共查询到20条相似文献，搜索用时 453 毫秒
1.
邵佩华 《成都教育学院学报》2007,21(7):112-115
长期以来,人们多以为李清照是一个极为柔弱的女子;学术界虽有提及其"丈夫"气概的,但主要是从艺术风格立论的.偶有注意其个性之坚毅者,又认为这只是其性格中次要的一面.文章从李清照一生中部分事件来论证其性格中占支配地位的乃是坚毅刚健的一面. 相似文献
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Maria Tamboukou 《Irish Educational Studies》2018,37(2):243-254
Feminist historians have long argued that women have been absent from history, and recovering their position in the historical discourse has been one of the main projects of academic feminism for the last 40 years. But while women’s marginal position as historical subjects has been recognized and addressed their actual contribution to the historiographical operation is still a grey area that needs further research and exploration. Narratives are at the heart of how women have attempted to write history and it is this marginalized area that I address in this paper by focusing on Maud Gonne’s controversial autobiography, Servant of the Queen, as well as on moments of her correspondence with her life-long friend William Butler Yeats. Gonne’s auto/biographical narratives are read as discursive effects of fierce power relations at play, but are also theorized as recorded processes wherein Gonne as the author of her political story emerges from the margins of knowledge production and actively inserts herself in the discourses of Irish history. 相似文献
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This article presents a self-reflexive analysis of the situatedness of the author and her work - research and writing - as a woman of color in the academy. The author critically examines self-reflexivity in relation to her research by drawing on her lived experiences as academic Self-woman of color Other, first as an international doctoral student and now as a junior faculty member. Drawing on critical and feminist perspectives, she argues that such self-reflexivity allows for an openness which eliminates the apparent dichotomy of Self-Other and offers new spaces for re-presenting difference(s). In particular, she construes her writing as a self-renewing site of activism and resistance to Othering and her teaching as praxis and self-assessment. She concludes that cutting-edge research and writing, when rigorously self-reflexive, are beyond "cool" and "hip," allowing us to maintain integrity and agency as educators and researchers. 相似文献
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Vicki Crowley 《Discourse: Studies in the Cultural Politics of Education》2004,25(4):459-465
In April 2002 Judith Halberstam, academic, cultural critic and author of Female Masculinity, toured Australia giving public and academic lectures about her recent work on sub-cultures, the Brandon Teena archive, representations of the transgender body and her notion of female masculinity. The interview is introduced through a brief sketch of her argument for female masculinity. The interview pursues three elements of her work. First, Halberstam's reflections on the implications that female masculinity and transgender have for teaching and pedagogy; second, the issue of humanism and post humanism as a site of concerted challenge and intervention; and finally, the interview turns to Halberstam's thoughts on an often overlooked area of sexualities--the relationship between queer theory and postcoloniality. Halberstam's responses are located amid what she sees as an era of new experimentalism. This era of experimentalism is perhaps an era where transgenderism acts as some kind of reorganizing of gender norms in which gender differences instantiate themselves as the baseline from which gender-sex-sexualities are understood and experienced. It is an argument positioned beyond binaries where multiple bodily aesthetics and practices collude and collide in the practice of displacing of singularity and authenticity. 相似文献
6.
韩晗 《遵义师范学院学报》2011,13(1):34-37
文章以台湾学者吕文翠的学术专著《海上倾城:上海文学与文化的转异(1849-1908)》为考察中心,认为吕文翠的"上海学"研究是以"都市文化"与"现代性"的文化研究为核心,这种全新的研究方式将会给学术界以新的启迪。 相似文献
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This article is an autoethnographical exploration of key events in the author’s life that influenced, even propelled, her into academia, despite working-class cultural and economic barriers. This study chronicles moments when circumstances converged to cause dramatic shifts in perspective that steered her toward a fulfilling life as a scholar. It also reveals the accidental nature of that journey and seeks to understand ways educators might encourage more deliberate academic pursuits for members of lower socioeconomic groups. The author argues for making universities more diverse and inclusive by recognizing the obstacles most working-class and poor students face and valuing the qualities necessary to overcome them. 相似文献
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Cristina Moral Ana Martín-Romera Estefanía Martínez-Valdivia Marta Olmo-Extremera 《School Leadership & Management》2018,38(1):32-52
The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Change. Dordrecht: Springer-Kluwer; Day, C., and D. Gurr. 2014. Leading School Successfully. Stories from the Field. London: Routledge]. One subgroup of the Spanish research team participating in the ISSPP at the University of Granada has contributed to the project by carrying out a comparative study of the type of leadership for learning at four secondary schools in disadvantaged contexts. Following ISSPP data collection protocols and using a category system specially designed to analyse the leadership for learning carried out by the four principals, the results show that four secondary schools have principals with a similar traits, dispositions and value systems; however, the secondary schools with the best academic results employed practices and strategies more closely associated with leadership for learning than schools with poorer academic results. The data provided by this study confirm the traits and strategies that the ISSPP has been identifying in successful principals in disadvantaged contexts in various countries. It also serves as a source of reflection and discussion on the type of leadership for learning present in some disadvantaged secondary schools in Spain. 相似文献
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金璐璐 《商丘职业技术学院学报》2010,9(3):59-60,73
班昭是东汉女性文人的代表人物。因学术界多认为她是儒家,故很少有人研究她的道家思想。文章采用文献分析的方法,深入探究班昭的学术渊源及其道家思想。结论认为：班昭的作品流溢出浓郁的重视生命、崇尚道德、复归人性等道家思想的人生,情怀,展示了她“清心寡欲式”的人生观,奠定了其为文的平典之美。同时,道家思想虽是班昭思想的一个重要组成部分,但尚未成为其主导思想。 相似文献
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Danica G. Hays Stephanie A. Crockett Rebecca Michel 《Counselor Education & Supervision》2021,60(1):51-72
Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided. 相似文献
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Clarice Thomas 《International journal of qualitative studies in education》2018,31(7):612-625
This article presents an autoethnographic account of the author’s linguistic development as a speaker of African American Vernacular English (AAVE) and Standard American English (SAE). Historically, formal settings such as academic spaces have undervalued the use of AAVE; thus, creating tension for speakers of the language. In this study, the author reflects on her linguistic identity, and as a new doctoral student begins to interrogate her language beliefs and practices. This research is grounded in critical race theoretical perspectives and analyzes power, race, and language use for African Americans who speak AAVE and SAE. The author employs autoethnography methods to develop a narrative account of her experiences and reflect on the psychological and physical effects of code-switching and code-meshing as a student and teacher. This work can inform pedagogical approaches that support the teaching and learning needs of culturally and linguistically diverse students in urban classrooms. 相似文献
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Ngoc Bich Khuyen Dinh Chang Zhu Zhengwen Qi Yasar Kondakci 《Higher Education Quarterly》2023,77(4):792-816
Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation-oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co-designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings. 相似文献
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Oliver Seale 《牛津教育评论》2018,44(3):275-290
It has been argued that traditional governance practices and decision making associated with the collegial model are no longer effective in universities, and business-like management techniques should be adopted. Dwindling resources, external demands for accountability, and increased competition for market share, have resulted in efficiency measures and increased demand for performativity. Executive leadership techniques that crept into universities during the early 1980s, referred to as ‘managerialism’ or ‘executivism’, are now widely practised. The increased focus on managerialism in the last decade has resulted in collegial crises and heightened conflicts between academics and administrators. The emergence of ‘executive deanship’ in South African higher education about a decade ago was in keeping with international trends and local demands for efficiency and performativity. With specific reference to the universities in the Gauteng province, this paper argues that the blanket introduction of executive deanship (referred to as executivism) appears not to have contributed to the envisaged operational efficiency, performance, and effectiveness, as initially claimed. Rather than fostering an enabling and empowering environment, it has added new layers of complexity to deanship pointing to a potential crisis in the advancement of the academic project. The position of dean is now more management oriented and allows little or no room for strategic intellectual and academic leadership. 相似文献
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《Africa Education Review》2013,10(2):187-207
Abstract The academic workplace is experiencing numerous changes in South Africa and around the world, including increasing managerialism, declining governmental funding and massification of university systems. Global trends have impacted South Africa, and additional local contextual factors combine to create a situation in which the pool of prospective academics is limited, particularly with regard to individuals from diverse backgrounds, at the same time as vacancies for academic staff are expected to increase. In order to address the question of who will become the next generation of academics in South Africa, the author investigates potential barriers to developing academics through qualitative research conducted with postgraduate students, academic staff and administrators at two higher education institutions. Two central thematic categories are explored—induction into postgraduate studies and induction into the academic profession. The author posits that systematic socialization, both into postgraduate studies and into the academic profession, is a vital link toward cultivating emerging academics to fill academic positions for an equitable workplace in South African higher education institutions. 相似文献
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陆道夫 《广东技术师范学院学报》2007,(4):94-98
英语专业学士学位论文写作是教育部检查本科教学的一个重要环节。选题的恰当与否直接关系到论文写作的成败，而选题的恰当与否往往又与论文作者平时的问题意识、思维训练、学科知识积累等密切相关。实践证明，问题意识和思维训练对有意义的课题选择和有价值的论文写作有着不可低估的重要作用和意义。 相似文献
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来自远方的敬意：写在顾明远教授八十华诞之际 总被引：1，自引：0，他引：1
本文简要回顾了笔者与顾明远教授从上世纪80年代至今的学术交往历程,从理论研究难以涉及的角度,展示了顾明远教授作为中国教育界杰出学者的风采.顾明远教授平易的为人、宽阔的胸怀、高尚的人格和长远的学术眼光给笔者留下了深刻的印象,并已成为后者一笔宝贵的人生财富. 相似文献
17.
In his masterpiece Women in Love,D.H.Lawrence devoted a large amount of space to the depiction of sex,sexuality and male-female relationship,which have always been the concerns of academic circle.Yet,in her study of this novel,the present author has noticed that the male-female relationships in the novel is largely subject to the institutions and seem doomed to failure.This essay will,with the help of theories of gender criticism,concentrate on the analysis of the institutionalized social and family roles undertaken by the main characters in the novel. 相似文献
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Wendy McMillan 《高等教育研究与发展》2017,36(4):777-790
This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities. 相似文献
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The need to develop assessment practices that are contextualised, meaningful for students and closely linked to real-world challenges has been increasingly recognised in higher education. This is particularly relevant for leadership development programmes that are assumed to have a work context embedded in their content and assessment components. Assessment practices currently used in higher education focus mostly on testing academic knowledge, rather than on enhancing leadership competencies. This research used an abductive approach to investigate how the application of authentic assessment can assist in developing authentic leadership competencies. Thematic analysis of written reflections of 24 students revealed that authentic assessment, accompanied by self-reflection, not only enhanced students’ comprehension of theories and improved their leadership skills but, more notably, helped students develop elements of self-concept, which is a key aspect of authentic leadership. Our findings demonstrate that authentic assessment combined with a reflective piece can assist students in the development of their self-understanding and authenticity as leaders. 相似文献
20.
Jane Edwards 《International journal of qualitative studies in education》2017,30(7):621-634
Increasingly, the third-level sector across the world has acknowledged a hopeless track record of promoting and retaining competent women in leadership roles. However, change, in terms of women’s contribution and participation, has been minimal at least, or gradual at the most optimistic. In this paper, a woman with more than two decades experience as a full-time academic in the field of higher education relates her sense of loss and purposelessness when attempts to reach for a higher level position were consistently unsuccessful. Using autoethnography she relates her experiences of sexism in higher education, and the ways in which sexism turns into oppression through silencing. She proposes how her experiences point to the need for change, and she indicates that training to reduce gender bias has been proven to improve feelings of workplace fit for participants who collaborate with people who have addressed their gender bias. 相似文献