解构党的民族区域自治     

王国剑 《江西师范大学学报(哲学社会科学版)》2004,37(5):75-77

与时俱进的民族区域自治孕育了国家的统一、繁荣与稳定。我国实践中的民族区域自治具有一体多元性。所谓“一体”就是指统一于一个国家,统一于党的领导即在国家的统一领导下,各少数民族聚居的地方实行区域自治,设立自治机关,行使自治权。所谓“多元”就是指民族区域自治具有权力分配性、参与性、合理性、认同性。一体多元性是对民族区域自治的本质概括,也是对民族区域自治的一种理性认识。  相似文献   

农村基层公共管理的逻辑与治理绩效   总被引：4，自引：1，他引：4  

吴新叶 《河南师范大学学报(哲学社会科学版)》2005,32(1):44-48

在农村的草根性公共生活中，非政府公共组织参与公共管理诠释了政府-市场-社会之间多元主体的逻辑关系。在我国的村级公共生活实践中，以村委会为核心的基层公共管理模式在推行进程中遇到了种种困难，制约了农村基层治理绩效水平的提高。在理论的层面，这是由于农村基层公共空间的自治性不足使然，是农村基层公共权力配置的不合理造成的。  相似文献   

The biggest extension of rights in Europe? Needs,rights and children with additional support needs in Scotland     

Sheila Riddell  Duncan Carmichael 《International Journal of Inclusive Education》2019,23(5):473-490

ABSTRACT

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience.  相似文献   

现阶段我国民族区域自治研究综述     

蔡宇宏 《信阳师范学院学报(哲学社会科学版)》2005,25(6):5-9

我国是一个多民族国家,民族区域自治制度是解决我国民族问题的基本制度。目前理论界对我国民族区域自治制度进行了广泛的研究,通过对这些研究的梳理和总结,为我国民族区域自治理论创设和现实实践提供有益的启示。  相似文献   

中日地方自治制度之比较   总被引：1，自引：0，他引：1  

柯敏 《孝感职业技术学院学报》2005,8(3):57-61

地方自治自20世纪以来引起了世界各国的普遍关注，与我国一衣带水的日本二战后在美国占领当局的推动下，地方自治取得长足发展。地方自治思潮从西方传入中国至今已历经百年，对中国政治产生了深远的影响，并在民族区域自治和特别行政区高度自治等方面取得了突出成绩。本文试对中日地方自治制度的共性及差异方面进行梳理与比较，指出日本地方自治对我国的启示，为我国进一步完善地方自治制度提供参考与借鉴。  相似文献   

论村民行政诉权     

王琪  徐国聪 《十堰职业技术学院学报》2008,21(6):47-49

法律对村委会的行政诉讼被告主体地位规定不明确,仅把村委会的部分行为纳入民事诉讼的范围,易形成诉讼上的盲区。村民自治权对村民来说是一种内部的公共权力,村委会可以被看做是村民自治组织的执行机构,故村委会行使村民自治权的行为也具有公共权力的性质。笔者认为,只有将村委会行使村民自治权的行为纳入行政诉讼的受案范围,才能更好地保护村民的行政诉权,同时还应当加强对农村法律知识的宣传和对村民行政诉权保护方面的研究。  相似文献   

If it's going to be,it's up to me: first-year psychology students’ experiences regarding academic success     

Luzelle Naude  Lindi Nel  Ronel van der Watt  Florence Tadi 《Teaching in Higher Education》2016,21(1):37-48

Student life is marked by substantial growth in areas such as self-regulation abilities. In this article, the experiences of first-year Psychology students are explored through the lenses of the self-determination theory. Both content and thematic analyses were done with 79 students’ reflections on the aspects they regarded as facilitating/preventing success in their studies. Responses ranged from complete external control (amotivation and external regulation) to high levels of internal control (integration). While many participants articulated their perceptions of incompetence, other participants took ownership of their behavior and articulated how an interest in and enthusiasm for Psychology as a discipline moved them toward feelings of competence, autonomy, and relatedness. High value was placed on a well-structured but warm and responsive educational context.  相似文献   

A nine‐country survey of youth in Europe: selected findings and issues     

William K. Kay  Hans‐Georg Ziebertz 《British Journal of Religious Education》2006,28(2):119-129

A nine‐country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Würzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion‐formers and illustrate methodological issues thrown up by international research.  相似文献   

Neoliberalism as exception: the New High-Quality School project in Shanghai     

Charlene Tan 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):443-457

ABSTRACT

Drawing upon Aihwa Ong’s concept of ‘neoliberalism as exception’, this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of ‘new high-quality schools’ that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting ‘neoliberalism with Chinese characteristics’ in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality.  相似文献   

Why Compulsory Science Education Should <Emphasis Type="Italic">Not</Emphasis> Include Philosophy of Science     

P.?Davson-GalleEmail author 《Science & Education》2008,17(7):677-716

Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science. In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction as early as possible and have championed early secondary school as an appropriate place. Further, mainstream science curricula in a number of countries have, for some time now, supported such introductions (albeit of a more limited sort) under the banner of introducing students to the “Nature of Science”. In this paper, I explore a case against such introductions, partly in role as “Devil’s Advocate” and partly exploring genuine qualms that have come to disturb me. Generally speaking, my judgement is that no justification is available in terms of benefit to the individual or to society of sufficient weight to outweigh the loss of freedom of choice involved in such forced learning. One possible exception is a minimalist and intellectually passive “Nature of Science” introduction to some uncontroversial philosophical views about science. An earlier version of this paper was presented to the Seventh International Conference on the History and Philosophy of Science and Science Teaching, University of Winnipeg, Winnipeg and subsequently published in its proceedings (see my 2003). I am grateful to those who engaged in discussion of the paper upon its presentation. I am also grateful to the advice of this journal’s anonymous referees.  相似文献