“越人龙图腾祭”质疑

闻一多“越人龙图腾祭”之说根据有三 :(一 )“越人的老家本在北方” ;(二 )吴越“有关龙的节目极多” ;(三 )战国两汉有关越人崇龙的史料不少。事实上 ,土著越人并非来自北方 ,而是来自距今约 6 0 0 0年的河姆渡、良渚一带。这两地的考古发掘物中 ,鸟形物远比龙形物多得多 ,这些龙形物相对黄河中、上游 ,中国龙的发源地来说 ,其数量相对较少 ,在同一次发掘物中地位居次 ;且这些龙形物是否越器 ,龙的命名是否准确都可存疑。说到战国尤以两汉 ,那正是龙在中国逐步定型 ,被广泛认同的时代 ,近 2 0年来 ,众多的学者更附和“越人崇鸟”之说。     

Reading posthumanism and decolonisation diffractively towards (re)configuring an ontoepistemic approach to religion education

ABSTRACT

Student-teachers are exposed to different approaches to teaching Religion Education in South Africa. Amongst these have been the phenomenological-reflective-dialogical approach of Cornelia Roux and the empathetic-reflective-dialogical approach of Janet Jarvis. These different approaches made immeasurable contributions as they started to shift how Religion Education has been taught. The approaches are both informed by a social constructivist methodology, which riposte previous traditionalist approaches. This article questions whether these approaches, amidst the decolonial turn and the posthuman predicament, are still germane as they tend to separate ontology from epistemology. A diffractive reading of posthumanist theory and decolonial literature enabled us to bring texts in intra-action so as to problematise the colonial, capitalist and patriarchal character of existing approaches to Religion Education, both ontologically and epistemologically. This remains pivotal for a country like South Africa where colonial epistemicide prevails despite it being vehemently challenged. Our aim is to weave a text(ile), an ontoepstemic approach, to (re)configure Religion Education in support of the transformative potential of the decolonial project in South Africa. In our pursuit of ontoepistemic justice, we advocate for decolonising the Religion Education curriculum, understood as a verb, as (1) a means to critical empowerment and as (2) a complex encounter with entangled, embedded knowledges.     

Preservice teachers’ evaluations of students’ achievement development in the context of school-track recommendations

European Journal of Psychology of Education - We experimentally examined whether preservice teachers considered both the gender of primary school students and their development of GPAs, indicated...     

A secondary school teacher’s experiences as a victim of learner cyberbullying

This instrumental case study reports on the unique experiences of a secondary school teacher who was a victim of learner cyberbullying. This teacher experienced severe emotional distress, family stress, anxiety, anger, intense humiliation and loss of dignity as a result of cyberbullying. On a professional level he felt unsupported by his teachers’ union, school management team and teaching authorities. Support from his family, his community and the opportunity to share his experience with other teachers influenced his resilience positively while taking action made him feel like a role model for other teachers. This study highlights the effects of aggression in schools and raises concern about school climate and the need for social emotional competence programmes for learners.     

A Theoretical Framework of Benign Power in School Sector Decision Making: A preface

Benign power goes beyond the more traditional, theoretical frameworks of conflictual power advanced by Dahl (1961, Who Governs?, London, Yale University Press), Bachrach and Baratz (1970, Power and Poverty, New York, Oxford University Press) and Lukes (1974, Power, Basingstoke, Macmillan), where in these cases, power is exercised over another to serve individual ends. It is this focus on serving individual ends at the expense of another which has branded these studies' negative (or malign) definitions of power. But why should conflictual power be seen as negative? Power is regarded as benign when it is exercised in discordant relationships between persons to serve either altruistic and/or collective ends and in which the social and political values of democracy, political freedom and social justice are paramount. This paper is devoted to discussion of the theoretical framework of benign power.     

The Evaluation of a Drama Approach to AIDS Education

This study illustrates the implementation of an attitude questionnaire and a knowledge test in the evaluation of a drama intervention aimed at the transmission of knowledge and change of attitudes about AIDS among Zulu‐speaking high school pupils. No significant changes in the existing, relatively positive, attitudes were indicated except in one important area relating to promiscuity. A substantial improvement in the knowledge of AIDS‐related facts was achieved. It is suggested that a qualitative approach should ideally forego a quantitative approach in order to identify the cultural context within which the project will be situated.     

新疆中小学民族教师语言态度调查

文章通过设计问卷、抽样调查、归纳总结的方法,对参加双语教师培训的部分教师从学员的基本情况、对民汉双语及双语教育的态度、双语教师的培训、双语教育的现状四个方面进行调查,以期为新疆的双语教育和双语教师教育培训政策的制定提供参考依据。