011

Abstract

Since the establishment of the tri-partite system of state education after the Second World War, the once simple relationships between central government and local government and the individual school have become increasingly complex. This article considers the key governance issues for schools and colleges in England and how they have been affected by the redistribution of power between central government and local government. The principal foci are the main legislative changes and the impact they have had on the respective powers and responsibilities of central government, local government and schools and colleges. The radical developments since the formation of the coalition government in May 2010 have accelerated the shift of power to central government from local government and by the end of the first term of the coalition the local authority will have little more than a vestigial role in the provision of secondary education and a diminishing role in primary and special education. As academy status becomes the norm (as it already is for secondary schools in some authorities) central government will be dealing directly with autonomous schools and academy chains. With more schools directly employing staff and with funding levels set nationally, the pattern and nature of public education will have been irrevocably changed.     

Trends in Governance in Further Education

Abstract

The governance of further education colleges has two main phases since the passing of the Education Act 1944 – the period when further education colleges were under local authority control and the period from ‘vesting day’ on 1 April 1993 when colleges became incorporated and further education corporations were formed as charities. This review is primarily concerned with the landscape of college governance since 1 April 1993 and draws upon some of the very limited number of research studies into the practice of further education governance. The experience and contribution of the key governance players – chair of the corporation, governors, the principal, the senior staff, the clerk to the corporation – are discussed. Throughout the period since 1993, college governance has operated within a policy framework provided by government and, to a greater or lesser extent, the implementation of those policies by agencies of government. In simple terms, the pattern may seem to be creativity (in the early years), compliance (following some high profile college governance collapses), micro-management (through the Learning and Skills Council years) and now the most open, imaginative phase as the current government encourages the strong colleges to play a bigger part in local education provision. Perhaps now is the time when the experience of college governance to date is able to draw upon its considerable strengths and show what the accumulation of governance capital can achieve.     

公安院校法学课程实践性教学路径的探究

传统的法学教育模式带来的学生实践能力较低等问题已经引起了法学教育界的高度关注。虽然人们已经对“法律毕竟是一门实践的学科”这一理念基本达成了共识,但如何使这一理念转化为现实仍然是值得探讨的热点。在分析当前法学教育现状的基础上,从提高课堂教学质量和增强学生的实践操作能力两方面积极探寻解决方法,将是公安院校法学教育走出困境、培养出社会需要的应用型人才的重要路径。     

国外教育公共服务改革成效与启示

从政府教育公共服务职能、公共教育的财政投入、重视基础教育事业的发展、实施教育绩效评估、完善教育公共服务多元化体系以及加强职业技术教育等方面介绍了国外有关教育公共服务的具体做法与经验,为推进我国教育公共服务的发展提供参考借鉴。     

高职院校利用社区体育资源开设体育课的研究

运用文献资料法对社区体育资源的概念进行了界定。在此基础上,分析了高职院校利用社区体育资源开设体育课程的必要性、可行性及其重要意义,并提出了利用社区体育资源开设体育课的应注意事项。     

职业学校数学教学中的人文教育

如何在专业教育中灌输数学人文教育,如何将二者有机结合在一起,使得所培养的学生不仅是专业方面的"科学人才",也是更宽泛意义上的"文化人才",是数学教师的一项基本工作。对此,本文从三个不同的层次和角度,提出一些建议。     

论罪犯教育个性化

过分强调罪犯教育的统一模式 ,不利于罪犯教育质量的提高。调整、改革罪犯教育思想和方式 ,把罪犯教育改造成为既适应社会需要 ,又有个体特色的新人 ,是罪犯教育面临的必然选择。应当明确罪犯在教育过程中的主体地位 ,注意提高罪犯的自我意识和主体意识 ,在改变罪犯个性心理结构上下功夫 ,建构有助于罪犯教育个性化运行的狱所环境     

论我国高等警察教育改革路向

我国高等警察教育应实行通识教育基础上的宽口径专业教育,学生不仅要有宽厚的知识基础,还要对整个刑事司法过程有完整的认识,要培养全人警察。应整合高等警察教育,逐步将高等警察学历教育归并到普通大学,警察机关专事职业培训,造就具有宽厚知识基础、人文关怀、实战能力强的新型警察。     

论未成年人犯罪的法律道德原因

未成年人犯罪是社会面临的一大难题,其原因更是学者们关注的焦点。文章从法律和道德两个方面论及了未成年人犯罪的原因,并且提出要实行以“德治”为主、以“法治”为辅的方针来“教育、挽救、感化”未成年犯罪嫌疑人。