《野天鹅》对民间故事的继承与超越

本文通过对安徒生童话《野天鹅》的分析 ,论述了《野天鹅》的民间故事来源 ,和它对相关民间故事的提升和超越 ,指出安徒生的童话不仅是民间故事情节的融汇 ,而且也溶入了安徒生自己的思想。安徒生通过对民间故事和童话的创造性改写 ,形成了极富积极意义而又脍炙人口的新童话 ,在世界童话史上既具有开创新文学样式的重要意义 ,也具有正确地批判和继承传统文化的典范作用     

Fee,Fi, Fo,Fum: Folktales are for Everyone!

Sharing folktales with young children offers an array of opportunities. These stories have universal appeal, abate fears, support divergent thinking, and connect generations. Eleven newest renditions of classic tales are reviewed and recommended.     

Young Adult Fairy Tales for the New Age: Francesca Lia Block's The Rose and the Beast

Francesca Lia Block's The Rose and the Beast attests to the resilience of the traditional folktale form. Block's work is a modern adaptation of some of the most familiar old tales, all with heroines struggling against a plastic, soulless culture beset by drugs, sex, and violence. Her heroines in these feminist retellings survive not with the help of magic but by their own ingenuity and resourcefulness. Using the folktale template, Block conveys her often strong social messages (the destructiveness of sexual violence or drug abuse, for example) with stark symbolism, surreal settings, and deceptive simplicity. The results are powerful, revisionist tales that ultimately celebrate the triumph of love—in all its manifestations—as the antidote to the neuroses of contemporary American society.     

安徒生童话在“五四”时期

安徒生童话对中国儿童学产生了 至为深远的影响。安徒生童话被介绍进入中国并为中国儿童学界所称誉、所推崇,有着特定的历史渊源。到了“五四”时代,随着“人”的发现而发现了“儿童”,人们才发现了安徒生,选择安徒生是中国儿童学建设初期焦虑与期待的结果。安徒生童话为中国现代儿童学注入了新的元素。     

An ambiguous, contested terrain: governance models for a new South African education system

This paper reviews the development of education governance in South Africa during the 1990s. It outlines ambiguities within and between competing policies, tracing the historical trajectory and explaining its outcome. Apartheid governance, the attempts to reform it, policy options originating within the anti-apartheid movement, and the law passed in 1996 by the new Parliament, are discussed. Trends in South Africa during this decade have been consistent with trends in international education: decentralization, ‘rolling back the state’, privatization, increased class and/or regional disparities, and greater parental governance responsibilities.     

“Man for the Sword and for the Needle She”: Illustrations of Wendy's Role in J.M. Barrie's Peter and Wendy

A review of the illustrated editions of any text is likely to reveal differences as well as similarities, not only in terms of style and methods of production, but also in terms of the choices made by each illustrator. This article considers how the illustrators of J.M. Barrie's novel Peter and Wendy (1911) have responded to Wendy's role as mother, with particular emphasis on her skills as storyteller and needle-woman. Significantly, J.M. Barrie himself drew attention to these abilities with a design for a drop-curtain sampler for an early production of the play. A detailed comparison of three versions of the pivotal scene in which Wendy meets Peter for the first time and sews his shadow back on for him, reveals how Michael Foreman, Jan Ormerod and Paula Rego have produced quite different visual interpretations while remaining true to the text. The article also explores the possible significance of Barrie's own experiences of and views about parenting.     

Incorporating the notion of recontextualisation in academic literacies research: the case of a South African vocational web design and development course

This article describes a small scale ethnographically oriented research study seeking to contribute to understanding student academic literacy practices in a South African vocational, web design and development course. In this course digital multimodal assessments are the main means whereby students demonstrate their learning. The findings of the study provide insights into the contextualised ways in which student academic literacy practices are shaped by academic and professional contexts where digital and multimodal practices are privileged. The academic literacies perspective used in this study, while useful for exploring the nature of student academic literacy practices, has not paid enough attention to theorising how literacy practices are shaped by broader contextual influences. To address this limitation the paper speculates about how the Bernsteinian concept of knowledge recontextualisation might be used alongside an academic literacies frame. The inclusion of an empirical focus on recontextualisation can provide an opportunity to explore how knowledge construction and transformation processes in the academic and professional domains result in the privileging of particular academic literacy practices.     

Leadership development challenges in South African schools: The Advanced Certificate: Education (School Management and Leadership)

Abstract

A number of schools in South Africa appear to be struggling with the changes that the government is introducing to improve the quality of education and lay a strong foundation for the country's societal transformation. Leadership has been found to be one of the factors that are associated with how schools cope with change and its complexities. This article focuses on a conceptual examination of the national Advanced Certificate: Education (School Management and Leadership) programme's capacity for promoting sustainable leadership in schools. The findings from the critical analysis of the qualification's documentation suggest that the current formulation of this school leadership development programme does not address the complexities of leadership and change, and is thus unlikely to adequately contribute towards leadership effectiveness or its sustainability in schools. It may, however, contribute to short- term school improvements, policy compliance, management effectiveness or economy and/or administrative efficiency.     

Educational renovation in a South African ‘township on the move’: A social–spatial analysis

This article presents an account of the ways education reform has been mediated in one South African township. It suggests that the normative policy intentions of the reforming post-apartheid state have been reworked in light of the specific social configuration of the township and its schools. It employs social–spatial lenses to understand the formative interaction between the township's social configuration processes and the institutional identities of its schools and teachers. The article shows how educational reform has been renovated in light of the spatially networked processes that played out in and around the schools. It suggests that the effects of educational policy reform can best be understood by the uses to which it has been put in this localised terrain.