Thai Image in “Lost in Thailand”and“Lost in Intercultural Communication”

<正>In the Chinese Spring Festival of 2012,the comedy movie of Lost in Thailand with the small investment of 30 million yuan was released in Chinese mainland and obtained the box office of 1.264billion yuan,becoming the Chinese movie with the highest box office income in Chinese movie history.In a cross-cultural perspective,the"Thai Image"shaped     

“Voice” and “voicelessness” in rhetorical studies

This essay begins with the observation that the term “voice” is frequently used in rhetorical studies literature. Interestingly, rhetorical “voice” means different things to different scholars. This essay seeks to accomplish two tasks related to “voice.” First, it clarifies the conceptual confusion regarding “voice” found in the literature by relating it to a tension between “speaking” and “language.” Second, to avoid this tension, this essay presents a case study in which a notion of “voice” is posited that is constitutive of the public acknowledgment of the ethical and emotional dimensions of public discourse.     

Personal Transformation and Readjustment in “Homecoming”

ABSTRACT

Studies support the observations by college psychotherapists that students returning from study abroad adventures often have a difficult time readjusting to being back “home.” We consider what the internal developmental challenges might be that relate to this transitional step. We weave first-hand comments of students into our article.     

Challenging the Dichotomy Between “Urban” and “Suburban” in Educational Discourse and Policy

Abstract

This article builds a case for nuanced conceptualizations of “urban” and “-suburban” educational contexts and issues. The author analyzes data across two studies—one of upper-middle-class White parents with children in Chicago public schools, and the other of Black low-income and working-class parents who moved from Chicago to a Wisconsin suburb. The findings suggest that monolithic framings of urban and suburban educational issues and populations can mask patterns of inequality within and across particular locales.     

Christian Privilege and the Promotion of “Secular” and Not-So “Secular” Mainline Christianity in Public Schooling and in the Larger Society

Using the conceptual organizers of Young's (1990) Young, I. M. 1990. Justice and the politics of difference, Princeton, NJ: Princeton University Press.  [Google Scholar] “faces of oppression,” and Hardiman and Jackson's (1997) Hardiman, R. and Jackson, B. 1997. “Conceptual foundations for social justice courses”. In Teaching for diversity and social justice, Edited by: Adams, M., Bell, L. A. and Griffin, P. 16–29. New York: Routledge.  [Google Scholar] “levels of oppression,” this essay investigates the concept of domination and subordination, Christian privilege, and the subtle and not-so subtle promotion of Christianity in public schooling and in the larger United States society. The author explores a number of areas related to Christian privilege and religious oppression, and provides a historical foundation to illustrate the roots and legacies of Christian hegemony and privilege within a United States context.     

On the Narrator in“Boys and Girls”

Widely regarded as Canada's best writer of short stories,Alice Munro reflects her precise social observation and penetrating psychologically insight into the complex existence.The paper analyzes the narrator in the mini-story "Boys and Girls" and sheds light on the suppression endured by the central female characters in a patriarchal society.     

“Jumping in”: trust and communication in mentoring student teachers

The purpose of this study was to uncover how two student teacher/mentor teacher pairs made sense of their roles during a year-long field placement. We learned about the ways in which the pairs discussed the idea of “jumping in” as they framed trust and communication as integral components of mentoring in learning to teach. Qualitative data sources informed our analysis of the ways people made sense of their roles in a mentoring relationship and provided participants’ perspectives on involvement in group conversations about mentoring. Implications include: (1) mentoring as “jumping in”; (2) conscious collaboration in learning to teach; and (3) mutual mentoring.     

The Comparative Study between“Ni/Nin”in Chinese and“Tu/Vous”in French Based on“Power and Solidarity”

The selection of the second person pronouns embodies the power and solidarity relations in social communication.The paper studies"Ni/Nin"in Chinese and"Tu/Vous"in French from sociolinguistic,cultural and pragmatic perspectives by basing on"Power and Solidarity".Through the comparative study of this two pairs,not only can we observe the historical pro cess of personal pronouns,and analyze the similarities and dissimilarities of the two languages which hide behind Chinese and French cultural backgrounds,but also may further understand their pragmatic principles in various context.     

A Sticky Business? Exploring the “and” in Teaching and Learning

This article takes as its focus the “and” in discourses of teaching and learning. Drawing upon the work of Deleuze and Guattari, I argue that the “and” signifies a complex, sticky relationship between teaching and learning, and that we can radicalise our conception of “and” to bring forward a range of different discourses. The argument suggests that those critiques of discourses of teaching and learning which argue for an alternative discourse of pedagogy can be supplemented by the radicalising of the “and”. I am therefore proposing the possibility for different forms of immanent and transcendental critique in relation to contemporary debates about teaching and learning. And that there is significance in the apparently insignificant?…

In real life people fumble their words and stare blankly off into space and don't listen properly to what people say. I find that kind of speech fascinating but it seems writers never write dialogue like that because it doesn't look good on the page. (Christopher Guest, Theatre Director)     

Locked in and locked out: Covid-19 and teaching “remotely”

PROSPECTS - Covid-19 has rendered education “remote”, opening a chasm in space and time between teachers and students, between how teaching and learning was practiced&nbsp;before...     

Peaceful and Sweet Love in“Song to Celia”

Lyric poetry is typically characterized by brevity,melody,and emotional intensity.In"Song to Celia",Ben Jonson portray images of love with different dictions(choice of words),thus leaving completely distinct impression on the readers’minds.This essay aims to analyze the theme of the poem"Song to Celia"in forms,rhythms,and dictions,which helps the read ers appreciate beauty of music,imagination and implicit love that Ben Jonson shows in the poem.     

The value of love in“Pride and Prejudice”

With a careful textual study of this novel,it can be found that its title implies true love can overcome the obstacles of pride and prejudice. Pride, is not love, because love empties itself of worldly desires, in order to giv selflessly. Austen ＇s fictional hero and heroines have faithfully reflected the authoress＇s real thoughts and true value of love. She depicted different attitudes to the love question of young girl of the family origin of middle class of villages. The four couples of this novel, varied in their love concepts, presented us with different distinct ending.[第一段]     

“Feeling is First” in ECE Science and Mathematics

This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small‐scale qualitative study into award‐bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. This is a new, alternative route for Scottish teachers to gain professional recognition and financial reward for continuing to practise, rather than seeking promotion through a management route. This small‐scale, preliminary exploration of the views of teachers who have completed the programme to masters level found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy. It is recognised that the outcomes cannot be widely generalised, as it considers only one cohort of students in one institution. However, since it is widely recognised that CPD for the teaching profession is an essential facet in improving education practice, the issues explored in this paper may be of interest to an international audience.     

Mindfulness and discussing “thorny” issues in the classroom

Being in the moment, showing compassion, being non-judgmental, acknowledging deep emotional challenges without getting stuck: these are mindfulness characteristics important to us as teachers, yet not often included in teacher preparation. These concerns become magnified when we focus on difficult knowledge and thorny issues, like topics related to gender and race. Using a sociocultural framework, we address how mindfulness, heuristics, and other contemplative practices can be adopted to create safe, supporting, and healing spaces for such complex, often emotionally painful discussions. Participant narratives are used extensively to provide a voice to those marginalized or hurt. Drawing from these narratives and their experience in discussing thorny issues, we put forth possible solutions and interventions that can create spaces that encourage and support critical discourse through mindful practices. The development of a heuristic for discussing thorny issues whose characteristics can be adopted by interested teachers and educators to help frame and mediate this type of difficult discussion is an outcome of this research.