Modernising gender,civilising sex: perverse imaginary in the state feminist politics of Liu Yu‐hsiu

Abstract

The gender sexual politics of Liu Yu‐hsiu has been pivotal in the hegemonic ascendancy of Taiwan state feminism in recent years. Through an examination of Liu’s psychoanalytically mediated essays of cultural criticism, this article traces the contour of Liu’s sexual imaginary within the context of 1990s feminist and queer politics. Liu’s modernising project of gender equality, I argue, upholds heterosexual monogamy as a feminist ideal that seeks to purge all the masculine ills, including perversion and promiscuity. Meanwhile, queers and prostitutes come to be figured as the very negativity that must be repressed. Yet, like the Lacanian Real, they impinge on the symbolic order that Liu ordains as they thwart her desire to civilise sex.     

Texts

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Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals

The present study was a follow‐up to Tsai and Wen’s (2005) earlier research, in which 802 articles published in the International Journal of Science Education, Science Education, and the Journal of Research in Science Teaching from 1998 to 2002 were analysed in terms of author’s nationality, research type, and research topic. In the present study a total of 869 papers published in the three journals from 2003 to 2007 were analysed, and the results were compared with those of Tsai and Wen. Moreover, this study also identified 31 highly‐cited papers published during 1998–2002 and 20 highly‐cited papers published during 2003–2007. The results showed that authors from countries other than the four major English‐speaking countries (i.e., the USA, the UK, Australia, and Canada) published an increasing number of articles in the past decade. During these five years (2003–2007), science educators showed relatively more interest in research topics involving the context of student learning. Besides, science educators have changed some of their research interests during 1998–2007, with a shift in the research topics from student conception learning and conceptual change (1998–2002) to student learning contexts (2003–2007). Moreover, the investigation of highly‐cited papers in the past decade revealed that studies on argumentation have gained significant attention among science educators.     

Internet‐based Science Learning: A review of journal publications

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.