当代西方女性主义神学面面观

当代西方女性主义神学是世俗女性主义运动在宗教领域的扩展和深化,在当代发展中有着全球性关联,重点批判性别歧视,以神学方式表达了"妇女解放"的主旨.女性主义神学流派纷呈,菲奥伦查、特利波、卢瑟等领军人物的女性主义神学研究视域各异,展现了异彩多维之立体景观.     

浅议女性主义翻译观

文章从文化批评视角,阐述女性主义翻译理论的渊源及其对翻译研究的影响。作者认为,女性主义翻译理论颠覆了传统翻译研究中译作与原作的二元对立关系,并强调翻译不仅仅是语言之间的简单转换过程,更是一项政治行为,目的是反抗原文的男性中心和女性歧视。     

女性主义课程研究方法论评析

西方女性主义课程研究以其独特的研究视角和方法论特点在课程领域独树一帜,它从社会性别入手所开创的课程研究新视野以及所宣扬的反实证主义、反男性霸权、关注女性经验、倡导平等对话等方法论思想,具有一定的理论价值和实践意义.     

女性主义对翻译理论的贡献(英文)

20世纪90年代兴起的女性主义翻译理论以其鲜明的政治话语推动了翻译理论研究的“文化转向”,本文旨在探讨女性主义对翻译理论的发展所作出的贡献。     

女性主义视角下的教育理论与实践

女性主义视角是一种以服务于妇女解放为宗旨的研究。女性主义的教育理论和实践比较集中地体现在批判传统教育中存在的性别偏见和追求社会性别公平化教育两个方面。运用女性主义视角考察我们的教育,可以得出两个结论:一是教育中既存在显性性别歧视现象,同时也存在隐性性别歧视现象;二是应重视因性施教。     

浅析女性主义文学理论的发展

女性主义文学理论是多元的复数,它既是政治的诗学又是诗学的政治．它的矛头涉及很多领域,而自身却没有建构一个体系严密的理论体系．在当代只有将建设性的基本理论和思想汇于批判之中,才能获得理论力量的重生．与不断涌现的理论流派碰撞是女性主义思想发展的必经之路．     

Feminist Praxis and the Gaze in the Early Childhood Curriculum

ABSTRACT Traditional approaches to curriculum development in early childhood education derive from modernist developmental understandings of the child. The article argues that such understandings of the child can support patriarchal gender relations by skewing the teacher's gaze and that reconstructing the teacher's gaze is central to feminist pedagogical praxis in early childhood education. One early childhood teacher's struggle to reconstruct her gaze via feminist readings of the child is used to explore the possibilities and challenges of working for feminist reconstructions in the early childhood curriculum.     

论西方女性主义理论的教育观

西方女性主义经历了百年的发展,形成了不同的理论派别。各派别对两性教育的关注及解决两性之间不平等的措施和策略既有相似性,又有差异性。文章主要运用自由女性主义、激进女性主义和社会女性主义＂三大家＂的理论框架分析性别与教育。     

课程理论论析

课程理论是人们对课程现象、课程问题、课程矛盾进行理性思考,运用概念、判断、推理等逻辑形式建构而成的,旨在解释、说明、指导和改造课程实践以及培育实践主体课程智慧的观念体系,具有系统性、开放性、实践指向性、价值多样性等基本特点。课程理论是一种科学的人文理论,无论是从构成要素来看,还是从价值旨趣来讲,抑或就表述方式而言,它都不同于自然科学理论,因而不能用自然科学理论标准对其加以评判与考量。此外,课程理论也有别于课程思想、教学理论等相关概念,不能相互混淆、等同。     

当代女性主义理论和行动:六个全球性问题

21世纪女性主义者将面对许多与上个世纪全然不同的理论问题。这对女性主义理论家们构成了挑战,需要她们进行深入地反思、在全球化语境下,谁已经被解放了;这到底意味着什么;什么和谁被牺牲了;我们在哪儿失败了,又打败了谁;谁被包括在这个"我们"中;还应该再做点什么。现实状况意味着人们在观念上仍然存在着束缚,并与信息技术革命一道使问题变得格外复杂。女性主义理论不仅仅涉及女性本身,还为人们应对当前许多全球性问题提供了一个独特的视角。     

发展理论与学前教育课程

发展问题是儿童教育的核心问题,思考学前教育课程,无法回避儿童发展的问题.把发展看成是每个儿童都必须遵循的普遍的线性过程,或把发展看成是在特定的文化背景中特殊的、偶然发生的建构过程,这两种观点表明的是两种不同的立场,前者寻求确定性与普遍性,后者承认差异性与不确定性.前者带来的是"贫穷的"课程,后者带来的是"富有的"课程.     

结构主义课程理论与新课程改革

结构主义课程出现已五十年,是以结构主义哲学为依据发展起来的,分析它的哲学基础与不同的课程主张,对今天的新课程改革仍具有现实意义。     

契合与分歧:女性主义文论与后现代文化

作为与当代诸多化思潮共同步入后现代语境的论流派，女性主义对以等级制度为基础的二元对立结构的反叛，对多元性、异质性、边缘性的强调，使其与后现代化产生了深刻契合。它亦以对菲勒斯逻各斯中心主义的激进反叛，提供了大量变化、断裂的个例，丰富了后现代化理论。但女性主义鲜明的政治实践指向与严肃的人本主义立场，又使其与虚无的、崇尚消解的后现代化具有根本分歧。后现代主义对宏大历史叙事的怀疑、解析主义对本质主义的批判，启发了深受本质主义困扰的女性主义更为关注性别内部的差异。而女性主义也将坚持性别话语的基本立场，强调化批判的立足点。因此，如何吸收后现代化的精华并将之纳入自己的政治实践框架，成为当今女性主义论界的热点话题。     

Doing Feminist Educational Theory: A post-modernist perspective

This paper arises from my work as a teacher of courses in feminist educational theory in a New Zealand university. Students usually encounter educational theories as disembodied abstractions scattered in fragments in various, often seemingly unrelated, courses. In a crowded curriculum there is little space for them to create their own educational theories or to reflect on the processes of educational theorising. In this paper I speak with two voices as a means of modelling - for students and teachers of feminist courses - a process of doing educational theory. It is written in two columns. In the left-hand column I speak with an academic voice. I begin by reviewing some theoretical writings of post-modernist theorists who have drawn attention to the ways our educational and social theories are generated by our circumstances - biographical, historical, cultural, generational, and geographical. I then argue that post-modernists have seldom practised what they preach - their abstract, and often inaccessible, writings remain severed from the lived realities at their base. In the right-hand column I speak with a more personal voice. I introduce some everyday experiences which are usually rendered invisible in academic writing in order to demonstrate how a few moments of 'lived reality' can be generative of feminist educational theory. The paper also contains ideas about how its unorthodox form can be used to trigger multiple and idiosyncratic readings and as a trigger for students' writing.     

Problems with Feminist Standpoint Theory in Science Education

Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research.