RACIALIZATION IN ACADEMIC DISCOURSE

Education is considered key to economic growth and to the reduction of social inequality and disadvantage. Contemporary education policy reflects the ideals of a neoliberal agenda (i.e., reform and economic competitiveness). Given that the United States both recognizes and abides by the rules of the free market, public schools find themselves in a neoliberal straitjacket. This "one-size-fits-all" garment has "pinched" public schools. This study draws on a broadly post-structural perspective of space and geographical context, and utilizes insights from Foucault to flesh out issues regarding "taken-for-granted" education reform in the U.S. Specifically, this work looks at No Child Left Behind through a geographic lens, emphasizing the importance of local context and the differential effects of policy.     

桂林市中小学校防雷现状及防御对策探讨

通过对桂林市中小学校的防雷现状的分析,提出防御对策。     

流动视角下跨国教育空间的构建：国际学校案例

流动视角下对多元教育空间的理解需要反思教育与不同地理空间和过程间的相互塑造,以及教育流动过程的关系化本质。以广州某典型国际学校为例,通过参与式观察和半结构化访谈等质性研究方法,分析了跨国教育空间构建过程中全球与本土、流动与驻留（stillness）间的张力。研究表明：知识、人、空间等要素以相互依托和嵌套的方式进行跨国流动,将国际学校打造为全方位、多层次的跨国“教育飞地”;同时,流动的过程并不意味着是对驻留的否定,两者同时塑造着学校空间。一定程度本土要素的加入并没有动摇学校作为国际教育机构的根基。总体来看,教育资源的整体性跨境流动在物理空间、社会服务和阶层意义上形成了与本土间的隔离。构建于本土的跨国教育未能实现真正的跨文化互动和联系,反而进一步强化了文化的差异和边界的形成。研究对教育地理学的丰富和国际化背景下城市特殊空间的研究具有积极推动意义。     

义务教育资源资本化相关研究进展与述评

优质公立义务教育资源对国内城市住房价格具有强烈的资本化效应,引发了相对显著的居住群分现象,已成为公共服务领域的热点问题。既有综述类研究缺乏对教育资源资本化的系统性探讨。论文在对教育资源资本化概念与形成机制进行解析的基础上,从教育资源对住房价格的影响、教育资源资本化计量、教育群分与应对策略3个视角进行述评。首先,分别从学校教育质量的测度及其对住房价格的影响、教育资源可达性的测度及对住房价格的影响2个方面,进行“教育资源对住房价格的影响”相关研究综述。其次,通过对测度教育资源资本化的4类典型方法(特征价格法、边界固定法、工具变量法、双重差分法)、部分典型空间经济计量模型与地理加权回归模型及相关应用进行评述,来梳理“教育资源资本化计量”相关文献。最后,围绕择校或学区政策可能引发的教育群分现象、缓解过度教育群分问题的政策研究,概述“教育群分与应对策略”的研究进展。入学政策效应追踪与评估、缓解教育群分现象的系统研究框架构建、覆盖各学段的教育资源资本化测度、针对各学段更加有效的学校可达性测度方法设计、国内租购同权政策下教育资源资本化的动态变化等,或可成为进一步探讨的方向。     

Simion Mehedinţi's Contribution to Modern Romanian Geography

Armed with a scholarship to find an answer to the question “What is geography?” Simion Mehedin?i's studies took him to continental Europe's three main centers of geographic thought: Paris, Berlin, and Leipzig. We explore how his innovative ideas flourished, especially in Leipzig under Ratzel. The first Romanian geographer, Mehedin?i, must be credited with having defined geography as a science of mutual relationships between geospheres. This thinking reached its pinnacle in two complex books, Terra and Ethnos, the contents of which we synthetically explore. We also trace the unfavorable historical and geopolitical conditions that led to this pioneering work being little recognized worldwide.     

Future Teachers of Geography: Whose Opportunity?

Abstract

Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow.