朝鲜族农村现状与发展探讨——黑龙江省五常市朝鲜族农村现状调查

改革开放以来,朝鲜族农村发生巨变。急速而大量的朝鲜族农村人口流动,给朝鲜族农村社会带来诸多影响,诸如农村人口剧减、老龄化现象严重、土地转租中的问题凸显、民族教育萎缩等,朝鲜族农村面临严峻的挑战。     

论我国朝鲜族“离乡创业”现象及其影响──兼论我国少数民族未来发展的某些趋势

论我国朝鲜族“离乡创业”现象及其影响──兼论我国少数民族未来发展的某些趋势都永浩从９０年代开始，在朝鲜族社会出现了大规模的人口流动现象。由于流动的人口不限于农村，包括乡村、城镇和城市的朝鲜族人口，并且流动的目的带有改善生存环境的性质，因此将其概括为“...     

外向型经济与沈阳近郊朝鲜族农村社会变迁——以浑河站西街道为例

通过发展外向型经济,沈阳市郊朝鲜族农村迅速实现了从农业村庄向现代工业村的转型,随之在产业结构、就业结构、城乡结构等方面发生深刻变化.以外向型经济为推动力的朝鲜族农村社会变迁代表了市场经济在农村的扩张,也加大了市场风险冲击及许多不确定因素.因此,政府的公共政策很大程度上决定了近郊朝鲜族农村社会变迁的前途.     

论朝鲜族美德的形成、发展及其特点

朝鲜族美德是在漫长的历史发展过程中形成的.从宏观角度来看,朝鲜族美德具有主体继承性(固有性)、包容性(复合性)和二重性等特征;从微观上分析,朝鲜族美德又有利他性、团结性、重视教育和重视礼节等特征.朝鲜族美德具有中华民族美德的共性因素,是中华民族美德的一个重要组成部分.     

中国朝鲜族教育发展探析

教育在综合国力的形成中处于基础地位.从回顾朝鲜族教育的形成出发,阐述了我国朝鲜族教育发展的历程.     

跨境流动朝鲜族青少年的生活质量及教育现状探究

随着经济全球化,劳动力的频繁流动,东北地区跨境流动朝鲜族青少年人数剧增,他们的生活质量与非连续性教育问题亟待解决。运用《儿童少年生活质量量表》,对韩国首尔的173名中国籍朝鲜族青少年和98名韩国籍青少年的生活质量及教育现状进行问卷与访谈调查,研究发现：大部分跨境流动朝鲜族青少年生活质量处于中等以下水平,生活质量长期影响跨境流动朝鲜族青少年的社会适应和健康发展,且无时间变化的显著性差异;跨境流动朝鲜族青少年出国动机多为缺失性动机,缺乏社会支持;跨境流动朝鲜族青少年的语言与文化领域学习压力较大,校外专门机构是跨境流动青少年教育空白期的主要教育途径;跨境流动朝鲜族青少年的同伴关系是发挥社会适应功能的关键;跨境流动朝鲜族青少年的国家认同受家庭环境影响较大。跨境流动朝鲜族青少年群体的教育问题探索,为跨境流动群体的国家认同教育及相应对策的实施提供重要经验借鉴。     

想象与真实之旅:在韩朝鲜族的跨国体验和流动的象征边界

随着中韩建交和两国经济文化交流的快速发展,朝鲜族社会形成大规模的赴韩打工热潮。许多朝鲜族在为寻求更好的生活机会而跨界移动的过程中获得了预期利益,但也被卷入了流入地——韩国社会的排斥与隔离的图景中,他们在身体、工作、居住、社会交往等方面处于严重的被边缘化和排斥境地。     

论人口流动与朝鲜族社会发展

本文就近年来社会各界广泛关注的朝鲜族人口流动问题进行了深入的探讨。文章指出朝鲜族的人口流动具有从农村向城市、从东北传统居住区向山海关以南各地、从中国大陆向国外流动等特点,其人口流动的频繁程度远送超过国内其他民族,这对于分流农村劳动力、实现农业生产规模化、调整民族经济结构、转变传统落后意识、提高生活水平、加速朝鲜族社会发展均具有重要意义。因此,重视和解决朝鲜族人口流动过程中出现的诸多问题,对解决今后相当时期少数民族的相关问题,无疑也具有重大的借鉴意义。     

民族知识——朝鲜族

<正>朝鲜族人口主要集中在我国的东三省地区,延边朝鲜族自治州是我国朝鲜族最大的聚居区,占全国朝鲜族人口的97%以上,其余分布在内蒙古、北京、河北等省、市、自治区。朝鲜族有自己本民族的语言,称为朝鲜语,也叫韩语。朝鲜族还有自己的本民族文字,即朝鲜文,也称为"谚文"。朝鲜族有哪些传统节日?     

黑龙江省朝鲜族社会历史调查报告

富绕美丽的黑龙江省是一个多民族居住的省份。朝鲜族是黑龙江省各兄弟民族大家庭的一个成员,是我国的少数民族之一。朝鲜族从十九世纪末叶开始由朝鲜和吉林、辽宁等省陆续迁入黑龙江省,和省内汉族及其他兄弟民族人民一起,用辛勤的劳动共同开发了水田,对发展黑龙江省的水田做出了贡献。全省朝鲜族约三十万人。主要从事农业生产,擅长种水稻,有传统的水田生产技术专长。解放前,朝鲜族人民和各族人民共同进行了反对阶级压迫和民族压迫的斗争,特别是日寇侵入后,在中国共产党的领导下,对日寇的侵略和压迫,进行了英勇的斗争。解放后,黑龙江省朝鲜族人民在中国共产党和人民政府的领导下,在民族政策的     

Adapting to change in the higher education system: international student mobility as a migration industry

ABSTRACT

Of late there has been considerable interest in understanding international student mobility, and this has tended to focus on the perspective of the students who take part in this mobility. However, international students are part of a considerable migration industry comprised of international student recruitment teams, international education agents and other institutions selling an education overseas (such as the British Council in a UK context) and as yet there is little research which analyses these relationships. This paper investigates a series of interviews with international office staff to examine the methods they use to recruit international students, and in particular the relationship that they have with international education agents who work with them on a commission basis. It focuses on recent changes to the UK visa system which have led to a decline in the numbers of Indian students choosing to study towards a UK higher education. However, it also reveals that some universities have managed to avoid this trend. This paper investigates why this is the case, demonstrating that there is a need to think about the intersections between migration industries, visa regulations and international student mobility.     

Immigrant entry visa categories and their effects on the children of immigrants’ education

As the U.S. continues to debate how to reform the current immigration system, there has been an increased emphasis on increasing skilled migration via employment sponsorship and subsequently decreasing other forms of migration, such as family reunification or refugees and asylees. Employment migration is viewed favourably because immigrants tend to arrive with greater education and language skills. However, it is unclear whether the descendants of immigrants admitted via employment categories have greater integration outcomes than the descendants of immigrants admitted via other categories. This study examines whether an immigrant’s entry visa (e.g. temporary work, refugee, student, etc.) affects their children’s education. Using data from the 2004 Immigration and Intergenerational Mobility in Metropolitan Los Angeles, this study finds that children whose fathers arrived via student/tourist visas have greater odds of college attainment. Related, this study identifies a possible mechanism, advanced/honors courses in high school, that may explain why father’s student/tourist visa exerts a positive effect on student’s pathway to college completion. However, there are no significant effects for fathers arriving under temporary work visas or as legal permanent residents.     

从国际视野看研究生教育成本分担

在西方国家,研究生交费入学,即生均教育成本分担被视为必然现象。如何联系我国研究生教育发展的实际,积极借鉴发达国家发展研究生教育的经验,把制订研究生教育成本分担与资助政策作为推进我国研究生教育运行机制改革的有效手段,已成为人们关注的焦点。建议在构建我国研究生教育投资主体多元化与资助政策的过程中,积极引进政策调节与市场竞争相结合的机制;实行研究生教育成本分担与资助的政策措施要与高校内部管理体制的改革有机结合起来。     

Young,Black, and (Still) in the Red: Parental Wealth,Race, and Student Loan Debt

Taking out student loans to assist with the costs of postsecondary schooling in the US has become the norm in recent decades. The debt burden young adults acquire during the higher education process, however, is increasingly stratified with black young adults holding greater debt burden than whites. Using data from the NLSY 1997 cohort, we examine racial differences in student loan debt acquisition and parental net wealth as a predictor contributing to this growing divide. We have four main results. First, confirming prior research, black young adults have substantially more debt than their white counterparts. Second, we find that this difference is partially explained by differences in wealth, family background, postsecondary educational differences, and family contributions to college. Third, young adults’ net worth explain a portion of the black–white disparity in debt, suggesting that both differences in accumulation of debt and ability to repay debt in young adulthood explain racial disparities in debt. Fourth, the black–white disparity in debt is greatest at the highest levels of parents’ net worth. Our findings show that while social and economic experiences can help explain racial disparities in debt, the situation is more precarious for black youth, who are not protected by their parents’ wealth. This suggests that the increasing costs of higher education and corresponding rise in student loan debt are creating a new form of stratification for recent cohorts of young adults, and that student loan debt may be a new mechanism by which racial economic disparities are inherited across generations.     

当代大学生管理方法的探讨——论大学多民族学生的管理

我国实行社会主义市场经济以来,经济体制和社会结构已经发生了深刻的变化,逐步发育成熟的市场体系对高等教育也提出了更高的要求,如何推进大学生管理工作,特别是大学多民族学生的管理,给高校学生管理带来了新的挑战,也是摆在学校管理者面前的新问题。     

岑毓英对西南民族地区文化教育贡献初探——岑毓英研究之三

岑毓英无论抚滇、抚黔、他修复书院,加广学额,增加束修膏火,招商创收,保证文教经费,补贴进京会试举人一系列措施,有力地推动了云贵地区文化教育的恢复和发展。他把文化教育全面推行到贵州少数民族地区,并用制度予以保证,对少数民族的社会进步、民族和睦,有着划时代的历史作用。     

民族地区高校研究生教育成本分担改革探索

研究生教育成本分担问题是伴随着我国研究生教育的发展而逐渐凸现出来,是在高等教育的深度变革中成为制度改革的关键点之一。本文针对民族地区高校研究生教育成本分担实际情况及存在的不足,提出民族地区高校研究生教育成本分担改革的相应对策。旨在打破多年来困扰民族地区高校研究生教育的教育成本的"大锅饭"瓶颈,建立公平竞争机制,从而提高民族地区研究生教育的质量。     

青海高等民族教育现状及对策探析

青海省是中国西部的民族大省。民族高等教育发展,不仅关乎着青海省经济、文化、教育的快速发展,而且对西北地区的区域发展,乃至全国经济的发展都具有极其重要的作用。笔者通过文献和实地调查研究,了解到青海省的民族高等教育尽管取得了显着的成绩,但仍然存在诸多问题,诸如办学经费不足,生源基础差,师资力量薄弱,师资流失严重,教育结构不合理等等,这些现象严重制约着青海民族高等教育的发展。因此,怎样改变这种局面,本文也相应提出了一些对策和建议。     

Unsettling Australian settler supremacy: combating resistance in university Aboriginal studies

Higher education courses designed to equip students to work effectively with Indigenous peoples by teaching about racism and inequality often encounter resistance to these concepts. In particular, students argue that individual and structural racisms, and their own white privilege, are ‘not their fault’. This article examines different forms of student resistance expressed within a number of Aboriginal Studies courses taught in a regional Australian university. This article reflects on data collected from various research initiatives with students, and personal teaching experiences over decades, and argues that although the notion of white supremacy can explicitly identify white privilege it also actively promotes even greater student resistance to learning. As such, this article argues for a consistent sequence of anti-racism approaches and suggests a number of key pedagogical strategies for anti-racism education.     

Making it relevant: how a black male teacher sustained professional relationships through culturally responsive discourse

What we know about the experiences of black teachers is limited, especially considering the vast amount of research conducted on and about black boys and young men. This article describes and analyzes how a black teacher at a suburban high school in the Midwestern United States negotiated professional relationships through culturally relevant discourse. Anthony Bell was the only black male teacher participating in a classroom discourse analysis study group at a diverse suburban high school. Throughout the course of the semester, Anthony’s stated objective for learning discourse analysis was to understand, structure, and facilitate more productive conversations with a struggling student teacher he was mentoring. Yet Anthony also used his discursive inquiry to “trouble the water” in his classroom and in the study group workshops. Participation in the study group provided Anthony with metalinguistic tools to critique his interactions with his students, student teacher, and professional peers. Anthony’s analyses of his own teaching, his student teacher’s work, the study group, and the school index themes in critical and critical race theory in education. As he became a teacher researcher, Anthony reported a greater sense of professional self-efficacy, eventually facilitating a successful workshop at a national teacher conference. Anthony’s case is an exemplar of the unique and critical role of black men who teach, as well as the imperative of practitioner research within the current climate in teacher education.