外语教师自我认同危机与提升路径

教师的自我认同是教师依据自身专业经历所形成的反思性自我,不仅体现了教师对外部规约的认识,也体现了教师对自身专业发展的审视。在新课程改革中,由于课程理念与教师自身专业发展之间的不协调,外语教师出现了一系列自我认同危机,具体表现为语言自我的抑制、专业角色的混乱、价值选择的矛盾以及个人主体性的丧失。为消除自我认同危机、推进课程改革,需要从学校和教师个体两方面入手提升教师自我认同。学校要通过创设积极教师文化,实现教师赋权增能;教师要深化个人实践知识、增强自我反思能力以促进对课程改革的反思性理解。     

国家文化认同与课程改革——以胡适、钱穆的课程改革行动为例

建构国家文化认同乃是课程改革不可忽视的重要文化使命,课程改革也确实能够促成国家的文化认同。这一理论上的关联能否变成现实,或者课程改革能否切实促成国家文化认同,取决于教师是否具有深切的国家文化关怀,以及教师能否将国家文化关怀注入自己的课程改革实践。胡适、钱穆正是通过课程改革促成国家文化认同的杰出典范。他们不仅十分关注中国应该形成何种国家文化认同,而且采取了一系列的课程改革行动,以引导学生及国人形成国家文化认同。回顾胡适、钱穆等人的经验,有利于从国家文化认同的角度优化当代中国的课程改革。     

课程变革中的学校文化——一所中学的个案研究

我国当前的基础教育课程改革和学校优质与现代化的需求，使得学校文化的重建成为必然，学校文化成为课程改革研究领域里一个不可回避的问题。要研究课程变革下的学校文化，涉及到几个相关的问题：学校文化的现状如何？实然学校文化形成的原因有哪些？实然的学校文化对学校课程改革产生了怎样的影响？如何借助学校文化的改造来推进课程改革？围绕这几个相关的问题，从学校文化的分析视角人手，以“学校的历史”、“学校的愿景与目标”、“学校的制度规则”、“学校的人际关系规范”以及“教师的教学实践”几个维度为主，采用观察、访谈、文件分析、问卷调查等多种研究手段，深入地分析了一所普通中学在新课程改革背景下学校文化的实然状况、形成的原因、对新课程改革的影响以及学校文化的变化历程。     

政治认同素养在初中道德与法治课程中的渗透

在初中课程中,如何有效地提高学生的政治认同素养,是道德与法治课程改革的一个重要内容。为了达到这一目的,在教学过程中,要将对学生的政治认同素养进行充分的渗透,让学生们获得更多的学习经验,使他们对政治制度和道德观念的认同感得到加强,从而让他们的学习积极性和兴趣得到充分的发挥,最终达到道德与法治教育的目的。为此,本文对初中道德与法治课程中怎样渗透学生的政治认同素养进行了探讨。     

文化政治认同与技术认同-知识人双重旨趣的历史与现实

在学术、科学与批判三重权力角逐的高等教育场域,知识人分化为一个复数的群体。本文认为文化政治认同与技术认同是最为核心的分类。在三种知识隐喻的框架下,本文剖析了文化政治认同的心智基因,以及其间文化与政治之分合演变的历程;指出工业社会尤其是进入后工业社会,技术认同成为垄断性旨趣,并分析其知识基础、社会基础与现实困境;最后提出,知识人需要用责任伦理所支持的沟通行为来整合文化政治认同与技术认同,高等教育也需借此免于启蒙的理性狂妄与服侍的被动茫然。     

全球化与民主政治

全球化是一个涵盖政治、经济、文化等各方面在内的相互联系、相互促进的世界历史过程。全球化的影响涉及到人类生活的各个方面，而就政治向度而言，全球化既影响了人们对民主政治价值的理解和认同，也影响了世界范围内民主的实践模式。全球化背景下，东亚、南欧、拉美，以及东欧和南非民主的实践模式丰富了民主的理论。全球化消解着民主理念，同时也给我们怎样建设民主以启发。     

文化自觉视野下的方法论追求——西方职业教育课程模式的本土转化

我国职业教育课程改革中,大量的西方职业教育课程模式被引入,成为本土课程改革的仿效对象。我们可以借鉴西方职业教育课程模式,但是,应该在文化自觉的积极心态导引下,更多地从方法论价值出发,努力回到西方职业教育课程模式产生的文化土壤中去考量与反思,关注其课程模式是怎样形成的,对本国课程实践的解释力与指导力如何,优势与不足各是什么,以促进我们形成研究与看待问题的新理论、新方法,并整合到我们原有的思维方式中去,真正有效地指导我国职业教育课程实践。     

消弭与重构：高校思想政治理论课教师身份认同研究——以S院校为例

高校思想政治理论课教师因课程性质原因,相对与其他教师来说面临更多身份认同困境。虽然他们受到较高的制度身份建构与角色期待,但学校场域及形成的“地方性权力”对之有一定消解作用。在制度身份认同、他我身份认同以及自我身份认同三者中,S院校的思想政治理论课教师的他我身份认同最低。对这一群体的身份认同建构,应从相关制度、政策的关注,转向“学校场域实践”下个体间的互动与交往。     

基于学科核心素养的初中道德与法治活动课设计

<正>思想政治学科的核心素养是“政治认同、科学精神、法治意识、公共参与”。活动课是新一轮思想政治课程改革的一大亮点,是思想政治教学中不可缺少的一个环节。学生良好道德品质的养成、健康心理的习得、完美人格的形成,不是依靠外在的强迫或说教来完成的,而是在具体的实践活动中,通过感悟、批判、反思、提升形成的。基于学科核心素养设计初中道德与法治活动课,提高活动课教学的有效性,充分发挥活动课的育人功能,是道德与法治课程教学必不可少的环节。     

全球化与民主政治

全球化是一个涵盖政治、经济、文化等各方面在内的相互联系、相互促进的世界历史过程，全球化的影响涉及到人类生活的各个方面，而就政治向度而言，全球化既影响了人们对民族政治价值的理解和认同，也影响了世界范围内民主的实践模式，全球化背景下，东亚、南欧、拉美，以及东欧和南非民主的实践模式丰富了民主的理论，全球化消解着民主理念，同时也给我们怎样建设民主以启发。     

Fashioning curriculum reform as identity politics—Taiwan's dilemma of curriculum reform in new millennium

This paper explores indigenization and globalization, the double issue of curriculum and identity as a dialectical contradiction that characterizes the ambivalence of “Taiwanese identity.” “Taiwanese identity” is treated as a social, political, and cultural construct rather than a fixed term in an essentialist sense. Curriculum, as culture's medium of social identity construction, represents a struggle over who constructs whose identity and what is constructed. Therefore, when curriculum reform is called for, it is also a time when a society transitioning and redrawing its socio-political and cultural boundaries to resolve internal social conflicts and identity anxiety. Curriculum reform, in this paper, is analyzed not only as a question of shifting explicit ideas of educational practice but also a question of shifting configurations in power relations that signify a politics of identity.The historical context that brought about the question of identity in Taiwan is introduced first. The second section discusses how emerging curricula were politically, socially, and culturally implicated in the process of constructing a Taiwan-centric identity. The third section analyzes the political, social, cultural, and educational implications of new curricula on the formation of a Taiwan-centric identity. Finally, the paper discusses the effect of globalization on the practice of new curricula and points out an ambivalence of local–global identity construction and the conflicting roles of education, especially curriculum, in this ambivalence.     

Rethinking Taiwanese nationality and subjectivity: implications from language issues in colonial Taiwan in the 1920s

This historical study reflects on history curriculum debates over the last 20 years in Taiwan. To open up possibilities for contemporary Taiwanese to rethink themselves in terms of national culture and subjectivity, this paper explores the construction of Taiwanese subjectivity in the past. It focuses on the history of Taiwan under Japanese occupation as a key issue in history curriculum debates. Particularly, it examines language issues in the 1920s, an important theme in the histories of the formation of Taiwanese consciousness, ideology, and cultural nationalism during the Japanese colonial period. Rather than addressing issues of identity (national or cultural), identifying who Taiwanese really were, or looking for Chinese or Taiwanese consciousness, this study explores how meanings of “Taiwanese” in the 1920s under Japanese occupation were constructed in the discourse of language reform for civilisation. The analysis of the New Culture Movement discourse suggests that the classical Chinese language of Hànwén as a valuable cultural resource and flexible linguistic instrument played an essential role in constituting Taiwanese subjectivities that shaped Taiwanese practices of the self for distinctive civilisation.     

The promise of post-structuralist methodology: ethnographic representation of education and masculinity

The past decade has witnessed a remarkable explosion of knowledges across the academy, media and political discourse, generating a wide range of representations of men and masculinity. In this paper, we interrogate the failure for an accompanying understanding of the epistemological and methodological implications of the research process in this area of inquiry. More specifically, the paper is located within a particular arena: the schooling of masculinities. The first section critically explores how the ethnographic study, The making of men used identity politics as a methodological theme. The second section continues to draw upon this study by highlighting the emerging methodological tensions between identity politics and a politics of cultural difference. Finally, the third section builds upon this reflexive account, drawing upon our more recent work; it further explores the promise of post-structuralist methodology in relation to emerging paradigms for masculinity research.     

Seeing the deaf in "deafness"

This article draws on some of the existing literature on the politics of identity and representation as related to minority group formation. It applies this to constructions of Deaf2 identity from a cultural and linguistic perspective and contrasts this with dominant constructions of Deaf people as disabled. It highlights a number of ways in which Deaf identity differs from disabled identity, demonstrating that the cultural and linguistic construction of Deaf people is a more useful tool for analysis. It raises questions aimed to examine the discourse on deafness and seeks further debate on how best the discourse can be progressed. The article raises issues related to the use of terminology and labeling in the field of deafness. It contends that the continued use of the word deafness is unworkable and should be more widely recognized as a social construct, which has current usage beyond the paradigm in which it was originally intended. The article concludes by recognizing the importance of diversity in identity formation, while simultaneously calling for an appreciation of the need to incorporate this diversity within wider theorizing, focused on commonality and cohesion in identity as a source of collective expression and political mobilization.     

中国知识分子在后现代性语境中的文化空间

在现代性话语下,国家权力系统和精英知识分子之间构成了一种既相互依赖又相互排斥的文化空间。在这种双向的文化空间中,知识分子尽管完成了对国家、权力、政治等意识形态话语的批判和重建,但也在无形中依附了国家权力系统,二者形成了同构关系。20世纪80年代末,中国知识分子在进行“文化现代性”建设的同时,开始了对后现代话语的承传,在“边缘”这一充分的对话立足点上,试图确认中国知识分子构建知识分子真正的身份,开辟民主的文化空间,建立独立的思想品格、文化自主性和精神公共性,在合理性和合法性等层面上构建知识分子的话语体系。     

New girlhood and lost boys: analysing the cultural politics of gender and education through film

The ‘coming of age’ films Bend it like Beckham, Whale Rider and Harry Potter feature distinctive narratives about girlhood and boyhood that provide a perspective on the changing historical and political context of gendered identity construction in the new millennium. The early 2000s represented a particular moment in thinking about the possibilities, risks and threats of gender relations in Western countries. This was overwhelmingly represented by a discourse of crisis and loss in relation to boyhood and a discourse of hope in relation to girlhood. These films reflect the tensions and contradictory readings of the new cultural politics of gender in the early 2000s, drawing on many of the discourses present in academic discussions about young people's gendered identities. We show how an analysis of ‘coming of age’ films offers a lens for examining the cultural politics of gender and education, and for reflecting on social change and the perceptions and anxieties that this brings.     

Curriculum and assessment for the knowledge society: interrogating experiences in the Republic of Ireland and Queensland,Australia

The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland.     

文化逆差与跨文化交际张力

文化逆差是文化全球化所传达的现代性与地方文化所固守的民族性之间交互作用的产物,它是跨文化交际的张力所在。通过分析文化逆差产生的经济原因和民族文化心理根源,文章指出文化逆差是现代性话语对民族性话语的暴力征服,在跨文化交际中,弱势文化的逆差直接关系到其文化话语的获得和文化身份在全球化语境的构建。     

十年之思:课程改革的文化阻抗与调适

课程改革作为教育改革的核心要素,也是一种重要的文化现象,有其文化规律。课程改革成功的关键和标志,在于建立新的课程文化。反思课改10年",文化准备"不足是课改的阻障之一,其出路需要从物质文化、制度文化和精神文化三个基本领域对课程改革实现全方位调适。     

课程改革中教师专业身份的危机与重构

课程改革中,教师的专业身份往往面临挑战,它也是教师面对压力的一个重要原因。本文提出关注教师在课程改革中专业身份的重新建构,并以质的研究方法,指出教师寻求专业身份的过程充满了挣扎与无力感,因此要给教师以适切的支持与尊重,使他们获得专业身份的赋权,从而实现真正意义上的教师专业发展。