A crisis of confidence: women coaches' responses to their engagement in resistance

This study centres upon the accounts of master women coaches based in the UK, exploring how they have individually experienced such acts of resistance as reaching the top of such a male dominated profession. By going beyond previous positivist feminist approaches to this focus of inquiry, I employ a feminist cultural studies framework to understand how the social construction of what it means to be a woman impacts women coaches' individual sense of self and confidence to lead. The discussions are based on semi-structured in-depth interviews with six senior national women coaches of team sports in the UK. The data highlight the success of masculine hegemony of coaching through documenting women's reluctance to advance their coaching career through a lack of self-belief and motivation as a consequence of their culturally and historically marginal position. The findings illustrate a pressing need for a revision of the dominant values inherent in professional sport in order to engage and retain potential women leaders.     

The much exaggerated death of positivism

Approaches to research in the social sciences often embrace schema that are consistent with positivism, even though it is widely held that positivism is discredited and essentially dead. Accordingly, many of the methods used in present day scholarship are supported by the tenets of positivism, and are sources of hegemony. We exhort researchers to employ reflexive methods to identify the epistemologies, ontologies and axiologies that are salient in their scholarship and, when necessary, transform practices such that forms of oppression associated with crypto-positivism are identified and extinguished.

浅析《鲁滨逊漂流记》中的霸权崇拜

在《鲁滨逊漂流记》中,笛福通过鲁滨逊这个横空出世的、想象中的英雄,借助武力的枪和以《圣经》为代表的文化的＂枪＂来进行对外殖民扩张,构建霸权意识,实现帝国梦想,不仅全力歌颂了当时英国的殖民狂热,而且阐述了欧洲中小资产阶级的价值观和工作伦理,表达了资产阶级征服非西方世界的思想。     

Postcolonial foldings of space and identity in science education: limits, transformations, prospects

The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption that it is difficult to make meaningful and transformative changes in science education so that educators’ efforts take into consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of ‘an era of globalization’ in order to meet the demands of today’s schools. Each of these four essays problematizes various aspects of the social and cultural conditions of science education nowadays using different ‘postcolonial’ ideas to interpret the implications for science learning and teaching. Although the term ‘postcolonial’ has certainly multiple meanings in the literature, we use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices and taken-for-granted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.

The Hegemony of Microsoft®: An Australian Story

Each Australian state and the Australian Capital Territory has signed a 'whole of education department' contract with the Microsoft® Corporation for the provision of operating systems and other software. This contracted use of Microsoft® products is one story where the purchase of specific commodities is directly connected to the provision of public schooling. It is argued that through these contracts Microsoft® exercises a hegemonic relationship with the schooling systems in Australia. The legal relationships that exist between Microsoft® Corporation and the respective Australian states and territories schooling systems seem to mutually maintain and reinforce the monopolistic, or at best, oligopolistic position of Microsoft® Corporation and its hegemony over Australian public schooling. Further, it is argued that Microsoft's® hegemonic position in part is maintained by both establishing a 'commonsense' about its products and by receiving legitimation and authority through the State for its products used in Australian schools.     

斯图亚特·霍尔与“文化霸权”理论

斯图亚特·霍尔是伯明翰学派的思想坐标。"文化霸权"是霍尔思想中最重要的理论支点,拥有认同、共识、历史集团、权威平民主义等内涵特征,它们贯穿在霍尔建构的文化理论之中。由此观照,该理论对我们探究英国文化研究具有现实的指导意义。     

均势理论及其对当今东亚格局的影响

就体系层面而言,世界历史经历了古典均势和现代均势两个基本阶段,并表现出各自的特点。冷战结束后,均势更趋复杂,但总的趋势是向多极均势转移。对亚太地区的均势,中国应有自己的认识和抉择。     

“Thank You for Calling:” Accents and Authenticity on NBC’s Outsourced

India’s turbulent and dynamic relationship with the English language stems from its colonial past. This project integrates linguistic hegemony, mimicry, and brown voice to examine discourses surrounding the creation and reception of fake Indian accents on the short-lived NBC series Outsourced. The first primetime sitcom to showcase a primarily South Asian cast, Outsourced featured British and American actors of Indian descent using fake Indian accents to portray call center workers. Critical Discourse Analysis reveals the influence of linguistic hegemony to delegitimize Indian English and thereby hinder linguistic cosmopolitanism.     

技术优势≠文化霸权——对《试论互联网控制权的走向》一文的几点质疑

管理权充其量是文化霸权发生的一种必要条件,但并非必然带来“文化霸权”“、信息殖民”以及“软征服”等结果。在全球互联网治理结构的变迁中,值得注意的是具有商业增殖欲望的商业性组织在全球传播中的力量。