Torsions Within the Same Anxiety? Entification, apophasis, history

In Anglophone educational research in the United States, the name Foucault has been more pointedly celebrated in some subfields such as curriculum studies relative to its more noticeable censorship in subfields such as history of education. This paper illustrates how such differential epistemological politics might be accounted for through reapproaching the challenges to historiography that Histoire de la Folie (Madness and Civilization) raised. Through the formalist lens of performative apophasis, and with attention to the dependencies of discourse that characterize narrative prosthesis, this paper re-engages the least referenced of Foucault's major histories in the educational field to bring into noticeability other 'conditions of possibility'—ones that explicate how an apophatic turn might account for divergent reactions to less familiar philosophies of history and/or to 'alternative' approaches to documents through which history is now being narrated and critiqued in education and beyond.     

Diskurs und Sexualpädagogik: Der deutschsprachige Onanie‐Diskurs des späten 18. Jahrhunderts

This article treats the conflict‐laden relation of discourse analysis and the history of sexuality on various levels: at first it is shown how discourse analysis has become relevant for the history of sexuality in the wake of the transformation Foucault initiated. Continuing this discussion, the author outlines the theoretical connection between discourse and sexual experience. He thereby relies on Norman Fairclough's “text‐oriented discourse analysis”, a method that marries linguistic analysis and social theory, and thus facilitates research into the interactive kind of “sexuality”. The author deals with the linguistic, discursive and social practices of the German‐language pedagogical onanism discourse of the late eighteenth century along its respective dimensions. The texts of the late eighteenth century were more strongly oriented towards pedagogy and medicine compared with the religious–transcendental direction of the seventeenth century. Autobiographically infused texts on onanism served to demonstrate “real” case and life histories of onanists. Since the onanist was considered to be completely determined by his disease, one of the first “sexual subjects” emerged. Letters of consultation show that to some extent the consumers frequently adopted the existing model of onanism, but they also produced interpretations of their own. Precisely, those texts by onanists make evident that neither the concept of a passive registration of sexual discourses nor that of a one‐way communication can do justice to social reality. On the contrary, interplay between professionals and consumers developed. The “performance” of the texts could only succeed because scholars and onanists shared a common sociocultural “body” and could, therefore, understand, accept and sense within themselves the importance and meaning of onanism. The German‐language onanism discourse was part of the educationalist discussion throughout Europe in the eighteenth century, and yielded to the professional interests of a discipline on the cusp of becoming established.     

存在还是不存在：世界文学史的中国主体性建构

中国的世界文学史新建构中,应当改变以前将中国本土文学排除在外的模式。根据国际世界文学史的书写经验,将本土文学作为世界文学史的构成,可以使中国文学具有世界性的视域,更为重要的是这样可以建立中国的主体性话语。只有通过主体性话语的对话,发出中国的“声腔”,中国才能真正进入世界文学史。世界文学史应当是多元主体话语、“多声腔”的体系,从“理一分殊”的辩证理性观念来看,世界文学的整体性表现为一种“理一”,而中国文学的主体性话语则是“分殊”,从分殊到理一,推动多元化的世界文学体系建构。     

Rethinking Taiwanese nationality and subjectivity: implications from language issues in colonial Taiwan in the 1920s

This historical study reflects on history curriculum debates over the last 20 years in Taiwan. To open up possibilities for contemporary Taiwanese to rethink themselves in terms of national culture and subjectivity, this paper explores the construction of Taiwanese subjectivity in the past. It focuses on the history of Taiwan under Japanese occupation as a key issue in history curriculum debates. Particularly, it examines language issues in the 1920s, an important theme in the histories of the formation of Taiwanese consciousness, ideology, and cultural nationalism during the Japanese colonial period. Rather than addressing issues of identity (national or cultural), identifying who Taiwanese really were, or looking for Chinese or Taiwanese consciousness, this study explores how meanings of “Taiwanese” in the 1920s under Japanese occupation were constructed in the discourse of language reform for civilisation. The analysis of the New Culture Movement discourse suggests that the classical Chinese language of Hànwén as a valuable cultural resource and flexible linguistic instrument played an essential role in constituting Taiwanese subjectivities that shaped Taiwanese practices of the self for distinctive civilisation.     

Disrupting neoliberal discourse in critical sustainability education: a qualitative analysis of intentional language framing

While education for sustainability is a critical task that is gaining ground in a plethora of educational contexts, it is frequently rendered ineffective in the face of neoliberal practice and discourse. Here we examine the pervasive impacts of neoliberalism on education for sustainability, looking specifically at discursive formations that shape our understandings of humans in and as nature. Throughout ecological texts, root metaphors carry forward specific cultural histories that serve neoliberal agendas by positioning nature as commodity and humans as consumers. We sought to systematically understand how manipulating a root metaphor in the creation of instructional texts might disrupt neoliberal discourse and foster critical sustainability. Using a thought-listing technique to explore student response patterns qualitatively allowed for insights into the power of discourse in educational contexts. Data support the notion that intentional framing may be a powerful tool in education for sustainability. We argue that language and discourse are necessary and effective grounds for change if sustainability is to take root.     

The place of diversity within history and the challenge of policy and curriculum

This article is a position paper which examines the political and public discourse around the areas of diversity and social cohesion, and history teaching. It examines the nature of these discourses and shows how they are in tension. Although discourse around diversity often has a focus on mutual understanding and finding areas of commonality, the discourse around history often focuses on the need to provide a sense of identity through a national story. By focusing on a discussion about the purposes of history, rather than merely on debates about content, it is suggested that these discourses can be brought more closely into line and produce a more productive line of policy debate.     

批评的踪迹与现代性测绘——九十年代文化研究的一种考察

90年代文化研究的崛起,是当代文学批评对社会文化结构现代性转型的历史当下性回应,它不仅是现代性新意识形态召唤下的批评话语实践,也是批评在冲决语言牢笼之后进行文化突围的产物。作为意识形态的文本再生产的文化研究,将文学批评从审美自律的狭隘场域中解放出来,在现代性的话语实践中对意识形态进行深描测绘,让批评迈向更为广阔的社会历史文化空间。     

教育话语分析：教育研究的新范式

教育话语分析是指通过对教育话语的考察与分析,探寻教育真理、指导教育实践的过程.教育话语分析强调在历史和社会两个向度上开展教育研究,在解读话语意义的同时考察教育话语与社会的演变与互动;教育话语分析采取批判和多元的立场,洞察教育话语背后的力量与真实性,强调话语研究的语境与解释性.教育话语分析的基本过程包括话语主题的选取、话语生成与作用机制分析、话语解释与指导话语实践.教育话语分析作为一种新的研究范式,有利于凸显教育研究的实践旨趣,促进教育研究的人本化,以及强调教育研究结果的语境化.     

The representation of colonial discourse in Indonesian secondary education history textbooks during and after the New Order (1975–2013)

This study aimed to analyse the text and context of history textbooks that established Dutch colonialism as a determinant factor in the New Order era and later. Two research questions were postulated: (1) Why was the discourse of colonisation maintained in textbooks after the proclamation of independence in 1945? (2) How was the colonial discourse represented in secondary education history textbooks from the six national curriculum reforms? To answer these questions, this study analysed secondary education history textbooks used during five periods of different national curricula from 1975 to 2013. The analysis was conducted using Teun A. van Dijk’s Critical Discourse Analysis (CDA). The results show that modern professional historians were the producers of the colonial discourse that was reproduced by the textbook writers. These historians established western culture as the ideal model of sociocultural life and constructed Indonesian history as a westernisation process using Dutch colonialism as a determinant factor. Indonesians were narrated into being passive objects.     

大跃进民歌运动研究述评

长期以来,学者们对于大跃进民歌运动一直是单纯地从文学艺术的角度予以否定和讽刺,而对它在文学史上承上启下的意义认识不足.21世纪初,有学者从政治话语对知识分子话语和民间话语的改造的角度将其纳入20世纪中国文学大众化历程中加以评述,认为它是文艺大众化发展的必然结果,但是对于民间话语本身缺乏批判.民歌这种形式为什么会被权力话语选择而一跃成为时代的主流话语?这场运动在中国现代化历程中到底意味着什么?这些盲点都有待于学者们进一步研究.     

CMC语篇的语言特点分析

本文以最近几十年所出现的一种新的交际方式CMC(以计算机为媒介交流)语篇为研究对象,通过比较该类型语篇与口语语篇以及书面语篇的异同,从而总结出CMC语篇自身的特点。并得出以下结论:网络语言既不是口语,也不是书面语;它结合了口语、书面语和电子媒介三种特征,是一种可以和这两者并列的新的语篇类型。     

张宇初道教哲学诠释学探微

张宇初的道教哲学诠释学,立足于传统经典,深入道教哲学思想史的内在话语,对明初中期道教哲学思想趋势流变和话语模式转换进行了诠释性重建和实践性把握。理解、诠释和实践,可以作为分析张宇初道教哲学诠释学层层递进的思想论域的三个研究视角。张宇初道教哲学诠释学的意义和局限性也应得到研究者的足够重视。     

人民话语与当代中国文学

不论从历史进程还是文学发展的角度看,"人民"始终是当代中国文学一个无法回避的话题,而"人民话语"始终是一个核心话语,它不仅关涉当代中国文学的主题内涵、意义阐释,也连结着当代中国文学的生产、复制等过程.     

在道德救赎与殖民叙事之间——《吉姆老爷》中矛盾的殖民话语

《吉姆老爷》是英国现代著名作家约瑟夫.康拉德的长篇小说代表作之一。小说描绘的是维多利亚时期,正值大英帝国殖民统治繁荣期,因而文本中弥漫着白色人种优胜论、种族歧视与殖民欲望等殖民话语。但由于康拉德对英国民族的折服,源于对那培养了高尚道德的文化背景的衷心推崇,因此,康拉德对人的忠诚高尚的道德感的强调一定程度上消解了小说的殖民话语,而作者对人性的复杂和世界历史的深刻洞察,以及康拉德内在的思想矛盾性都导致了对殖民话语的反构。     

Children with reported histories of sexual abuse: utilizing multiple perspectives to understand clinical and psychosocial profiles

OBJECTIVE: The current study examines multiple empirically based perspectives (i.e., child, caregiver, and clinician) of behavior and functioning as they contribute to the clinical and psychosocial profile of children (aged 5 to 17.5 years) with reported histories of sexual abuse.METHOD: A large, multi-site data set of children referred into Comprehensive Community Mental Health Services both with and without reported histories of sexual abuse, was examined. Seven hundred and fifty-nine children with a reported history of sexual abuse were compared to 2722 without such a history on caregiver and child reported behavior, clinician rated functioning, diagnosis, demographic variables, and life challenges.RESULTS: The multiple perspectives contributed unique and specific information to regression models: caregiver-reported behavior contributed information about externalizing behavior while child-reported behavior added information about internalizing behavior and clinician ratings about self-harmful behavior. Children with reported histories of sexual abuse were also more likely to be female, Caucasian, and have reported histories of life challenges (e.g., physical abuse, substance use, running away). Child sexual abuse was associated with higher rates of depression and anxiety diagnoses, and lower rates of substance abuse, conduct, and attention deficit disorder diagnoses.CONCLUSIONS: The findings indicate that the profile of children entering into Comprehensive Community Mental Health Services with reported histories of sexual abuse, as compared to those without such histories, is complex and best understood via multiple perspectives. Caregiver, child and clinician rated information, when taken together, provide a comprehensive clinical and psychosocial profile around which to plan and implement individualized service plans.     

神话历史：一个跨学科的新视角

神话历史的提出建立起一种新的视角,在其烛照下神话的历史隐喻性质得到彰显：神话非但不是历史的对立面,甚至是构成历史书写和政治话语的内在机理。在神话历史视野下重新进入中国文化．不难看出作为合法性和权威来源的神话始终在历史、思想文化进程中发挥着巨大的建构作用,理应得到更为深入的研究。     

文学史中的“文学”——海登·怀特的历史叙事学理论对文学史研究与写作的启示

传统诗学、语言学和修辞学所强调的转义行为,在文学史的话语形成中起到了决定性作用."文学性"作为文学史认知模式深层结构中的固有因素,还表现在文学史叙事的情节安排中.只有通过对文学历史中"事件"的故事化处理,文学的历史才能在时间中被"塑形".     

司马相如与汉武帝遭遇事件的诗学解读

司马相如与汉武帝遭遇是学史上一个家喻户晓的事件,但其重大的诗学意义一直未得到追问。在诗学精神方面,这一事件是时代英雄进取、崇高化心态的诗学表现。汉代诗学以此一事件为分水岭,西汉初期学诗学话语由个体性转为公共性,悲剧性转为帝国的话语狂欢;中国诗学话语以北方中心,南方边缘的旧人格局被颠倒过来;学体式从以南方骚体赋为主,转变到以融合南北诗学的大赋为主,汉代的标志性学体式得以确立。     

历史叙述与个人言说——莫言小说分析

历史在莫言的创作中占有很大的份量。在这些关于历史的叙述中,莫言既有着传统作家的历史责任感,又有着先锋作家的区别于宏大叙事的个人化观点。莫言对民问在历史语境中的失语状态有着清醒的认识,所以试图通过对民间历史的言说来反叛所谓正史的话语言说霸权,甚而解构历史为一部政治寓言。     

填充话语标记语的重要性及如何在听说课中教授填充话语标记语

如何在听说课堂上进行填充话语标记语习得是英语教学中一项重要的策略。话语标记语的研究已有较长的历史,但中国学生在该方面习得还存在不足,听说课上教师要掌握帮助学生习得填充话语标记语的原则,才能达到理想的课堂效果。