翻译政治之比较:斯皮瓦克与鲁迅

作为著名的后殖民理论批评家,为了削弱帝国主义的主宰地位和文化霸权,促使后殖民地非主流群体的身份被认同和接受,斯皮瓦克从理论指导和方法论的高度提出了一系列丰富的翻译思想。斯皮瓦克在“作为阅读的翻译”中阐述了“爱欲”“服帖”“忠实”和“直译”的翻译观,这些翻译观有积极的一面,同时也有与现实不符、存在矛盾等局限性,这些局限性注定了她的翻译思想只能是一种美好的乌托邦。     

Learning Together: The Student/Parent/Teacher Triad

This report contains an analysis of both quantitative and qualitative data on participant perceptions of the co‐production of learning. It constitutes a refinement of the working model of the triadic relationship between parents, students, and teachers which was the basis of previous reports (Coleman, Collinge, & Seifert, 1992; Coleman, Collinge, & Tabin, 1992; Coleman & Tabin, 1992; Coleman & Collinge, 1991). Given our earlier findings the focus in this paper is upon the theme of collaboration, which is emerging as one critical element in the relationships within the student/teacher/parent triad.

The analysis shows that there are sharp differences in perceptions of collaboration between different triad members. Collaboration between parents and students is perceived to be both strong and balanced in initiation. Teachers show little awareness of its strength. Collaboration between teachers and parents is perceived by both to be one‐sided; each party sees the other as unresponsive. It is invisible to students. Collaboration between students and teachers varies between classrooms, and seems to be based upon the teachers’ perception of student acceptance of responsibility; parents are very keenly aware of this collaboration where it exists. Classroom level differences are also strong; teacher attitudes and practices clearly determine the extent of collaboration.

In British Columbia parent and student attitudes towards classrooms and teachers are affected, sometimes strongly, by teacher practices of parent involvement. These attitudes contribute to parent and student rating of particular schools.     

Sexual assemblages: mobile phones/young people/school

This paper asks, what more can we think in relation to debates around young people's use of mobile phones at school? Rather than attempting to answer the question of whether mobile phones are ‘good’ or ‘bad’ for young people, this paper recasts the debate's ontological underpinnings. To do this feminist appropriations of the Deleuzian concept of assemblage and a relational materialist notion of ‘more-than-human’ are drawn on. By recognising sexuality-as-assemblage, it is possible to see more-than-human elements (such as mobile phones) as implicated in the becoming of sexuality at school. This conceptualisation implies new texture and dimensionality to the wider project of (re)producing sexual meanings and identities at school. It also necessitates acknowledging an ontologically different understanding of the human-non-human divide, that decentres young people and/or phones as to ‘to blame’ for ‘negative’ practices like sexting. Instead, agency manifests via the intra-activity that occurs when mobile phones and young people are in-relation.     

Walking Propositions: Coming to Know A/r/tographically

This article explores walking as a form of inquiry within a study group at The University of British Columbia committed to a/r/tography. Three propositions are explored and as a result we think more deeply about being present, truly present, to that which we never anticipated. The first proposition, ‘Go for a walk outside, find an object and do something with it’, leads us to think more deeply about being present to possibility: kicking the rock. The second proposition, ‘Walk around your neighbourhood with another. When you find unfamiliar ground, pause, and ground yourself’, leads us to appreciating being present in‐between place and relationality. The third proposition, ‘Follow one another in a line without stopping or speaking’, invites us to explore being present to interiority. Walking in response to these propositions and coming to think deeply about the impact of being present to presence, became important to us as a community of a/r/tographers.     

后结构主义/结构主义,后现代主义/现代主义:师承关系及差异

本文对现代主义和后现代主义进行了区分。文章指出,就象要把后现代主义放到现代主义的背景中加以界定一样,人们也要以法国结构主义为背景来界定后结构主义。后现代主义与结构主义具有某些共同的特征,当然,二者之间也有一定的区别。文章讨论了后结构主义的主要理论倾向和创新,尤其是它与结构主义的师承关系以及它的创新之处。     

翻译中的跨文化处理:异化与归化

归化和异化之争是翻译界一个古老的话题,散见于国内的各种语言类学刊,《中国翻译》还专辟一专栏来讨论这一问题,这些文章大大推动了“归化”和“异化”的研究,本文将从跨文化的角度来探讨文学翻译中的异化与归化现象。     

Beating the Odds: Exploring the 90/90/90 Phenomenon

This article presents a case study of one high performing high poverty campus serving students of color in South Central Texas. The researchers utilized the criteria for 90/90/90 schools established by Douglas Reeves (2004 Reeves, D. 2004. Accountability in action: A blueprint for learning organizations, Englewood, CA: Advanced Learning Press.  [Google Scholar]). In order to meet these criteria, schools had to have the following characteristics: 90% or more of the student body had to be non-Anglo, 90% or more of the students had to qualify for free or reduced lunch, and achievement testing was mastered at rates of 90% or greater. Researchers conducted an initial examination of every public school within a 16,631 square mile area utilizing these criteria. The results yielded 15 schools that met this standard at least once between the years 2006–2010. Only one school met the criteria in each of these years. Panel interviews, focus groups, site visits, and individual follow up interviews were conducted to glean information on the characteristics of this high performing campus, the results of which are presented herein.     

Becoming Teacher: A/r/tographical Inquiry and Visualising Metaphor

A great deal has been written about the representational use of metaphor to understand teacher candidates’/new teachers’ conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates’/new teachers’ visualising of visual metaphors to provoke their a/r/tographical inquiry into their perceptions of practice. This article engages with the Deleuzian conception becoming as well as the ontology of difference to provoke the reimagination of metaphor in research. We offer new understandings about visualising the visual in research and the methodological implications of relational research practices.     

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we learned about supervision from our experiences as student teachers, mentors, and university supervisors. We learned about supervision through experiences and insights as they occurred and from the relational dynamics provided by our critical friendship. We dissect critical moments that resulted in a series of key understandings. Autobiography informs practice: in sharing our biographies, we developed an understanding and vision for the type of supervision practice we wished to enact. Reflection and discussion inform practice: by journaling and discussing the supervision process, we reconsidered and acted upon practice. Finally, critical friends provide transformative insights into practice: we learned from each other through interaction and critique of past actions, current practices and future actions. Our collaboration was instrumental in providing a vision that defined our individual pedagogies of supervision. Consistent with other scholarship on the learning of student teacher supervision, this article promotes the provision of a support space for both novice and experienced supervisors to deconstruct and improve practice.     

Beyond regimes of signs: making art/istic portrayals of haptic moments/movements with child/ren/hood

ABSTRACT

In this paper, we try to move beyond fixed narratives of child/ren and childhoods, a fixity that comes, in part, as a consequence of the adult/child dyad. We undertake a cutting together-apart of childhood photographs which allows us to explore the complex machinery that produces the categories of child/ren as human beings that are, variously, de(scribed) as not only ‘natural’, ‘innocent’ and ‘romantic’, but also ‘uncanny’ and ‘sexual’, tropes that find meaning and depiction through child/hood bodies and faces. Inspired by non-representational ethnography, we want to generate pictorial acts that move beyond the face – ‘as regimes of signs’ so that body and language can interrelate where ‘the configuration of the face is inextricably tied to the evolution of the voice’. In undertaking a form of schizoanalysis, we undo images of child/ren/hood from ‘the inside’ by connecting to haptic thinking as well as cutting together-apart, processes that allow us to think otherwise about our own and other childhood(s). Additionally, we want to liberate child/ren/hoods through artistic photograph sensing, and doings may be seen as a political act, a way to break down boundaries of power through art as events.     

The Tutoring Network: A unique nonprofit educational/civic/professional organization

The Tutoring Network is a nonprofit organization that emphasizes rigorous screening of educational therapists and careful matching of their expertise with the needs of learning-disabled students. It operates a clearinghouse for information pertinent to learning disabilities and strives to facilitate better communication among professionals concerned with the learning-disabled. This paper chronicles the birth and growth of The Tutoring Network and explores possibilities for replication.