论古代雅典政治体制中的精英政治特征     

张文伟 《衡阳师范学院学报》2011,32(1)

在古代雅典民主政治的表象下,仍活跃着一个又一个政治精英的身影。虽然在民众具有平等政治参与权的情形下,雅典政治精英们确立权威、发挥作用的途径和方式是比较独特的。但雅典民主政治体制的形成、运作是在政治精英们的推动和维护下实现的,城邦的繁荣也离不开他们的贡献。所以古代雅典政治体制实质上是一种精英主导下的民主政治体制,具有明显的精英政治特征。  相似文献   

#MeToo,sexual harassment: an article,a forum,and a dream for the future     

Robin Patric Clair  Nadia E. Brown  Debbie S. Dougherty  Hannah K. Delemeester  Patricia Geist-Martin  William I. Gorden 《Journal of Applied Communication Research》2019,47(2):111-129

#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement.  相似文献   

论以人权为核心的现代道德产生的哲学基础     

郑丽珍 《三明学院学报》2011,28(3)

马克思主义的唯物史观认为,道德并不是凭空产生的,而是内生于当时的经济制度之中。当代中国正走向市场经济,建立市场制度。市场经济决定了人权是现代道德的基础和本源,人权构成了现代社会最基本的价值基准和道德基石。道德的人权基础有其深刻的经济、政治和社会根源。构建以人权为核心的现代道德是市场经济的必然要求,是民主政治的终极前提,是公民社会的首要原则。  相似文献   

‘It’s very much taken as an insult if I say anything’: do new educators have a right to speak their mind?     

Misty Adoniou 《Cambridge Journal of Education》2015,45(4):401-414

This article describes the challenges beginning teachers face in schooling contexts that have become increasingly subject to direct political intervention. To tell the story it focuses on the experiences of five teachers in their first year of teaching in an urban jurisdiction in Australia, examining the ways in which they taught literacy, and were required to teach literacy. Government-driven political agendas of national testing, teacher standards and performance pay were all gaining traction as they commenced their first year of teaching. The ways in which these new educators felt they were discouraged from voicing their own opinions about these issues are examined and the consequences of silencing new educators are considered. The article concludes with recommendations for teacher education programmes to better prepare teachers for the politics of teaching.  相似文献   

‘Acceptance of the limits of knowability in oneself and others’: performative politics and relational ethics in the primary school classroom     

Laura Teague 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):398-408

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‘Not everything that the bourgeois world created is bad’: aesthetics and politics in women workers' education     

Maria Tamboukou 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):424-436

In this paper, I look into the papers of Fannia Cohn, an immigrant labour organizer, who served the Education Department of the International Ladies' Garment Workers' Union (ILGWU) between 1918 and 1962 and became one of its few women vice-presidents. As an internationally recognized figure in the history of workers' education, Cohn left a rich body of labour literature, wherein art is central in the ways she conceptualized, designed and organized women workers' educational programmes and curricula, as well as cultural activities for more than 50 years. For Cohn, however, art and politics were tightly interwoven in what I have called the artpolitics assemblage of women garment workers' life and work. It is entanglements between ethics, aesthetics and politics, considered in the light of the Rancièrian notion of ‘the distribution of the sensible’, that I discuss in this paper.  相似文献   

Entrepreneurial endeavors: (re)producing neoliberalization through urban agriculture youth programming in Brooklyn,New York     

Evan Weissman 《Environmental Education Research》2015,21(3):351-364

Driven by social and environmental criticism of the neoliberalization of agro-food systems, urban agriculture today enjoys renewed interest throughout the United States as a primary space to engage the politics of food. Using Brooklyn, New York as a case study, I employ mixed qualitative methods to investigate the contradictions that arise in tensions between the goals of urban agriculture and its practice. Education and youth development programming figure prominently in Brooklyn’s urban agriculture movement and provide insights into understanding the neoliberalization of food politics, especially an emphasis on market mechanisms as central to human well-being and the disciplining of youth in the skills and modes of conduct required by the neoliberal economy. Although current trends indicate that urban agriculture youth programming works to (re)produce neoliberalism and undercuts the political efficacy of Brooklyn’s urban agriculture, these projects simultaneously produce openings for building political solidarities.  相似文献   

“学”的内求与外发——从《论语》首章看儒家教育要义     

刘艳侠 《湖南师范大学教育科学学报》2015,(1):24-27

教育的目的在于"成人"。现代教育中,学习往往成了外索利益的功能性存在,使得人闭锁于一己之身。以孔子为原型,阐释论语以"学"为基的教育内涵,有助于还教育以"成人"之本。孔门之"学"是儒家教育的起点,其目的有二:学为君子,是从个人的历时性成长维度的内求;学而为政,教化人心,是公共精神的外发。无论是内求还是外发,二者存在根源上的一致性,即都统一于"成人"的教育目的。  相似文献   

远程开放教育环境下学生思想政治教育的必要性与可行性分析     

刘畅  兰阳  罗婷 《齐齐哈尔师范高等专科学校学报》2015,(1):3-4

思想政治教育工作一直是普通高校教育工作中的重要组成部分,但一直以来很难在成人高校中展开,远程开放教育平台为开放大学学生思想政治教育工作的有效开展提供了新阵地,开辟了新途径,拓展了思想政治教育的空间,为开放大学学生思想政治教育注入了新的活力。  相似文献   

Investigating science teacher educator identity through the politics of domestication and critical positional praxis     

Alberto J. Rodriguez  Sara Tolbert  Sheron L. Mark 《科学教学研究杂志》2024,61(3):625-644

The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education.  相似文献