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1.
公民的受教育平等权是我国法律保护的公民权的重要内容。封堵“高考移民”政策侵犯了公民依法享有的受教育平等权,存在着一系列的法律问题。解决高考移民问题的关键除了要缩小不同地域教育水平的落差,还要修订和完善现行的政策法规,规范政府的行政行为,建立公民受教育权司法救济制度,以保障公民平等接受高等教育权利的实现。 相似文献
2.
Maria Gintova 《Government Information Quarterly》2019,36(4):101388
Social media is being adopted at a rapid pace by governments around world and across different levels of government. In Canada, federal, provincial and municipal governments created social media accounts in 2000s and are now using them to interact with the public. Studies to date, however, focus primarily on social media strategies and practices of government agencies while government social media users' behaviors and perspectives remain understudied. This study analyzes experiences of government social media users and how they interact on Twitter and Facebook accounts maintained by a Canadian federal government agency – Immigration, Refugees and Citizenship Canada (IRCC). It also explores why users chose to interact on social media as well as their perspectives. The findings suggest that Canadian immigration agencies are using social media as a customer services tool, and migrant social media users are turning to government social media to hear directly from the government agencies and are expecting personalized answers. 相似文献
3.
Deborah J. Tippins Lorie Hammond Charles B. Hutchison 《Cultural Studies of Science Education》2006,1(4):681-692
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become
proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies
and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what
is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools.
The implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers.
Deborah
J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright
Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests
include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and
research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes
to play tennis, travel and take her dog for long walks.
Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers
on community-based multicultural science education. For the past 10 years she has been leading action research projects centered
in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service
learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She
has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing
models of teaching and learning in immigrant communities.
Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international
news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and
provides professional development in science education, cross-cultural and urban education, and instructional strategies for
diverse learners. 相似文献
4.
Ethnic minorities tend to develop dual identities and therefore can face identity denials from two groups. We examine in two studies the relation between dual identity and experiences of dual identity denial as misgivings or a manifested mistrust of one’s group membership from both majority and minority group members. Based on identity integration and threat literature, identity denial represents a threat to dual identity which means that stronger dual identity denial can be expected to be associated with lower dual identity (a negative association). In contrast, based on identity enactment literature, stronger expression of one’s dual identity can be expected to elicit stronger identity denial (a positive association). These two contrasting hypotheses were examined in two studies (Study 1 = 474; Study 2 = 820) among ethnic minorities in the Netherlands. The results from both studies offer greater support for the identity enactment model and illustrate the complexities associated with having a dual identity. 相似文献
5.
Christine Mueller 《British Journal of Religious Education》2005,27(3):239-251
The following contribution deals with the conception of Jewish schools in Germany. With regard to the British debate about state funding for religious schools, current developments in the Jewish educational system in Germany will be presented. After this, the constitutional framework for the establishment of denominational schools in Germany will be analysed. The second and major part of the article deals, as a case study, with the Jewish High School in Berlin, which is the only Jewish secondary school in contemporary Germany. In an empirical qualitative approach, the desires and expectations of the pupils in their religious education take centre stage. Before moving to the empirical study, an overview of the history of the Jewish High School, its re‐establishment in 1993 and a profile of the pupils and the school will be provided, in order to understand the special character of this school. The conclusion in the last part raises the question of new directions emerging from a Jewish school which has pupils who are heterogeneous culturally, religiously and socially and which does not react with a strategy of cultural preservation, but with a policy of inter‐religious dialogue. 相似文献
6.
Loneliness is a major health risk with particular relevance for migrants, who are faced with the challenge of establishing social networks to avoid social isolation after migration. We suggest that forming new relationships may be hampered or facilitated by characteristics of migrants’ heritage culture (i.e., the culture that migrants were socialized in), specifically the level of heritage relational mobility (the amount of opportunities to form new relationships and individual choice regarding whom to relate to in the heritage culture). Individuals with higher (versus lower) heritage relational mobility may be able to more easily establish social networks after migration, because of being more experienced with forming new social relationships. As such, we hypothesized that they might be less susceptible to loneliness after migrating – at least in a host culture that is high in relational mobility. In two cross-sectional survey studies with samples from two of the largest groups of student migrants in the city of Groningen (Study 1: n = 118 German, n = 97 Chinese students; Study 2: n = 119 German, n = 92 Chinese students) in the Netherlands (i.e., a context with high relational mobility), higher heritage relational mobility was indeed related to lower loneliness. Having grown up in a cultural environment that offers opportunities to individually establish new social relationships may hence protect migrants from quite different heritage cultures from loneliness, at least if the host culture also offers such opportunities. We discuss alternative explanations, as well as theoretical and practical implications. 相似文献
7.
古光启 《天津师范大学学报(基础教育版)》2010,11(2):49-51,64
＂高考移民＂群体产生于20世纪80年代,近年来已成为涉及到全国各省的教育和社会问题。＂高考移民＂有其合理因素,是考生实现平等受教育权、追求考试公平的自我救赎行为。同时高考移民从本质上是移民考生追求稀有资源而采取的越轨行为。高考移民问题最终解决必须＂封堵＂和＂疏导＂并举,＂治标＂与＂治本＂并重。 相似文献
8.
愈演愈烈的高考移民现象,实质是在当前高考监督机制和录取机制不完善情况下高考移民收益大于移民成本的产物。通过提高高考报名门槛、加大对教育不发达地区的教育投入和缩小各地分数线的差距等方法,从根本上提高移民成本、降低移民收益,才是缓解、遏制考移民的良方。 相似文献
9.
Reports indicate that international migration patterns will continue to grow between 50 and 60 million per decade. Consequently, people’s perceptions of a country’s image will evolve. Country image is an important phenomenon affecting organizations and people’s decisions to travel, invest, study, migrate, and many more. Hence, this study aims to examine the influence of global and local identity on citizens’ and migrants’ perceptions of their countries’ images. In addition, the paper investigates the mediating effect of lower sociocultural adaptation and cultural intelligence on a country’s image. Our sample is drawn from Indonesians and Australians who completed survey questionnaires in the two countries. The sample comprises citizens and migrants (n = 1188) from Australia and Indonesia. The results show local and global identity differences in how individuals perceive other countries. For Indonesians, local identity makes people perceive Australia more positively. In contrast, for Australians, global identity makes people perceive Indonesia more negatively. Furthermore, the results indicate the importance of cultural intelligence over sociocultural adaptation. This paper will make several theoretical and managerial contributions. First, the paper contributes to cultural and identity literature. Individuals’ perceptions of a country are influenced by their identity and values. Second, this study shows the importance of sociocultural adaptation and cultural intelligence. Mere identity (global or local) is insufficient to justify the relationship between identity and perception of a country. 相似文献
10.
Although migrant categorizations (e.g. “migrants”, “refugees”) are often conflated in political and academic discourse, they may be ascribed to different people and inspire different preferences in public opinion. Previous research in Western Europe has identified more positive attitudes toward “refugees” than toward “migrants” due to the legitimate need for international protection of “real refugees” compared to the perceived illegitimate claims by “economic migrants”. However, little evidence suggests that the same preference also exists in Eastern European countries that have historically received smaller numbers of refugees and had fewer frequent experiences with migrants and foreigners compared to West European countries. Moreover, the term “refugee” was intensively recategorized as “bogus” and de-legitimized in East European political discourse. To provide new evidence, we conducted a pre-registered comparative survey-based study with a sample of young Slovak adults (N = 873) to compare evaluations of three commonly used migrant categorizations in Slovakia -- “refugees”, “migrants”, and “foreigners” -- on multiple attitudinal and behavioural measures. In addition, we also tested the intergroup contact hypothesis about the relationship between participants’ evaluations and their experiences of direct, extended, and mass-mediated contact with these target groups. We found that “refugees” invoked less favourable feelings, attitudes, trust, and greater social distance compared to “migrants” and “foreigners”. These evaluations related to the valence (and less to the quantity) of participants’ experience of intergroup contact. These results challenge previous findings about public opinion preferences for “refugees” over “migrants”, support the intergroup contact hypothesis, and make a case for a more contextualized research. 相似文献