“Free yourself,sister!”: teacher identity,subjection, and the psyche

Teachers are caught in a tug of war between what they are supposed to be and who they are trying to become. The teaching subject, striving to be recognisable, is socially constructed and discursively constituted through ongoing relations with power – an identity essentially determined in advance. What is it to live – to become, as teacher – in this space? It is in this theoretical context in which this research is situated; acknowledging the discursive construction of the teaching subject in order to consider who teachers are, who they are allowed to be, and who they are allowed to become. Drawing on an empirical example, I will explore the post-structural theories of subjection and psychoanalytic perspectives of the psyche in order to illustrate and conceptualise the struggle in being and becoming a teacher.     

论韩国家庭伦理剧的创作模式

韩国家庭伦理剧立足于对家庭叙事的镜像表达,运用原生态的叙事语言和朴实的叙事手段,向世界传播着韩国的民族文化.韩国家庭伦理剧的成功独特的主题模式、结构模式和审美模式为中国影视产业发展与当代民族文化建设提供了很好的借鉴.     

新课程背景下对高中英语教师的培训初探——对宜宾市高中英语教师的调查分析

目前,我国基础教育课程已经经历了八次改革。在推行新课程改革的过程中,教师的地位和作用不能忽视。本文根据基础教育课程改革和高中英语新课程标准的要求,对宜宾市高中英语教师关注的热点以及其所在中学改革的现状和难点进行了抽样调查,分析得出目前教师们急需培训的几个方面,以帮助师范院校对高中教师进行更有针对性的师资培训,推进基础教育课程改革更顺利地进行。     

多元文化语境下少数族裔的身份流变性——试析任碧莲小说《梦娜在希望之乡》

本文从\"身份\"这个概念入手,对任碧莲小说《梦娜在希望之乡》的主要人物身份发生的变化进行分析,旨在揭示任碧莲创作思想中身份流变性的观点。     

论经验思维--自然语言基本思维方式系列研究之一

经验思维是遵循直观同异对立统一律、运用经验思维方法操作经验语词代换、把握对象观念 ,建构用经验逻辑结构起来的思维成果的逻辑规律型代换思维。直观同异对立统一律是在不变革对象观念的前提下 ,从直观的同与异的对立统一中径直地把握、代换对象观念的逻辑规律。经验逻辑是通过经验思维组织经验逻辑形式而建构起来的思维成果之意义的结构。经验逻辑形式是经验思维成果之意义结构的一般模式 ;包括经验概念、经验命题、经验推理、经验论证等。经验思维是人类历史上创造的第一个运用自然语言的基本思维方式。运用经验思维 ,人类创造了辉煌的古代文化。它的历史功绩应充分肯定 ,它的否定也是必然的     

《伟大的盖茨比》中盖茨比身份解读的读者反应模式分析

本文以读者批评理论中不同读者模式为基础分析了盖茨比不同身份解读的过程。在读者反应批评理论中,由于不同的读者受到各种因素和条件的影响,对盖茨比可作诸如历史、文化、政治等方面的不同阐释,我们提供了三种可能的综合的类型来说明对于盖茨比不同身份理解的转换和发展过程。     

Profiling teachers’ sense of professional identity

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.     

“以弱者身份为武器”：失地农民维权抗争方式的反思

随着全社会经济的飞速发展,围绕土地房屋征用拆迁出现的矛盾日益增多。失地农民也从采取比较温和的抗争方式——＂弱者的武器＂转变为相当激烈的＂以弱者身份为武器＂,这种转变是内在与外在多重因素促成的结果。当大多失地农民＂以弱者身份为武器＂来抗争时,不管对其自身还是整个社会都可能造成巨大的危害,所以,必须通过各种方法避免失地农民＂以弱者身份为武器＂抗争悲剧的一再发生,维护整个社会的和谐安定。