从性别政治到生态政治:西方女权主义艺术的进路

西方现女权主义艺术的最大价值和终极价值,在于它终于觉察到女权中心主义的潜在威胁;在于她仅仅期望在自己的文化中自由的言说、自由地阐释、自由地建构自己和形成自己,最后以最自然地方式实现向社会,包含男人的社会的融合;在于她大度地超越性别、种族、种类、国家,追求人与自然、社会高度和谐一致的生态智慧。如果我们估价女权主义时,过多地依赖男性世界对女权主义本身的反应,反而忽视女性对自身命运和遭际的觉知和觉醒的范围和程度,忽视女性对自身的重新塑造和定位的渴求的强度,忽视女性把自身和宇宙进行协调统一的考量的博大胸襟,其结果只能造成对女权主义理解的迷障。     

知识社会学视角下艺术类青年教师的知识生产

教师的知识生产具有社会性,高校艺术类青年教师不仅承担着知识的传承与知识传播,还是知识生产的参与者,研究高校艺术类青年教师的知识生产与个人职业成长,发现艺术学科的知识生产规律。 研究发现高校艺术类青年教师普遍重视艺术创作,对高校的科研评价方式并不认同,青年教师的艺术创作呈现功利性与效率性特点。 艺术类青年教师应正确认识实践性知识生产与学术研究的关系,通过学术研究和总结艺术创作规律,指导个人艺术创作,实现实践性知识生产与学术研究的互补。     

略论环境艺术中的美术因素

"环境艺术"最终的主要显示状态,是建立在美术思想之上的视觉传达艺术."环境艺术"在间接反映与体现其美术审美意识及形式法则的同时,还更为直接地将雕塑、绘画、工艺装饰等美术形式运用于环境艺术的表现当中.     

Calling for change: A feminist approach to women in art,politics, philosophy and education

Abstract

Michel Foucault showed by his genealogical method that history is random. It comprises sites of disarray and dispersal. In those sites, Simone de Beauvoir wrote philosophy through lived experience of woman as Other in relation to man as the Absolute. Here lies a fecund site for revisionist analysis of female cultural production and its relevance to a philosophy of education. The paper works with a feminist approach to the politics of knowledge, examining textual and political strategies in the recording of history and the ‘othering’ of women through dominant cultural discourses. Infusing this discussion is a feminist politics of interrogation on cultural change for women. The paper investigates contributions of women to fields of art, politics, education and philosophy, and to the ways their contributions have been considered, received, positioned. Different approaches to feminism become apparent in the different conditions of knowledge under discussion. This leads to a final consideration of feminist challenges in context of the politics of neoliberalism as it seeks to identify a feminist potential for ‘a cleansing fire’. The interventions in this paper trace political strategies and challenges for a philosophy of education to keep the momentum of feminist histories and issues to the forefront of scholarly enquiry and political/social action.     

Classroom Interactions: Constructing a Room with a View

An analysis of teacher-student interactions leads to critical reflections of the assumptions underlying the pedagogical choices this professor makes in undergraduate classes. Using concepts of perception of credibility and politics of recognition, the teacher gains insight into the equity of her practices.     

文化差异与融合：U-S合作的基础与追求

在整个U-S合作的过程中,文化差异是合作的基础与动力,文化融合是合作的追求与归宿,文化对话、文化碰撞、文化适应和文化的创造性转化既是合作的重要内容,也是实现文化融合的主要方式。     

Neo-democracy in educational policy-making: a critical case study of neoliberal reform in Massachusetts

This paper explores changes to the educational policy-making arena through case study analysis of a Massachusetts law passed in 2012 that limits seniority-based job protections for public K-12 teachers. I use data from interviews with policy stakeholders, observations of public meetings, and policy artifacts to explore struggles over democratic engagement in what unfolded as a highly undemocratic policy development process. Using the policy cycle framework, I explore the ways that political pressure and political discourses shaped the policy development process through various contexts of political struggle. Ultimately, I argue that the case is indicative of what I am calling ‘neo-democratic’ decision-making, in which high-level interest group conflict leads to narrow forms of democratic engagement.     

A critical pedagogy of place: from gridlock to parallax 1

Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers’ repeated rejections of critical pedagogy are based on a partial reading of the critical tradition, and that these critiques, including his current call to ‘avoid embracing’ a critical pedagogy of place, are unnecessarily dismissive and therefore counterproductive. Environmental education has benefited and will continue to benefit from the critical tradition of which critical pedagogy is a part. Relationships and/or antagonisms are constructed through human responses and interactions. Sameshima’s pedagogical theory of parallax is introduced as a way of seeing relationships between ideas that have been thought to be opposed. Moving toward relationship rather than rivalry, the rejoinder concludes by suggesting that Bowers’ and Freire’s criticality is actually more alike than different.     

Ideology,rationality and reproduction in education: a critical discourse analysis

In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class commitments are (re-)produced in the forms of thinking that are valued in schools and societies. Through a nuanced analysis of the language features of the text and the social and political ideologies that underpin it, the article argues that such curricula engage in shaping our common-sense understandings of what thinking and rationality is and should be in instrumental forms that both connect to neoliberal prerogatives and that facilitate the social reproduction of a particular fraction of the middle class.     

Re-examining and developing the notion of academic citizenship: A critical literature review

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.     

在英汉翻译过程中要注意文化差异

由于地理、历史、宗教信仰、生活习俗等方面的差异,英、汉语言传达着不同的民族文化特色和文化信息。语言中的文化因素往往是翻译中的难点。在翻译过程中必须注意不同语言之间所蕴涵的文化因素,有意识地关注英语与汉语间的文化差异,从而避免由于语言文化的不同在东西方文化交流中引起的误解。     

父母在儿童游戏(玩耍)中作用的文化差异性

尽管玩耍被认为是很普遍的,但在特定的社会中对游戏的关注依赖于对儿童天性的文化信念和父母对儿童的特别要求。研究者发现一些父母认为他们自己更适合做他们孩子玩耍的伙伴,但是在一些团体中则表明年长的兄弟或姐妹才是儿童游戏的重要伙伴。由于父母在玩耍活动进程中的直接参与,父母在玩耍中经常会为儿童提供支持和帮助。     

Negotiating critical,postcritical literacy: the problematic of text analysis

Critical literacy has been a particular focus in literacy education in the past two decades. Literacy models such as the ‘four resources’ model provide a significant framework for a critical understanding of texts and the social and cultural practices that inform them. In this paper, I draw on the ‘four resources’ model to argue that the success of the framework in developing critical literacy depends upon focusing adequate analytic attention on those subjectivities used in such practices. The intersubjective classroom dynamics and the subjective engagement of literacy practitioners are of equal importance in determining the meanings co‐constructed among subjects. I argue that beyond being text analysts, reflective practitioners, that is the teacher, and students as a group, can engage in postcritical negotiations of the text, contribute to new meaning possibilities and adopt an ongoing critical stance. Applying this literacy model successfully requires acceptance of a multiplicity of interpretations, collaborative practice between teachers and students and fluid subject positions. The paper concludes by considering the problematic of the classroom as a dynamic site for textual and cultural contestation of multiple perspectives.     

政党的民主功能及其中西差异

政党是现代民主政治的核心、政治权力的中心、代议制民主的关键,是现代民主政治的操作者和主导者;政党制度文明与政治文明之间存在着密切的关联。在我国,政党与政党制度建设是当代中国民主政治发展的有效切入点。但是,由于政党-国家-社会关系不同,中西政党制度与政党功能也有所不同。同西方国家的执政党相比,中国共产党承担的责任重大得多,同政府、社会的联系密切得多,不但肩负着政治领导职能,还肩负着执政职能,对国家发展、人民幸福、民族复兴、执政成败负总责。我们要正视中西政党与政党制度的特点与功能差异,坚持正确的民主政治观与制度衡量标准,避免在政党与政党制度问题上的"简单化"或"趋同论"。     

延安文艺整风对当前文化建设的启示

延安文艺整风,是中国共产党把文艺理论和意识形态结合起来成功实践。强调文艺为人民大众服务,把政治原则作为文艺评价的首要原则,重视知识分子的思想改造,这为构建边区政府军民文化认同,实现马克思主义中国化和大众化做出了重大贡献。但是文艺过于功利化、政治化,会影响文化和文艺的多样性、艺术性和思想性,影响文化的健康发展,忽视知识分子的独立人格,不利于思想文化的繁荣。     

语言教学中的文化差异及文化导入

语言的传统教学方法虽然给学生打下了比较扎实的语言知识,但固不了解所学语言的文化,造成丈化休克。本文对“文化”内涵进行了研究,分析了语言和文化的相互制约、相互影响的关系,并从语义文化、语构文化和语用丈化三个方面阐述了语言教学中文化背景知识导入的必要性,以便更好地促进语言教学。     

略论三曹诗风差异之因

建安文学在我国文学史上具有极为重要地位。曹操、曹丕、曹植,父子三人是建安文学的杰出代表。他们的诗歌既具有建安文学“慷慨以任气．磊落以使才”的时代特征,同时也存在明显的差异。曹操的诗风,兼具慷慨雄劲和“古直悲凉”;曹丕的诗,风格“便娟婉约”：曹植的诗,“骨气奇高,词采华茂,情兼雅怨,体被文质”,其诗风前期豪放刚健,后期深沉悲凉。本文从社会环境。个人经历对作品风格具有决定影响的角度出发,对“三曹”诗歌的风格和差异进行了论述．     

中国民族歌唱艺术探寻

歌唱中对吐字、气息以及对作品情感的把握,是能否达到感人的歌唱艺术境界的关键。我国在音乐发展史上,曾留下了一些前人对歌唱进行论述的著作、文章,这些论点对我们现在的民族声乐教学仍有指导性的作用。     

Social Involvement: Deconstructing practices relating to the formation of students who work with autistic children in a university service-learning course

Participation in service-learning courses has always been considered a part of the informal education in tertiary education worldwide. Originating from the assumption that service-learning courses increase students’ civic engagement and bridge the gap between knowledge and practice, service-learning courses have gradually acquired the status of compulsory courses at universities. This being as it may be, it would seem that the nature of such courses would benefit from further analysis and discussion regarding their function in knowledge reproduction, and their role in teaching and education. The aim of this article is to examine and analyze a university service-learning course—the National Taiwan University (NTU) Star-Rain course with a commitment to serving children with autism—from a Foucaultian perspective, and reflect on how the process of putting knowledge during a service-learning course into practice comes to constitute the subjectivity of students who work with children who are autistic. We argue that the course under investigation has, in effect, become wholly entangled in the medical system’s treatment of autism in Taiwan. The service-learning process involves knowledge acquisition as well as long-term, detailed, concrete hands-on experience, and shapes, in a very complete way, students’ construction of their subject knowledge of autism.     

Enabling transformation through critical engagement and reflexivity: a case study of South African academics

ABSTRACT

Scholars writing on agency argue that normally, individuals who experience social structures as comfortable will tend to want to reproduce them while those who experience these structures as oppressive will want to change them. This is a bleak outlook because it suggests that those in positions of power and influence are less likely to seek to overhaul the very system of rewards and punishments that benefits them. However, there are exceptions to this pattern: instances where those who experience the structures as comfortable, nevertheless, work at transforming them. This article introduces an alternative perspective to current transformation discourses by seeking to understand why such exceptions exist. It argues that critical engagement is an important dimension of such transformation, and examines how it interacts with reflexivity to shape individual choices and reformulate interest. Drawing on a hermeneutic phenomenological analysis of in-depth interviews with 10 academics who have been identified as agents of change at one university in South Africa, we reveal how individuals are able to shift their understanding of what is or is not in their interest in a context where raced, gendered and classed interests are deeply embedded in the fabric of the society. In such contexts, reflexivity and critical personal engagement with one’s context can lead to a shift in interest and then consciousness as the individual comes to see and experience things from a different vantage point, opening up the possibility for a changed relationship with the social structure and its constraints and determining influence.