21世纪高校思想政治工作面临的挑战与对策     

姜东 《贵州教育学院学报》2003,19(6):30-32

高校思想政治工作,关系着怎样培养社会主义建设者和接班人,关系着培养什么样的社会主义建设者和接班人。从新视角探讨21世纪高校思想政治工作的新动向、新特点及对策。  相似文献   

What is normal,true, and right: a critical discourse analysis of students’ written resistance strategies on LGBTQ topics     

Kathryn Jaekel 《International journal of qualitative studies in education》2016,29(6):845-859

This study examines how students perform resistance to lesbian, gay, bisexual, transgender, and queer topics in their written reflections in a higher education diversity course. Using a three-tiered critical discourse analysis , this article maps students’ resistant textual devices in their written reflections, analyzes the institutional setting of the course, and examines how the larger social discourse plays an important role. Findings suggest that students engage in resistance and (re)produce oppressive discourse in part due to the institutional and larger social discourse of the course and the topic. Implications suggest the need to promote to course instructors how language can (re)position students in a place of privilege.  相似文献   

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction     

Tricia A. Seifert  Paul D. Umbach 《Research in higher education》2008,49(4):357-381

This study applies Kalleberg’s framework to better understand the effects of diverse demographic faculty characteristics on dimensions of job satisfaction. We also extend his work and the work of others to explore the contextual effects of academic disciplines on faculty job satisfaction. We find that women are consistently less satisfied than their male colleagues and that the effect of being female varies by discipline on levels of job satisfaction. We also find race/ethnicity has mixed effects on dimensions of job satisfaction but the effects of race/ethnicity tend to be constant across discipline. Our findings hold important implications for those seeking to understand the experiences of college faculty from diverse demographic backgrounds.  相似文献   

Diversity as a natural occurrence: an enrichment strategy of peer learning     

Madeline M. Crocitto  Lynn D. Walsh  Albert Murphy  Maureen A. Keefe 《Interactive Learning Environments》2018,26(1):61-74

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.  相似文献   

法治社会的合理多元     

方宁 《宁波广播电视大学学报》2003,1(2):78-80

文化多元是现代社会的重要标志之一，在现代的法治社会中一元法治与多元文化既协调统一又存在矛盾冲突。要实现现代社会的协调发展，人们必须在法治的前提下实践宽容的政治理念，合理维护多元文化的发展，将法治与社会的多元文化整合为统一体。  相似文献   

“So, where do they fit in?” Teachers’ perspectives of multi-cultural education and diversity in Singapore     

Theresa Alviar-Martin Li-Ching Ho 《Teaching and Teacher Education》2011,27(1):127-135

This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.  相似文献   

The multidimensionality of multicultural service learning: The variable effects of social identity, context and pedagogy on pre-service teachers’ learning     

Shih-pei Chang  Hilda Omae 《Teaching and Teacher Education》2011,27(7):1078-1089

Multicultural service learning (MSL) seeks to develop pre-service teachers’ capacities and commitment to teach diverse student populations. We use multiple regression analyses of survey data collected from 212 pre-service teachers engaged in 22 MSL sites to assess the effects of pre-service teachers’ social identities, MSL contexts, and university pedagogy on pre-service teachers’ awareness of cultural bias, understanding of social inequality, and commitment to teaching diverse students. We find that pedagogical engagement positively contributes to all three outcomes. Pre-service teacher’s social identities and MSL contextual factors, however, have variable effects. We explore the pedagogical and research implications of this multidimensionality.  相似文献   

分类高考背景下家庭高等教育选择的差异及启示     

许祥云  张凡永 《教育与经济》2015,(1)

分类高考背景下,家庭高等教育选择总体上是理性的,他们会从感知上进行“成本-收益”的比较;家庭对收益的感知与判断,主导着选择不同类型的高等教育;经济社会背景不同、地域不同的家庭,其高等教育选择有显著的差异。应当引导家庭实现由“考分所主导的被动选择”向“感知成本收益所主导的主动选择”转变,创造条件帮助家庭在感知上对成本与收益做出较为准确的判断,为家庭选择合适的高等教育类型提供服务。与此同时,政府在推行分类高考制度时要密切关注家庭选择的差异,从政策和制度上体现教育公平和社会公平。  相似文献   

Campus partnerships for promoting equity,diversity and inclusion: A case study of the NCBI Model for reducing prejudice and intergroup conflict at Florida State University Libraries     

Mohamed Berray 《The Journal of Academic Librarianship》2019,45(5):102014

This article will explore collaborations between the University Libraries and the campus community in implementing diversity and inclusion initiatives on campus through participation in the National Coalition Building Institute (NCBI). The article will take an in-depth look at the prejudice reduction and discrimination trainings conducted in the FSU Libraries, and how the trainings contributed to implementing the Libraries' strategic initiative for diversity and inclusion. These partnerships between the Libraries and the campus community exemplify successful collaborations needed to achieve preeminent institutional goals like diversity and inclusion. FSU has been recognized for Higher Education Excellence in Diversity, and is a national Diversity Champion since 2014 (Insight into Diversity: online).  相似文献   

Diverging discourses: Examining how college students majoring in communication define diversity     

Drew T. Ashby-King  Lisa K. Hanasono 《Qualitative Research Reports in Communication》2019,20(1):9-18

Colleges and universities in the United States often promote diversity through a neoliberal lens by framing diversity as a celebration of individual differences or a commodity that students can gain by attending their institution. In communication courses, diversity has been conceptualized through both neoliberal and critical lenses, but limited research has investigated how communication students define and explain diversity. The focus of this study was to understand how communication students define diversity. We performed thematic analyses on open-ended survey responses to investigate how communication students define diversity. Four themes emerged from our analyses: (a) diversity is a mechanism for unifying communities, (b) diversity is an affirmation of individual differences, (c) diversity is a harbinger of acceptance and equality, and (d) diversity is a disruptive force that re-centers the voices of traditionally marginalized people. Our findings indicate most communication students define diversity through a neoliberal lens. However, 3% of our participants conceptualized diversity through a critical lens by explaining that diversity should create space for those who are marginalized to have their voices heard. We conclude by providing recommendations for communication instructors to incorporate more critical conversations about diversity into their classrooms and foster diverging discourses about diversity across communication curricula.  相似文献