Inclusion and social exclusion issues in university education in prison: considerations based on the Italian and Spanish experiences     

Gerardo Pastore 《International Journal of Inclusive Education》2013,17(12):1272-1287

ABSTRACT

This paper focuses on university education in prison as a strategic tool for building social inclusion. Using quantitative and qualitative methods, it examines the Italian and Spanish experiences in this area. In Italy and Spain, the idea of punishment having a rehabilitative function has been supported by strong motivation to achieve this ideal. In both countries, the way in which inmates are treated by the prison system was established to oppose prison systems designed by authoritarian regimes. However, the rhetoric of rehabilitation that is now prevalent seems to morally legitimise imprisonment and encourage the emergence of forms of ‘symbolic violence’. For these reasons, focusing attention on higher education in prison takes the form of an analytical and critical exercise that is particularly useful, as it allows the distance between prison and society, and prison and prisoner stereotypes, for example, to be questioned. It also enables the transformative effects that education has on the individual and on the system, beyond any rhetoric of treatment, to be understood.  相似文献   

从必然走向自由：论莫言小说暴力叙事心理图式     

周建华 《海南师范大学学报(社会科学版)》2013,(11):16-20,26

从20世纪80年代中期到90年代初期,莫言的创作是民间立场下的知识分子写作,彰显的是知识分子的独特创作个性。从《丰乳肥臀》开始,他才步入真正意义上的民间写作,民间内化为莫言小说创作的血液,方法论意义上的历史暴力想象还原为本体论意义上的历史存在现实,与苦难一起成为民间生活的本质存在,悲悯甚至忏悔的人文意识超越了人性层面的关注。莫言小说之暴力叙事,是必然向自由的转换。  相似文献   

Relevance of student and contextual school variables in explaining a student’s severity of violence experienced     

Ton Mooij 《Teachers and Teaching》2013,19(8):926-940

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school variables. The research question is twofold: (1) Do contextual school variables, in addition to a student’s personal, family and educational variables, explain a student’s violent behaviour? (2) If so, what is the role of student composition variables compared with variables indicating the social cohesion of the school? A hypothetical model was developed in which personal, family, educational and school variables of different types simultaneously explain the severity of violence experienced by a student. The method used to test the model empirically is secondary analysis of data collected in a Dutch national survey on school safety in secondary education (N students = 78,840; N schools = 219). Severity of violence experienced is assessed by the Mokken Scale on Severity of Violence Experienced (MSSVE). Multiple regression analyses reveal that a student who is older, a young male, born in the country of residence, feels at home in another country, does not have an intact family, is not religious, is enrolled in the highest educational track and is achieving lower marks in the school subjects of language and mathematics, experiences more severe violence than other students (explained variance 3.4%). Simultaneously, different types of contextual school variables are differently relevant. Mean severity of violence experienced by students at school indicates clearly more variance (2.3%) than the combination of student composition variables (.4%). The conclusion is that the theoretical model is empirically supported, which also underlines the validity of the MSSVE. The discussion focuses on a comprehensive multilevel approach to stimulate and check improvement of social cohesion at school.  相似文献   

论现代乡土小说中的国民性问题     

李虎  朴文玲 《洛阳师范学院学报》2013,32(1):61-64

以鲁迅为代表的中国现代乡土小说作家群,自觉地肩负起改革国民劣根性的历史使命。他们将国民劣根性的诸般表现,用现代乡土小说这种文学形式加以刻画和展示,以期敲响民族危亡的警钟,找到疗救的途径,这种启蒙主义文学传统对后世产生了影响深远。  相似文献   

师生交流中教师挫折性语言对学生的影响     

周汝  赵彦宏 《扬州大学学报(高教研究版)》2013,(4):77-81

教师挫折性语言的形成和影响呈复杂性,一定程度上存在不可逆性,其影响深远。挫折性语言从心理学角度上说,是一种精神虐待,不是通过暴力行为解决问题,而是通过非暴力手段,对他人进行精神上、心理上的伤害和侵犯。师生交流中使用挫折性语言会严重影响教师自身的教学效能和学生的正常学习,给师生精神与心理带来后期伤害,应采取切实有效的措施减少或避免教师使用挫折性语言,促进师生健康和谐发展。  相似文献   

解析布迪厄教育再生产理论   总被引：1，自引：0，他引：1  

牛海彬  白媛媛 《外国教育研究》2006,33(5):16-21

在社会演化过程中,教育究竟是引导社会变化,还是造成社会再生产的行动主体呢?针对此问题,文章试图通过解析布迪厄的教育再生产理论,探究教育通过何种途径和机制,再生产着教育本身以及这种再生产如何掩盖现代西方社会看似平等实际上并不平等的教育再生产真相。  相似文献   

Exposure to Media Violence and Young Children with and Without Disabilities: Powerful Opportunities for Family-Professional Partnerships     

Elizabeth J. Erwin  Naomi Morton 《Early Childhood Education Journal》2008,36(2):105-112

There is growing concern regarding the amount and type of violence that young children are exposed to on a daily basis. Through media, popular toys and video games violent images are consistently present in children’s lives starting at a very young age. This paper discusses (a) the growing presence of young children’s exposure to media violence, (b) the influence of media violence on early childhood development and well-being, (c) the impact of media violence on young children with disabilities, and (d) recommendations for addressing this national dilemma within the context of family-professional partnerships. A list of related web resources is also included.  相似文献   

论余华小说的悲剧意识   总被引：1，自引：0，他引：1  

颜素芳 《湖南广播电视大学学报》2008,(3):43-46

余华小说创作前期作品以展现人的罪恶、暴力和死亡为主要描写对象,其后期创作以渲染苦难为重。从余华小说呈现出的浓烈的悲剧意识中,可以窥见对罪恶与死亡的残酷描写决非余华内心的真正向往,而是作者所采取的一种极端和隐喻的方式对现实对社会对人生苦难的痛切的关注,其间呈现出对人性的解构和生命真谛的求索。  相似文献   

浅议家庭暴力     

王秀卿 《太原大学学报》2008,9(1):65-67

家庭暴力是发生在家庭成员之间的暴力行为,日益严重的家庭暴力危害了受害者的身心健康,侵犯了受害者的合法权益,破坏了社会的稳定和发展,已引起全社会的广泛关注,为了给予家庭暴力的受害者更全面、更具体、更适当的协助,以取得更好的社会效果,必须建立法律、社会、观念、心理等各层面的社会支持体系。  相似文献   

未成年人校园暴力犯罪的刑法规制探析     

孙宇 《柳州职业技术学院学报》2021,(1)

近年来,未成年人校园暴力犯罪呈低龄化趋势。从刑法基础理论出发,总结当前未成年人校园暴力犯罪的特征,阐述规制未成年人校园暴力犯罪的理论基础,剖析未成年人校园暴力犯罪刑法规制的缺陷与不足,提出增加规制校园暴力犯罪的专门立法和司法解释;优化对未成年人校园暴力犯罪案件的司法适用等建议,预防和矫正未成年人校园暴力犯罪,充分发挥刑法“惩治犯罪”与“保障人权”的作用。  相似文献