权力话语的镜像表现——论中国"十七年"电影英雄叙事的性别话语

“十七年”电影中的性别话语作为一种文化话语是一种功能、运动和关系,其意义也在这些功能、运动和关系中产生、发展和变化,英雄叙事功能本身就构成一个复杂的话语系统。因此,“十七年”电影英雄叙事的性别话语研究就必须结合其他话语系统如意识形态、历史等,才能充分考虑背后的权力关系,即叙事运作的策略性关系。     

我国乡镇图书馆建设中的话语与话语性实践——基于政策文本和建设案例的分析

本文以我国图书馆界对普遍均等公共图书馆服务体系的追求为背景,旨在考察现有乡镇图书馆建设所依据的"乡镇图书馆"意义(meaning)及其对全覆盖公共图书馆服务体系的影响。该研究按照话语分析的思路,审视了20世纪80年代以来我国中央政府出台的10份涉及乡镇图书馆服务的政策文本和四个县级行政区划中12个乡镇的图书馆服务。研究显示,我国涉及乡镇图书馆服务的政策可以分为三类:基层公共文化政策、乡镇综合文化站政策和图书馆事业政策。它们包含的乡镇图书馆相关陈述隶属于两大话语体系:我国基层公共文化话语和世界公共图书馆话语。前者将乡镇图书馆等同于乡镇文化站图书室,并将其排除在公共图书馆范畴之外;后者将乡镇图书馆界定为公共图书馆的基层服务网点,将其视为公共图书馆覆盖率不断扩大的必然结果。本研究分析的三类政策中,基层公共文化政策和乡镇综合文化站政策同属于我国基层公共文化话语;图书馆事业政策则杂糅了世界公共图书馆话语和我国基层公共文化话语的陈述,表现了它试图调和两种不同话语体系的努力。本研究调研的12个乡镇(包括5个已经开展总分馆体系建设的乡镇)都是按基层公共文化话语建构的乡镇图书馆意义(即"乡镇图书馆=乡镇综合文化站图书室!公共图书馆")在打造乡镇图书馆服务。本研究认为,这种意义及其实践无法产生专业化公共图书馆服务,是普遍均等公共图书馆服务的新瓶颈。     

Power and discourse in the politics of evidence in sport for development

The field of sport for development (SFD) has been criticised for the way that evidence has been produced and used to account for and demonstrate the perceived success of SFD programmes. Much of this critique has highlighted shortcomings in approaches to monitoring and evaluation (M&E), which underpins a perceived weak evidence base concerning what works, why and within which contexts (Coalter, 2007, Coalter and Taylor, 2010, Pawson and Tilley, 1997). Conceptually a lack of evidence discourse (Nicholls et al., 2010) has emerged. This paper explores and analyses the power dynamics that shape this discourse and argues that an understanding of the dominant neoliberal context within which SFD is located is critical. While offering a Foucauldian framework, the power, knowledge and discourse related to political actors in SFD processes are examined. This paper addresses two key questions: what is power and who is it for? Whose interests are served in the interpretation, generation and reporting of evidence? The paper concludes that the role of the sport development practitioner (SDP) is underprivileged and to enable the field of sport for development (SFD) to move forward, the very people who implement the programmes need to be better understood. Furthermore it is argued that a deeper understanding and interpretation of the terrain of the sport development practitioner (SDP) within UK and international shores are a necessity if a more open and transparent knowledge transfer process, surrounding evidence, is to be entered into.     

Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts

The main purpose of this paper is to focus attention on educational texts as central conveyers of discourses of sport into physical education teacher education (PETE) and by extension into physical education (PE). A considerable volume of research suggests that sport and games continue to be dominant elements of curriculum and practice in contemporary PE. Given the issues of masculinity, physicality and performativity resulting from such continuing sport-focused PE practice, it is relevant to question how such practices are discursively produced or reproduced. In this regard, one area has received only scant attention, namely the potential influence of educational texts used in PETE. Using the theoretical frameworks provided by Michel Foucault, Basil Bernstein and Norman Fairclough, this paper considers educational texts as important contributors to the discursive construction of knowledge in PETE, and thus also as a central resource for studying—and challenging—those discourses that influence on the PE teachers' perceptions of PE and their choices when it comes to the organisation of the PE class. This paper is based on a thorough examination of Danish PETE course documents listing educational texts prescribed by teacher educators for PETE programmes in Denmark. Several of the prescribed educational texts are published by private organisations with sporting interests, such as Team DK and The Sports Confederation of Denmark. This paper conducts a discourse analysis of these texts in order to illuminate how specific social rules regulate their content and involve specific constructions of the learner, the teacher and the relation between them. The paper's findings underline the need for an increased awareness among those who engage in PE practices of the ways in which discourses shape our thinking, and of the potential dangers that lie in the transfer of particular meanings and values as they are constructed in educational texts.     

Participation and genres of communication in online settings of higher education

This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both student- and teacher-centered genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.     

The indirect effect of children's gender on early childhood educators' mathematical talk

The purpose of this study is to examine how teachers might engage in mathematical talk differently with boys and girls within an early childhood classroom setting; therefore, possibly building and maintaining the stereotype of mathematics as a male domain. Utilizing a multi-model approach, results suggests minimal differences in the extent in which teachers in this study engaged in mathematical talk with girls and boys in class. However, any noted differences in mathematical talk and questions seem dependent upon the classroom contexts (i.e., whole-class, small group, and center time). Implications and future research will be discussed.     

Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics

This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue.     

论"一般来说"的篇章特征

"一般来说"作为篇章连接成分和话语标记,所启引、所标记的篇章直接成分,多为陈述句,主要陈述事实的通常性和事理的普遍性".一般来说"与其篇章直接成分所构成的语篇言语块,作为整体,与下文之间构成了一个语义承接连续统:换言→释词→释因→例说→归类→评说→推导→修正→反承,促进了篇章的形式衔接和语义连贯.篇章中与之有规律共现的词或短语,如"大多数、通常、不例外、却例外、如下、上述、因此、但是"等,既体现了与上下文之间的几种语义联系类型,又促进了不同层次的篇章语义和谐.     

概念隐喻视角的高职商务英语语篇分析

在简要介绍相关研究背景、概念隐喻理论的前提下,着重探讨了概念隐喻理论与高职商务英语教学的接面,以《高职英语语料库》为基础,描述和分析了商务英语中的旅行（JOURNEY）隐喻、垂直（VERTICLE）隐喻、战争（WAR）隐喻、液体（LIQUID）隐喻以及建筑（BUILDING）隐喻,表明隐喻在商务英语中不但具有普遍性（ubiquity）,而且具有很强的商务理论建构功能和教学功能。     

寻找建构“真我”的教师话语伦理——交往行动在教师专业生活中的意义

哈贝马斯的交往行动理论代表教育研究＂语言学转向＂影响下的一种实践认识论。在科层制和后现代状况交替影响的中国当下学校生活情境中,教师的＂自我认同＂要么被割裂为相互孤立的领域,要么被视作无法把握的虚幻的对象,其共同结果是教师自我的迷失。交往行动在帮助教师寻找和建构真实的自我方面具有其他行动模式不可替代的作用。通过交往行动达成教师自我认同的形成和发展,教师个人和学校机构的话语伦理必须以理性的、寻找＂真我＂的对话规则为基础。