《宠儿》中神话原型的意义指向分析

《宠儿》的创作灵感来源于丰富的《圣经》文化和黑人文化。在托尼·莫里森的作品中,神话原型的应用随处可见,这些原型都是黑人文化的内在组成部分。分别从《圣经》原型和神话原型角度对托尼·莫里森的《宠儿》进行深层剖析,深刻揭示奴隶制度的残忍,有助于对黑人文化产生更深刻的认识和理解,并挖掘出隐藏在文学文本最后的神话原型的意义指向。     

论白居易两京时期山水诗

两京山水诗是白居易山水诗圆满的煞尾,诗作近百篇,优秀作品近15首,呈现出自然冲淡与精工雅致相互融合的特色,开启晚唐、两宋诗、词冲淡风格的先河,非传统定式所能规范.     

尚之信后代流落贵州考

贵州余庆县田氏和翁安县王氏均自称为清初平南亲王尚可喜之子尚之信后代。本文通过《田氏族谱》、“尚易田氏”碑刻、田氏族内历代传说与顺治《三韩尚氏族谱》、康熙《尚氏宗谱》、乾隆《尚氏宗谱》比较对照，并结合相关史料对贵州田氏和王氏是否是尚之信后代进行考证，以有助于清代社会史研究。     

Dealing with race: Laying down patterns for multiculturalism in South Africa

Little is known about the nature of South African teachers' work with respect to race. On the basis of extensive interviews with teachers in newly integrated schools, this article attempts to make sense of the approaches being developed by teachers. It illustrates the range of content and teaching approaches being adopted and seeks to argue that the form of multicultural education that is emerging is characterized by a compromised critique: teachers encourage criticism of that which is distant and historically removed from the South African context, but manifest an attitude of compliance with that which is immediate and directly pertinent to South Africa. The effect of this duality, the paper argues, is to leave the racial common sense imprinted in the South African curriculum untouched.     

May we forever stand: reflections on culture,community and Maroonage

This article presents the work and reflections of two researchers who are searching for models that work for Black children and communities. The present study focuses on their work with the Maroons. Maroons are those African descendants whose ancestors escaped from enslavement and created villages that were hidden away in densely forested regions. This paper unveils the authors' research work among the Maroons as they sought to educe important cultural knowledge that may have utility for Black children and communities worldwide.     

Managing Ill-Discipline among Learners in Disadvantaged Schools

Abstract

The management of ill-discipline among learners has become a serious challenge for teachers. This article reports on a study conducted to determine how teachers in the primary schools of the Matjhabeng Municipality, Free State, South Africa, manage ill-discipline among learners. A mixed method approach, which comprised a questionnaire and semi-structured interviews, was used to collect data. Sixteen teachers completed the questionnaire and eight of them were also interviewed. The results revealed that the majority of the participants applied approved or acceptable measures of managing ill-discipline, such as talking politely to learners; chasing learners out of the classroom; and involving the principal and parents. However, some of the participants applied unapproved or illegal measures of disciplining learners, such as inflicting corporal punishment; swearing at learners; and pinching learners. The participants who applied the unapproved or illegal measures of disciplining learners reported that these measures were more effective than the approved measures. All the participants reported that although the approved measures were unhelpful in maintaining an environment conducive for effective teaching and learning, they were compelled to apply them. The training of teachers in the approved disciplinary practices, as well as the involvement of parents in learner discipline, are recommended.     

Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers

Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of African American teachers decrease (Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco: Josey-Bass [2001]). Furthermore, African American collegiates who decide to enter teaching may face a chilly climate as a result of their cultural and educational experiences as they encounter devaluation in the classroom (Delpit, Other Peoples Children: Cultural Conflict in the Class room. New York: The New Press [1995]). As a result, African American pre-service teachers may question the validity of the formal curriculum presented in college as it conflicts with their perceptions of school, thereby, leaving teacher-educators largely responsible for the quality of life and subsequent devotion to profession of these students. Critical autoethnography, using fieldnotes/research journaling, and student memoirs all through a theoretical backdrop of critical race feminism provide a glimpse into the teaching and learning experiences and dilemmas of one African American female teacher educator utilizing what I call personally engaged pedagogy as a means of enhancing the quality of the learning experiences of her African American pre-service teachers.     

Mentoring African American Faculty in Predominantly White Institutions

Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty.     

全球化背景中的非洲高等教育本土化

非洲高等教育本土化思想和实践产生于全球化中非洲的边缘化以及非洲内部关于发挥"内部发展潜力"以遏制边缘化的诉求.它旨在使非洲高等教育摆脱西方高教模式的束缚,克服外向性,驱散自卑阴霾,从而独立认识和自主建设符合非洲实际的、自己的高等教育组织结构和课程体系.但由于历史和现实的原因,非洲高等教育本土化水平还比较低.非洲高等教育本土化未来发展的根本点是使非洲高等教育牢牢扎根于非洲大地,增强高等教育的本土适切性,强化非洲民族使命感的教育和民族意识的培养.     

Visual Design in Collections of Writing by South African Children

Visual aspects of 12 collections of children’s writing that were published in South Africa between 1986 and 2003 are considered. The covers, illustrations, facsimiles of original writing and artwork, fonts, colours and author credits create images of childhood and youth and provide clues to the purposes for which the collections were made and published. Spanning the period from the last days of apartheid to today’s modern, democratic country, they provide an unusual insight into the changing place of the young in South African society. Elwyn Jenkins is Professor Extraordinarius in the Department of English Studies, University of South Africa, Pretoria. His publications include Children of the Sun: Selected Writers and Themes in South African Children’s Literature (Ravan, 1993), South Africa in English-language Children’s Literature, 1814–1912 (2002), and contributions to The Cambridge Guide to Children’s Books in English (2001) and The Oxford Encyclopedia of Children’s Literature (2006).