由记忆、想象与重构结合的整体性呈现：人类学对非洲形象的创造

人类学起源于西方,被烙上了西方的社会特质与知识结构印记。人类学在对非西方社会研究的基础上获得发展,形成自身的学科命题与知识谱系。人类学以独到的方法留下了“他者”的资料,发挥了记忆性价值。其西方性特质,致使在探索“他者”时难免将西方的认知体系植入“他者”,所呈现的“他者”诚然带有想象性色彩。进入新时空,人类学力图重构“他者”。经由记忆、想象与重构的结合,人类学创造了“他者”的形象。人类学与非洲的遭遇,正彰显了此种逻辑。     

A review of five African board games: is there any educational potential?

Studies of African indigenous games often focus on a specific game or on games from different regions. This article, rather, examines five popular African board games in order to find the similarities and differences among these games. The analysis shows similarities among them. However, these similarities do not necessarily mean that these games are identical. The review of the games indicates that these games are different when elements such as rules and play are used to study them. This article also demonstrates that these board games are tools that can be integrated into the curriculum through a discussion of the educational affordance of each game. The article is an invitation to educators and game researchers to broaden the definition and exploration of game-based learning.     

A social structural reinterpretation of ‘the burden of acting White’: a hermeneutical analysis

This essay explores how social psychologically the social structure of capitalist inequality has given rise to the Black–White achievement gap. This critical understanding is a reinterpretation of the ‘burden of acting White’ hypothesis, and suggests that research on the achievement gap should focus on how the Black–White achievement gap is more a result of two interrelated epiphenomena, ‘mismatch of linguistic structure’ and ‘mismatch of linguistic social functions’, which result from the class structure in Black America as opposed to a ‘burden of acting White’, the idea that Black students intentionally underachieve because of racialized peer pressure which, culturally, associates academic achievement and success with White Americans.     

Teachers’ Coping Strategies for Teaching Science in a “Low-Performing” School District

This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build strong relationships. A model of multicultural science professional development is proposed that complements the strengths that these teachers have. A task for science educators working with teachers and administration in schools and districts that are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice, and high achievement for all students.

African American Women's Preparation for Childbirth From the Perspective of African American Health-Care Providers

Preparation for birthing has focused primarily on Caucasian women. No studies have explored African American women's birth preparation. From the perceptions of 12 African American maternity health-care providers, this study elicited perceptions of the ways in which pregnant African American women prepare for childbirth. Focus group participants answered seven semistructured questions. Four themes emerged: connecting with nurturers, traversing an unresponsive system, the need to be strong, and childbirth classes not a priority. Recommendations for nurses and childbirth educators include: (a) self-awareness of attitudes toward African Americans, (b) empowering of clients for birthing, (c) recognition of the role that pregnant women's mothers play, (d) tailoring of childbirth classes for African American women, and (e) research on how racism influences pregnant African American women's preparation for birthing.     

艾丽丝·沃克《人工流产》的女性主义解读

艾丽丝·沃克（Alice Walker,1944-）是当代美国著名的非洲裔黑人女作家、诗人、评论家。《人工流产》是她发表于1981年的短篇小说集《你压服不了好女人》中的一篇。作者以女性独特的视角和体验,以黑人男女之间的矛盾冲突为题材,深刻尖锐地揭示了男权社会对于妇女身心的压抑、禁锢和摧残以及黑人妇女在新的历史和文化环境下女性意识的觉醒,展现了黑人妇女的反叛性和颠覆性的强大力量。     

试论对非洲国家的农业科技合作——谈非洲国家粮食问题的出路

提高以农业劳动者素质为核心的科技能力,是解决非洲国家粮食问题的根本出路。本文根据河北省现状,探讨了河北省与非洲开展农业科技合作的历史、内部条件、外部条件以及前景。从对非洲农业科技合作的指导思想、对非洲的农业科技合作方式、将对非洲国家的科技合作纳入官方重点合作计划和设立面向非洲的国际星火计划等方面提出了建议。     

“You don’t sound black” African immigrant youth experiences of discrimination in the labor market in Calgary

This paper aims to understand the factors promoting racial microaggression from the perspective of first-generation Black African immigrant youth in Calgary, Alberta, Canada. Most of the literature on Blacks and other visible minorities [1] in Canada is centered on integration challenges, which have been identified in terms of socioeconomic and political marginalization. Within the context of immigrant challenges of navigating the job market, one realizes that many institutionalized factors influence access to opportunities. However, there is little research on immigrant youth, notably Black youth, and their experiences of racial microaggressions in Canadian society. This study fills this gap by offering an understanding of the experiences of microaggressions among Black African youth in Calgary. This city is arguably becoming increasingly diverse with the influx of immigrants from different countries and other Canadian provinces. Drawing on qualitative research methods (40 semistructured interviews with Ghanaian and Sudanese youth immigrants, 20 females and 20 males between the ages of 18 and 30 years), we incorporate meaningful insights from African immigrant youth on racial drivers of microaggressions. The analysis is grounded in critical race theory (CRT). Findings indicate that the youth face marginalization in the labor market during the hiring process (linguistic discrimination), discrimination at the workplace, and exclusion because their names are exploited as identity markers. Overall, policies advocating for an inclusive society need to be strengthened to address these inequalities that are ingrained in Canadian cities. [1] In this study, a visible minority is defined by the Government of Canada as ‘persons, other than aboriginal peoples, who are non-Caucasian in race or non-white in colour’ (Statistics Canada, 2015).     

中非体育互动60年历史演进与现代意义

中国对非洲国家体育的互动非常紧密,中非体育的交流互动经历了60年的发展历程,总结梳理中非体育互动的历史演进逻辑,可以为新的历史时期,中非体育新的发展提供历史镜像与思路。研究认为中非体育互动主要经历了：中非体育交流的开创时期,发展、改革与调整期;全面合作时期;中非命运共同体新理念时期四个阶段。并指出中非体育60年互动交流,助推了中非之间国家利益的实现,助力中非命运共同体理念的形成与发展,推动了中非人民的相互了解与友谊,促进了非洲国家体育事业的发展,提供了中非体育交流新阶段发展历史借鉴等几方面的历史意义。