Critical emancipatory research and academic identity

Abstract

This paper documents the development and manifestation of academic identity among seven master's and six PhD students as they read towards their respective qualifications at the Central University of Technology, Free State. According to these students, this development occurred in the context of their carrying out research couched in the theoretical framework of critical emancipatory research (CER). The reported transformations seem to be characterised by newly acquired abilities to talk back, to stand up for one's chosen position and to thoroughly interrogate sources of information, including what is presented as self-evident. Using Fairclough's (2004) textually oriented discourse analysis (TODA) and Ineke Meulenberg-Buskens’ free attitude interview technique, the thirteen students produce narratives confirming how doing CER research has created opportunities for them to be passionate about what they do. This study reports on these reflections by the students and no claim of any causal relationship between CER and the formation of academic identity is made.     

会话分析与批评话语分析异同辨析

会话分析和批评话语分析都将自然话语视为对社会的反映,都以话语为媒介考察社会对话语生成的影响,但由于对话语及社会本质的认识不同,二者的方法论也不尽相同。梳理两个流派的异同点可加深对话语社会特性的认识,同时也有助于整合话语分析各流派的理论及研究方法,推动话语研究的深入发展。     

On competences and values: from the desire to educate to educating the desire of being

The competence discourse issued by the Colombian Ministry of National Education defines an ontological duty, a set of logics for the education of subjectivity. Some interesting elements result from this analysis. The first level, or denotative level, manages a management or business cultural code. This code is closely related to the second level or connotative level linked to certain values translated, as Saussure says, into an ideology or myth: the myth of rational market in this case. This is the performing work of discourse, that language game that entails the promise of future success and happiness.     

文语兼顾 育教并重：浅谈汉语课教学中的文化引导

华文教育的学科性质和学科特点,要求我们的汉语课教学必须树立“文、语兼顾,育,教并重” 新观念,在汉语知识传授和汉语技能训练的同时,切实有效地进行中华文化的引导,使华裔学生的语言习得和文化认知同步发展,进而取得能力培养与人格塑造的双丰收。     

对拉尔夫·埃里森《隐形人》的批评话语分析

批评性话语分析是以揭示语言、权利和意识形态的潜在关系为目的的分析工具.文章通过及物性、转换和语态三个方面对拉尔夫·埃里森的小说<隐形人>进行批评话语分析,以此采挖掘这部黑人文学作品背后的意识形态.     

试论孔子学院和国际汉语教育的制度化建构

目前,中国的孔子学院和国际汉语教育的制度建设,应当通过设置受众研究、独立运行、质量监控、年度评价、师资投入、盈利投资以及多方参与等机制,加强与孔子学院和国际汉语教育配套的政策法规和规范文件,制订《孔子学院建设和国际汉语教育评价指标体系》等,有效推进孔子学院和国际汉语教育的科学发展。     

From myths to models: the (re)production of world culture in comparative education

This article traces the emergence of the world culture theory in comparative education using critical discourse analysis. By chronicling the emergence and expansion of world culture theory over the past four decades, we highlight the (unintended) limitations and exclusive regimes of thought that have resulted. We argue that the theory's telos of a ‘world culture’ neglects the notions of power and agency, and continues to use discourses of modernism and ‘scientific’ methodology to justify conformity as the reigning global ‘norm’. The world culture theory ultimately results in an unwitting legitimisation of neoliberal policies and its varied educational projects. Drawing on the micro-, meso- and macro-levels of discourse analysis, we examine how the semantics and content of the world culture theory have evolved as it embraced an increasingly large and diverse community of scholars aligned with it. By highlighting some significant semantic shifts during the last four decades, we explore how the world culture theorists forged a relatively new (privileged) space in comparative education – a space that has increasingly turned deterministic and normative. Through a careful deconstruction of some of the basic assumptions of world culture theory, we call for reopening of an intellectual space for new ways of thinking about educational phenomena in the context of globalisation.     

寓汉文化介绍于对外汉语教学的作用及其方法

章在阐述了化背景知识对语言教学的重要性的基础上，提出了寓汉化知识对汉语化教学的主要内容以及其基本的操作方法。     

传神达意在英译汉中的探讨——基于对同一图表三个中译本的对比分析

以传神达意思想为指导,对比分析图表＂Characteristics of Categories on Three Levels in Ex-periential Hierarchies＂的三个中译本,并在深入研究和思考基础上提出新的译法,进而探讨如何在英译汉中实现传神达意。     

More than access: MOOCs and changes in Chinese higher education

ABSTRACT

This paper presents an analysis of the conceptualization of massive open online courses (MOOCs) by major influencers in Chinese higher education. Using critical discourse analysis, predominantly from university resources, a map of the discursive construction of MOOCs is presented and interpreted. The centralized orientation of decision making in Chinese higher education is reflected in how MOOCs have been introduced, envisioned, and utilized in China. With the increase of Chinese MOOCs, elite universities are able to capitalize on their comparative advantages, which may be counter to the true intent of MOOCs, which is to raise teaching standards across sectors. This paper serves to illuminate how MOOCs may reinforce the status of elite universities, thereby having the opposite effect to their real intention of democratizing higher education for the masses. The strategy of using MOOCs to improve teaching quality and augment the worldwide reputation of Chinese institutions is central to China’s reinvigorated focus on higher education, which counters the widely held perception, and intention, that MOOCs are vehicles for widening access.     

Fish out of water: refugee and international students in mainstream Australian schools

In this paper, the authors combine Pierre Bourdieu's concept of hysteresis (the ‘fish out of water’ experience) with the discourse historical approach to critical discourse analysis (CDA) as a theoretical and analytical framework through which they examine specific moments in the schooling experiences of one refugee student and one international student, both enrolled in post-compulsory education in Australian mainstream secondary schools. We examine specific moments – as narrated by these students during interviews – in which these students can be described as ‘fish out of water’. As such, this paper takes up the concerns of researchers who call for an examination of the lived geographies and the everyday lives of individual students in mainstream schools. We find that our students' habitus, conditioned by their previous schooling experiences in their home countries, did not match their new Australian schools, resulting in frustration with, and alienation from, their mainstream schools. However, we also note that schools, too, need to adapt and adjust their habitus to the new multicultural world, in which there are international and refugee students among their usual cohort of mainstream students.     

关于俄罗斯宣布承认南奥塞梯和阿布哈兹独立的批评性语篇分析

本文以批评语篇分析理论为基础,应用系统功能语言学的方法,从及物性、情态、引语、分类等方面对中俄英美格五国主流媒体中关于俄宣布承认南奥塞梯和阿布哈兹独立新闻报道进行批评性分析,揭示出新闻所反映的意识形态和立场差异。读者应批判地从媒体中获取信息。     

Academic practice as explanatory framework: reconceptualising international student academic engagement and university teaching

This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students' ‘readings’ of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience.     

The promises and limitations of international comparative research on teacher education

This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed?     

基于语文素养培养的文言文教学方法与策略

《普通高中语文课程标准（实验）》提出了全面提高学生语文素养的教学目标。文言文教学是高中语文教学的重要组成部分。在新课课程实施中如何提高文言文教学质量,有效地培养学生的语文素养呢？这需要我们在进行理论探索的同时,在教学中采取切实可行的教学策略。     

Critical discourse analysis and inclusive educational policies: the power to exclude

The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool.     

语文教学中思维训练的目标、方法及途径

思维是人脑对客观事物一般特性和规律的一种概括性的、间接的反映过程,是智力或认知的核心成分.在语文教学中,通过对学生进行模式思维、比较思维、逆向思维、发散思维、应变思维、想像联想思维等训练,从而培养学生思维的流畅性与敏捷性、变通性与灵活性、独特性与创造性.     

论网络时代流行语的张力与限制

流行语是一种话语取向,是交往的时代性、价值性和动态性在话语空间的表征,它是自由自觉的话语样态。流行语的张力突显的是人的主观能动性与创造个性,是交往自由的话语需求。马克思主义交往理论依据交往主体间的经济利益状况来判断主体的话语态度、思想倾向和意识形态信仰等,是正确对待流行语的科学方法。话语诉求背后受利益诉求的制约,思想诉求就是利益诉求的反映。中国特色社会主义话语体系建构必须实现对流行语张力与限制的统一,才能更充分地激发新时代中国特色社会主义话语的活力。