Eugenics was a discipline founded by the British scholar Galton in 1883 to improve the genetic quality of human beings.When eugenics was introduced to the United States in the early 20th century,it quickly developed i...Eugenics was a discipline founded by the British scholar Galton in 1883 to improve the genetic quality of human beings.When eugenics was introduced to the United States in the early 20th century,it quickly developed into an influential eugenics movement that pointed in new directions to solve the social problems of the United States at that time.In American eugenics movement,eugenicists used family studies to construct the marginalized groups such as the mentally retarded,the poor,and criminals into"hereditary defectives"that would lead to the degradation of the American race.At the same time,they used intelligence tests to demonstrate the"Superiority of the Nordic Race"and to belittle other races,thereby highlighting the dangers of racial mixing.These eugenics discourses provided a plausible justification for segregation,sterilization,and marriage restrictions against marginalized groups in the United States and a"scientific"cloak for restrictive immigration policies,serving as an essential tool for exclusionists to gain support from policymakers and the public.展开更多
Educational inequality remains a pervasive issue,particularly for marginalized groups such as low-income families,immigrants,and ethnic minorities.Despite various educational reforms,current policies often fail to ful...Educational inequality remains a pervasive issue,particularly for marginalized groups such as low-income families,immigrants,and ethnic minorities.Despite various educational reforms,current policies often fail to fully address the disparities faced by these populations.This paper critically examines the role of education policy in promoting social justice,focusing on how existing policies can either perpetuate or mitigate inequities in access and outcomes.Drawing on a comprehensive policy analysis framework,this study analyzes current UK education policies,comparing them with international best practices to identify key gaps and areas for improvement.The findings reveal significant shortcomings in resource distribution,support systems for marginalized students,and accountability mechanisms.Based on these findings,the paper proposes a refined policy framework that incorporates principles of redistributive,recognition,and participatory justice,offering actionable recommendations for policymakers.This research highlights the urgent need for a more equitable approach to education policy,ensuring that marginalized groups are not left behind in the pursuit of educational opportunity and success.展开更多
This study critically interrogates dominant models of post-disaster recovery by combining an interdisciplinary review of critical scholarship with grounded empirical analysis from Brazil.It focuses on landless and unh...This study critically interrogates dominant models of post-disaster recovery by combining an interdisciplinary review of critical scholarship with grounded empirical analysis from Brazil.It focuses on landless and unhoused populations,as well as residents of informal settlements,to explore how disaster recovery frameworks,rather than reducing vulnerability,often reproduce spatial inequality and deepen exclusion.The research draws on a multi‐site,multi‐temporal mixed-methods study conducted in collaboration with the Movimento dos Atingidos por Barragens(MAB),analyzing Brazil’s most severe recent climate‐related disasters:landslides and floods in Petrópolis(2011,2022,2024)and São Sebastião(2023).Fieldwork involved participant observation,over 200 semistructured interviews with affected residents and officials,and 110 completed questionnaires.Findings reveal that Brazil’s disaster governance framework embeds exclusionary dynamics,privileging legally recognized property owners while marginalizing those without formal tenure.Recovery programs often simplify complex social realities through rigid eligibility criteria,thereby silencing diverse lived experiences.As a result,recovery often becomes a prolonged,secondary disaster for the most vulnerable.The article argues that prevailing recovery models,anchored in technocratic management and depoliticized resilience discourse,fail to address the structural roots of marginalization.By centering the role of grassroots movements such as MAB,this article highlights how collective action can expose recovery injustices and foster more inclusive,participatory,and transformative approaches to disaster governance.展开更多
基金Nankai University Liberal Arts Development Foundation(No.ZB22BZ0309)China Postdoctoral Science Foundation(No.2021M701783).
文摘Eugenics was a discipline founded by the British scholar Galton in 1883 to improve the genetic quality of human beings.When eugenics was introduced to the United States in the early 20th century,it quickly developed into an influential eugenics movement that pointed in new directions to solve the social problems of the United States at that time.In American eugenics movement,eugenicists used family studies to construct the marginalized groups such as the mentally retarded,the poor,and criminals into"hereditary defectives"that would lead to the degradation of the American race.At the same time,they used intelligence tests to demonstrate the"Superiority of the Nordic Race"and to belittle other races,thereby highlighting the dangers of racial mixing.These eugenics discourses provided a plausible justification for segregation,sterilization,and marriage restrictions against marginalized groups in the United States and a"scientific"cloak for restrictive immigration policies,serving as an essential tool for exclusionists to gain support from policymakers and the public.
文摘Educational inequality remains a pervasive issue,particularly for marginalized groups such as low-income families,immigrants,and ethnic minorities.Despite various educational reforms,current policies often fail to fully address the disparities faced by these populations.This paper critically examines the role of education policy in promoting social justice,focusing on how existing policies can either perpetuate or mitigate inequities in access and outcomes.Drawing on a comprehensive policy analysis framework,this study analyzes current UK education policies,comparing them with international best practices to identify key gaps and areas for improvement.The findings reveal significant shortcomings in resource distribution,support systems for marginalized students,and accountability mechanisms.Based on these findings,the paper proposes a refined policy framework that incorporates principles of redistributive,recognition,and participatory justice,offering actionable recommendations for policymakers.This research highlights the urgent need for a more equitable approach to education policy,ensuring that marginalized groups are not left behind in the pursuit of educational opportunity and success.
文摘This study critically interrogates dominant models of post-disaster recovery by combining an interdisciplinary review of critical scholarship with grounded empirical analysis from Brazil.It focuses on landless and unhoused populations,as well as residents of informal settlements,to explore how disaster recovery frameworks,rather than reducing vulnerability,often reproduce spatial inequality and deepen exclusion.The research draws on a multi‐site,multi‐temporal mixed-methods study conducted in collaboration with the Movimento dos Atingidos por Barragens(MAB),analyzing Brazil’s most severe recent climate‐related disasters:landslides and floods in Petrópolis(2011,2022,2024)and São Sebastião(2023).Fieldwork involved participant observation,over 200 semistructured interviews with affected residents and officials,and 110 completed questionnaires.Findings reveal that Brazil’s disaster governance framework embeds exclusionary dynamics,privileging legally recognized property owners while marginalizing those without formal tenure.Recovery programs often simplify complex social realities through rigid eligibility criteria,thereby silencing diverse lived experiences.As a result,recovery often becomes a prolonged,secondary disaster for the most vulnerable.The article argues that prevailing recovery models,anchored in technocratic management and depoliticized resilience discourse,fail to address the structural roots of marginalization.By centering the role of grassroots movements such as MAB,this article highlights how collective action can expose recovery injustices and foster more inclusive,participatory,and transformative approaches to disaster governance.
