比较教育:话语与权力

比较教育作为一门解释不同民族国家教育现象的教育学科 ,其话语实践总是同民族国家的社会文化紧密联系在一起。并且这种话语实践往往隐含着不同民族国家在教育科学乃至社会文化方面话语权力的争夺。通过分析研究本土生活中的日常生活层面的教育话语、本土教育实践中活跃的教育话语、民族传统教育理论中具有生命力的教育话语和民族交流本身产生的教育话语 ,进而使之体系化 ,探索并逐步建立兼具第三世界本土特色和国际通用性的比较教育话语体系 ,在教育和文化解殖民方面具有特殊的意义     

从大海到森林--《吉姆爷》的后殖民解读

在<吉姆爷>中,康拉德有意识地揭露殖民主义罪恶的同时暴露了他自身的殖民意识.本文运用后殖民理论对作品中的环境描写、情节安排和人物刻画进行分析,揭示了作品中交织的作者的双重意识.     

The Moroccan educational context: Evolving multilingualism

This article begins an investigation of the educational system of Morocco and its context of language diversity. It examines the Moroccan cultural environment and the ways the multilingualism and education of its people has been and continues to be influenced by geography, colonization periods, religion, and history. The effects of the Educational Charter are presented as the linguistic panorama that delimits biliteracy development in Morocco and serves to highlight issues faced by nations such as the United States and the Netherlands. The development of an educational model that acknowledges and validates linguistic complexity and local goals and circumstances is recommended.     

非洲新闻传播事业的发展逻辑

本文采用文献分析的方法,以传播政治经济学的观点,对非洲从殖民时期到20世纪末的新闻事业发展进行分析,揭示在非洲新闻事业的发展过程中存在着殖民统治、民族独立和民主-商业化等三种新闻发展逻辑,同时展现了非洲新闻业发展中所表现出的独特特征,最后指出,对非洲的新闻传播发展逻辑应该根据非洲国家自身的实际发展情况来定位,单纯的追寻西方和固守传统模式显然都可能缺乏充足的理由。     

A People Torn in Twain: Colonial and Indigenous Contexts of University Education in New Zealand

This paper examines the development of the university system in New Zealand and explores the impact of colonisation on the development of research priorities.The paper covers four main areas. The first area discusses the question of identity and location in the early settler colonies and how early contact between Maori and Pakeha led to significant shifts in cultural codes; the second area concerns the historical foundations of higher education in New Zealand and the establishment of Victoria University of Wellington. It includes a discussion of colonial and indigenous identities in the academic context; the third area deals with the contemporary university with particular reference to Victoria University of Wellington; the final section offers some reflections on the ways in which colonisation and local identity are presently influencing educational research priorities.     

Listening,Language, and Colonialism on Main Street,Gibraltar

This essay explores the ways in which listening exists as a means for the maintenance and operationalization of power in the British overseas territory of Gibraltar. On Main Street, a struggle between Spanish ways of practicing space and British ways of representing space is played out in a discourse between the soundscapes of spoken Llanito and British nationalistic parades. Utilizing ethnographic research gathered in 2009, and drawing on practice theory and semiotic approaches, I argue that an examination of how people listen on Main Street makes legible the complex power dynamics between Gibraltarians, Spanish-ness, and the British state.     

The British educational policy for the indigenous community in Malaya 1870–1957: Dualistic structure,colonial interests and Malay radical nationalism

This paper examines the educational policy implemented by the British for the Malays, the indigenous community of Malaya. Underpinned by the policy of divide and rule, the British implemented a dualistic system of education for the indigenous Malays: one for the Malay peasantry and another for the Malay nobility. The two systems of education served different purposes and needs of the British. The Malay peasantry was provided with a rural-based Malay education which only had limited value in terms of educational mobility. This rural-based education was to serve as a means of social control for the British by entrapping the Malays in the semi-subsistence economy. On the other hand, the British provided the Malay nobility with an elitist English education that was intended to co-opt the ruling Malay traditional elites into their fold. But contrary to the intention of the British, the Malay-educated intelligentsia, in particular those from the Sultan Idris Training College became radical nationalists who adopted an anti-British stand. Such an unintended development was the result of the role played by O.T. Dussek (the college principal), the infusion of nationalistic sentiment from neighboring Indonesia and the threat posed by the Chinese immigrants. However, the radical stand of the Malay-educated intelligentsia was neutralized by the Malay traditional elites who adopted a pro-British stand. It was the Malay traditional elites who eventually led the Malays toward the independence of Malaya.     

The cult of order: in search of underlying patterns of the colonial and neo-colonial “grammar of educationalisation” in the Belgian Congo. Exported school rituals and routines?

Abstract

An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good behaviour and moral decency were consistently prioritised over “intellectual knowledge”. Very similar paternalising practices – including the cult of order – were transported to the Belgian colony. The implementation of these practices, however, did not go smoothly, because the African context of missionary education was totally different from the Belgian educational context. Precisely as a result of these difficulties, the core characteristics and likewise mistakes of the transported “grammar of educationalisation” become even more apparent. On the basis of a variety of sources, this paper demonstrates that secondary education for boys in the Belgian colony of Congo was founded on the same educational norms and values that characterised nineteenth-century Belgian education. In this respect, order was considered the conditio sine qua non for discipline and self-discipline. But, in contrast to what Nikolas Rose has argued, the Foucaultian paradigm – although attractive and interesting – is not imperative in explaining the educational strategy of order. On the contrary, the development of the history of education as a science could benefit from a theoretical framework coming “from within” the discipline. Until today, the history of educational practice has been explained from a history of education perspective only to a limited extent. By exploring the duality of a didactic grammar of schooling, on the one hand, and an educational semantics of moralisation, on the other hand, this paper contributes to the development of a theoretical framework from within the history of education.     

West – East Entanglements During the Cold War: Shortwave Broadcasting and Propaganda from and to Portugal

Portugal became the centre of an entangled airwaves ensemble during the Cold War. In order to demonstrate this, the article develops along two lines. First, it details how the Portuguese dictatorship, with ideological connections to fascism, allowed the construction in its territory of one of the most powerful retransmitters of Radio Free Europe (RFE), responsible for airing anti-communist propaganda to Eastern Europe. The collaboration between the Portuguese dictator and the National Committee for Free Europe, mediated by US diplomatic officials, played an important role in the development of the operations of RFE in the country. Second, the article demonstrates how Portugal became the target of shortwave broadcasts operated from abroad, aimed at spreading pro-communist and anti-fascist sentiments in Portuguese society. Some of these stations were established by the political opposition that used the airwaves to undermine the dictatorship.     

《黑暗之心》——殖民主义批判中的种族视角

文章从象征手法的运用和“他者”叙事策略的两个分析角度,对康拉德短篇小说《黑暗之心》进行了文学读解和赞赏,指出作品<黑暗之心>不仅仅是一部反殖民小说,同时也是一部充斥“种族优越论”之观点的小说,并对作品提出了后殖民主义文化批判。