原形分析对奥菲利亚的解读——“哈姆雷特的阿尼玛”

本文认为哈姆雷特的忧郁、优柔寡断,以及缺乏行动的果断力是他女性气质的体现。根据荣格的原形分析理论中的阿尼玛理论可得出与哈姆雷特相恋,并同样遭遇丧父以及疯癔的奥菲利亚与哈姆雷特形成并置。这一充满女性象征意义的形象是哈姆雷特女性气质的投射,即哈姆雷特个性中的阿尼玛。因此,奥菲利亚之死即象征着哈姆雷特个性中女性气质的消亡,从而使其得以恢复男性的阳刚之气成功复仇。     

被忽略的女性奥菲利娅

从女性主义的角度解读《哈姆雷特》中的奥菲利娅,从中可以看出无论是她的灵魂、性格还是她这个角色所起的作用,都是＂被忽略＂的。当我们报抱着继承与批判的态度去解读这一角色时就会发现,她身上深深刻着时代的烙印。     

自由主义女性主义与社会主义女性主义思想述评

自由主义女性主义与社会主义女性主义都是最早产生于英国的两个理论流派.她们从妇女的视角出发,重新审视人类社会的政治理念和两性,探讨两性不平等的根源、两性之间的差异,以及如何消灭两性不平等,实现两性平等等问题,从而提出以女性文化为基础的新的社会价值观,构建了女性主义运动的理论,开启和指导了不同时期的西方女性主义运动.但是,两派理论上的局限也给女性主义运动带来困惑.     

Treading on eggshells: ‘doing’ feminism in educational research

This paper explores the contradictions of ‘doing’ feminist research, and how the materiality of engaging in fieldwork magnifies the gap between ‘ideal’ versus ‘actual’ feminist ways of conducting research. Drawing on my Doctoral research with British-Pakistani mothers of children with SEND, I explore the ethical and methodological challenges of engaging with feminist methodology and how this contributes value to the research process when working with marginalized groups. I examine three principles of undertaking feminist methodology; firstly, the ethical challenges arising from conducting unstructured interviews in a non-therapeutic context with vulnerable participants. Secondly, I explore how feminist researchers can positively contribute to making a practical difference in the lives of the women they research with, thereby going beyond how feminist values of reciprocity and responsibility towards participants have traditionally been implemented in the field. Finally, I consider utilizing theoretical frameworks which help analyse data to reveal sites for social change. This paper concludes by noting that traditional feminist methods may not always be more ethical, and that as feminist researchers we must be willing to adopt a holistic view of feminist values, where the vulnerabilities of the researcher and participants are both respected and where methodology is adjusted accordingly.     

Bodies as objects of pedagogic power relations

This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice.     

论《他们眼望上苍》中的声音追寻

文章认为<他们眼望上苍>的主人公珍妮的话语能力逐步提高为线索,分析珍妮在她生命的不同阶段如何从一个沉默的客体成长为拥有自我声音的女性主体的.     

令人窒息的精神荒原——浅析多丽丝·莱辛的处女作《青草在歌唱》中的人物心理刻画

文章试运用荣格的分析心理学、莱恩的心理学以及西蒙娜·德·波伏娃的女性主义观点来解读多丽丝·莱辛的处女作《青草在歌唱》中的主人公玛丽的心理历程,从四个不同的心理阶段来分析玛丽这个处在西方殖民主义统治下的非洲白人妇女的精神世界是如何被扭曲而最终走向毁灭的道路,从而印证莱莘对于世界文学的伟大贡献.     

The Growth of Scarlett’s Consciousness of Feminism in Gone with the Wind

Most feminist analyses of Scarlett in Gone with the Wind are concerned with how feminism is reflected in Scarlett's personality,while this research pays attention to how her feminist consciousness grow through three stages.     

Explaining the expansion of feminist ideas: cultural diffusion or political struggle?

This article explores the expansion of feminist ideas as both a conceptual and a political issue. It focuses on two major theories of social change, world culture theory (WCT) and world system analysis (WSA), comparing and contrasting how they frame gender as a factor shaping society, how they account for the diffusion of feminist ideas and how they assess the impact of gender norms on sociocultural outcomes. Through the examination of texts and research based on these theories, this article weighs the ability of the theories to meaningfully and justly recognise the place of gender politics within the dynamics of social change. Both WCT and WSA predict isomorphism in the way gender is framed in modern society, but their explanatory accounts traverse drastically different paths. One asserts a conflict-free diffusion of values, whereas the other, decidedly based on conflict, sees gender as emerging from resistance or anti-systemic movements. The article concludes with an assessment of the contribution and missing aspects of each theoretical perspective.     

It's about time! Repetition,fantasy, and the contours of learning from feminist pedagogy classroom breakdown

This paper explores feminist pedagogy classroom conflict through looking at how time, in a psychoanalytic sense, can rupture straightforward interpretations of manifest classroom dynamics. I use the concept of transference to consider how classroom conflict is complicated by the reliving and replaying of past conflicts in the pedagogical arena, a dynamic that is more unwieldy in feminist pedagogies that rely on personal experience and dialogue. Conflicted classroom experience can also reappear and be repeatedly relived in fantasy; I examine how fantasy can work as an ego defence at the same time that it can be a location for learning about the conflict that produced it. Finally, I draw on Freud's concept of deferred action to explore the haunting of difficult classroom experience. My central concerns lie in the difficulties of crafting learning from feminist pedagogy conflict and of arriving at a tolerable afterwards to such conflict.     

For a revival of feminist consciousness-raising: horizontal transformation of epistemologies and transgression of neoliberal TimeSpace

ABSTRACT

This paper looks back on the methodology and experience of feminist consciousness-raising (CR) in the 1970s, in relation to the current re-emergence of feminism. It constructs an argument that a new wave of CR is desirable so as to construct new forms of feminist pedagogy and activism. The paper will argue that contemporary feminism in the UK and USA would benefit from this kind of methodology, through which a standpoint is constructed. The core of the paper is an analysis of how CR works as an affective and social process. Drawing on academic studies and participant accounts, the paper reconstructs the mechanisms through which participants’ subjectivities and narratives are expressed and transformed. It suggests that these mechanisms express different non-homogeneous temporalities. The paper invites feminist pedagogy to get back to the base level of experience and unfold new theories and strategies to address the current context.     

Using peer reviews to examine micropolitics and disciplinary development of engineering education: a case study

This article presents a case study of the peer review process for a feminist article submitted to an engineering education journal. It demonstrates how an examination of peer review can be a useful approach to further understanding the development of feminist thought in education fields. Rather than opposition to feminist thought per se, my experience reveals that opposing beliefs about what a feminist contribution to engineering education entails pose a challenge to those aiming to engage with feminist thought.     

张玲译作中的女性主义干涉方式研究

西方女性主义翻译理论是女性主义与译学结合的产物。分属女性主义翻译理论的女性主义干预性翻译强调女性主义译者如何操纵语言干涉意义的生产以影响目的语文化。在翻译策略上,女性主义译者要求对翻译文本进行以女性主义为价值取向的干涉和改写。本文以我国著名的翻译家张玲的翻译作品为研究对象,试探究张玲在其翻译过程中所采用的女性主义翻译干涉方式。     

THE TWELFTH ANNUAL CONVENTION

This article offers a response to two provocative questions about the relationship of theology to religious education posed by Norma Thompson in her Presidential address given at the annual meeting of APRRE in 1978. I offer contemporary answers to these questions from the perspective of a theological educator. First, I show how feminist theory and practices are transforming theological education. Second, I discuss how feminist pedagogy and theologies inform my teaching as a university professor. Third, I show how the themes of justice, dialogue, and imagination that emerge from feminist practices shape my work and the learning of my undergraduate theology students.     

A Feminist Approach to Working With Internalized Heterosexism in Lesbians

This article addresses counselors' calls for more training on internalized heterosexism. Through a synthesis of the research on lesbian internalized heterosexism, the author discusses how the integration of a feminist approach can enhance college counselors' work with lesbian clients, describes 3 core feminist therapy principles, uses these principles as a framework within which to discuss relevant research on internalized heterosexism, and provides practical suggestions and clinical examples to illustrate the application of both research and feminist theory to counseling with lesbians.     

The power of positioning: on the normalisation of gender,race/ethnicity,nation and class positions in a Swedish social work textbook

This article presents a feminist reading of a Swedish social work academic textbook as a case study. We use a discourse analytic approach and positioning theory, focusing on author positions through different story lines. The aim is to make visible how differences are created and positions of the author/reader normalised in terms of gender, race/ethnicity and class. The analysis illustrates how the organisation of the book privileges a particular story line by presenting gender research in a special section of the book and as a perspective. A neutral, unmarked author position is assumed, presented as a common ‘we’ by identifying ‘women researchers’ and ‘feminist’ points of departure as different. If the unmarked author/reader ‘we’ position appears desirable and morally superior, the clients’ gender, ethnicity and class are often openly discussed in relation to social problems, positioning them as ‘the other’. Finally there is also a story line of more critical and ambivalent knowledge positions.     

抵抗表征：美国黑人女性主义的形象批评

美国黑人女性主义批评采用知识考古的方法，从种族、性别、阶级共时性压迫的现实入手，分析和揭示了美国主流话语表征系统所建构的种种支配性黑人女性形象及其合法化、制度化压迫的意识形态意义。美国黑人女性批评对表征的抵抗，旨在认识与揭示表征在知识的再生产中所行使的话语权力，进而使黑人女性摆脱客体化的他者形象，成为自我表述的主体，进行自己的文化诉求。     

哈姆莱特的厌女情节与奥菲利娅的悲惨命运

《哈姆莱特》中的女性形象一直受到了大家的普遍关注,特别是她们与主人公哈姆莱特之间的关系。剧中乔特鲁德对哈姆莱特女性观的转变产生了重要的影响,使她产生了厌女情节。而正是由于哈姆莱特女性观的转变,导致他对爱人奥菲利娅的态度也发生了改变,这一系列的变化对奥菲利娅的生活产生了重要影响,并最终导致了她的死亡。     

Hermandad: Sista’ Scholar Bonds for Black and Chicana Women in Doctoral Study

The doctoral process presents several challenges and rewards to those pursuing an advanced degree. For women of color attending predominantly white institutions, addressing social and academic challenges can feel unsurmountable. Grounded in Black feminist thought and Chicana feminist epistemology, this narrative explores how two women of color operationalized sisterhood pedagogy and illuminated the importance of peer mentorship in the academy. This article uncovers how their reliance on sister-based relationships propelled them through their programs, while also highlighting the ways the lived experiences of underrepresented populations can inform research design.     

A Juggling Act: A feminist post-structuralist analysis of girls' and boys' talk in the secondary classroom

Relatively few models of good practice in feminist post-structuralist discourse analysis exist in current educational research. Drawing on a study of girls' and boys' speech in a secondary, mixed-sex classroom, the article aims to show that the use of feminist post-structuralist analysis can often be a tricky juggling act. On one hand, it aims to show the complexity of how girls are multiply positioned by competing classroom discourses as at times powerful and at other times powerless; on the other, it aims to reveal how and why girls can be silenced in particular classroom contexts. Such multiplicity in the analysis does not, however, undermine the use of feminist post-structuralism as a politically confident theoretical framework. On the contrary, it is argued that it can produce powerful insights about gendered discourse that may potentially transform educational practice.