加拿大武术传播方式论绎     

严志钢 《搏击·武术科学》2011,8(2):6-8

加拿大有其特定的人文社会环境。文化思维、生活习惯和价值体系决定着加拿大人对于武术的需求与国内略有不同,身处加拿大的武术传播者根据加拿大社会的实际情况走出了适合其本土的传播路径,本研究通过社会调查,梳理这些实践经验,呈现加拿大武术传播的一般规律,为武术国际传播提供参考。  相似文献   

Gay–straight alliance (GSA) members’ engagement with sex education in Canadian high schools     

Alicia Lapointe 《Sex education》2014,14(6):707-717

This paper offers an examination of gay–straight alliance (GSA) members’ engagement with sex education, sexual health, and prejudice and discrimination in Canadian public high schools. It explores how five students’ (four straight and one gay-identifying) participation in GSAs served as a springboard for learning about and challenging stereotypes; prejudice; and discrimination directed at lesbian, gay, bisexual, trans, and queer/questioning (LGBTQ) people. Queer theory provided the theoretical underpinnings of the study, offering a lens through which to examine the heteronormative underpinnings of education, and a means to interpret how homophobic discourses circulate in school and society. Empirical data were obtained via observational notes from visits to nine GSAs and semi-structured interviews with the five GSA members. Findings suggest that straight allies can use their heterosexual privilege to address LGBTQ issues with their peers. Through GSA involvement, participants learned to interrogate and combat stereotypes about LGBTQ people and HIV-related myths, as well as to engage in queer discussion and political action.  相似文献   

On the teachings of George Grant     

William F. Pinar 《Critical Studies in Education》2014,55(1):8-17

One of Canada’s greatest public intellectuals, George Grant (1918–1988) studied history as an undergraduate, focusing on concepts and themes rather than minutiae. That same intellectual disposition surfaced later at Oxford, where he had gone on a Rhodes scholarship to study law. Returning to Oxford after the war, he left law to study theology, earning extra money by writing historical articles on Canada for Chambers’ Encyclopedia. Even after becoming the most prominent Canadian philosopher of his time, Grant maintained he always thought like an historian. Reactivating the historical thinking of George Grant can encourage ‘becoming historical’.  相似文献   

城市公共空间的功能意义研究——基于加拿大原住民人口城市迁移视角     

肖琼 《楚雄师范学院学报》2014,(10)

在多种因素的作用下,加拿大原住民人口的城市迁移趋势越来越明显,不仅为原住民人口的城市迁移提出了新课题,也给城市原住民社区的服务及管理带来了挑战。在对现阶段加拿大原住民人口城市迁移主要原因的分析基础上,对作为公共空间的加拿大城市原住民中心的服务对象及其服务功能展开了研究,并对新形势下如何帮助城市原住民人口适应新环境并尽快融入到城市社区生活等一系列问题进行了重点探讨。最后指出加拿大城市原住民中心可为我国少数民族城市流动人口公共空间构建及其社会管理工作创新提供重要的经验借鉴作用。  相似文献   

Reciprocity of inter-ethnic attitudes in a multicultural society     

J.W Berry  Rudolf Kalin 《Int J Intercult Relat》1979,3(1):99-111

A national survey of multicultural and ethnic attitudes in Canada was conducted in 1974 (n = 1849). Data were analysed for the 1244 respondents whose ethnicity could be determined as Angloceltic, French, German, Italian or Ukrainian Canadian, A five group by five group intergroup attitude matrix was created, with each group acting both as attitude object and as holder of attitudes. Analysis indicated the existence of reciprocity or balance in the matrix: groups tended to reflect the attitude held toward them back onto the group holding the attitude. However this structural balance was moderated by the existence of shared attitudes about the position of a group in the national ethnic hierarchy. Further analysis indicated the existence of ethnocentrism in the matrix: attitudes toward ingroup and positive reference groups were more positive than toward out-groups. Perceived intergroup similarity and familiarity were positively correlated with each other and with intergroup acceptance. Results were discussed in relation to attitude balance theory and ethnocentrism theory, and in their implication for intergroup research in multicultural societies.  相似文献   

Cognitive development and instructional theory     

Charles J. Brainerd 《Contemporary educational psychology》1978,3(1):37-50

The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence.  相似文献   

加拿大大学图书馆残疾读者服务现状及启示     

鄂丽君 《大学图书馆学报》2014,(4):16-20,27

加拿大政府、大学、大学图书馆都非常重视残疾人工作,大学图书馆的残疾读者服务比较成熟。通过对加拿大大学图书馆残疾读者服务资源、服务人员、注册制度、服务项目、意见反馈、服务合作等方面的分析,归纳了对我国大学图书馆残疾读者服务的启示:增强服务残疾读者的意识、搜集残疾读者的基本信息、加强残疾读者服务的资源建设、开展专门面向残疾读者的服务、提高馆员服务残疾读者的素质、注重残疾读者服务合作。  相似文献   

Current state of inclusion of children with special needs in child care programmes in one Canadian province     

Gary Thomas  Georgina Glenny 《International Journal of Inclusive Education》2013,17(4):345-369

We suggest that most inquiry in special education is misconceived. We examine the consequences of an allegiance to the erstwhile knowledge of special education in professional assumptions about learning difficulty and the research and practice of special education. We assert that obeisance to that knowledge has proven unfruitful for the children and young people it is intended to serve. Suggesting that the preferred inquiry methods of special education have led only into culs-de-sac, we argue that inclusive education should reinstate the importance of teachers' own experience, insights, and values—restore the significance of reflective practice. It is these that should provide the lead for new developments in inclusion. We suggest that arguments for inclusion have to emerge less out of the kind of supposed knowledge so respected by 20th-century educators—less out of notions of success and failure (of children or of schools)—and more out of ideas about social justice and human rights.  相似文献   

Educational inclusion/exclusion of Turkish immigrant youth in Vancouver,Canada: a critical analysis     

Dilek Kayaalp 《International Journal of Inclusive Education》2013,17(7):655-668

This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools.  相似文献   

Factors associated with middle school students' perceptions of the quality of school-based sexual health education     

E. Sandra Byers  Heather A. Sears  Lyndsay R. Foster 《Sex education》2013,13(2):214-227

This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6–8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and perceptions of the content, delivery and quality of the SHE they had received. Boys and students in a lower grade and with less sexual experience rated the quality of their SHE more positively. After accounting for student characteristics, students who more strongly agreed that their SHE matched their interests and covered sexual health topics more adequately, as well as who viewed their teacher as being more comfortable talking about sexual topics and doing a better job answering questions, reported higher quality SHE. Students' perceptions of the adequacy of coverage of 10 sexual health topics were also positively correlated with their reports of higher quality SHE, although only two topics (correct names for genitals and puberty/physical development) contributed uniquely to the prediction of this variable. These results reinforce the need for a comprehensive SHE curriculum as well as adequate preparation of teachers if SHE is to be engaging to students.  相似文献