Gender and everyday evasions: moving with Cantopop 1

Abstract

In this paper, gender negotiations in the production, musical forms, and consumption of Cantopop are taken as a cultural exemplar for a social and political imagination of ambivalence, which seems to be shaping popular life in Hong Kong. It has three focal points – musical forms and expressions of Cantopop (style, lyrics, iconography, affect), gender politics, and ‘everyday‐ness’ – which converge to mark a notable cultural logic performing an enlarging sense of ambivalence about a city that has seen a shift from high moments of economic prosperity to the current postcolonial uncertainties. In other words, Cantopop signals a shift in our sensibilities, a redrawing of our affective map of everyday life after an important historical and politico‐administrative shift. In a sense then, this paper explores Hong Kong's changing identity within the sight and sound of popular culture, by specifically tracing some of the ways in which gender politics is inscribed, coded, negotiated, performed, or simply flirtingly posed on the surface of popular culture.     

Almost under the same sky: reclaiming urbanity beyond an epidemic

Abstract

This essay deals with the social and political after‐shock introduced by SARS, which is considered here as both a public health outbreak and an urban cultural crisis. In Hong Kong, several years after the epidemic episode, the people’s voice regarding urban spatial politics, governance, and the media has not only grown louder, but has also been profoundly transformed into collective effervescence. This essay is based on over 50 interviews of ordinary Hong Kong residents from a wide spectrum of demographics. A particular focal point of the interviews was, inevitably, the participants’ reformulation of their identity as a function of urban crisis. Chiefly a documentation of the vernaculars of public criticism offered by the citizens of Hong Kong, this essay relates post‐SARS public sentiments to the (somewhat fiddly) development of democratic ideals that is animating our urban imagination today.     

Improving relational similarity measurement using symmetries in proportional word analogies

Measuring the similarity between the semantic relations that exist between words is an important step in numerous tasks in natural language processing such as answering word analogy questions, classifying compound nouns, and word sense disambiguation. Given two word pairs (A, B) and (C, D), we propose a method to measure the relational similarity between the semantic relations that exist between the two words in each word pair. Typically, a high degree of relational similarity can be observed between proportional analogies (i.e. analogies that exist among the four words, A is to B such as C is to D). We describe eight different types of relational symmetries that are frequently observed in proportional analogies and use those symmetries to robustly and accurately estimate the relational similarity between two given word pairs. We use automatically extracted lexical-syntactic patterns to represent the semantic relations that exist between two words and then match those patterns in Web search engine snippets to find candidate words that form proportional analogies with the original word pair. We define eight types of relational symmetries for proportional analogies and use those as features in a supervised learning approach. We evaluate the proposed method using the Scholastic Aptitude Test (SAT) word analogy benchmark dataset. Our experimental results show that the proposed method can accurately measure relational similarity between word pairs by exploiting the symmetries that exist in proportional analogies. The proposed method achieves an SAT score of 49.2% on the benchmark dataset, which is comparable to the best results reported on this dataset.     

DOCTORAL TRAINING AND RESEARCH IN FRANCE: BIBLIOGRAPHY

This bibliography is a complement to the article analyzing graduate training in institutions of higher learning in France between 1971 and 1985. Original results of doctoral dissertations are usually published in abridged form, which eliminates much of the critical review of relevant literature as well as methodological details. Topical coverage of this bibliography is multidisciplinary. The references are classified into five sections: biology, psychology/behavior, social sciences, health, literature and arts. This list of references forms a resource which, for the most part, cannot be found in published literature.     

The influence of traditional beliefs on Vietnamese college lecturers’ perceptions of face

In an East Asian context heavily influenced by Confucian ideas on principles for living and behaving, ‘face’ plays a significant role in Vietnamese people’s thinking and behaviour. In the context of education, Vietnamese teachers’ concerns of saving face in classrooms have been implicitly taken for granted but not yet seriously examined in academic research. The paper addresses this gap in the research literature by presenting the results of interviews with 15 lecturers in a Vietnamese Teacher Training College. It is argued that the concepts of face and saving face are significant to the participants and their ideas of saving face are largely influenced by traditional Confucian standards in education. In particular, teachers are believed to save face by upholding the belief that they represent an unquestionable source of knowledge, maintaining a ‘noble distant image’ in relations with their students, and receiving respectful behaviours from their students. These beliefs could be one source of resistance to educational reforms regarding interactive pedagogies in Vietnamese higher education. It is argued that teachers’ concerns of saving face in Vietnamese classrooms deserve more attention from educational planners and researchers.     

From school militarization to school securitization: national security finds its place in schools

This ethnography explores daily life at Milton High School, a US public school with its own specialized Homeland Security program. From ‘military grunts’ serving in distant theaters of war to Transportation Security Administration (TSA) agents defending the US borderlands to National Security Administration (NSA) technicians monitoring worldwide cyber communications, Milton’s Homeland Security program trained students for the multiple permutations of the global war on terror. Based on my ethnographic fieldwork conducted at Milton, this article offers an analysis of what I call ‘school securitization’. While growing critical education scholarship importantly investigates the intensification of militarized education evident in the rise of military charter schools and harsh disciplinary regimes, this ethnography documents how other actors like major defense contractors, security companies, and federal agencies contributed to the school’s remaking. Broadening the analytical framework of school militarization to school securitization accounts for the range of actors, institutions, epistemologies, and security-oriented beliefs beyond the military that shape public education for the production of violence.     

Teaching aquatic science as inquiry through professional development: Teacher characteristics and student outcomes

We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017