Emotions and Teacher Identity: A poststructural perspective

This article illustrates the significance of teachers' emotions in the construction of teacher identity by invoking a poststructuralist lens in discussing the place of emotion in identity formation. In suggesting a poststructuralist perspective of emotions and teacher identity, it is argued that teacher identity is constantly becoming in a context embedded in power relations, ideology, and culture. In theorizing about teacher identity two ideas are developed: first, that the construction of teacher identity is at bottom affective, and is dependent upon power and agency, i.e., power is understood as forming the identity and providing the very condition of its trajectory; and second, that an investigation of the emotional components of teacher identity yields a richer understanding of the teacher self. This discussion is motivated by a desire to develop analyses that investigate how teachers' emotions can become sites of resistance and self-transformation. The emphasis on understanding the teacher-self through an exploration of emotion opens possibilities for the care and the self-knowledge of teachers and provides spaces for their transformation.     

教育叙事研究的内涵

通过对“叙事作为表述教育现象的方式”和“叙事作为思考模式”以及“叙事作为研究方法”三方面的论述,探讨了教育叙事研究的内涵,揭示了教育叙事研究不仅仅为我们提供了一种有效的研究方法,还引导我们转换思考方法,抛弃迄今为止充斥头脑的以追求理论、普遍性为主的宏大叙事,回归教育实践,回归教育本质的内涵。     

教育叙事研究:本质、特征与方法

教育叙事研究是研究者通过描述个体教育生活,搜集和讲述个体教育故事,在解构和重构教育叙事材料过程中对个体行为和经验建构获得解释性理解的一种活动。教育叙事研究具有自己独特的研究思路和行动方式,主要特征表现为聚焦于个体经验,用年代学方法表述个体经验,搜集故事,重新讲述故事,编码并确定主题,描述情境与背景,与参与者全程合作。教育叙事研究的基本步骤包括确定所探究教育现象之中的研究问题,选择研究个体,从个体那里搜集故事建构现场文本,编码并重新讲述个体的故事,按照主题或类属解释个体的经验故事,撰写研究文本,确认与评估研究。教育叙事研究的每一个环节都有自己独特的操作过程、方法与技术。     

玛丽·雪莱的《弗兰肯斯坦》的宗教主题--认罪之艰难

科技理性的发展冲淡了传统的宗教信仰,而玛丽身边的一些积极浪漫主义诗人或摒弃或无视传统宗教信仰.在个人与社会生活处于危机之时,玛丽对新思潮与传统文化进行了重新审视.此间他创作了<弗兰肯斯坦>,向人们揭示了传统宗教信仰的价值,它对规范和拯救人类灵魂的作用以及在理性所展现的光辉前景面前,人类皈依宗教的不易和认罪的艰难.     

《黄鸡白酒》的拉康式解读

《黄鸡白酒》为我们呈现出后现代社会中那些受欲求驱使而被扭曲、异化的灵魂,小说中的主人公春婆婆是异化世界里唯一能保持纯真之心,活在自己想象界中的逆行精灵。对于春婆婆的形象,迟子建倾注了自己心灵的过往、感悟和憧憬,或者可以说,春婆婆就是迟子建为自己构建在未来的一种影像。     

Narrative Inquiry: A Spiritual and Liberating Approach to Research

This article identifies various research characteristics of narrative inquiry including its holistic and creative approach and its emphases on experience, relationships and participation, subjectivity and consciousness-raising, commitment and resistance, ethical action, and claiming voice and power. The author suggests that these characteristics point to ways in which narrative inquiry is a spiritual and liberating research methodology that may offer a research practice aligned with the values of researchers in the field of Religion and Education.     

风景、记忆与身份认同——论钱邦芑隐居他山

文章从＂作为记忆的风景＂与＂作为文化表呈从而模塑个人身份认同感的风景＂的角度开展文化风景研究。通过对明末流亡文人钱邦芑隐居贵州遵义市余庆县蒲村他山的个案考察,分析钱邦芑如何通过记忆的媒介连接过去和现在的风景,对风景行使命名、想像、挪用、再造、复制、书写和再现等权力,将江南家乡的园林风景移植到一个遥远的边陲之地,从而构成他表达个人身份认同感的特殊途径和对抗清朝政权的独特方式。     

Chunibyo:A Postmodern Lacanian Symptom Happening in Abjected Adolescence

Chunibyo, a new Japanese slang term, which roughly translates to "fourteen sick", usually occurs among middle school students. Most of the"patients"are teenagers, who see themselves as grown adults and believe they have special power. According to Lacan's theory, this symptom would disappear when people enter the symbolic order. However, some remain"sick"even after they have grown up. In this essay, conceptual explanation will be given to this symptom based on the theory of"abjection",while linking Chunibyo to the epistemological process of paranoiac knowledge rooted in Lacan's psychic synthesis. Afterward,Chunibyo will be analyzed in terms of contemporaneity and spatiality. Some effective ways to treat Chunibyo will also be discussed in the last section.     

教育叙事研究述论

20世纪80年代以来,教育叙事研究不断地被定义、阐释与实践.它的产生受到教育学科发展、研究方法本土化、多元化和教师专业化等因素的影响,网络发展也为此提供了契机.宏观上有存在主义、解释学、批判理论和后现代主义等理论的支撑,微观上受杜威教育思想、扎根理论等理论的支撑.在发展中同时也暴露了概念界定不清晰、发展路向不明等问题.因此,只有不断整合新的研究范式,进行细致的主题分析,提高研究者的理论素养,不断反思、批判,教育叙事研究才能继续有所作为.     

教育叙事研究述评

教育叙事研究最初在西方教育研究领域内率先兴起,20世纪90年代末引起了我国教育研究者的关注。我国学者从定义、特征、类型、理论基础、研究过程和路径等方面对教育叙事研究的关键问题进行了把握,在研究和论争中也对教育叙事研究进行了有益的反思。     

A Review of Consultation: Practice and Practitioner

This article is a review of Consultation: Practice and Practitioner, by Jonell Kirby, who is both editor of the book and a contributing author. In the preface of the book Kirby states that, “Consultation is replacing referrals for comprehensive treatment and services” (Kirby, 1985, p. vii). Kirby proposes that consultation will fill the gap between the general practitioner helper and the specialized expert. In the past, when a client required help outside of the specialist's expertise, the client was referred to another practitioner, creating a situation that often confused the client and caused the original service provider to worry about the client's welfare. This book is based on the beliefs and experiences of seven contributors. In the first two chapters the authors discuss the general nature of consultation; the remaining chapters focus on specific settings such as schools, hospitals, business settings, mental health centers, and police departments.     

Telling the Tale and Living Well: Adolescent Narrative Identity,Personality Traits,and Well‐Being Across Cultures

This study explored links between narrative identity, personality traits, and well‐being for 263 adolescents (age 12–21) from three New Zealand cultures: Māori, Chinese, and European. Turning‐point narratives were assessed for autobiographical reasoning (causal coherence), local thematic coherence, emotional expressivity, and topic. Across cultures, older adolescents with higher causal coherence reported better well‐being. Younger adolescents with higher causal coherence instead reported poorer well‐being. Personal development topics were positively linked to well‐being for New Zealand European adolescents only, and thematic coherence was positively linked to well‐being for Māori adolescents only. Negative expressivity, neuroticism, conscientiousness, and openness were also linked to well‐being. Implications of these cultural similarities and differences are considered for theories of narrative identity, personality, and adolescent well‐being.     

叙事研究与教育技术领域叙事研究的深度思考

叙事有言语成品和言语过程两种含义,相应地叙事研究就有对叙事研究和通过叙事研究两层意蕴。教育技术领域讨论的叙事研究大都是通过叙事研究,在讨论中要明确这种研究方法的背景以避免对叙事研究的矮化和泛化,同时应加强对叙事进行研究的实践形式。     

欲望表征的缺失——对《茫茫藻海》的一种拉康式解读

对《茫茫藻海》的一种拉康式的解读揭示出里斯无意识欲望所体现的无法满足的缺失。这种缺失表征在安托瓦内特对自我认同的欲望、罗切斯特对自由矛盾的欲望以及克里斯托芬对权利的欲望上。这三方面的缺失交汇重叠,构成了里斯的人生观,其无意识欲望表征的缺失就是《茫茫藻海》的所指。这也从另一个侧面反映了里斯作为一个来自西印度群岛的克里奥尔女作家渴望得到主流社会认同的欲望。     

叙事的耗散与主体的困境——1990年代以来中国文学叙事的自我建构与认同危机

1990年代以来,消费文化日趋占据社会文化系统的主流位置,并与后现代主义文化思潮合流,引发了当代文学叙事美学范式的剧变。在＂现代性＂价值重新整合的困境中,如何确立自身的文化批判价值体系,克服严峻的认同危机和现代性焦虑,建立起关于历史和个体的历史连续性,是中国作家面临的一个历史性难题。     

论国家认同、民族认同及文化认同——一种基于历史哲学的分析与思考

人类是一种历史性的存在,因此人的认同问题必须从历史发展的角度去看。在经济全球化的现时代,人员、信息与货物的跨国流动,使人们的身份认同、文化认同和国家认同日益成为一个必须时刻思考和作出选择的问题,人们都会遇到文化认同、民族认同和国家认同的问题。在文化认同与民族(族群)认同、国家认同的关系,在全球化背景下如何强化国家认同的维度上,从发展的角度看,我们必须把国家认同放在高于民族(族群)认同的地位,这就是说,族群的认同不能超越或凌驾于国家认同之上,国家的文化认同必须大于族群的文化认同;应该通过构造中华民族文化共同的文化基础和文化象征符号的重建,增加民族认同与国家认同的重叠内容,以形成统一的中华民族共同体。必须把经济社会的区域均衡发展置于今后工作的重心位置,并且通过人口的流动促进人民之间的交流与文化融合;强化国家认同还必须有政策和法规的支撑,譬如,共同的语言、政治仪式、文化符号等等的规定。总之,在历史进程之中,我们必须把国家认同置于文化认同之上,用公民的国家认同促进文化认同。     

消费时代儿童文学的文化身份与叙事路向

消费时代为儿童文学的创作与接受提供了崭新的文化语境。这种语境既为儿童文学的持续伸展提供了相应的创新空间．同时也向儿童文学惯有的价值诉求提出了严峻挑战。准确判断并重新确认儿童文学的现代文化身份．进而探讨其既成和应有的叙事路向．已经成为严肃而紧迫的学术课题。正是在这种背景下．我们呼唤并珍视儿童文学的人文关怀、诗性品格、游戏精神以及与科学理性相反相成的幻想冲动。面对消费时代商业化、电子化、多元化的叙事路向,继续秉持健康的人文情怀．尊重率真的儿童意识和游戏精神,追求表达方式和叙事路径的多样化实现．便理所当然地成为儿童文学创作的未来方向。     

“玄风”始自阮籍考

该文以“玄风”内涵的界定为立足点,详细地梳理了阮籍与“玄风”的关系,认为魏晋之际,无论是在引导“清议”向“清谈”转变的过程中,还是在开创一代“放达”之风的先河中,阮籍皆发挥着首倡的作用。     

Of Twirling Dervishes and Daring New Directions: Collaborative and Practitioner Research

In recent years the educational programs of the Church of Jesus Christ of Latter-day Saints (LDS) have received praise for their role in the high rates of religiosity and denominational retention among their youth. This study offers a historical summary of the efforts of LDS to develop the most effective methods of engaging their youth in religious education. It tracks the development of LDS religious education from its origins in the United States, to its efforts on the global stage. Ultimately, LDS educators adopted a flexible approach utilizing volunteer teachers to meet the needs of this growing global faith.