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《Cultural and Social History》2013,10(3):429-430
ABSTRACTThe present article uses Nell Dunn's Up the Junction (1963) to explore class, gender and the city in the 1960s. It focuses on three elements: the book's representation of post-war, urban working-class identity; the place of gender and sexuality within that representation; and, finally, Nell Dunn's own position as a middle-class observer. It argues for the continuing relevance and dynamism of class as a social referent in post-war, ‘affluent’ Britain. The article also explores the meaning of ‘slumming’ in the context of the mid-twentiethcentury city, against the background of ‘affluence’ and the emergence of the ‘permissive society’. What becomes particularly apparent in both contexts is the importance of femininity and female sexuality in the representation of mid-twentieth-century London, whether in terms of the portrayal of working-class women or the position of the middle-class author. 相似文献
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本文阐述英国尼尔以自由理论为基础的开放教育。他创办的夏山学校被称之为“兼具了人性与自由的教育乐土”。尼尔的主要教育观点是不应该让学生来适应学校,而应该由学校去适应学生,因为,自由发展才是教育的终极理想。为此,他极力地改变教育的强制性,反对教育中的心理“操纵”与“控制”,从而培养能自我成长、快乐地工作和积极生活的人。本文具体描述尼尔开放学校的基本形态与理论架构;比较开放教育与封闭教育的不同特征;论证开放教育对改变中国应试教育倾向的重要启示。 相似文献
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Boyd R McCandless Carol Bush Ayse Ilgaz Carden 《Contemporary educational psychology》1976,1(3):241-246
Two groups of disadvantaged Afro-American children, a total of 30 boys and 25 girls, mean age about 42 months; and two groups of middle- and upper-middle-class children, most of them white, 35 boys and 31 girls, mean age about 44.5 months, were observed for patterns of sex-role-characteristic behavior and peer and teacher response to such behavior. At all times, the children in the two experimental groups were being taught by seven women and seven or eight men, about half of whom were Afro-American, half white-Anglo, and who were mixed in the two schools by race but evenly divided by sex. Boys engaged in 16% sex-characteristic behavior, 5.7% cross-sex behavior. The same figures for girls were 18 and 6%. There were no pattern or percentage differences by race or social status of children. Women teachers gave most of their sex-role connected rewards for feminine behavior to both boys and girls. Men teachers rewarded more equably, masculine behaviors for boys, feminine behaviors for girls. Children rewarded mainly their own sex, and gave rewards for sex characteristic behavior. The pattern was even clearer for boys than for girls. In Discussion, comparisons are made with other somewhat similar studies. 相似文献
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