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.     

Deconstructing Education for All: discourse,power and the politics of inclusion

The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context.     

Participation in adult and community education: a discourse of diminishing returns

The terms in which the dominant discourse of participation is framed systematically reinforces one particular view about the relationship between life and learning. It is one in which participation in learning is professionally and institutionally controlled and, consequently, defined largely in vocational, instrumental and individual terms. A significant absence in the dominant discourse is an understanding of participation which draws on the experience of the radical tradition in adult education. In a context where there is potential for greater participation in social and civic politics, as evidenced by the growth of social movements, reconnecting with radical ideas about participation in education can lead to rethinking the ‘problem of participation’ and its implications. We need to understand not only how the discourse of participation has generated knowledge but also excludes and limits what is known. A thorough critique is necessary and overdue and one that is critical of the ‘regime of truth’ which has been seeded, cultivated and harvested through the dominant professional discourse.     

The cultural politics of national testing and test result release policy in South Korea: a critical discourse analysis

This paper examines the ideological construction of educational discourses embedded within the South Korean print media. Significantly, these discourses have recently promoted the resurrection of a sweeping national testing and test results release policy. Through careful examination of the “test plus release” policy, the authors show how the government has achieved hegemonic power by shaping public opinion through the national testing contexts. Drawing on a critical discourse analysis of educational policy texts from the government and top 10 print media sources, this paper analyses how discourses on “accountability”, “the right to know” and “the fairness of the tests” have been produced, reproduced and recontextualized to favour particular perspectives. The authors also examine how government and influential print media discourses interact with political and cultural factors such as “acclaiming the evaluative state”, “education fever” and “meritocratic beliefs” to achieve public consent for the new “test plus release” policy.     

The politics of language loss: a Francophone case from Western Canada

Language loss among minorities is often seen as identity change in the process of assimilation, or minority accommodation in the context of majority settings. This paper examines the political aspect of language loss among Francophones in Saskatchewan between 1875 and 1983. The historical evidence indicates that the Francophones were unable to maintain their language largely as a result of Anglophones successfully passing laws restricting French in schools since 1892. Only in the 1960s did the Francophones begin to regain some language rights. The inability of Francophones to lobby against the English legislators is attributed largely to the absence of Francophone constituencies, which deprived them of a political base to launch effective protests. The changes since the '60s are influenced in part by greater acceptance of the French language, and in part by increased militancy of Francophones as they resort to more radical means to pressure their demands.     

Participation in adult education for community development: a critical discourse analysis of Training for Transformation

Participation has become so central to adult education for community development that even the World Bank supports participatory programming. This article analyses how participation is conceptualised in Training for Transformation (TfT), a Freirean-inspired curriculum used in international community development settings. TfT seeks to equip learners ‘to understand and take action in their world’, partly by shaping the curriculum itself. Using critical discourse analysis (CDA) of the TfT curriculum, three interviews, and published TfT case studies, the study explores what kinds of involvement and control educators and curriculum developers intend in TfT. CDA elucidates who is included in the training and how practitioners position themselves vis-a-vis learners and other audiences. TfT implementation highlights the dialectic between idealised community participation and decision making in educational programming, and educators’ need and desire to develop curricular content. Specifically, within Freire’s early philosophy and the TfT curriculum, there is a tension between exploratory, participatory learning pedagogy rooted in dialogue, and animators’ intention to teach certain content and relay particular ideologies. This study highlights potential contradictions and complications in adult education for community development participatory discourses, and underscores the need for practitioners to consider what genuine participation entails and how best to cultivate it.     

Developing a discourse of the postmodern community development professional

This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value reflexivity which allows the community worker to make sense of multiple discourses and to make the transition from modernism to postmodernism. We need in the CL&D profession to recognise that Marxist principles that we espoused in the 1980s may be enhanced by a new theoretical base that still values change.     

The (bio)politics of engagement: shifts in Singapore's policy and public discourse on civics education

This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value inculcation and factual knowledge has been supplemented recently by policy and discourse emphasizing student engagement. The authors link their analysis to larger political changes that have been taking place in Singapore. They argue that the push for more participatory forms of civics education parallels an ongoing shift in the ruling party's political ideology from economic pragmatism to a communitarian ideology that emphasizes citizens' responsibility. From the point of view of political rationality, promoting active student engagement in civics education can be seen as governmental efforts to build a strong civil society through early socialization into civic responsibility and voluntarism. Viewed as a technology of power, engagement is also seen as a new biopolitical intervention aimed at regulating political participation.     

The politics of disclosing female sexual abuse: a case study of Palestinian society

INTRODUCTION: This paper argues that, by understanding the socio-cultural and political context within which disclosure or non-disclosure of sexual abuse takes place we are better able to develop an analytical framework that might shape culturally sensitive social policy towards sexual abuse and thereby reduce it. METHOD: The data for the study were extracted from records available on 38 cases of sexually abused Palestinian girls, as well as interviews conducted with victims and their parents whenever possible. In-depth interviews were conducted with 19 professionals who dealt with these 38 cases. FINDINGS: Contextual analysis of the data revealed that acknowledgment of sexual abuse took place only in situations where the abuse was extremely traumatic, publically apparent, and the victim absolved of blame. Disclosure resulted in approximately 10% of the cases in the killing of the victim. Responses involving measures such as hymen reconstruction, marriage to the rapist, and abortion were used by family and society to "nullify" sexual abuse. The intricacies bearing on the decision to disclose or not disclose sexual abuse were discussed within a socio-cultural and political frame of reference. A paradigm of analysis is provided to clarify this complex relationship.     

大学竞争的政治学分析:以“985工程”为例

随着我国高等教育体制改革的逐步深入,大学间的竞争开始出现并逐渐成为一个热点问题。大学间的竞争虽然表现出了诸多的市场逻辑,但其背后隐藏的政治逻辑同样不能忽视。在"985工程"的运行中,教育部、地方政府和大学都成为拥有自身利益的主体,"985工程"的启动加剧了中国大学间的竞争,既有非常积极的一面,但也带来了某些消极的影响。     

On the elephant in the room: toward a generative politics of place on race in academic discourse

Abstract

In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies’ literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.     

Disaster preparedness,adaptive politics and lifelong learning: a case of Japan

Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This article examines the politics behind one prevailing policy discourse in the field of disaster preparedness referred to as ‘the four forms of aid’ – ‘kojo [public aid]’, ‘jijo [self-help]’, ‘gojo/kyojo [mutual aid]’. The study looks at the Japanese case, however, the significance is global, given that neo-liberal governments are increasingly having to deal with a range of disaster situations whether floods or terrorism, while implementing austerity measures. Drawing on the theory of the adaptiveness of neo-liberalism, the article sheds light on the hybridity of the current Abe government’s politics: a ‘dominant’ neo-liberal economic approach – public aid and self-help – and a ‘subordinate’ moral conservative agenda – mutual aid. It is argued that the four forms of aid are an effective ‘balancing act’, and that kyojo in particular is a powerful legitimator in the hybrid politics. The article concludes that a lifelong and life-wide preparedness model could be developed in Japan which has taken a social approach to lifelong learning.     

Girls in Science and Technology: The development of a discourse

This article discusses the contribution of educational research to the emergence of a discourse on 'the problem of girls in science and technology' in the Netherlands. Research has not only produced findings and recommendations, but also conceptualisations of the problem. We argue that it has gradually become self-evident to think of the attitudes, achievement and choices of girls pertaining to science and technology as the problem of gender inequality in education. The results of many studies focusing on connections between teacher behaviour, the subject matter and school characteristics on the one hand and attitudes, achievement and choices of girls on the other, appear to be disappointing. We suggest that both the questions that were asked and the way they were investigated are responsible for the disappointing results. We propose that research on gender and education should not be limited to the investigation of statistical correlations between school characteristics and student outcomes, but should also study the mechanisms and processes that mediate between these factors. Insights from women's studies on the social construction of gender and on the development of gendered identities could be useful in addressing this issue.     

To nail a pudding: metaphorical analysis of the social studies education discourse community on globalization

Despite the abundance of studies on globalization in educational research, globalization is often approached as a monolithic and standardized concept. Focusing on the social studies education in the USA, this study explores how the various metaphors through which globalization is framed embrace particular perspectives on how to conceive and educate about globalization. Specifically, this study discusses seven conceptual metaphors: the global as a place, time, container, spectacle, person, threat, and as a force of nature. In doing so, it illustrates how globalization is predominately rendered as an inclusive structure, a disembedded process, and as a permanent threat. The different metaphors, this paper argues, fulfill a twofold role. First, they define a domain of their own, the global domain, creating a distinctive global viewpoint on human agency and social change. Second, these metaphors also release a political imagination structured around particular expectations of what exactly the global means and does.