A Post/Decolonial View of Race and Identity Through the Narratives of U.S. International Students from the Global South

Using postcolonial and decolonial theory as a framework, this study focuses on the lived experiences of international students of color entering the United States for the first time in their lives from the global South. Our goal was to understand how they communicate/perform their dis/located identities in relation to “race” when immersed for the first time in a White settler society context. Findings from this qualitative study underscore discomfort with U.S.-centric race logics, production of ambiguity in relation to identity and race, and the growth of compassion for cultural Others as a result of becoming racial Other. The decolonial implications of such dis-identification with U.S. colonial race categories are discussed.     

Learning through South–South development: Cuban-African partnerships in sport and physical education

Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed.     

Gender,dialogue and discursive psychology: a pilot sexuality intervention with South African High-School learners

Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners’ lives and reinforce gendered stereotypes. In line with the trend towards ‘empowerment’ in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a ‘responsible’ sexual subject position in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality education that young people need, but sexuality dialogues, and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired ‘empowerment’ sexuality interventions.     

Career plans of final-year South African student teachers: migration to ‘greener pastures’?

Teacher loss due to migration is a global phenomenon that impacts both developed and developing nations the world over. The aim of this study was to find out about the career plans of final-year South African student teachers. A group of final-year Bachelor of Education student teachers from a South African university responded to a questionnaire on intra- and intercontinental migration. The responses were analysed quantitatively and/or qualitatively. The findings showed that 79% of the students indicated that they would be teaching in South Africa, 8% were planning to teach in another country, while 8% were undecided. More than a third of the students (38%) said that they would like to teach in another country in five years’ time. Just more than a quarter of the students (27%) preferred Australia as a destination country. The student teachers’ most important motive to teach in a foreign country was the opportunity to travel, followed by earning a higher salary, and professional development. The student teachers indicated that their most important migration needs before leaving South Africa were information about health care, accommodation, and banking assistance.     

20世纪80年代南海地缘形势与中国对南海权益的捍卫

20世纪80年代,美、日出于遏制社会主义中国的需要,对南海争端采取了不断介入的态度,南海地区边缘地带特性进一步凸显。越南、菲律宾、马来西亚为攫取南海资源、占据地缘优势地位,以各种借口觊觎南海诸岛,并伺机侵占。在维权斗争中,中国政府不断地进行南海诸岛主权宣示,抗议周边国家对中国海洋国土主权的践踏,并采取切实措施加强海疆国防建设。     

Respect and responsibility: Teaching citizenship in South African high schools

Respect is a core concept in citizenship debates. South African high school educators often draw upon respect as a key value within citizenship education. Their teaching of this value is often conflated with promotion of the practice of responsible citizenship. The constructions of respect and responsibility in these situations are imbued with assumptions around authority and power relations, such that learners’ are expected to take responsibility for demonstrating respect for in an unequal rather than reciprocal understanding of respect. Thus, negotiations of different kinds of respect are highlighted. The need for schools to embody a culture or ethos of respect is noted if learners are to be expected to recognise and adopt respect as a key element to citizenship in theory and in practice.     

Widening equity and retaining efficiency: Considerations from the IBSA southern coalface

Access to higher education is a key challenge of the 21st century state. The link between higher education and personal and socio-economic development has intensified the need for ensuring that greater numbers of citizens have expanded access to and have been provided with quality higher education. The article seeks to explore how initiatives for increased access to higher education are experienced in India, Brazil and South Africa. As signatories to the IBSA declaration in the spirit of South–South cooperation, the three countries have publicly declared their commitment to enhance equity by, for example, widening access to higher education. We review the way in which the three countries have implemented key equity initiatives and draw lessons from their practice. Notions of ‘effectiveness’ and ‘efficiency’ are used to understand the extent to which each of the individual systems is responsive to the equity agenda. We find that while there have been notable attempts to implement the equity agenda in the quest for making their systems more ‘socially effective’. This is countervailed by a more pervasive ‘efficiency’ doctrine, underpinned by a market-driven economic paradigm. It is concluded that the innovative practices in each of the countries suggest important strides in the equity agenda but also that much still remains to be done. While the article represents a starting point for the much-vaunted South-South collaboration, tentative findings suggest that a more deliberately articulated policy framework characterized by greater inclusion of those previously excluded is necessary in each of the countries if significant and sustainable development is to be achieved.     

叶尔羌汗国时期天山南路的土地制度

领主制是叶尔羌汗国基本的政治制度,汗与各城的长官阿奇木是领主与附庸的关系,阿奇木又民属下人户的领主。领主制同时构成叶尔羌汗国基本经济形态、土地制度的基础。叶尔羌汗国的土地所有制形式分为国有土地、大土地所有制,小土地所有制三种形式。国有土地国家与农户平分收成。大土地所有制的劳动者主要是＂燕齐＂和自耕农。     

青藏高原夏季降水与东亚、南亚夏季风相关程度的空间格局

基于CRU_TS4.0数据、东亚夏季风指数和南亚夏季风指数,使用偏相关分析方法,分析青藏高原1970-2014年间夏季（6-8月）降水的变化趋势及其对东亚夏季风（EASM）和南亚夏季风（SASM）响应的格局。结果表明：SASM与青藏高原夏季降水显著性相关的范围要明显大于EASM,SASM正相关区域位于青藏高原南部地区,负相关区域位于正相关区域外围、高大山体后部的高原西缘、中部和北部地区。EASM与高原夏季降水正相关区域集中分布于柴达木盆地,负相关区域面积较大,主要位于高原的中部和西部地区。     

国民党鲁南抗日游击战述论

抗日战争时期国民党在鲁南敌后的游击作战坚持了4年之久,牵制了数万日军,减轻了正面战场的压力,支援了全国其他地区的抗战。由于国民党的鲁南抗日游击战完全依赖军队,未能充分动员当地民众的力量,再加上内部的倾轧和军政高层的腐败,国民党的鲁南敌后游击战未能坚持到抗战胜利就失败了。此后,中共领导的抗日武装承担起坚持山东敌后抗战的历史重任,最终迎来了抗日战争胜利。可以说,国民党的鲁南抗日游击战是中华民族抗日战争的一个缩影。