共查询到19条相似文献，搜索用时 880 毫秒
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社会排斥是20世纪末以来国际社会重点关注的社会问题。学校教育中也存在着排斥现象,它是社会中经济的、政治的、文化的排斥在教育领域的延伸,主要表现为成绩排斥、身份排斥、身体排斥、经济排斥、地域排斥等方面。学校教育中的排斥现象违背了教育的公平,对学生心理造成了伤害,是社会冲突的根源。合理配置教育资源,关注每一个学生的终身发展、教会学生学会合作、学会共同生活可以减少这一现象。 相似文献
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正20世纪40年代,《世界人权宣言》规定:"一切儿童,无论什么阶层、经济条件、社会地位,都享有受教育的权利。在教育领域内,所有儿童应处于同等地位,享有同等权利,任何人都不应受到歧视和排斥。"教育公平是世界教育领域通用的价值取向与实践准则。教育规划纲要提出"坚持教育优先发展,促进教育公平"等相关要求,体现了教育公平作为国家基本教育政策在教育改革发展中的重要战略地位。教育公平是社会公平的基石,促进教育 相似文献
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由于体制封闭等因素的影响,我国教育政策议程的设置往往与其公共利益价值取向相背离,社会排斥问题显著。我国教育政策议程中的社会排斥主要表现为媒介排斥、制度排斥和自我排斥,这是由媒体自身话语系统的局限性、制度的封闭性以及公众自身等因素造成的。鉴于此,就需要强化媒体在教育政策议程设置中的公众性导向,逐步加大政府决策体制的开放性,不断提高社会公众参与的积极性,以消解或弱化政策议程设置中的社会排斥。 相似文献
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大学生就业过程中的社会排斥现象愈演愈烈,其表现形式也趋于多样化,主要包括用人单位对大学生个体的自然特征排斥、对大学生资历的排斥,以及对大学生社会资本的排斥.这一现象不利于和谐社会的建设与发展.因此,明确导致大学生就业社会排斥的原因,完善相关制度法规,革新高校人才培养模式,促进大学生公平就业,可从根本上缓解并逐渐消除社会排斥现象. 相似文献
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《赤峰学院学报(自然科学版)》2017,(15)
社会排斥指的是在社会互动过程中,个体被他人或团体拒绝或排斥,导致他的归属需要与关系需求难以实现的现象,社会排斥极有可能会导致个体产生强烈的消极情绪,增加攻击倾向.大学生群体是社会排斥的高危人群,社会排斥潜移默化地影响着大学生的个体认知、行为与情绪,所以大学生社会排斥现象已经是高校管理的突出问题.本文主要就大学生社会排斥及矫正对策进行了分析与探讨. 相似文献
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王义 《临沂师范学院学报》2015,37(1):86-90
社区排斥作为社会排斥在社区领域的反映,主要表现为不同群体的疏离,同时也带有权力上的排斥以及社会制度的参与缺失。社区排斥与利益分配格局的初始状态、社会关系网络格局新变化有关以及新的社区组织方式存在紧密联系。同时,政府主导的城市化进程、城乡二元结构以及与中国社区建设独特的推进方式也是社区排斥的基本诱因。增大社会关系中的交际比例,搭建新的社区社会关系网络,发挥社区社会组织作用,加快户籍制度改革是破解社区排斥的重要手段和方法。 相似文献
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于世华 《珠海教育学院学报》2004,10(3):36-38
随着理性主义成为教育领域的主导价值倾向后，教育的生命意识就被遮蔽、被排斥，并逐渐边缘化。追问教育的生命意识就是正确认识教育中的生命存在，让教育从生命生存的教育走向生命存在的教育。 相似文献
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社会排斥最早是社会学中的理论,伴随着大民族排斥少数民族或是社会的主流群体在政治、经济和文化方面排斥社会弱势群体而发展起来。近年来社会排斥也成为了社会心理学中重要的研究课题,在人际交往过程中,只要个体认为自己受到了他人的排斥,不管是真实存在或是臆想的,都会带来独特的心理变化,进而导致自我控制行为的改变。文章主要介绍国外对于社会排斥进行的较多心理学实验研究及取得的研究成果,希望更多的学者能以新的视角看待社会排斥问题,以本土的知识传统,引发理论和实践的突破。 相似文献
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大学生就业问题日益凸显,大学生在就业问题上遭到社会排斥已经是不争的事实,本文从社会网络排斥、社会制度排斥和社会歧视排斥三个方面阐述大学生就业中的社会排斥的现状,并指出,要解决大学生就业难题,尽力消除大学生就业中的社会排斥现象,不但需要政府给予干预,政策给予适当倾斜,而且需要高校根据市场和国家经济需求调整人才培养模式,更需要大学生提高自身素质,主动去适应市场变化,从而从多维度、多方面,以多手段解决这一问题. 相似文献
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Increasing international attention on wellbeing places the onus on education systems to support children's positive psychosocial development. Despite broad and rich literature highlighting the limitations of implementing ability grouping as pedagogy and its impact on how children ‘do’ and ‘feel’ learning in school, this practice still persists in systems across the OECD. This Irish study draws on qualitative and sociometric data from 3 case study schools with 100 children. It explores how teachers cast an ‘invisible hand’ over children's peer networks, shaping friendships and patterns of inclusion/exclusion within the classroom. It builds on current literature in the field exploring how peer interaction is influenced by ability group assignment using network analysis. Findings also reveal the psychosocial impact of these dynamics, with children assigned to lower ability groups most impacted by lower social status, exclusion from peers and increased experience of bullying. These experiences evoked feelings of disengagement, anger and isolation. 相似文献
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社会排斥与边缘学生群体的道德致弱 总被引：4，自引：0，他引：4
社会排斥是一种特殊的社会学现象,是指社会的边缘群体被抛弃、被区隔和被边缘化之后的强烈负向情感体验,它同样对于边缘学生群体所产生的消极影响非常明显。该群体在面临全方位排斥后必然导致道德弱化。因此,本着治病救人的基本方针,应该在消除社会排斥的基础上,从多方面入手去做好德育工作,使他们能够转变思想,回归到正常的学习生活中。 相似文献
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Children and adolescents (N = 153, ages 8–14 years, Mage = 11.46 years) predicted and evaluated peer exclusion in interwealth (high-wealth and low-wealth) and interracial (African American and European American) contexts. With age, participants increasingly expected high-wealth groups to be more exclusive than low-wealth groups, regardless of their depicted race. Furthermore, children evaluated interwealth exclusion less negatively than interracial exclusion, and children who identified as higher in wealth evaluated interwealth exclusion less negatively than did children who identified as lower in wealth. Children cited explicit negative stereotypes about high-wealth groups in their justifications, while rarely citing stereotypes about low-wealth groups or racial groups. Results revealed that both race and wealth are important factors that children consider when evaluating peer exclusion. 相似文献
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Lyn Tett 《Studies in Continuing Education》2013,35(1):1-15
The themes of collaboration and partnership lie at the heart of the vision of a range of UK initiatives designed to tackle social exclusion. However, the benefits are extolled and the costs to community groups are minimized. Some of the problems and possibilities for the involvement of community groups in partnerships are considered. Partnerships are characterized by processes of inclusion and exclusion, dominance and subordination and it is argued that attention must be paid to the structures and processes involved. New ways of thinking about representation are required, with priority given to including those with the least power who are nevertheless the most expert in identifying the needs of their own communities, if local action is going to reduce social exclusion. 相似文献
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杨淑芳 《潍坊教育学院学报》2011,(6):19-21
"社会排斥"是当今国际社会研究社会问题所用的核心概念之一,它主要围绕解决弱势群体的贫困、失业、社会权利的剥夺等窘迫境遇而展开。"社会和谐"是我国目前致力于追求的目标,与社会排斥理论向往的境界不谋而合。实现"社会和谐",需要我们从政治、经济、文化等多方面努力创造消除社会排斥的制度环境,竭力避免强势集团操纵权力,全面提高弱势群体的参与度,并开放整个社会系统,促进社会各阶层及社会资源的合理流动。 相似文献
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Stephen Gorard 《Higher Education Quarterly》2005,59(1):3-18
This paper examines the range and quality of data sources available to calculate the representation of minority ethnic groups and different social classes in higher education. The focus is on widening participation in Wales, although some of the datasets and the implications of their re‐analysis are more general. The paper also identifies a number of problems with many existing pieces of research in this field – including the routine, and ironic, exclusion of nonparticipants from studies of widening participation, and the small scale of much work. Using the limited datasets that are available for re‐analysis shows that the qualified age participation rate for traditional undergraduate entry to university is near 100 per cent. Social classes and ethnic groups are, therefore, represented in proportion to their prevalence in the more general population, and in proportion to their prior attainment of entry qualifications. The solution to widening participation for these groups lies not in universities but in schools, colleges and the wider society. 相似文献
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Interpersonal rejection and intergroup exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully–victim relationships. In contrast, intergroup exclusion focuses on how in‐group and out‐group attitudes contribute to social exclusion based on group membership, such as gender, race, ethnicity, culture, and nationality. It is proposed that what appears to be interpersonal rejection in some contexts may, in fact, reflect intergroup exclusion. Whereas interpersonal rejection research assumes that victims invite rejection, intergroup exclusion research proposes that excluders reject members of out‐groups to maintain status differences. A developmental intergroup social exclusion framework is described, one that focuses on social reasoning, moral judgment, and group identity. 相似文献
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Gillean McCluskey Sheila Riddell Elisabet Weedon Mariela Fordyce 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):529-539
ABSTRACTThere has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with special needs and others who face multiple disadvantages remain stubbornly high. Given these findings, and the evidence that this is the case across the UK, an important question arises about the broader relationship between school exclusion and inequality. This article seeks to address this question, and asks whether and to what extent the politics of recognition of difference, in Nancy Fraser's terms, can help explain the continuing over-representation of some groups of marginalised and vulnerable children in exclusion figures, despite this overall downward trend. 相似文献
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Anita Munnelly Georgina Martin Charlotte Dack Ann Zedginidze Louise McHugh 《Learning & behavior》2014,42(3):270-280
Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1–B1, B1–C1; A2–B2, B2–C2) and were tested with novel stimulus combinations (A1–C1, C1–A1, A2–C2, C2–A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes. 相似文献