试论新视角下生态女性主义的文学批评

生态女性主义的文学批评是将女权主义运动作为背景,从性别、环境、自然等多重视角对文学进行研究,对现实社会中存有的性别压迫和自然压迫进行反思与批判,从而能够唤醒人们的男女平等意识和生态意识。探讨解决生态危机和解放女性的有效途径,主要是为了拯救自然、解放女性、解决地球的承载问题,从而为人类的可持续发展探索出路。     

From silence to stillness: decolonial feminist ontologies and the mattering of history in educational research

This paper explores undocumented adolescent Latina becomings that move beyond Western, white dominant cultural values and recognize egalitarian entanglements of difference. I begin by recognizing my positionality in this work that speaks to my own feminist theoretical entanglements of this project that draw upon new materialist and post-qualitative embodied, inspirited, affective becomings. In the second half of this paper, I resituate this project within a decolonizing framework that parallels discussions of feminist new materialist and post-qualitative work in an effort to begin thinking differently about educational research, schooling, and the impact of oppressive and colonizing practices on undocumented immigrant youth in this country. Finally, I do not offer this research project in the conventional qualitative structure, but am not claiming this research as post-qualitative either - as it lies somewhere in between - and resides in a liminal methodological space.     

文学经典理解的思想史素养

经典作品包含作者对于人生的深层思考,往往是时代思潮的艺术化表现,对经典作品纯文学的解读具有天然的狭隘性和弊端。发掘作品思想与时代思潮的深度联系,由作品而了解民族文化,把知识的传授导向人生智慧的养成,应成为文学教学的一种追求,而教育者具备必要的思想史知识及其研究方法是拓展文学教学的重要途径。     

文学批评、文学史与文学教育——当下的沉思

文学批评的纷乱现状,显示出研究者在文学史教育和文学批评训练方面的单薄与脆弱之处.鉴于"重写文学史"不能一蹴而就,当下的文学课堂亟需回到最本色的文学教育,即倡导对具体作品的艺术技巧的具体分析.     

由中国女性文学的发展概况看卫慧的创作

女性写作在我国虽然有着悠久的历史，女性文学在我国的发展却是近百年的事。文章首先对女性文学在中国的发展历程加以简要梳理，然后联系当今文坛女性写作的现状对卫慧的小说创作加以剖析，揭示其创作话语的伪女性实质。     

宏观文学史学视域下文学史教学实践探索

为了更好地适应社会对新型人才培养的要求,伴随高校教育改革的步伐,文学史课程的教学模式也在进行探索和创新。以宏观的文学史学观为理论基础,重新审视中国传统文学的发展进程及其特征,以整体观的理念梳理文学发展史脉络、确定各阶段的教学重点,以作品阅读的指导来夯实学生的文学积累,以多样化教学手段的运用来提高课堂教学的效率,并通过创造性思维、理论思考和创新表达习惯的培养和训练来提高学生的创新能力。     

Missing links in literary response: Group interpretation of literature

Summary Choral reading and reader's theater provide students opportunities to respond to and interpret literature through direct involvement. They provide aesthetic enjoyment of literature and go beyond aesthetic enjoyment to engage students on personal levels of understanding and response.Both choral reading and reader's theater provide students alternative ways of knowing, alternative ways of responding to literature. They not only engage the linguistic intelligence but potentially engage and benefit the many other kinds of intelligence. Through the group interpretation of literature, many students who have not been drawn into full participation in the literary community of the classroom are provided the means of becoming a part of it.Ann M. Trousdale is with the Department of Curriculum and Instruction, Louisiana State University, Baton Rouge. Violet J. Harris is with the Department of Curriculum and Instruction, University of Illinois, Urbana.     

Caddie woodlawn: A feminist case study

Caroline Zilboorg is an associate professor of English at Lake Erie College in Painesville, Ohio. She has just finished editingRichard Aldington and H.D.: The Early Years in Letters, 1918–1920 (forthcoming from the University of Indiana Press) and is currently working on a book-length study of H.D.     

关于文学语言学研究的回顾与思考

受传统学语言观“载体”说与“工具”论的影响，学语言学的研究一直未受到应有的重视，至今没有形成完整的学科体系。但学语言学经历了漫长的前学科时期和准学科时期，古代中外哲学家，论家曾以他们闪光的思想和睿智的见解，为学语言学的建立奠定了一定的理论基础，由于语言对学发展的制约与影响及在学作品诸要素中具有无可比拟的得要性，因此，建立和发展学语言学这门新兴学科具有内在的合理性与科学的必然性。     

Teacher-centered professionalism: a feminist perspective on supported access to digital knowledge

This qualitative study creates a case for teacher learning through increased access to digital knowledge and information made available through the Internet. I ask how reading environments, supported through online access to scholarly texts, might create intellectual engagement and transformative possibilities for teachers within their professional learning communities. This study is based on the experiences of six female teachers’ participation in a research project in a large urban center in Western Canada. Through individual and group interview data, I present three examples of how the teachers engaged in a discourse of social justice. This paper demonstrates the value of providing teachers with digital access to public knowledge through the Internet as a new and distinctive approach to teacher learning that can deepen understanding of the profession within a collective association of learning.     

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.     

(Re)searching methods: reading fiction in literary response groups

The trouble with education research is that the research is burdened with trouble before it begins. Working as a poststructural education researcher and engaged in a recent research project that sought to engage with questions of teacher identity, I employed an alternative data elicitation method of literary response groups – similar to that of book clubs. This paper will illustrate a rationale for literary response groups, my experiences of using the method and the subsequent interpretive engagement required, namely, symptomatic analysis. Influenced by poststructural and psychoanalytic theory, I will illustrate the ways in which the literary response groups provoked the participants’ understandings of the normative discourses of “teacher,” their own desires of being and becoming teachers, and the inevitable tensions in which these discourses exist.     

Teaching science to transgress: Portraits of feminist praxis

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.     

A feminist study of a political education programme for women

Women’s Campaign School (WCS) is a non-partisan, non-formal three-day educational programme held annually in Vancouver, to empower and inspire women to enter politics and as a means towards socio-political change. Our findings show the WCS provides excellent practical and tactical skills and an experiential learning opportunity that is highly valued by women. However, few felt the lens was feminist and it did little to challenge ingrained gendered social conditioning. We trace dominant discourses of neutrality, anti-feminism, and heteronormativity and discuss the impact these have on creating an emancipatory feminist educational practice for women’s and the culture of politics.