Figuring Radicalization: Congressional Narratives of Homeland Security and American Muslim Communities

This essay focuses on the language of domestic radicalization as it has been invoked in recent debates regarding homeland security and the specter of homegrown Islamic terrorism. The language of radicalization is not new. However, beginning in 2004 and 2005 this language began to be appropriated into legislative and law enforcement discussions of domestic terrorism and national security. Using the rhetorical figure of polyptoton as a critical frame, this essay explores how the language of radicalization has evolved and how it has come to shape available arguments and define the legitimacy of participants (and non-participants) within recent congressional hearings and legislation.     

童话世界中的性别与权力--普希金《渔夫和金鱼的故事》解读

《渔夫和金鱼的故事》在其表层的寓意之下,还有性别与权力的象征。童话也是意识形态控制的机器,它将维持和再生产在社会中占支配地位的信念、价值观和规范当作自己的主要任务。童话所生产的知识和审美规范经过了意识形态的反复过滤,把儿童的自然的本能反抗漂柒成顺从。     

关于改进"思想道德修养"课教学的思考

经济与社会的飞速发展和进步使高校的"思想道德修养"课面临新的挑战.因此,对这门课的内容和授课方式进行改进成为当务之急.     

论高校体育教学中思想品德素质教育

高校体育教学中的思想品德素质教育,可通过高校体育目的任务、教材内容、政治形势、严格要求、言传身教等手段进行。     

也谈艺术的意识形态性——与周孝志先生商榷

周志孝提出马克思没有把艺术作品归属于意识形态，艺术作品只是一种社会意识形式，并由此反对艺术的意识形态性。本文对此提出了不同看法，认为在讨论艺术的本性问题时应区分“艺术”与“艺术作品”这两个不同的概念，应该追问艺术的本质而不是艺术作品的本质。     

初中思想品德课探究性学习初探

传统式的思想道德教育方法是灌输。教师习惯于单纯地传授思想道德的概念、要求和规范,不大考虑学生心理发展特点和接受能力,削弱了学生的创造潜能的开发和创新素质的培养,甚至在某种程度上还在抹杀着学生的创造力,这种教育模式,显然不适应现代社会对创新性人才的需求。思想品德课要培养学生的问题意识、探究能力和创新精神,探究性学习便是必然选择。     

意识形态在日常生活领域的重话与重画

日常生活是马克思主义理论和实践的重要维度,是人们生存和发展的基本场域,是意识形成的基本寓所。意识形态产生于日常生活是其日常生活化的逻辑起点。日常生活无论多么琐碎,终将通过意识形态表达自己的意愿和诉求。意识形态具有强烈的现实意向性,从思想观念层面对日常生活产生一定的凝聚和固化作用。我们应在日常生活中重话意识形态的价值旨归,通过意识形态话语的日常生活化、意识形态主体的构建和直面个体的日常生活的困境,在日常生活中重画意识形态的实践价值。     

普通物理教学现代化探讨

本文从教学观念、教学模式、教学方法及教学内容与结构角度，就非物理专业而言，指出普通物理既是知识性学科，亦为方法论学科．教学中，应离能力培养于知识传授之中。     

巩固党长期执政的合法性基础

一个政权执政的绩效、社会意识、政治统治的有效性及三者的良性互动是政权长期执政的合法性基础。由于社会生态环境的变化，党执政的合法性基础面临新的考验，党维护执政地位丛须巩固经济基础、拓展政治基础，夯实文化基础。     

Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion

With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers’ practices, their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather than make associative links between these factors and the success of the initiative, our intention is to examine the ways in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data from a small project, we seek to examine four teachers’ moves to grapple with this attempted shift from one teaching paradigm to another by considering how certain key terms serve to anchor the teachers’ conceptions of themselves during this transition and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance to conceiving curriculum change. We suggest that the individual’s teaching practice develops as a result of it being understood and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher.