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。     

Who Counts; Who Cares? Scottish children's notions of national identity

Compared to the literature on children's racial and ethnic identities, relatively little is known about their understanding of national identity. Such knowledge is necessary if schools are to challenge racism, xenophobia and ethnocentrism effectively. In this paper, we present the findings of a case‐study (undertaken in a mainly‐white Edinburgh primary school) of 9‐11 year‐olds’ understanding of this complex form of collective identity. Particular attention is given to age‐related differences in response. Comparisons are drawn between the Scottish children's conceptions of their national identity and those of a multiethnic cohort drawn from three English primary schools (in a recently‐completed, parallel investigation by the same authors). We conclude by exploring the policy implications of our data.     

The Europeanisation of German ethnic identities: the case of German and Turkish students in two Stuttgart secondary schools

Germany’s national (or ethnic) identity has become thoroughly European and there are even signs of Eurocentrism. This is particularly problematic for the Turkish Muslims who, arguably, are not European. This article explores how fifteen‐year‐old German and Turkish youth in two Stuttgart secondary schools, one in a predominantly working‐class area (Tannberg Hauptschule) and the other in a more middle‐class environment (Goethe Gymnasium), negotiate their identities. Drawing on documentary sources, focus groups and semi‐structured interviews, the research found that at Tannberg, which at times adopted a Eurocentric approach and where some teachers were getting close to being Islamophobic, young people developed ethno‐national identities. In contrast, at Goethe, which promoted European values alongside rather than instead of multicultural values, young people employed national‐European hybrid identities. This article raises important questions about the role of education in the development of identities, and how to address notions of cultural insensitivity and inequality.     

Constructing an institutional identity in university tea rooms: the international PhD student experience

This case study profiles eight international PhD students and describes the process of the construction and negotiation of their social and institutional identities in an Australian university. Audio-recorded informal conversations of the students highlight the role of social membership, staffroom interactions and language in the construction of institutional identities. The impact of multiple identity transitions experienced by new international students is described. The data analysis uses a sociocultural perspective of second language in use, which reflects the negotiation of power, space and identity in informal multicultural institutional encounters. The article provides insight into the ways transitions are experienced by international postgraduate students. Findings also include a critique of the negatively loaded stereotype of the ‘international student’ in Australian universities and the way it underplays the heterogeneity of student experience.     

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’.     

是血统还是允诺?——以小说《爱妻》论任璧莲的身份观

任璧莲的小说《爱妻》,从两性关系、家庭构成到公民认同三个层面探讨多元文化社会中移民的身份建构,应答了美国华裔文学史上"是血统还是允诺"的身份观之争。任璧莲的观点是,在多元文化的当代社会,允诺是构成个人身份、家庭以及国家身份的核心。允诺在于个人的选择与建构,没有环境、生物性、种族的限制,也并非固定不变、纯粹本质化的。允诺的身份策略能够广泛吸收成员参与民族群体,是对于不同种族、不同文化公民的一种平等体认,迈向一种后现代的文化身份观。由于任璧莲独特的生活经历,其身份观也有很大的理想成分。     

Culturally Responsive,Transformative Pedagogy in the Transnational Era: Critical Perspectives

This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities.     

The language of friendship and identity: children’s communication choices in an interfaith exchange

The development of partnerships between schools and school children of different religious and cultural backgrounds is currently being promoted at national level in an attempt to encourage social cohesion in ethnically and religiously diverse societies. This article reports on one such partnership, a programme of email communication between children from primary schools in Leicester and East Sussex. It uses concepts of presence and space to analyse the different linguistic and paralinguistic devices children employ to construct their identities as friends and as representatives of their communities, and to project these identities across a cultural divide. Evaluation of the children’s language choices identifies tensions and limitations as well as possibilities. The article makes use of Derrida’s deconstruction of hospitality as it questions a too ready adoption of the discourse of friendship for children’s intercultural encounter, and suggests that the development of a more sophisticated language of interest, politeness and respect provides them with a firmer foundation for positive and productive dialogue with religious difference.     

Research,writing, and racial identity: Cross‐disciplinary connections for multicultural education

Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.     

The reformulation of national identity in the new Taiwanese citizenship curriculum through the lens of curriculum reformers

The national curriculum reformers, regarded as members of the social elites and intellectuals, projected their vision of identity onto the curriculum which they constructed and influenced the next generation’s national consciousness. In the tangled relationship between politics and education, the selection of the reformers in a sense dictates the direction of the new curriculum. This article interviewed 18 reformers, members of the latest citizenship curriculum of 2010, to investigate their individual views on identities and the monolithically-promoted Chinese configuration in the old curriculum. Although the new citizenship curriculum, renamed Curriculum Guidelines for Civics and Society, puts nothing in writing in favour of either a Chinese or Taiwanese national identity, according to the discovery in this research, the Curriculum Committee implicitly embedded a transformed inclusive and hyphenated Taiwanese national identity in the new curriculum in the hope of accentuating Taiwan’s exclusive sovereignty. The inner thinking of the reformers is uncovered to reveal their reasoning that a broadly constructed national identity can concurrently accommodate diverse personal identities and suits the society better than the previously prescribed Chinese identity. This article also records the evolution of the curriculum from the previous China-centred narratives to Taiwan-centred narratives, something that happened in line with the changes in Taiwanese society.     

Anti‐racism and the ‘New’ South African Educational Order

This article traces the desegregation of South African schools, particularly within the Gauteng region, from 1990 to 1996. It argues that there is a discernible shift from ‘race’ to ethnicity in the educational discourses of South Africa and that at school level the response to ethnicity has been predominantly assimilationist. Attempts to move towards a more multicultural way of operating are affected by conceptions of identity as stereotyped, homogenised and generalised, leading to ‘bad’ multicultural approaches being adopted. Simultaneously, within official enunciations at national level, a consistent anti‐racist stance is emphasised in order to ‘redress’ apartheid's legacies. I argue that such initiatives are limited due to their structurally functionalist underpinnings and their failure to address the complexity of identities contained within the classifications of ‘black’ and ‘white’. I argue that, on both the macro and the micro level, questions of identity and difference are central in developing a school (and societal) environment that is not only free from racism, but other forms of discrimination too.     

Sexuality,schooling, and teacher identity formation: A critical pedagogy for teacher education

Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality. Using a categorical analysis of a cohort of 38 teacher candidate autoethnographies, discussed are insights revealed about their lived histories. Patterns included gender identification, heteronormativity, patriarchy, sex education, schooling experiences, teacher complicity, and teacher identity effects and sense of agency along with implications for educating future teachers.     

Deconstructing immigrant girls’ identities through the production of visual narratives in a Catalan urban primary school

In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls’ identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona. Using a theory of subjectivity based on feminist post‐structuralism and subaltern studies, I will deconstruct: (1) the role of ‘subjugated knowledges’ when the curriculum is used to rewrite children’s cross‐cultural narratives; (2) the production of local/global children’s identities through the interaction between ethnic, racial, gender, age and social class subjective and learning positions; and (3) the creation of new curricular spaces and times in which differences are empowered and distance is transformed between schools and families, public and private knowledge, official and subaltern identities, as well as between teaching and research.     

The impact of migration on national identity in a globalized world: a comparison of civic education curricula in England,France and Ireland

This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary ‘imagined community’ articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.     

The global–local interface in multicultural education policies in Japan

This paper examines interactions between the global and the local in the context of Japanese mainstream schooling, by focusing on the development of local government policies to manage diversity in schools. This paper reveals how local governments developed education policies in interaction with grassroots professional groups, activists and schools, and by selectively incorporating national policies. These local policies are multicultural education policies but differ in two significant ways. The first is their predominant concern with human rights education, leaving celebration of cultural diversity as a marginal consideration, and the other is the official use of the term ‘foreigners’ in the title of these policies; both of which reflect the pre‐existing local context. The paper demonstrates that new immigrants do not unilaterally impact on supposedly ethnically homogeneous Japanese classrooms, but that the pre‐existing local contexts (national, local and institutional) have mediated global forces in effecting changes.     

乔尔·斯普林作品在中国的翻译与研究

乔尔·斯普林（JoelSpring,1940-）是美国当代著名教育史学家和多元文化教育学家。近年来,他的作品陆续被翻译成汉语出版,2010年斯普林本人也应邀到华访问。在中国学术界,斯普林及其思想日渐被广泛关注和研究,如对斯普林的族裔身份和学术背景的介绍、对斯普林作为激进教育史学家的研究、对斯普林多元文化教育思想的研究等。但是,斯普林的一些重要作品尚未被译为汉语,对斯普林的教育社会学思想以及美国原住民家族的生活史、欧洲移民与印第安人混血家庭的文化融合和冲突、原住民后代在当代美国社会生活中的身份认同等问题还有待深入研究,这些都构成了未来可拓展的研究空间,并将成为我国学界新的学术增长点。     

Immigrant students’ shifting identifications in South African schools

The easing of legal and unauthorized entry to South Africa has made the country a new destination for Black immigrants. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. For these immigrant youth, forging a sense of identity may be their single greatest challenge. There is however, very little research on the ways in which immigrant student identities are framed, challenged, asserted and negotiated in South African schools. Accordingly, this study asks how do immigrant students speak about their identifications in light of their negotiation of the school and social spaces in South Africa. Utilising the theoretical frameworks of understanding immigrant identities and identity pathways, this research study attempts to understand the unique experiences of Black immigrant youth inside South African schools. Findings were multi-fold in nature. First, although immigrant students’ ease of assimilation into the chosen reference group was to some degree sanctioned by their phenotypic racial features, their attempt at ‘psychosocial passing’ was politically motivated. Second, immigrant students did not readily classify according to skin pigmentocracy. Third, the majority of immigrant students heightened their ethnic self-awareness in forming their identity, but also assumed hyphenated identities. Fourth, immigrant students were not seen as having an identity, but rather as being ‘plugged into a category with associated characteristics or features’. Fifth immigrant students forged a ‘continental identity’. And sixth, the self-agency of immigrant students was twofold in nature; not only did they want to improve their own condition, but there seemed to be an inherent drive to improve the human condition of others.     

Discrimination, ethnic identity, and academic outcomes of mexican immigrant children: the importance of school context

This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first‐ and second‐generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance.     

History,identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives

This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal curriculum in order to support their developing identification with the history of their own political/religious communities. This process is most apparent among boys, at predominantly Protestant schools, and in schools located in areas of conflict. These findings suggest that to address history's role in ongoing community conflict, educators may need to challenge more directly the beliefs and assumptions held by students of varied backgrounds, as well as to provide a clearer alternative to the partisan histories encountered elsewhere.     

Mentor teacher professional identity development in a year-long teacher residency

In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed.