Ready,steady, action: what enables young people to perceive themselves as active agents in their lives?     

Russell Sharp 《Educational Psychology in Practice》2014,30(4):347-364

Government and educational priorities place importance on young people of secondary school age being active, having their voices heard, and participating in their community. This paper explores an understanding of the role of agency in young people’s lives and how the concept is developing. Young people who perceive themselves as having agency may feel they have the ability to change something about themselves or their environment for a valued goal; this may increase their resilience and adaptability to life challenges.

A systematic review of agency-related literature revealed little consistency and coherence in definitions and components of agency, particularly regarding young people. Empirical research used realist grounded theory to analyse discussion of three focus groups consisting of 11 young people aged 13 to 17 involved in active school and community projects in both rural and urban areas from a large county in the UK. Findings indicate how certain psychological factors relate over time between a young person’s thoughts and feelings, their structural context and their positive interpersonal relationships to support their sense of being an agent.

This article argues that focus on young people’s agency is a key thread linking many areas of educational practice to empower young people. Implications for practice with young people, professionals and families are discussed, including use of a schema of the findings to guide assessment and intervention.  相似文献   

‘Behind the teacher's back’: an ethnographic study of deaf people's schooling experiences in the Republic of Ireland     

Noel Patrick O'Connell  Jim Deegan 《Irish Educational Studies》2014,33(3):229-247

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland.  相似文献   

Young people’s voices: disciplining young people’s participation in decision-making in special educational needs     

Jane McKay 《教育政策杂志》2014,29(6):760-773

In recent years, education and family policy in the UK has sought to incorporate the views of children and young people through an active participation agenda, in the fulfilment of children’s rights under the obligations of the UN Convention for the Rights of the Child. Drawing on empirical evidence, this paper suggests that this aspiration is flawed. The inclusion of young people’s voices in decision-making is context dependent, and influenced by individual relationships, both positive and negative. It is framed by policies that subjugate children within disciplinary technologies that determine a regime of ‘truth’ about effective and appropriate participation. Drawing on data gathered as part of a wider study on the relationships between services users and services providers in special educational needs, this paper demonstrates that active inclusion of the voice of the child can be illustrated to be at least variable, and at worst prejudiced. It is suggested that the notion of participation produces tacit forms of ‘government’ that further classify and divide young people, magnifying their marginalization.  相似文献   

科学发展观视域寻诊高职院校思政教育新路     

孙中秀 《佳木斯教育学院学报》2014,(9):120-121

高职教育与普通高校一样,在社会发展中承担着培养人才、输送人才的重任。本文将以科学发展观为视域,首先对科学发展观与思政教育进行关联性定位,并挖掘在发展观失衡下高职思政教育的问题,并基于此将科学发展观作为依从理念,探寻高职院校思政教育新思路、新做法,以为高职思政教育提供理论参考。  相似文献   

民生新闻发展浅谈     

许籍尹 《青海师范大学学报(哲学社会科学版)》2014,(1):162-164

民生新闻是以民本思想为基点,以平民视角和人文叙事手法关注和表现普通百姓的生命、生存、生活、生计等内容的一种新闻表现形式。在全面建成小康社会的历史背景下,民生新闻如何取得发展突破提升,是值得大众关注和研究的问题。本文以民生新闻的发展为线索,探究了它存在的问题、历史发展机遇和未来发展方向。  相似文献   

论禅宗心性论与唐代文人禅诗     

张锦辉 《内蒙古大学学报(人文社会科学版)》2014,(2):59-64

文人禅诗,具有宗教（禅）和文学（诗）二重性,是文人在创作中融人禅悟思维,以对现实和人生的深刻感悟为基础而形诸诗作,浸透着浓郁、强烈的禅学意蕴,具有一定的禅机、禅趣和禅意,渗透着醇醇禅韵和禅味。心在文人禅诗中主要体现出禅心、尘心和猿心三种内型,并且与文人形成互动,最终对唐诗创作手法、内容和意蕴的发展起到补充作用。  相似文献   

新旧唐书太宗本纪的同义形式比较分析     

郭晓燕 《四川教育学院学报》2014,(3):32-38

《旧唐书》成书于五代后晋,而《新唐书》编写于北宋,是在《旧唐书》的基础上改写而成的。文章从修辞学同义形式研究的角度入手,选取新旧唐书太宗本纪,对其中的同义形式进行比较分析。与《旧唐书》对比,《新唐书》对一些词语进行了同义替换,较多地运用单音节词语,同义语法形式的选择、广义借代、信息减省和省略使《新唐书》的叙述更为简洁。  相似文献   

南京国民政府前期灾民流动就食的历史考察     

武艳敏 《河北师范大学学报(哲学社会科学版)》2014,(6)

南京国民政府前期,灾多难广,受灾地无力赈济。为天灾所逼,在求生本能的驱使下,灾民出外就食极为普遍。灾民出外就食大致分政府有组织有计划的移民和为生存无序盲目流动两种途径。无论哪种途径,流向地选择皆为地广人稀或城市等谋生较易的地域。灾民逃难基本遵循着小难避乡,大难避城;小灾避县,大灾逃省的行为模式。国民政府为维持社会秩序考虑,对于灾民流动就食皆制定有相关的政策。灾民流动就食初衷意愿实现程度受制于整体国力、财力、组织力度、流入地容纳接受能力及态度、交通工具、道路状况等多种因素。  相似文献   

我国民生保障支出效率的雪际比较研究     

张晓琳  袁国敏 《锦州师范学院学报(哲学社会科学版)》2014,(1):65-71

提高民生保障效果,一靠扩大投入规模,二靠提高投入效率。目前人们对民生保障的关注停留在支出规模不足上,本文则从民生保障支出效率的视角观察中国民生保障情况。文章主要运用DEA分析方法,对包含中国在内的世界60个主要国家民生保障支出效率进行比较,最终发现中国整体民生保障支出效率处于世界中上水平。目前中国处于民生保障支出规模报酬递增阶段,可以通过提高民生保障支出规模来提升民生保障支出效率。  相似文献   

当代网络文化中流行的表人新名词及其理据     

唐祥金 《南通师范学院学报》2014,(2):59-66

当代网络文化之繁荣,孕育出形形色色的网络新名词。作为对日趋细化和多元人群的客观称谓和个性描述,表人的流行新名词在音形义等方面独具特色,或直接借用外来词,或灵活创造新词语,或赋予旧词以新义。表人的流行新名词既根植于社会生活,又深深地烙上了时代的印记,更忠实地映射出当今社会人们多姿多彩的生活方式和多元化的价值取向,有着深刻的言内外因素和文化心理理据。表人的新名词在生成和传播过程中也必须经受“汰弱留强”和“适者生存”等自然生态法则的检验,除了遵循语言发展规律和满足交际的现实之需,还有待大众传媒等方方面面予以包容和理性引导。  相似文献