Reviews

To Ride The Storm. The 1980 Bristol'Riot'and the State, Harris Joshua and Tina Wallace. Heinemann
White Law. Racism in the Police, Courts and Prisons, Paul Gordon. Pluto Press
Scarman and After. Essays reflecting on Lord Scarman's Report, The riots and their aftermath. Edited by John Benyon.
Imagination in natural science
Darwin's Plots; Evolutionary Narrative in Darwin, George Eliot and Nineteenth-Century Fiction, Gillian Beer.     

Revolutions in evolutionary thought: Darwin and after

Darwin is as much a household name today as he was a century and a half ago. Phrases such as Universal Darwinism, Social Darwinism, The New Science of Darwinian Medicine, Darwin Machines, Darwin’s Dangerous Idea, The Universal Acid of Darwinism, Neo-Darwinism, Darwin is Dead — Long Live Darwin …. are in common usage today. Darwin stands out as a colossus — a giant among giants. A progression of great thinkers led to Darwin. Who were these revolutionaries and what are the frontiers of modern evolutionary thought? Some of these questions are addressed in this article.     

Carl Linnaeus,Erasmus Darwin and Anna Seward: Botanical Poetry and Female Education

This article will explore the intersection between ‘literature’ and ‘science’ in one key area, the botanical poem with scientific notes. It reveals significant aspects of the way knowledge was gendered in the Enlightenment, which is relevant to the present-day education of girls in science. It aims to illustrate how members of the Lichfield Botanical Society (headed by Erasmus Darwin) became implicated in debates around the education of women in Linnaean botany. The Society’s translations from Linnaeus inspired a new genre of women’s educational writing, the botanical poem with scientific notes, which emerged at this time. It focuses in particular on a poem by Anna Seward and argues that significant problems regarding the representation of the Linnaean sexual system of botany are found in such works and that women in the culture of botany struggled to give voice to a subject which was judged improper for female education. The story of this unique poem and the surrounding controversies can teach us much about how gender impacted upon women’s scientific writing in eighteenth century Britain, and how it shaped the language and terminology of botany in works for female education. In particular, it demonstrates how the sexuality of plants uncovered by Linnaeus is a paradigmatic illustration of how societal forces can simultaneously both constrict and stimulate women’s involvement in science. Despite the vast changes to women’s access in scientific knowledge of the present day, this ‘fair sexing’ of botany illustrates the struggle that women have undergone to give voice to their botanical knowledge.     

Teaching Darwinian Evolution: Learning from Religious Education

This article examines what science education might be able to learn from phenomenological religious education’s attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of ‘learning from religion’ as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin’s responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin’s evolutionary approach.     

《变形记》人性变异探微

卡夫卡的小说代表作《变形记》体现了失去了灵魂与自我的现代人已无法支配自己的命运乃至形体,最终走向死亡的悲剧主题,这一主题正是为了引导读者勇敢地正视荒诞,走出荒诞,积极探问生命的终极意义,拯救岌岌可危的人性。     

Using the Digital Transmedia Magazine Project to Support Students With 21st-Century Literacies

Digital technologies have had a significant impact on how educators have come to understand and define literacy, and on the types of literacies and literacy practices that are required in the 21st century. In response, organizations such as the National Council of Teachers of English (NCTE) have designed frameworks that attempt to articulate practices required to be literate in the 21st century. Although educators often turn to the NCTE framework to define the characteristics of a 21st-century literacies curriculum, missing from the professional literature are examples of student projects that have the potential to embody these characteristics. This article describes 1 such project, a digital transmedia magazine, in which groups of students transmediated a story or novel into a magazine using digital technologies. The article illustrates ways in which this project can be used to support students with the 6 elements of the NCTE framework.     

Literacy Through the Book Arts

Children as readers and writers-and now as book artists too. Paul Johnson shows how children can be helped to learn the skills of book-making, thus empowering them as writers and illustrators by helping them to become the creators of beautiful books. The story grammars of different cultures include the way a story is laid out for people to read; Paul Johnson describes book designs from various cultures and shows how different book forms require children to read and tell stories in certain ways. Illustrations of various designs are shown within the article.     

How did teachers make a living? The teacher occupation,livelihood diversification and the rise of mass schooling in nineteenth-century Sweden

Drawing inspiration from the new social history of livelihood, this article examines how rural nineteenth-century teachers made a living by engaging in livelihood diversification. By using a wide variety of source materials from nineteenth-century Sweden, this article shows that, far from specialising exclusively in teaching, teachers were often engaged in multiple occupations as late as the year 1900, and that teachers’ work ranged from activities that were encouraged to those that were frowned upon or even illegal. As a result, this article sheds new light on teaching as an occupation in the nineteenth century and contributes to the discussion of the social and economic positions of teachers. By investigating how teachers earned their livelihoods, this article also addresses the role of teachers’ multiple occupations in the expansion of mass schooling during the nineteenth century.     

Parents' reflections on their children being excluded

Abstract

The human cost of exclusion is not confined to the student. Parents of excluded students feel they are judged as unworthy parents and are mere observers to a decision that has radical implications for their son's/daughter's future education. As partners in the educational enterprise of their child, they are often powerless in the exclusion process and are voiceless in the discourse that surrounds the decision to exclude as well as the decisions regarding future education options. The parents' experience of exclusion is a side of the exclusion story that is not often heard. This article describes how a group of parents experienced their son's/daughter's mainstream schooling and exclusion from a mainstream secondary school. The parents' story is passionate, painful and poignant. It highlights the need for the continued development of inclusive practices in mainstream schools.     

Reading a tale of deception,learning a theory of mind?

This study explores the role folk tales of deception might play in assisting the child's development of a theory of mind. Four three- and four-year-olds read and reread “The Brave Little Tailor” with their parents. The results suggest that rereading a folk tale of deception sets a framework for social interactions supporting the development of the child's understanding of mental representation. The deceptions of the story elicit discussions—of thoughts and feelings and their relation to intentions and actions—that change over the course of successive readings as the child shows increasing comprehension of the deceptions of the story and decreasing need of parental support. Parent-child pairs differ in how they structure their interactions and gender of parent and of child appears to affect how frequently and explicitly connections are drawn between actions, beliefs, and reality. Reading a familiar story with a new person allows the child to assume a more active “expert” role.     

论《生日》的心理空间与华裔的族裔性

短篇小说《生日》在叙事手法上别具一格,它将华裔主人公的回忆与现实交织在一起,通过一个个片段勾勒出华裔男青年与白人女性之间多舛的跨种族恋情.小说重点突出了华裔主人公的心理活动,折射出华裔在美国社会的边缘化处境以及他们主体性的建构.     

Learning Stories: An Empirical Analysis of Their Use in Germany

Learning stories are used in early childhood education in Germany and throughout the world as a form of assessment and pedagogical documentation. The main objective of a learning story is to carve out the learning dispositions of an individual child by describing a certain situation which the teacher reckons to be important for the child. The concept aims to record children’s development in a way that is child-centred, non-standardised, holistic and socioculturally embedded. In order to obtain a picture of how this ambitious aim is pursued in practice, 338 learning stories from 32 early childhood education (ECE) centres in Germany were analysed. The analysis shows that the aims of the learning story concept are only partially achieved. In particular, the writers of the learning stories often do not make the stories’ subjective character clear, and tend to only focus on a limited number of the learning dispositions that underlie the concept. Many learning stories evaluate children’s abilities by way of comparison with a theoretical normal development. The form of the stories (language, text, use of pictures) often makes them less accessible to children.     

Hardy-Weinberg Equilibrium and the foundations of evolutionary genetics 1. The dance of the genes

The year 2008 marks the 150th anniversary of the debut of the concept of natural selection as a mechanism of adaptive evolution through the reading of papers by Darwin and Wallace to the Linnaean Society. It also marks the 100th anniversary of the enunciation of the principle defining the inertial state of populations from a genetic viewpoint through the independent publication of papers on the topic by G H Hardy and W Weinberg. In this four-part series, we will examine the significance of the Hardy-Weinberg Equilibrium as a basic model of population genetics that, in turn, forms the foundation for evolutionary genetics. In Part I of this series, we first discuss the historical backdrop to the work of Hardy and Weinberg, and introduce the basic notion of genetic equilibrium.     

评海明威《白象似的群山》的叙述视角

叙述视角的讨论是20世纪小说美学研究的一个重要方面,海明威的小说<白象似的群山>明显带有视角探索的倾向.本文从叙述学的角度,从客观式的叙述视角、视角越界两方面对这篇小说进行解读,并上升至哲学现象学的角度,挖掘其小说内在的魅力.     

论华菜士·史蒂文斯诗歌中的绘画性

诗歌与绘画是艺术的两个门类，怛两者之间有着密切的联系，从古罗马时期到现代社会的两千余年里，西方关于诗画关系的理论不断发展着，诗歌与绘画的结合和相互借鉴也不断涌现。19世纪末20世纪初的诗画关系论在很大程度上推动了现代文学的发展。美国现代诗人华莱士·史蒂文斯在创作上就十分重视视觉元素的融入，这使他的诗歌作品具有鲜明的绘画因素。     

《虎种》——纯真与邪恶的完美统一

托马斯·沃尔夫（1900—1938）是20世纪二三十年代活跃在美国文坛的著名小说家。他的作品选材切近生活,风格朴实奔放、抒情色彩浓郁,以暗示和象征的手法感染读者。虽然他的很多作品以情感旋律作为内在的结构,具有很强的抒情性,但他毕竟是一位现实主义小说家,现实主义的创作手法在其小说中随处可见。短篇小说《虎种》以纯真与邪恶的完美统一反映了20世纪初美国的种族问题,揭示了美国黑人在种族歧视的压力之下,走上毁灭道路的过程。作者用洗练的笔法,写出了美国社会在繁荣外表下隐藏的社会危机,以及作者对世界、人类本身的思考。     

Is Diversity Necessary for Educational Justice?

In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, they propose that many of the most promising and pragmatic remedies for educational injustice are often rejected by liberal proponents of “diversity first” in favor of remedies that in most cases are practically impossible, and often problematic on their own terms. New and Merry argue that schools that are by geography and demography not ethnically or socioeconomically diverse still can successfully confront the obstacles that their students face in creating a life they have reason to value.     

舞剧是有意味的情感形式

舞剧,顾名思义,即舞蹈的剧,是剧就必然要有事,无事形不成剧,而这事是什么样的事,怎么说这个事,却似乎是舞剧最关键又最困难的一件事。笔者认为目前大多数舞剧对于这件难事解决得确实很＂难＂,而且由于难而解决得相较于其他艺术门类来说就显得有些相形见拙,不那么＂个性＂和＂有意味＂。本文从舞剧所叙之事和怎样叙有情感之事来说明舞剧是有意味的情感形式,由带有个人情感的个人观点和视角产生独特而个人的舞剧结构、形式和风格,即我们常常说的有意味的形式。     

Hardy-weinberg equilibrium and the foundations of evolutionary genetics 3. Incorporating Mutation and Migration

The year 2008 marked the 150th anniversary of the debut of the concept of natural selection as a mechanism of adaptive evolution through the reading of papers by Darwin and Wallace to the Linnaean Society. It also marked the 100th anniversary of the enunciation of the principle defining the inertial state of populations from a genetic viewpoint through the independent publication of papers on the topic by G H Hardy and W Weinberg. In this series, we examine the significance of the Hardy-Weinberg Equilibrium as a basic model of population genetics that forms the foundation for evolutionary genetics. In Part 3 of this series, we begin to relax some of the assumptions of the basic model underlying the Hardy-Weinberg Equilibrium, and analyse the situations where either mutation or migration occur in an otherwise ideal large population.     

The power of positioning: on the normalisation of gender,race/ethnicity,nation and class positions in a Swedish social work textbook

This article presents a feminist reading of a Swedish social work academic textbook as a case study. We use a discourse analytic approach and positioning theory, focusing on author positions through different story lines. The aim is to make visible how differences are created and positions of the author/reader normalised in terms of gender, race/ethnicity and class. The analysis illustrates how the organisation of the book privileges a particular story line by presenting gender research in a special section of the book and as a perspective. A neutral, unmarked author position is assumed, presented as a common ‘we’ by identifying ‘women researchers’ and ‘feminist’ points of departure as different. If the unmarked author/reader ‘we’ position appears desirable and morally superior, the clients’ gender, ethnicity and class are often openly discussed in relation to social problems, positioning them as ‘the other’. Finally there is also a story line of more critical and ambivalent knowledge positions.