共查询到18条相似文献，搜索用时 187 毫秒
1.
王建波 《聊城师范学院学报》2011,(5):60-64
1995年加拿大魁北克省就主权问题第二次全民公投之后，魁北克人党担纲的魁北克分离主义渐入低潮；但是2007年后呈现回升之势。魁北克分离主义的社会基础是魁北克法裔族群，魁北克人党与魁北克自由党和加拿大联邦当局围绕法裔族群的社会文化利益进行博弈。2011年5月加拿大联邦大选之后，魁北克分离主义力量受到明显削弱，但其对加拿大国家政治稳定与和谐的潜在挑战和冲击仍然存在。 相似文献
2.
王建波 《沈阳教育学院学报》2013,15(2):164-167
分析了加拿大魁北克人党的上台及其分离主义倾向,认为加拿大魁北克人党在当前任期内难以策动旨在推动魁北克分离的全民公投,今后则变数增多。在可预见的未来,魁北克在加拿大国家中的特殊权利和地位会向着进一步扩大的方向发展。 相似文献
3.
《佳木斯教育学院学报》2018,(3)
魁北克是加拿大面积最大且最特殊的一个省份,它的特殊之处在于形成了独一无二的法裔民族自治模式。魁北克的自治模式是英法两大民族在历史上长期磨合的产物,民族主义色彩强烈,但魁北克民族自治已超越联邦的可控范围之内,甚至演变成极端的分离主义。为了扼制魁北克分离主义,联邦政府采取了一系列妥协措施安抚法裔民众,例如允许魁北克制定自身的移民政策,设立法语为加拿大官方语言之一等等,但这些措施却助长了法裔民族要求更多特殊地位的风气,并引起其他省份的不满。随着经济形势的恶化,魁北克自治模式的弊端日益显现,福利政治似乎也走向了尽头。 相似文献
4.
加拿大多元文化政策的完整内涵是双语框架下的多元文化政策。其特别的内容特征折射出加拿大复杂的族群关系和政治难题。加拿大版本的多元文化政策是加拿大联邦自由党总理特鲁多基于自己的政治理念,为应对魁北克政治分离主义的挑战并谋求最终化解这一政治难题而出台的战略国策。移民族群和原住民在加拿大多元文化政策的出台中所起的促动作用,不宜过分夸大。 相似文献
5.
《临沂师范学院学报》2013,(2):80-85
在野近10年的加拿大分离主义政党魁北克人党在魁北克省第40届大选中击败自由党,获得微弱多数。究其原因,自由党最近几年被腐败丑闻缠身,加上其右翼社会改革引发激烈争议,日益失信于民;魁北克人党在一直享有相当支持的基础上,全面出击,左右逢源,加上党魁个人魅力,所以扩增了支持率;组建不久的魁北克未来联盟因为关于学生运动的态度而导致支持率锐降,从而在客观上帮助了魁北克人党的胜出。魁北克本届省选结果一定程度上折射出其根深蒂固的"大国家主义"政治文化。 相似文献
6.
20世纪魁北克民族主义的发展及其根源 总被引：1，自引：0，他引：1
郭家宏 《淮阴师范学院学报(哲学社会科学版)》2007,29(1):77-82,134
20世纪,魁北克民族主义进一步发展。魁北克民族问题的产生有其深厚的历史、文化、语言、宗教背景,更与二战后的国际大环境有关。魁北克分离主义运动出自英裔和法裔两个民族在政治、经济和文化上的碰撞。历届加拿大政府采取了一系列措施,如推行多元文化政策等来化解魁北克民族独立问题,但都没有从根本上解决这一问题。 相似文献
7.
论加拿大魁北克民族问题 总被引：3，自引：0，他引：3
周泓 《新疆师范大学学报(哲学社会科学版)》2003,24(4):48-54
加拿大魁北克问题是世界民族问题热点之一。章阐述了魁北克问题产生的历史背景，魁北克问题如何构成加拿大民族问题的焦点，魁北克民族问题的进程及其与美国族际问题之不同，魁北克问题的族裔语言象征，以及魁北克问题目前情形。 相似文献
8.
王建波 《临沂师范学院学报》2011,(5):56-61
加拿大第41届联邦大选,魁北克人团惨败,魁北克人党因此也面临危机和困境,这意味着魁北克分离主义的势力和影响受到实质性的削弱,魁北克问题的演进因此呈现积极的迹象。但是,魁北克人党在魁北克依然保持较高的支持率,并承诺举行第三次全民公决;加拿大联邦层面和魁北克省也存在对魁北克分离主义的助推因素：魁北克人对哈珀保守党多数联邦政府更加疏离甚至敌视。这表明魁北克问题对加拿大国家政治稳定与和谐的潜在挑战和冲击依然存在。 相似文献
9.
自英法7年战争结束后至今,魁北克问题在加拿大错综复杂的政治经济文化社会中扮演着一个重要的角色。平静革命之后,加拿大魁北克省的脱离联邦运动已成为当前世界民族主义浪潮中令世人瞩目的现象之一,成为加拿大联邦政治中心的热点。本文试从法裔加拿大民众的角度来分析魁北克问题,认为法裔加拿大人民的现实利益对魁北克脱离联邦运动走向具有重要影响。 相似文献
10.
王英津 《河南师范大学学报(哲学社会科学版)》2008,35(3):68-73
加拿大魁北克就"独立"议题所举办的两次公民投票属于分离性公民投票。事后加拿大政府规定了启动公民投票的复杂程序,无疑等于在事实上限制甚至取消了魁北克分离出去独立建国的可能。该案例表明,一个主权国家的内部的某个地区欲通过公民投票的形式来获取分离独立,中央政府有最终的权力决定是否允许其脱离出去。因地区分离势必会影响到母国的利益,为此,母国对分离性公民投票一般持以反对的态度。该案例还启示我们:对分离性公民投票不能迁就让步,要善于运用法律手段遏止分离主义,要建构妥善解决"差异"问题的制度安排。 相似文献
11.
Patrizia Albanese 《International Journal of Early Years Education》2007,15(2):125-139
This paper challenges the assumptions that women ‘care’ as a matter of course, that care work is natural, inevitable, and easy—requiring little skill and as a result should not be highly valued or rewarded. It does so by assessing the impact of Quebec’s (Canada’s) $7/day childcare program on an economically disadvantaged community near the Quebec/Ontario border. This pilot study of mothers and childcare workers marks the first phase of research in the community. This paper looks at some of the care work involved in childcare settings in small‐town Quebec. At the same time, the paper aims to show the importance and impact of Quebec’s childcare initiative on an economically hard‐hit community. It shows that, despite mothers’ recognition of the importance of the program to themselves, their children and their community, there is still evidence of the undervaluing of the care work that childcare providers do. 相似文献
12.
Christine Helen Arnold Leesa Wheelahan Gavin Moodie Jacqueline Beaulieu Jean-Claude Taylor-Cline 《Journal of Education & Work》2018,31(2):125-143
This research explores links between tertiary education institutions and between tertiary education and the labour market as determinants of provincial and national transition patterns in Canada. The study consists of a provincial analysis that maps the typology of transition systems across Canada’s devolved federated tertiary education structure. The results show that, nationally: the links between education and work are relatively loose aside from regulated occupations; there is an emphasis on general education; and qualifications are used as a screen for entry to the labour market. However, while Canada can be broadly understood as a liberal market economy, there is provincial diversity within the nation; and there are varying logics for the development of skill, deployment of labour, and relations between institutions. The institutional and policy frameworks, structure of jobs, and formation of skill in Canada’s largest provinces of British Columbia, Alberta, Ontario and Quebec reveal diverse characteristics of transition systems. However, despite internal differentiation in the value of vocational education, variations at the provincial level have not been enough to shift the federal pattern as a whole. Instead, in Canada vocational education is generally stigmatised and viewed as signalling low ability and motivation. 相似文献
13.
Julia Resnik 《教育政策杂志》2020,35(3):315-336
ABSTRACTSince the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students’ achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools’ marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students’ achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an ‘all against all’ competition. 相似文献
14.
中国高校双语教学与加拿大高校双语教育比较研究 总被引：2，自引：0，他引：2
自21世纪开始双语教学在我国高校蓬勃开展起来,取得了一定成绩,但也存在一些问题。与加拿大双语教育相比较,我国高校双语教学与其在属性和目的方面存在着相似性,都属于强式的添加型双语教育,但在师资力量、学生二语水平、教材及教法方法等方面又存在着差异性。加拿大高校双语教育的成功经验可以为我国高校开展双语教学提供教学启示。 相似文献
15.
16.
Myreille St-Onge Alexandre Lemyre 《International Journal of Disability, Development & Education》2018,65(4):459-474
The number of students with mental health disorders (MHDs) in postsecondary institutions is increasing. Teachers’ attitudes are among the main factors that influence these students’ academic success. Unfortunately, their attitudes are little studied, in part because of lack of validated scales. Therefore, this article has two purposes: (1) analyse the construct validity of new scales assessing teachers’ attitudes, as well as existing scales without an established construct validity; and (2) report the correlations between the variables assessed in these scales, with a special focus on two variables: (a) teachers’ negative attitudes; and (b) the measures offered to students by teachers. The participants are 232 teachers from 16 French and English CEGEPS in Quebec, Canada. The questionnaire includes three scales created by the research team and three scales from the Mental Illness Awareness Survey. Correlational and factor analyses were conducted. The scales present good construct validity. Four variables were associated with the two variables of interest: confidence in one’s ability to convince a student to seek help; familiarity with MHDs; knowledge and understanding of MHDs; favourable perception of the accommodations offered by adapted and psychosocial services. Based on these results, strategies are proposed to improve teachers’ attitudes. 相似文献
17.
Michelle Hoffman 《Science & Education》2013,22(4):827-846
This paper considers the adoption of general science courses in two Canadian provinces, Ontario and Quebec, during the 1930s. In Ontario, a few science teachers had followed the early general science movements in the United States and Britain with interest. During the 1930s, several developments made the cross-disciplinary, applied thrust of general science particularly appealing to Ontario educationists. These developments included a new demand for vocational education, renewed reservations about pedagogical rationales based on transfer of training, and a growing professional divide between high school science teachers and university scientists. Around the same time, scientists in the Quebec’s French-language universities were engaged in a concerted campaign to expand the place of science in the province’s francophone secondary schools. The province’s prestigious classical colleges, which were the scientists’ principal target for reform, privileged an inductive view of science that had little in common with the applied, cross-disciplinary emphasis of the general science courses gaining support in English-speaking school systems. In 1934, however, a popular American general science textbook was adopted in a workers’ cooperative devoted to adult education. Comparing the fate of general science within these two education systems draws attention to the fact that general science made inroads in francophone Quebec but had little influence in public and private schools. In light of the growing support general science enjoyed elsewhere, we are led to explore why general science met with little overt interest by Quebec scientists pushing for school science reform during the 1930s. 相似文献
18.
《Journal of moral education》2012,41(3):187-194
Abstract This paper, which is intended as a brief and provocative discussion piece rather than a fully developed argument, discusses the nature of the logical relationship between children's moral values and their behaviour. I suggest that this relationship is less tight than is often supposed, and that there are no necessary behavioural or motivational criteria to determine whether or not a particular value is held, for there must always remain the possibility of a gap existing between the holding and the enactment of a moral value. Feelings of guilt and remorse are examined to see if they can provide an alternative criterion. Finally, three important educational and methodological implications are drawn for teachers and researchers in the area of ‘values education’, underlining the dangers of assuming that values are unfailingly revealed and recognized in overt behaviour.1 相似文献