论战后英国放弃马来亚的动机与策略

1948年1月,缅甸脱离英国独立,拉开了英国撤离东南亚的序幕,但英国的殖民撤离并不像其吹嘘的那样,即英国是有步骤、有计划地撤离东南亚。实际上,在英国撤离缅甸后不久,英国在马来亚便挑起一场大规模镇压马共的战争,面对国际形势的变化,特别是面对马共的武装斗争和马来人为主体争取宪政的斗争,英国采用积极务实的政策,选择主动的撤离方式,较成功地解决了马来亚独立问题。     

Ethnicity and education in China and Vietnam: discursive formations of inequality

This article aims to understand how ethnicity is discursively framed in national policies in China and Vietnam and argues that policy discourses affect how the ‘problem’ of ethnicity and educational inequalities is framed and how these inequalities can be addressed. The analysis shows how both Marxist and market-economy governing rationalities frame ethnic minority groups as lower status than the majority group and in need of either socially evolving to the communist ideal or assimilating into the global economic market, respectively. Using Fraser’s multi-dimensional approach to analyse discursive formations of inequality, we show how these policy discourses produce a non-ethnic economic citizen with socialist tendencies that negates cultural or social recognition and political representation. We conclude that researchers and policymakers need to consider how ethnicity is discursively framed to understand and address inequalities.     

Liberals,Conservatives and Romantic Nationalists in interwar education policy in Greece: The High Mountains episode

Greek historiography of interwar education policy unproblematically accepts the assumption that the bone of contention between the ‘Liberal demoticists’ and the ‘Conservative purists’ was the language issue; particularly whether demotic or katharevousa should be the language of instruction in schooling. This paper aims to challenge this assumption arguing that neither were the camps as homogeneous as has been traditionally assumed nor was the language what ultimately provoked the controversy. What was at stake here was the national and social ideology of education.     

种族、性别与文本的政治——后殖民女性主义的理论与批评实践

后殖民主义与女性主义是西方学术界“少数话语”的两种主要代表。近年来,一批被称作后殖民女性主义的批评家在二者之间开辟了一个新的理论空间。她们批评西方女性主义的白人中心主义和本质主义, 寻求建立一种适应第三世界妇女文本的理论模式和阐释策略, 并从后殖民立场对西方女性主义的经典作品进行了新的解读, 本文从理论与批评实践两个方面对这种新的学说进行了介绍和评价     

Civilisation and colonial education: Natal and Western Australia in the 1860s in comparative perspective

This paper examines how two Britons, working in Western Australia and Natal, respectively, engaged with ideas about the civilisation and education of Indigenous people. It is argued that concepts of civilisation were debated by missionaries, researchers and members of the public. Using the correspondence, publications and private journals of two educators, Dr Henry Callaway, Church of England missionary in Natal, and Ann Camfield, teacher in Western Australia, the paper draws attention to their respective approaches to education. Each contributed to broader imperial debates concerning the meaning of race in relation to educability. Education in both places, while connected to these global ideas, was also profoundly influenced by local context. ‘Civilisation’ and the ‘civilising mission’ may have been unifying goals for missionaries in different sites of Empire, but understandings of what civilisation should inculcate, or do, varied according to particular circumstances. These histories are best understood in transnational and comparative perspective.     

Controlling national identity and reshaping the role of education: the vision of state formation in Meiji Japan and the German Kaiserreich

This study focuses on the Soviet introduction of local studies to Ukrainian schools during the 1920s. It argues that, through their efforts at pedagogical reform, educational planners sought a fundamental re‐imagining of place. The Ukrainian Commissariat of Education asked teachers and their students to engage the ‘productive’ world surrounding the school and make connections to an understanding of a nationally defined, territorial Ukraine. However, because the commissariat left decisions regarding curricular content to regions and municipalities, many instructors were able to resist this utilitarian notion of space. Local studies was the linchpin in Soviet educational reform for Ukraine, yet the state’s emphasis on decentralised planning created opportunity for ‘flawed’ interpretations of local and, consequently, national meanings.     

Christianisation,Frenchification and Malgachisation: mission education during war and rebellion in French colonial Madagascar in the 1940s

Education was an instrument in Christian missions’ and colonial powers’ civilisation projects. At the same time, education was also instrumental in fostering opposition. This article approaches perceptions of education mainly from the perspective of Norwegian Lutheran missionaries in French colonial Madagascar during the 1940s. The focus is on how the mission, after several years under a secular French colonial government, related to the change in educational policy that came with the rise and fall of the anti-republican and pro-religious Vichy regime. When secularisation and assimilation policies were again implemented after the Second World War, Protestant missions struggled for influence. Madagascar experienced a bloody anti-foreign revolt in 1947 for which French administrators, among others, blamed education. Norwegian missionaries strongly opposed the revolt, but they were also in favour of leading education onto a Malagasy track. In this shifting colonial Malagasy context, mission education contributed to Christianisation, Frenchification and Malgachisation in the Malagasy society.     

Education and nationalism: the discourse of education policy in Scotland

The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in its education policy. We suggest that there is a self-conscious strategy of ‘crafting the narrative’ of government that seeks to discursively re-position ‘smarter Scotland’ alongside small, social democratic states within the wider context of transnational pressures for conformity with global policy agendas. Thus the paper connects to current debates on the relationship between an emergent global education policy ‘field’ and the capacity of ‘local’ contexts to develop and sustain particular, embedded assumptions and practices.     

新闻语篇的批评性话语分析——以2008年初中国雪灾报道为例

新闻语篇历来是批评性话语关注的焦点之一,但鲜有关注自然灾害的。2008年初中国遭受了五十年未遇的雪灾。分析选自美国媒体《纽约时报》、国内英文报纸《中国日报》对中国雪灾的两篇相关报道,发现美国媒体对雪灾破坏程度的描述远比中国媒体所描述的严重,呈现出一个脆弱的中国形象。对语篇的批评性分析研究对英语学习者、教师和研究者在新闻阅读与教学上有一定的启示。     

The worldwide spread of peace education: discursive patterns in publications and international organisations

ABSTRACT

To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisation? founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms.     

Humanism,administration and education: the demand of documentation and the production of a new pedagogical desire

Through the example of a Danish reform of educational plans in early childhood education, this paper analyses the emergence of a new pedagogical desire related to administrative educational reforms promoting accountability, visibility and documentation. Two arguments are made: first, it is argued that the changes in administrative practices during the last decade constitute a transformation, but also a reproduction of relations between knowledge and governing that goes back to the big expansion of the welfare state. Second, it is argued that these relations between knowledge and governing are not restricted to the administrative practices, but are part of education and its humanistic legacy as well. As such, the administrative demand of documentation becomes possible and recognisable through its reproductive elements. Elements that are constituted in a transformative conjunction in which the ‘professional nursery teacher’ is produced as a reflective daily researcher, who outlives her pedagogical desire as an analytical care for the optimisation of the ‘learning child’.     

Fixing higher education through technology: Canadian media coverage of massive open online courses

The popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as Coursera, Udacity and edX were publicized by dailies and professional magazines. This print coverage of MOOCs captures the contemporary ideological struggle over the meaning of both technology and higher education. By means of a thematic analysis of the English Canadian print coverage of MOOCs (2012–2014), this paper shows that both online educational technologies and higher education are constructed through an economic frame. However, this frame does not go unchallenged. Where newspapers construct MOOCs as an easy fix for an allegedly inefficient and outdated higher education system, professional magazines question the relationship between technology, higher education and money. These different representations point to the efforts of academic communities to develop alternative social imaginaries of education as public good within a dominant neoliberal framing of MOOCs and of the higher education system. In conclusion, the paper reflects on how the academic community can create alternative discursive spaces by shifting the discussion of MOOCs from economic concerns to civic goals.     

The role of feedback in the under-attainment of ethnic minority students: evidence from distance education

In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they received for their assignments. The assignments submitted by 470 ethnic minority and 470 matched white students taking a distance-learning course were compared using a computer system, Open Mentor, to categorise the feedback given by tutors based on a scheme devised by Bales. Asian and black students and students of mixed ethnicity obtained lower marks for their assignments than did the white students. However, there were only small differences between the ethnic minority students and the white students in terms of the pattern of feedback that they received, and these disappeared when the marks that they had received for their assignments had been taken into account. It is concluded that students from all ethnic groups received feedback that was commensurate with their marks, and that the origins of the attainment gap in ethnic minority students in UK higher education must be sought elsewhere.     

马洛的尴尬:殖民话语内外——对小说《黑暗的心脏》的另一种解读

约瑟夫·康拉德的小说《黑暗的心脏》以水手马洛从欧洲进入非洲腹地之行的所见及所参与之事,讲述了“文明的”欧洲对“野蛮、落后的”非洲的入侵和浩劫暴行。小说中马洛是个悖论式的人物,马洛的本质是康拉德本人的一个悖论。文章拟对马洛的叙述、殖民与反殖民意识及其本质进行剖析,以探究殖民话语内外的尴尬,从而对约瑟夫·康拉德的创作进行一番新的审视。     

语法隐喻与英语学术论文的语篇建构

语法隐喻理论是系统功能语言学的重要组成部分。本文通过语法隐喻理论中的概念隐喻和人际隐喻中的情态隐喻来分析英语学术论文中应该注意的一些问题,并且通过举例说明语法隐喻是解决这些问题的理想方式。     

日本侵略者在中国沦陷区的殖民教育

抗日战争全面爆发后，在沦陷区，日本侵略对中国原有的民族化教育事业进行了全方位摧残，打乱了中国原有的教育布局，使中国教育遭到了史无前例的重创。为了使中国沦陷区彻底殖民地化，日本侵略制定了奴化教育方针政策，建立了相应的伪教育行政体制，用以统辖沦陷区的教育系统。其中，十分强调“宣传教育”、“以华治华”的殖民主义化统治，在“恢复”和“调整”原有学校教育的基础上，扶植伪政权建立了伪学校教育体系。同时，还建构了系统的、殖民化的社会教育和校外教育，以奴化沦陷区人民的思想。日伪在中国沦陷区实施的是赤裸裸的殖民奴化教育。     

The administration of feminism in education: revisiting and remembering narratives of gender equity and identity

This article examines challenges in writing histories of feminist reforms in schooling and educational administration. The focus is gender equity reforms in Australian schools since the 1970s, looking at how those earlier interventions are now remembered, represented and forgotten, in policy memory and collective narratives. Such feminist endeavours were part of the policy landscape and the administration of schools during the 1970s and 80s. I argue that feminist agendas can also be examined as themselves sites for managing the conduct of teachers and students and for regulating new forms of identity and social relations. These paradoxical aspects of feminist reform are analysed through a Foucauldian lens. The discussion identifies contextual themes in JEAH before considering debates within gender and feminist history. A revisiting mood has initiated a stocktake of the stories told not only about feminism but also the accounts feminism gives of itself. Extending this, I propose that critical attention to memory and the movement of received and revised historical narratives is vital for analysing the legacies of feminist reforms and how they might be (re)animated in the present. More broadly, it is suggested that attention to policy memory offers fruitful directions for historical studies of educational administration.     

Quality and equality: the mask of discursive conflation in education policy texts

Two key themes of recent UK education policy texts have been a focus on ‘quality’ in public sector performance, and on ‘equality’ in the form of New Labour’s stated commitment to equality of opportunity as a key policy objective. This twin approach can be seen at its most obvious in the concept of ‘excellence for all’. This paper contends that in recent policy texts the vocabularies of quality management discourse and egalitarian discourse have become conflated, serving to mask key issues relating to educational inequality, seen at its most stark in the attainment gap. The paper argues that this has led to a failure to distinguish between the goals of quality management and the ends of egalitarianism. Discursive conflation of this sort risks obscuring the significance of socio‐economic context and the limited impact of within‐school action. The paper also suggests that the focus on equality in terms of school provision paradoxically risks entrenching social inequalities despite the appearance of egalitarian commitment.     

新时代高校婚恋观教育话语构建研究

基于《中长期青年发展规划(2016-2025)年》的要求,高校作为大学生婚恋观教育的主阵地,婚恋观教育话语构建迫在眉睫。新时代的高校婚恋观教育话语构建面临着话语介体延伸、话语双方冲突的全新语境,这要求教育者从话语语境、话语内容和话语形式三方面进行调整与变革。     

New languages of possibility: early experiments in education as dissent

This paper reviews the work of four early radical educators: the cultural nationalist Rabindranath Tagore (1861–1941), Asia’s first Nobel Laureate; Bertrand Russell (1872–1970), Cambridge mathematician and philosopher; the Irish educationalist and insurgent Patrick Pearse (1879–1916) and Leonard Elmhirst (1893–1975), co-founder of Dartington Hall school in England. Each represents a type of radicalism that is particular to his own era but resonates in twentieth-century educational provision and policy. Each articulated his political vision through the establishment of a school and all contributed to modern pedagogical practice. The paper argues that ideological and methodological similarities not only compel us to consider them as radical founders, whose ideas are in many ways identical, but to identify them as pivotal theorists in early conceptualisations of education as dissent and disengagement, as a means of decoupling thought and habit from the mainstream of educational practice, colonial imposition or curricular conservatism. In particular, the paper concentrates upon the work of the Irish educationalist and political radical Patrick Pearse and, employing his educational writings and practice as a template for dissension, demonstrates that it was both typical of and reflected the wider tone of early formulations of education as dissent.