戊子歲尾雅集記盛

2008年11月30日,中國文化研究所"戊子歲尾雅集"在國際俱樂部飯店舉行,楊振寧、何兆武、戴逸、馮其庸、湯一介、樂黛雲、李澤厚、李學勤、王蒙、范曾、余敦康、李希凡、嚴家炎、陳平原、沈昌文、董秀玉、于丹等師友與會,并分別作了講話.     

Dancing from Past to Present: Nation,Culture, Identities. Edited by Theresa Jill Buckland

ABSTRACT

The rise of smuggling in eastern Ghana is directly related to the establishment of the colonial state. Elderly Ghanaians discuss gin smuggling in the context of a colonial state which tried to curb it, but also emphasize the authority of chiefs and elders who encouraged it. Based on a combination of interviews and archival research, this article first examines the uses of imported gin and suggests why it became one of the most important smuggled goods. There follows an in-depth look at the organization of the smuggling enterprises, and an exploration of how smugglers managed their dealings with the colonial state as well as local society. The complex and changing relations between African smugglers, traditional chiefs, local communities and the colonial state illustrate the irrelevance of the colonial state in the moral picture, and also how the gin smugglers' engagement with the wider world was shaped by an utterly local perspective.     

宋以降中国性别文化的变迁

性別文化主要關注性別的社會狀態,而不是自然狀態。性別觀念、男女的社會地位和家庭角色、婚姻關係等都是體現性別社會狀態的重要內容。在下同文明之下,各個民族之間,性別文化有很大區別, 并且在歷史傳承過程中會有所變化。中國的性別文化源遠流長,先秦是傳統性別文化的重要形成時期, 其後性別文化中的下少方面從具有軟性約束的“禮”     

清末民初徽州官员如何过年

春节,是中国人最看重的传统节日之一。普通人的年俗,迎来送往,古往今来变化不大。在清末,官员过年,也祭祀祖先,出门拜客吗?需要给上司送礼吗?传统四民社会中“官—民”的隔阂,天然导致官民年俗的差异。而这些记载,在官方的文献中,也往往不容易发现。但在私密性的日记中,节日礼俗有着详细的记载。     

地龙灯传说的文化意蕴

“龙灯”在我国流传了几千年，是极为盛行也深受民众欢迎的一种民间艺术形式。由于地域特征、物质条件、民族性格、历史文化等方面的差异，其艺术风格和表演方式也呈现出千姿百态的景象。在湖北省来凤县旧司乡一个土家族聚居的小山村——大岩板村，流传着一种“地龙灯”，而是不同于常见的“布龙”、“草龙”、“板凳龙”、     

清宫如何过大年

天文学称地球围绕太阳运行一周的一个时段为“年”。每年的一月一日为元旦。中国农历的元旦也称“春节”“新年”,是一年中最为重要的节日。人们把它当成大自然生命周期的开始,为它涂上了许多喜庆的色彩。每逢春节,都要举行辞旧迎新活动。清宫贺岁迎新,要举行许多宴会,极为重要而且颇具特色。     

土家"摆手"习俗

湘、鄂、川(渝)边界的永顺，龙山、来凤、咸丰、酉阳、秀山等县土家人每年正月举行的“摆手”活动，是一种具有神秘感的奇特的民俗文化。就其社会功能来考察，土家“摆手”既是祭祀祖先，又是娱乐群众，还是祈求丰年。     

Inside Out,Outside In: Power and Culture in a Learning Community

In this article the authors report on a university learning community that they designed and team taught on learning, culture, and power. The authors use it as a case to investigate the question: Can the unequal power dynamic of the university classroom be productively transformed to create a democratic learning experience that fosters learning and agency? The authors analyze student engagement, stimulated by Sleeter's interactive e-book, Culture Difference & Power and participatory action research projects that led to power shifts and agency. Within a theoretical context, they examine the tensions that underlie power, democracy, and agency in the classroom and highlight approaches for reconstituting roles, discourse, and action.