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1.
疑惧心理是澳大利亚"中国观"的重要维度之一。澳大利亚对中国在不同时期、不同程度存在着疑惧心理,之所以如此,有着复杂的国际和国内、历史与当下原因。本文重点从历史渊源的角度,对澳大利亚对华疑惧心理的历史原因追根溯源,以正本清源。澳大利亚对华疑惧是由陌生带来的恐惧、由隔阂产生的偏见。由于联邦运动时期中国不幸被树立为"他者",殖民主义者借机大肆反华排华,渲染所谓的"黄祸论",造成澳大利亚历史上形成的对华安全焦虑挥之不去,对中国崛起持疑虑和恐惧并存的复杂心态。对此,两国应在相互尊重的基础上求同存异、在还原历史的基础上面向未来,努力共建中澳"共享的历史",以减轻澳大利亚对中国崛起的战略疑惧。 相似文献
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澳大利亚是由来自120个国家的140个民族组成的典型的移民国家,被社会学家喻为"民族的拼盘"。澳大利亚从最初土著民族居住的地方,发展到以英裔为主体,同时排斥其他民族的单一的同质社会,再发展到今天这样一个多元文化共同发展的国家,历经了政策上的改革和观念的转变。作为在澳大利亚人口总数中只占2%的少数民族,土著民族并不是主流群体,他们的文化也不是主流的文化,但是作为澳大利亚人口构成的一部分,土著民 相似文献
3.
<正>一、澳大利亚多元文化课程的文化背景澳大利亚是典型的移民国家,被社会学家喻为"民族的拼盘"。自17世纪英国移民踏上这片美丽的土地之日起,已先后有来自世界120多个国家、140多个民族的移民到澳大利亚谋生和发展。多民族、多元文化是澳大利亚社会一个显著特征。 相似文献
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5.
祝秋利 《贵阳学院学报(社会科学版)》2015,(1):82-84
一个民族所处的自然地理环境对这一民族心态和国民性格的形成、发展和嬗变均产生巨大的影响。英国四面环海,整天和海洋打交道的英国人天生就有着强烈的岛国意识,这种岛国意识在英国后来所进行的殖民扩张中不断得到加强,并从民族意识逐渐上升为民族自觉,形成独特的海洋文化。"岛国情结"作为一种深埋于人们思想意识深处的文化积淀,甚至制约英国的外交策略。"岛国情结"成就了英国人的帝国美梦,却也加速了其美梦的幻灭。 相似文献
6.
现代日本人的民族性格或文化心态的形成是多方面要素的综合作用,但是独特的地理环境、民族源流、文化发展无疑在日本民族性格形成中起着最根本的基因作用。探讨日本人的心路历程可以看到,日本人有史以来就是在不断吸收、融合外来文化的同时坚守固有文化才铸就了自己独特的民族性格。始原文化的特点铸就了日本民族性格的复杂化与多重性。正如文化代表着人们对自然环境和生存需要的适应一样,民族性格也代表着人们对社会环境的适应、对民族融合的认同,其形成是自然环境、社会环境综合作用的结果,亦是文化作用的外化表现。 相似文献
7.
尚"和":中国人的集体潜意识 总被引：4，自引：0，他引：4
汪凤炎 《江西师范大学学报(哲学社会科学版)》2001,34(1):106-112
中国人以和为贵心态的形成是受多方面因素影响的结果,有着深厚的社会经济和文化历史根源.尚"和"心态作为一种社会心理现象,它在维护中华民族的统一,增强民族的群体凝聚力与合作精神,使中国人养成顾全大局都起到了积极的作用.但是,由于中国人过于尚和,忽略了适度"竞争"在平衡人我与群我关系中的重要作用. 相似文献
8.
<正>民族性格是指各民族在形成和发展过程中凝结起来的表现民族文化特点的心理状态,对一个民族来说,它具有整体性、统一性、稳定性的特点,是一个民族的共同特征。民族心态和性格特征,既是民族文化的重要表现,又是一个民族的象征。民族性格的形成是长期的历史发展过程,受历史、文化等许多因素的影响,本文主要对影响日本民族性格的主要表现的因素进行探讨。一、日本民族性格的主要特点日本民族构成比较简单,大和民族占全国总人口的98%,除此之外还有少量琉球人和阿伊努族。由于日本政府长期实 相似文献
9.
王宇博 《南通师范学院学报》2001,17(3):38-41
第二次世界大战后，独立自主性的提高是澳大利亚经济的发展趋势，也是澳大利亚经济土化发展水平的一大标志，战后澳大利亚经济本土化是战后澳大利亚民族国家的独立性不断加强在经济领域里的表现，在承袭了前一个半世纪的发展和接受了第二次世纪大战的刺激后，脱胎于英国经济的澳大利亚经济以西方市场经济体制为模式，与西方国家的经济发展并驾齐驱，其经济中的殖民地属性在本土化发展进程中逐渐被独立发展和自主经营的内容所取代，战后澳大利亚经济本土化是澳大利亚社会变革和政治演进的经济基础，正是伴随经济的本土化，澳大利亚民族中的独立意识不断增强，与英国的“母国情结”趋于淡化，澳大利亚共和运动从一个方面体现出了这一演化，共和运动深层次地显示出澳大利亚社会意识形态中民族独立意识的加强和民族意识的成熟，并对社会政治制度的变化产生着推动作用。 相似文献
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武烜 《首都师范大学学报(社会科学版)》2008,(Z2)
本文从文化分析的角度入手,对澳大利亚英语的特色进行了解读:澳大利亚的土著语与外来语对澳大利亚英语共同影响。澳大利亚英语经过200多年的发展已形成有别于英式英语和美式英语的一种独具特色的英语。其独特之处表现在语际交流中的用词、口音、构词、语音、语调、语法等方面。澳大利亚英语的特色作为澳洲民族文化的一个重要组成部分,一定会健康、良性地持续发展。 相似文献
11.
澳大利亚是一个由不同民族组成的多元文化社会;多元文化反映到语言上的一个明显特征就是多语现象。本文主要从四个方面来论述澳大利亚语言的多样性：澳大利亚土著语言、洋泾浜语和克里奥耳语、社区语言、澳大利亚英语。探讨澳大利亚社会的多语现象一方面可以帮助人们深入认识澳洲社会的多元文化特点,另一方面也让人们了解,在澳大利亚的历史上,多语有时被忽视或被视为违法,甚至遭到禁止,但有时也被承认,甚至受到鼓励。这种澳大利亚历史上的单语与多语之争实际上反映了一元文化与多元文化的矛盾和冲突。 相似文献
12.
Andrew Peterson 《British Journal of Religious Education》2017,39(2):207-222
In the absence of a dedicated subject for teaching general religious education, the inclusion of Civics and Citizenship education as a new subject within the first Federal Australian Curriculum provides an important opportunity for teaching the religious within Australian schools. The curriculum for Civics and Citizenship requires students to learn that Australia is both a secular nation and a multi-faith society, and to understand religions practised in contemporary Australia. The term ‘secular’ and the need for students to learn about Australia’s contemporary multi-faith society raise some significant issues for schools and teachers looking to implement Civics and Citizenship. Focusing on public (state-controlled) schools, the argument here draws on recent analysis within the Australian context to suggest that religion remains an important factor in understanding and shaping democratic citizenship in Australia, that this should be acknowledged within public schools, and that a constructivist, dialogical-based pedagogy provides possibilities for recognising the religious within Civics and Citizenship education. 相似文献
13.
＂被偷走的一代＂是澳大利亚同化政策的产物和实现同化澳大利亚土著的重要内容。从其源起、发展和结束可以看出：建立在＂白澳思想＂上的澳大利亚同化政策失败的必然性,以及顺应自身社会和文化环境发展的必要性。 相似文献
14.
The preparation of teachers to teach mathematics to primary school children differs across nations and cultures. This study used mixed methods to examine the basic content knowledge of trainee teachers in Australia and China. A simple test (30 questions) of content based on an international comparative study in mathematics teacher training found that many of the Australian trainee teachers struggled with material that they might be expected to teach, while the Chinese teachers largely demonstrated mastery. The significance of this finding is examined in the context of the teacher preparation programs in two teacher training institutions. Cultural commentary is added by leading academics in each institution. It was found that in the Australian teacher training institution there was a focus on generic skills and relatively limited opportunity to develop trainee teachers’ content knowledge or specific pedagogy. The relevance of the findings is discussed through the framework of different beliefs in the nature of mathematics and mathematics teaching that have been reported to dominate the different educational systems in China and Australia. 相似文献
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西娅·阿斯利是澳大利亚当代知名女作家之一。在六、七十年代由男性主宰的澳大利亚文学界,她是那一代人中唯一一位成功的女作家。她的作品多以男性为主人公,通过描写社会中的局外人或小人物,对她所目睹的澳大利亚社会进行尖锐的讽刺。本文认为,西娅·阿斯利之所以从男性的视角进行创作,是与她那个时代的社会背景分不开的,而正是这种视角的转换,才使得她可以通过文字阐述自己的思想,抨击社会的种种陋习。 相似文献
16.
International networks and flows of academic talent: Overseas recruitment in Australian universities
Flows of academic talent among nations are an important factor in the transmission of values and knowledge throughout the world. As a point of entry for a study of international networks through which these flows occur, appointments to all universities in a single society, Australia, are examined for the years 1961–1974.During this period approximately 40 percent of appointees to academic positions in Australian universities came from overseas. Although there were fluctuations around this mean value, no major overall trends were discerned. The proportion of overseas appointments, however, was inversely related to university size, but unrelated to institutional age or total appointments.There has been a decrease in the proportion of appointees coming from British universities, and an increase from American universities. However over half of the appointees from the latter in 1970 were returning Australians.Some implications of these academic flow patterns are suggested, as are directions for future research.Earlier versions of this paper were presented at the Sixth Annual Conference of the Australian Association for Research in Education, Adelaide, November 1975, and at the Institute for International Education, University of Stockholm, 1976.We would like to express our appreciation to the Department of Sociology (Arts), Australian National University (A.N.U.), for the initial grant that made it possible to begin this project, and to the A.N.U. Advisory Commitee on Science and Technology Policy Research for funds allowing us to continue it. 相似文献
17.
Julie White 《International Journal of Inclusive Education》2013,17(12):1294-1306
Australia's legal and policy frameworks serve to exclude from education those children and young people who live with challenging and chronic health conditions. The Australian experience is detailed here because it offers insight for education systems of other nations into the consequences of systemic oversight and complicated legal requirements resulting in educational exclusion. Education systems in Australia have been left increasingly vulnerable to litigation by a failure to adequately address the education of these students. However, no specific exclusionary barriers or practices have been enacted – it is more a matter of neglect and oversight. This investigation also serves as a salutary warning for other nations about the significance of this expanding yet barely visible educational cohort. A recently completed study was designed to establish an empirical base about these students and their education because so little is known. The database project closely examined the international literature from a range of fields and a national database established by a philanthropic organisation that works closely with Australian paediatric hospitals. The purpose of this essay is to connect this recent investigation with the legal framework and policy silences to depict how education is not yet meeting the educational entitlements of this cohort of students. 相似文献
18.
Chloë Brushwood Rose Colette A. Granger 《International journal of qualitative studies in education》2013,26(2):216-237
In parallel with many nations’ education policies, national education policies in Australia seek to foster students’ intercultural understanding. Due to Australia’s location in the Asia-Pacific region, the Australian government has focused on students becoming “Asia literate” to support Australia’s economic and cultural engagement with Asian countries. Drawing on Allport’s optimal contact principles and key factors supporting intercultural understanding, this study examines two “sister school” cultural immersion trips in Indonesia and East Timor to explore ways in which their different approaches supported positive intergroup contact and helped foster intercultural understanding among students. Focus groups and interviews with school project teams and analysis of both researcher and teacher project field notes and documents suggested that these schools’ programmes could be mapped onto Allport’s contact principles in different ways. The paper concludes with promising approaches that can help to inform sister school programmes. 相似文献
19.
张娟 《青海师范大学学报(哲学社会科学版)》2011,33(5):25-28
利益集团的政治游说活动是澳联邦政府制定公共政策时不可忽略的重要因素之一。职业说客（lobbyist）受雇于某一利益团体,采用各种＂布道＂手段来与立法者建立沟通渠道,从外部对政府决策或行动施加影响。随着社会的多元化和利益的分散化,一度被指责为公共政策领域寄生产物的政治游说,现已在澳大利亚获得了普遍的认可,被视为民众与执行政府之间合法而且必要的沟通渠道。本文回顾与分析了澳联邦民主议会制度下,游说策略的发展演变过程及背景,明确指出政治游说已走出国会＂议事堂走廊＂,成为了一种＂公开性活动＂。 相似文献
20.
Min Hong 《Higher Education》2018,76(4):717-733
There are several common trends and challenges in the higher education (HE) system around the world, like expansion and diversification of HE, fiscal pressure and orientation to markets, demand for greater accountability and great quality and efficiency (e.g. The financing and management of higher education: a status report on worldwide reforms, 1998; Internationalisation of higher education and global mobility 43-58, 2014; Global policy and policy-making in education, 2014; Higher Education Policy 21:5-27, 2008). These trends and changes have reshaped university governance as well. Public universities are the main institutions to carry out HE in Australia and China. The engagement between Australia and China in HE sector has become closer and closer in recent years. To conduct better and further cooperation and collaboration between Australian and Chinese universities, it is critical to understand and acknowledge the differences in two nations’ university governance. Moreover, by conducting this comparative study of two nations, it also helps us to figure out the changes in university governance over times under the global trends and the interactions between global and local factors. This comparative study focuses on the university level and attempts to identify the differences of university governance in Australian and Chinese public universities in three dimensions, state-university relation, university internal governance and university finance. This paper sketches the university governance in Australia and China and finds that the relationship between government and university is looser in Australia than that in China and Australian universities enjoy more autonomy and power than Chinese universities; as to university internal governance, Australian universities use a more business-oriented management mechanism; funding associated with full-fee paying international students has become very important for Australian HE while Chinese government funding has been decreasing as well but funds from international students play a minimal financial role. 相似文献