{"title":"同理心是一种美德：儒家的解释和解决反亚裔仇恨犯罪的工具","authors":"Charlene Tan, P. G. La Londe","doi":"10.1080/17508487.2023.2249057","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":4.0000,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Empathy as a virtue: a Confucian interpretation and a tool to address anti-Asian hate crime\",\"authors\":\"Charlene Tan, P. G. La Londe\",\"doi\":\"10.1080/17508487.2023.2249057\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":47434,\"journal\":{\"name\":\"Critical Studies in Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2023-08-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Critical Studies in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/17508487.2023.2249057\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Critical Studies in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17508487.2023.2249057","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍：
Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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