The emerging (national) popular music culture in China     

Anthony Y. H. Fung 《Inter-Asia Cultural Studies》2013,14(3):425-437

ABSTRACT

Before the emergence of the modern sense of popular music in China, the uses of music in that country have been instrumental in serving political purposes for the state. The modern form of popular music began to enter China through Hong Kong and Taiwan – the two very political locales in which we could observe China’s political economy through the reception of their music in mainland China. How the Chinese authorities coped with the production, distribution and consumption of this ‘foreign’ popular music, is reflective of the swing of the pendulum between relaxation and control, and hence the changing ideologies of the state. Based on the cultural and institutional analysis on a few classical Chinese popular singers since the mid‐1980s, this paper illustrates such a transformation. The paper argues that the Chinese authorities have evolved from a dictatorial authority, which chose to control popular music by means of direct bans and censorship, to an active agent, through various strategies, managing and producing a kind of popular music that can be conducive to, and be resonant with, the national ideologies.  相似文献   

How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms     

Rydland V  Aukrust VG  Fulland H 《Reading and writing》2012,25(2):465-482

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 different fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority students.  相似文献   

The role of questions in the science classroom – how girls and boys respond to teachers’ questions*     

Nina Eliasson  Karl Göran Karlsson  Helene Sørensen 《International Journal of Science Education》2013,35(4):433-452

  相似文献   

Heritage of Eve     

Helene Mullins 《The Educational forum》2013,77(4)

  相似文献   

Diversity in collaborative research communities: a multicultural,multidisciplinary thesis writing group in public health     

Cally Guerin  Vicki Xafis  Diana V. Doda  Marianne H. Gillam  Allison J. Larg  Helene Luckner 《Studies in Continuing Education》2013,35(1):65-81

Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community.  相似文献   

Riding the information highway—towards a new kind of learning     

Helene Ahl 《International Journal of Lifelong Education》2013,32(4):385-405

Adults' motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves. This article argues against these theories and maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. This article suggests that motivation should be seen as a relational concept, rather than as residing within the individual. Adults' motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate.  相似文献   

Liberal Studies in Hong Kong: A new perspective on critical thinking through group work     

Dennis Fung  Christine Howe 《Thinking Skills and Creativity》2012,7(2):101-111

This article reports research that is contextualised within reforms of secondary education in Hong Kong and the reintroduction of Liberal Studies, which jointly emphasise the need for a learning environment that facilitates the practice of group work and the development of critical thinking. A study is described that explores the relevance of group work for fostering critical thinking, looking in particular at the participation of teachers in small group activity. While attention is paid to the results of critical thinking tests and excerpts extracted from the students’ dialogues, the research also seeks to highlight the role of the teacher in breaking stalemates in discussion with appropriate interventions. In sum, this article concludes by illustrating the importance of collaborative group work in the development of students’ critical thinking skills.  相似文献   

The policies of reintroducing Liberal Studies into Hong Kong secondary schools     

Chun-Lok  Fung  Wing-Yan  Yip 《Educational Research for Policy and Practice》2010,9(1):17-40

This study focuses on the policy issues generated by the reintroduction of Liberal Studies and evaluates the predicted effectiveness of the proposed curriculum in Hong Kong (HK) secondary schools. Theorised by Ball (1992) ‘policy cycle’, approximately 200 newspaper articles and 30 government documents were collected to identify the issues in the process of policy-making. The documentary inquiry shows that ‘Public Recognition’, ‘Learning Objectives’ and ‘Curriculum Structure’ were the three major issues surrounding the reintroduction. Little evidence of any ‘explicit’ political influence related to the government of the People’s Republic of China (PRC) is demonstrated. The interviews conducted later in this study illustrate that there were diversified opinions of the Liberal Studies curriculum. Whilst scholars and teachers disapproved of it, parents showed appreciation. It seems that the stakeholders working in the education field were uncertain, divided and displeased with the process of policy-making. A follow-up questionnaire-based survey clearly uncovered a sharp contrast between the beliefs of the teachers and the expectations of the students with regard to Liberal Studies. In other words, the gap formed between the two showed considerable differences in the level of satisfaction with the proposed curriculum.  相似文献   

How European American and Taiwanese Mothers Talk to Their Children About Learning     

Jin Li  Heidi Fung  Roger Bakeman  Katharine Rae  Wanchun Wei 《Child development》2014,85(3):1206-1221

Little cross‐cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6–10 years) about good and poor learning. The findings support well‐documented cultural differences in learning beliefs. European Americans mentioned mental activities and positive affect more, whereas Taiwanese mentioned learning virtues and negative affect more. Mothers, especially European American, reciprocated their children's talk about mental activities, learning virtues, and negative affect. Children, especially Taiwanese, reciprocated their mother's talk about positive affect. Mothers invoked more mental activities and positive affect when discussing good learning, but more learning virtues and negative affect when discussing poor learning. These findings reveal a source of cultural differences in beliefs and potential enculturation.  相似文献   

The Use of Chinese Buddhist Theories in Counselling,Psychotherapy, Psychology,and Mental Health Research: An Integrative Review     

Fung Kei Cheng  Samson Tse 《International journal for the advancement of counseling》2014,36(3):229-242

The current integrative review investigated thematic studies relevant to incorporating Chinese Buddhism into counselling, psychotherapy, psychology, and mental health; identified topical and methodological gaps; and, finally, proposed future research directions for developing Chinese-Buddhism-oriented counselling theories. The review search included 22 Chinese and English databases, selecting 146 publications (n?=?130 in English; n?=?16 in Chinese). Results indicated that (i) three prominent themes were how compassion, Mahāyāna, and loving-kindness could be integrated into therapeutic interventions, (ii) 63.7 % were theoretical discussions, whereas 26.7 % were empirical inquiries, and (iii) only 2.1 % used primary source data. Considered overall, the findings reveal a need to explore more fully Chinese-Buddhism-based counselling theories by Buddhist first-hand materials and involving qualitative methods.  相似文献