Constructing national and European identities: the case of Greek‐Cypriot pupils

The European Union’s increasing attention to social and cultural matters has been expressed through the notions of European citizenship and identity which are to be developed among children, adolescents and adults. Whether, and if so, how, children perceive a European identity to coexist with national identities is a challenging and relatively under‐studied question. This paper presents part of the findings of a study conducted in December 2000 which explored the ways in which 140 10‐year‐old Greek‐Cypriot pupils constructed their national and European identities. Results indicated that, despite positive attitudes towards Europe, pupils attributed little significance to the European identity, whereas national identities were extremely important. The discourse developed revealed essentialist and a‐historical representations of national identity, and an instrumentalist approach to Europe. Social psychological insights from self‐categorization theory are employed to explore whether the two identities were construed as in the same or different typical levels of abstraction. These findings are discussed within the broader socio‐political context of Cyprus and European integration.     

Philosophical perspectives on school effectiveness and school improvement

This article discusses critically the implementation of the National Literacy Strategy (NLS). The following issues are addressed: the importance of literacy in advanced societies; increasing public concern about literacy standards in English and Welsh primary schools; the perceived need for a large-scale intervention into the teaching of literacy from the standpoint of international comparisons and school inspection evidence. The literacy process, its complexities and controversies, are considered and critiqued, along with the extent to which the NLS is able to accommodate the implications of research findings. In conclusion, the evaluation reports on the impact of the NLS are discussed.     

Exploring literacy and growth: An analysis of three communities of readers in urban Senegal

This paper consists of two parts. The first part reviews how the arguments supporting literacy education have changed over the last five decades. Although there has been a shift in emphasis from economic to socio-cultural and personal dimensions, literacy is still considered mainly as an instrument for economic growth and poverty alleviation. The second part presents a case study of three different establishments which provide reading materials in urban Senegal. The analysis indicates that people are more likely to practise reading when they have access to materials which genuinely interest them. These materials are not necessarily about development or livelihood—themes often judged as ‘appropriate’ for socio-economic growth by policy makers and practitioners. People read stories and history books for their own pleasure – rather than out of a sense of duty – to transcend the mundane routine of their daily lives. This ‘reading for pleasure’ aspect needs to be taken more account of in literacy education.     

追寻真我———评帕蒂古丽《模仿者的生活》

帕蒂古丽是用汉语创作的维吾尔作家,她的散文《模仿者的生活》以真切的笔触展望了她童年及目前的生活状况,表达了自己在不同文化之间的穿梭、迷茫、困顿及反抗。论文从文化认同的角度对这篇散文进行了分析,既肯定了帕蒂古丽对本族文化的追寻,也指出在文化全球化、多元化的今天,了解别人并不一定意味着去证明他们和我们相似,而应该试着去理解他们,承认并尊重他们与我们的差异。人们发现的差别越多,眼光就越开阔,能够承认的差别也就越多,就能生活得更好,就能更好地相聚在一种相互理解的氛围之中。     

文化建设和文化发展繁荣之我见

文化大发展、大繁荣是大时空的发展、繁荣,不是高速度的发展,也非大跃进。文化建设与发展的核心是提高公民的科学文化素质与能力、实现民富国强;科普与科学文化是文化发展、繁荣的着力点与重心,科学文化是＂文化中国＂、中国永续发展的基础与要件;科学文化是优秀文化、先进文化的必备内容,是构筑正确价值观、人生观与世界观的要素;文化建设、发展重在智民、惠民、利民与造福于民,要在增加、提升文化内涵和提高文化质量、品位上做文章、做实事。     

文化神话与身份政治--重读电影《刮痧》的文化冲突问题

电影是再现政治的特殊形式。文化阅读方法考察电影深层文化结构与权力机制。文章通过对电影《刮痧》的文化阅读,超越文化差异的表层结构和文化冲突的传统理解,提供一种多元文化语境中文化选择与身份政治关系的全新诠释。多元文化语境中,文化身份成了漂浮的能指符号,等待主体介入才具有意义。移民受到多元文化冲击,主体意识被两种文化身份所分裂;美国文化本身的纯洁性也被“文化杂烩”形式所威胁,为“惧杂症”所困扰。刮痧冲突,在文化领域是美国东方主义意识与中国“汉化”思想的对抗,对于移民个体则更是文化记忆与认同的冲突。     

英国议会制辩论对英语专业学生文化意识培养和提升作用

文章依据《外国语言文学类教学质量国家标准》(简称《国标》)中对英语专业学生培养目标的要求,从英国议会制辩论(简称英辩)的形式、特点、评判等多个角度出发,分析英辩对英语专业学生文化意识培养和提升作用。     

Learning to spell a regularly spelled language is not a trivial task – patterns of errors in Kiswahili

Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.     

中华文化认同及其心理机制研究综述

中华文化认同是维护民族团结和祖国统一的根基。现有研究主要以大学生和少数民族群体为研究对象,探讨了全球化背景下的中华文化认同。增强对中华文化的认同,是深化民族团结进步教育的基础。社会认同理论和文化适应理论可以帮助我们更好地理解中华文化认同的心理机制,有针对性地提升大学生和少数民族群体的中华文化认同。     

后殖民时代英国外语教育的多元文化认同研究——《全民的外语:生活的外语——外语教育发展战略》评析

英国作为最大的语言输出国在很长的一段时期并不重视外语的教育。但在后殖民时代,英国的政府和民众越来越认识到外语学习的重要性。英国必须以更加开放的心态和更加有效的外语教育政策来推动英国民众的外语学习。因此近年来,英国教育技能部推出了《语言学习》和《全民的外语:生活的外语——外语教育发展战略》等重要文件。本文从解读文本入手,分析和论述了当前英国外语教育存在的问题、近期及长远的发展目标和发展战略的特点等。本文认为,在后殖民时代英国外语教育的政策呈现多元文化认同的趋势。多元文化认同是全球化时代不可避免的教育发展趋势,对我国目前制定新时期的外语教育政策有很大的借鉴意义。     

Supporting African refugees in Greater Western Sydney: a critical ethnography of after-school homework tutoring centres

This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development and youth transitions. Given the nature of strife and unrest in the African Continent, refugee children may have been unable to attend school before coming to Australia, or obtained only interrupted schooling at best. Since parents are unfamiliar with the education system and because many do not speak English, they cannot help their children as they would wish to, and children may be left to deal with difficulties alone. The School of Education at UWS offers service learning programs like the after-school homework tutoring centres, to deliver effective and sustainable support to schools so that refugee students can feel safe and begin to learn.     

母亲：黑人民族的脊梁——评析美国黑人诗歌对母亲形象的称颂

在美国黑人历史上,母亲是维系整个民族发展的脊梁,但她们的社会地位却未受到应有的认同和尊重。诗歌是黑人表达心声的重要艺术手段,诗人们在作品中赞美了黑人母亲的伟大。通过解读黑人诗歌对母亲形象的描绘,文章着重评析作品对黑人母亲多维动态身份的解构和称颂。     

网络中主流意识形态建设的文化认同路径

增强网络语境中主流意识形态文化认同度,有五条主要路径。一是学习和落实党的＂三个代表＂、＂科学发展观＂等重要理论对＂网络＂的相关论述;二是加大主流意识形态宣传力度,凸显主流意识形态的文化象征符号;三是突出有代表性的优秀传统文化因素与传统文化价值观;四是丰富主流意识形态获取网络中文化认同的方式方法;五是要清除某些负面性文化观念的影响。     

文化和谐论与国家语言发展战略

文章在阐述文化和谐论的主要观点及其核心的前提下探讨这一理论是否可以成为国家语言文化发展战略的理论基础。其可能性可以从三大方面理解:(一)文化和谐论可以促进中国语言文化的繁荣与发展;(二)国家语言发展战略是国家文化发展战略的重要组成部分;(三)国家语言文字的和谐发展需要文化和谐论。(三)又可以从三个重要方面来看:(1)国家语言文字事业改革发展需要文化和谐论;(2)汉语国际传播需要文化和谐论;(3)处理好各种语言关系需要文化和谐论。在对当前的一些不和谐语言文字现象进行分析的基础上最后指出,文化和谐论强调和谐,但并不回避冲突和斗争,这一理论的目标是要在全球多语多文化的背景下与世界人民一起共同建设世界民族多样文化的共同家园,与此同时,在我国丰富的文化语言基础上,在两岸四地建设中华民族精神的共同家园。     

从《无形人》看黑人个人文化身份的认同

内战后的美国社会,黑人们虽然取得了法律意义上的平等和解放,但是种族主义仍然盛行,不平等现象随处可见.在这黑白文化的大杂交中,由于白人文化的主流地位及其霸权主义倾向,美国黑人及其文化时刻面临着被边缘化的危险.美国黑人如何界定自己?如何在保存自身文化身份的同时,探求和展现自己的个性?这是每一个美国黑人无法逃避的现实.黑人作家拉尔夫·埃里森在小说<无形人>中对此进行了深入的分析和探求.     

\"奇语喧哗\"时代后的文学文化认同

从文学的本质出发,对上世纪80年代中期到90年代中期新潮文学显现的多种新奇语言竞相喧哗状况的分析,结合本世纪中国文坛创作方方面面的多元化转向,旨在说明在网络文学盛行的时代背景下,文学创作与文化研究之间关系的流变,从而寻找出文学在新时代的文化认同形式及其发展的新景象和新规律。     

Working against globalisation: the role of the media and national education in Singapore

This article discusses how the media and schools are used as disciplinary apparatuses to resist and work against globalisation in Singapore. Aihwa Ong calls the deployment of state ideological apparatuses, such as the media and schools, acts of ‘reassemblage’, when technocrats resort to assemble institutions, diverse Government practice and political values to engage in citizenship production. The National Education curriculum package introduced to Singapore schools is one example of ‘reassemblage’, which aims to reinvent subject‐citizens who are perceived as lacking cultural mooring and a national identity. I argue that in the context of globalisation, this cultural experimentation of constructing a national identity and creating a sense of belonging is fraught with ruptures, as ‘youthscapes’ and new communication technologies are potentially the liminal spaces where other sources of identities are up for grabs. These liminal spaces further allow youths to perform ‘elective belonging’ rather than a sense of belonging bound by the ‘national’ and ‘local’.