巴赫金的狂欢化理论与大众文化

国内学界对巴赫金的研究主要集中在对话理论、复调小说与狂欢诗学。随着文化研究的兴起,巴赫金的狂欢化理论成为大众文化研究的热门话题。从理论发生学角度看,狂欢化理论并不能直接挪用为大众文化研究的理论话语资源。因而,理清狂欢化理论与大众文化之间的合理关系,并且以当前中国大众文化现象为现实观照去发掘巴赫金狂欢化理论对大众文化研究的启示意义就显得尤为重要。     

Editors' Introduction: Language,Identity, and Education and the Challenges of Monoculturalism and Globalization

This study focuses on how teachers of minority ancestries construct and represent their family language identities. Drawing on poststructural (Hall, 1996; Norton, 2000), postcolonial (Ang, 1994; Luke &; Luke, 2000) and sociocultural (Holland, Lachicotte, Skinner, &; Cain, 1998) theory on culture, identity, and language we explore the complex nature of the linguistic identities of 25 teachers of Chinese and 20 teachers of Punjabi ancestries. We consider the different ways in which respondents of these ancestries represented their identities in minority languages in various sociocultural settings and the implications of these representations for employment. Accounting for this diversity should contribute to reconstructing authoritative discourses (Bakhtin, 1981) regarding employment of racial minorities in public education and thus to making mainstream institutions more equitable and inclusive.     

Building and destroying students’ ‘academic identities’: the power of discourse in a two‐way immersion classroom

Two‐way immersion is a model for bilingual education designed to help language‐minority students develop additive bilingualism while at the same time offering language‐majority students a chance to learn a second language. There is a great deal of rhetoric around two‐way immersion that claims these programs aim to improve overall equity among diverse groups of learners. The article begins with a brief review of the available research on two‐way immersion education. Then, using Bakhtin’s concept of dialogue and Bourdieu’s and Gee’s ideas of discourse/Discourse, this article takes a close‐up look at the discourse patterns in one second‐grade two‐way immersion classroom in Northern California, with an eye to uncovering how the teacher deliberately attempts to expose students to ‘alternative’ discourses and to lead language‐minority students to construct positive identities as learners. The ultimate question the article attempts to address is whether and to what extent any classroom program can create lasting change in the larger society through exposing students to ‘alternatives’ to mainstream dominant discourses within the context of classroom norms and activities.     

Childhood and education in Jean-François Lyotard’s philosophy

The theme of childhood and education in Lyotard’s philosophy provides an interesting field of reflection combining education studies and continental philosophy. Childhood in Lyotard’s thought is mostly understood as infantia, a concept that appears towards the end of his work. The claim of this article is that childhood in Lyotard’s philosophy cannot be reduced to the late concept of infantia; looking at the recurring nature of this theme in his writings that is present from the beginning, as well as various figures under which it appears, pushes Lyotard’s readers to reconsider his work from a pluralist and interdisciplinary perspective.     

What does the teaching and learning of sexuality education in South African schools reveal about counter-normative sexualities?

ABSTRACT

Using the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education.     

后现代知识与“游戏”

“利奥塔把后现代知识状况描述为对思辨与解放“元叙事”的质疑,实质上是以“解合法化”与“悖论逻辑”对作为“共识”之公共游戏规则的消解,从维特根斯坦到利奥塔完成了对古典“游戏”说的颠覆。这与新实用主义罗蒂以“小”叙事达成的“共识”代替“大（哲学－哲学家）”,从不同的极端,在异质－多元的语言游戏中颠覆着真理,建立起众“小”的迪斯尼乐园,西方的马克思主义, 如杰姆逊、伊格尔顿等,对此进行了批判。从利奥塔提出的五点知识本性改变可见,后现代信息革命并没有改变知识的真理性本性。     

Good intentions are not enough: a critical examination of diversity and educational leadership scholarship

An emergent strand within mainstream educational leadership scholarship is an engagement with notions of diversity. This is part of a belated recognition that in an increasingly globalising world the largely masculinist, white norms from which most accounts of leadership derive, lack sufficient explanatory power for educational systems. Utilising critical, black and Indigenous feminist work on the recognition of difference, as well as recent feminist scholarship deconstructing diversity discourses in educational leadership, this article outlines the origins of the key diversity discourses from which the educational leadership field draws. It then analyses recent articles on diversity and educational administration, noting how the various diversity discourses have been taken up and the subsequent implications for educational leadership theorising and practices. It concludes by arguing that critical feminist research about the politics of difference, amongst others, provides an important body of scholarship from which to develop self‐reflexive and nuanced engagements with notions of diversity and leadership.     

Global Discourses and Local Responses: A Dialogic Perspective on Educational Reforms in the Russian Federation

In the past twenty years, Russian education has undergone transformations under the influence of global discourses. In this ethnographic study, I draw on Bakhtin’s (1981 Bakhtin, M. (1981). The dialogic imagination. Austin, TX: University of Texas Press. [Google Scholar]) theory of dialogue to examine how actors respond to these transformations. The purpose of my study is threefold: to document the emic perspectives on the changes, to reconstruct the implicit knowledge embedded in teacher education institutions, and to use that knowledge to challenge assumptions carried by global discourses. This study offers a new perspective on contradictions that global reforms evoke and calls for ground-up research that will use local categories to challenge global neoliberalism.     

‘It’s just semantics?’: investigating a school district’s decision to respect or value diversity

Value diversity and promote understanding—so read a heading in a school district’s strategic plan. The phrase was to initiate six months of controversial community debate that was eventually encapsulated into the single question: Should our schools respect or should they value diversity? This question polarized the community, ultimately shaping the final outcome of the debate. Such localized deliberations reflect and reconstruct societal discourses about diversity and democracy, ultimately influencing educational policy decisions and schooling practices. Understanding how participants navigate these discourses is crucial for formulating more inclusive educational policy and for transforming societal discourses about democracy and difference. In this essay, it is argued that two discursive practices limited the democratic potential of the Boulder, Colorado school district’s debate and undermined the transformation of dominant discourses about diversity. It is suggested that these two linguistic tools appear frequently in public deliberation and identify implications for developing educational policy around diversity and for retheorizing the relationship between difference and democracy.     

巴赫金与圣经对话

“一与多”的关系是理解巴赫金与圣经对话的关键。巴赫金对话哲学强调存在意义上的多元性,然而他对“多”的强调导致将其哲学观点移植到文艺学观点时发生错位,具体体现在其复调理论中作者与主人公的关系上以及其狂欢理论缺乏史料支持的尴尬。圣经的宏观思想与微观文本皆具有鲜明对话性。然而其先天的信仰胎记导致它强调“一”而忽视“多”,具体表现为上帝在基督教传统中的主导地位以及上帝形象在圣经文本中的绝对主人公地位。巴赫金对话理论与圣经中的对话思想并非乌托邦式幻想,而是出于对普世的深沉关注而生发的可贵理想。     

Bakhtinian Dialogic and Vygotskian Dialectic: Compatabilities and contradictions in the classroom?

Abstract

This article explores two central notions of ‘dialectics’ and ‘dialogics’ based on the work of Vygotsky (drawing on philosophers such as Hegel, Spinoza, Engels and Marx) and Bakhtin (drawing on members of the Bakhtin Circle and writers such as Dostoevsky and Rabelais) respectively, as well their varying interanimations within Stalin-Marxist Russian societyIt is proposed that these two positions are incommensurably located alongside one another in contemporary education. I argue that Bakhtin offers diametrically oppositional educational provocations to those of Vygotsky.The implications of these interpretations will be explored with consideration of their underlying philosophical incompatibilities and contradictions, as well as the opportunities such a consideration pose for educational practice today.     

Language of inclusion and diversity: policy discourses and social practices in Finnish and Norwegian schools

The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the patterns of diversity and inclusion are conceived and constructed; the phenomenon of ‘diversity’, as it is formulated in policy documents and as it is expressed in categories with which teachers operate and act upon in school; and, ‘diversity’ in the context of inclusive practices. We draw from ethnographic studies in Finnish and Norwegian schools; both from mainstream and from special classes.     

Multiple voices in tests: towards a macro theory of test writing

Tests, especially high-stakes ones, occupy a prominent role in education and impact on students’ personal and professional trajectory. Therefore, it is crucial that they are well understood. Enhancing understanding of the workings of tests requires a multidisciplinary approach, one that treats tests not only as assessment instruments, but also as sociolinguistic and sociopolitical products. Using data collected by means of non-participant observation, stimulated recall and one-to-one interviews with writers of GCSE and IGCSE tests, this paper attempts to provide a macro-analysis of the process of test writing. It does so by identifying the various actors and discourses that directly or indirectly take part in test writing. It uses Bakhtin’s framework of voice as a tool to facilitate this. The paper concludes by proposing a macro model of test writing, one that explains the macro process of test writing by capturing the main voices involved in it and their interrelationships.     

Finding a voice? Narrating the female self in mathematics

If mathematics is a male domain, where does this leave women who do mathematics? In a world where there is little or no discursive space in which to be female, women who enter in must do identity work in order to achieve what is often an uneasy presence. This paper builds on recent research which suggests that some undergraduate women are however finding new spaces for belonging in the world of mathematics through critical reflection and collective challenge to dominant discourses. Focussing on an analysis of two women’s narratives of their success in mathematics, it explores their multi-voiced accounts of self through the lens of Bakhtin’s dialogism. It discusses the scope of reflexivity in creating new identity spaces in refigured worlds.     

Undoing diversity: knowledge and neoliberal discourses in colleges of education

In this article we analyze discourses of ‘diversity’ in colleges of education in Chile. We contend that the use of discourses of diversity, as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal, is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD) and others. Our interest is to question the marginalization of cultural politics through the intensification of these discourses. At the same time, we explore the relations between the advancement of neutral discourses of difference and the value-free practices expressed in neoliberal educational agendas. We use discourse analysis to read interviews with future teachers. We understand students’ narratives as perpetuating normative ways of thinking and legitimating those knowledges promoted by institutional curricula.     

功能翻译理论与巴赫金对话理论下的文学翻译

功能派译论自诞生之初就遭到很多评判,被认为不适合文学翻译。巴赫金的对话理论可以为功能派译论作辩护,且二者可以对"如何构建文学翻译对话"这一问题作解答。翻译的本质是对话,作为构建文化的过程,译者要发挥自身主体性和创造性,在进行文学翻译时尽可能将原文中的各种话语以一种容易理解的方式形象地呈现出来,以使译文读者与原文进行沟通对话。     

“It’s not them,it’s me”: competing discourses in one aspiring teacher’s talk

In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do.     

Cultural diversity in science education through Novelization: Against the Epicization of science and cultural centralization

Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate epicization and novelization as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of epicization, towards a unitary language and to cultural centralization. We then propose novelization as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 824–847, 2011     

巴赫金对话理论之“微型对话”和“大型对话”

巴赫金是俄国最伟大的理论家和学者之一。他在对陀思妥耶夫斯基的作品分析中,将自己的对话理论分为微型对话和大型对话,并对其哲学根源和人文精神进行了分析,将此对话理论与传统语言学的对话理论进行了比较。巴赫金的对话理论为文艺学和文学批评提供了重要的理论依据和操作技巧。