Disrupting metaphors of coloniality to mediate social inclusion in the global South

ABSTRACT

New voices emerging in the global South are contesting the academy’s elitist and exclusionary ethos by disrupting the normalcy of coloniality. Concerns raised by the student protests of 2015 and 2016 have challenged the higher education sector to rethink its traditional teaching, learning, and assessment practices in response to student calls for decolonised and transformative curricula. This paper explores the ‘voice’ of the marginalised, who dare to ‘speak’ in authentic and provocative ways to call the university to action. We pose the questions: are alternative voices enough to inspire institutional change if traditional hierarchies of power remain intact? What does this mean for the collective project of re-imagining a university that carries a promise of social inclusion and social justice? What are the implications for academic development (AD) work, which finds itself on the margins, in service of mainstream (and dominant) epistemic and pedagogic practices? Using reflective narratives, and drawing on decolonial scholarship, this study explores a group process involved in curriculum change work at a university in South Africa. It raises challenges for AD and its role in the current context of change.     

小说与电影：《不能承受的生命之轻》“音乐结构”读解

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播洒爱的阳光

教师这一职业不仅仅是一种谋生手段，他还背负着重大的人生使命。教师要施行爱的教育。教师的指导、鼓励、赞美、欣赏和支持是教师博爱的基本形式，是学生快乐学习的动力。     

Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’

It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.     

"破碎写作的不归路"——卡夫卡创作生态论

卡夫卡内外存在的破碎性在世界文学史上实属罕见。这对他的写作产生了深远的影响,使其呈现出极为糟糕的破碎状态,从而严重地影响了他对写作质量的寻求,使他对自己的作品始终不满。论文拟从他写作的“内外生态”入手,对其写作状态进行论述,以期为解决学术界“诉讼”长久的卡夫卡“毁稿遗嘱”提供了一个本源性的视域。     

"凝视"之下的红颜——《红颜》中的女性困境

电影《红颜》讲的是陷入精神困境的中国女人的故事,是一部关注女性生存和命运的电影。导演李玉站在一个女性的角度来观察社会,体验人生,整个故事的叙述过程都投注了深厚的女性情感,从探寻小云的精神出路入手,揭示女性的命运和生存困境。     

中学体育教学贯彻以人为本的几点思考

以人为本体现了人类社会在发展观念上的重大转变,已成为社会进步与发展的强大动力,构建以人为本的现代体育教育观已成为当前体育教育改革的重要方向。落实以人为本的中学体育教学理念,就应把尊重学生的主体地位作为体育教学的重要原则,把培养学生的体育兴趣作为体育教学的重要手段,把促进学生的全面发展作为体育教学的重要取向,把弘扬关爱学生的人文精神作为体育教学的重要方面。     

思想政治理论课教学中引入《弟子规》学习的实践思考

高职思想政治理论课教学实效性不强是一个长期困扰思想政治理论课教师的难题,究其根本原因,是高职思想政治理论课教学说得多,做得少,且理论教学＂高、空、远＂没有真正确立＂以学生发展为本＂的理念。本文从高职思想政治理论课教学实效性的反思与将《弟子规》学习引入思想政治课理论教学中,关注学生成长两个方面做了一些探索。     

关于青少年思想品质教育的几点思考

青少年思想品质教育各届应高度重视。现在有不少青少年沉溺于网吧，荒废学业；不尊敬师长，与父母老师对着干；从学校、家庭出逃；吸烟、酗酒、甚至吸毒；冷漠、自私……青少年是祖国的未来，家庭的希望，他们能否健康成长，关系到千万个家庭的幸福、稳定，关系到国家的长治久安、命运前途。     

图像化生存:规训与展演——论图像作为符号

本文对人类的图像化生存进行了阐述。文章首先指出,图像化生存是文化的视觉中心主义的发展;其次指出人类的图像化生存的动因:现代图像的迹象性导致人们以图像的方式证明自己的存在;最后指出人类的图像化生存的最重要的方式是利用图像进行规训与展演。