Form as Content,or, It's All Style

How we say what we say is a part of what we say. In this sense, the form and the content of a statement are inseparable. Style matters semiotically as well as aesthetically. These three assertions are supported by a series of examples from a wide range of verbal and non-verbal sports-historical texts. In accordance with the post-modernist emphasis on reflexivity, several of my examples are taken from my own efforts to ‘do’ history.     

Early Football and the Emergence of Modern Soccer,c. 1840–1880

The origins of the modern football codes have attracted considerable attention from historians of sport over the past two decades, resulting in a vigorous debate between the self-described ‘revisionists’, led by Adrian Harvey, and the followers of Eric Dunning, dubbed by their opponents as the ‘orthodox’ view. However, this article argues that both sides commit the same methodological errors: an overestimation of the importance of written rules, an ahistoric view of culture and continuity, and a tendency to view the past through the lens of the present. By re-examining the historical record of early forms of football and presenting a broader contextual perspective for the emergence of the football codes in the 1840 to 1880 period, the article aims to address some of the key historiographical issues that confront historians of sport today.     

A snapchat story: how black girls develop strategies for critical resistance in school

ABSTRACT

Drawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation.     

被狼吻的“花间美人”——从《西厢记》中崔莺莺说开去

王实甫《西厢记》中的千古美人崔莺莺只不过是想象世界里的一个虚幻的美人神话 ,是艺术家充分理想化的产物。红颜薄命、“自古美人遭狼吻”这才是美人历史的本来面目。本文笔者站在女性主义文化思维的视点上 ,试图用别样的眼光———即撇开《西厢记》的文学史或美学方面的研究 ,而仅仅借《西厢记》中的美人 (崔莺莺 )的故事为由头 ,来思考一些关于“美人”的文化话题。     

由中国女性文学的发展概况看卫慧的创作

女性写作在我国虽然有着悠久的历史，女性文学在我国的发展却是近百年的事。文章首先对女性文学在中国的发展历程加以简要梳理，然后联系当今文坛女性写作的现状对卫慧的小说创作加以剖析，揭示其创作话语的伪女性实质。     

论女性文学中“母亲神话”的颠覆与解构

女性学以批判男权化为基点，凭借女性话语阐述女性经验和女性意识，从而进一步提升女性自身。“母亲神话”的颠覆与解构是女性学抨击男权化和女性自身内省的结果。     

“女性文学”存在的合理性及其定义

“女性文学”存在的合理性一直是一个备受争议的话题 ,而且由于它的定义的杂乱 ,某种程度上也妨碍了它的被确认。通过女性在社会生活中和文学文本中的被压抑状态的描述 ,可以确证“女性文学”存在的合理性。同时也略微针对现存的几种关于“女性文学”的定义提出一些看法     

To Put forward an Argument--Qi Sihe＇s Theory of China Modern History

20世纪40年代末,中国史坛出现了总结百年来中国史学发展的热潮,齐思和积极参与并提出了许多有价值的论题,他对中国近代史学的探讨,集中在中国近代史学的发展趋势、存在的主要史学流派和问题等方面,具有重要的学术意义。     

Interpreting biography in the History of Education: past and present

Epigraph

At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least…. I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and ‘A’ levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002 ^{1 1}Roy Lowe, ‘Do We Still Need History of Education: Is it Central or Peripheral?’ History of Education 31, no. 6 (2002): 492–3. )

Women were not obviously on the outside when I attended my first conference – a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women’s Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005 ^{2 2}Ruth Watts, ‘Gendering the Story: Change in the History of Education’, History of Education 34, no. 3 (2005): 226. )

In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007 ^{3 3}Gary McCulloch, ‘Forty Years On: Presidential Address to the History of Education Society, London 4 November 2006’, History of Education 36, no. 1 (2007): 6. )     

On Pearl S. Buck＇s Feminist Consciousness in East Wind · West Wind

美国作家赛珍珠一生关注妇女问题,对女性的命运与遭遇始终保持敏感。不寻常的童年经历和在华生活的记忆奠定了她为中国女性写作的基础。在《东风·西风》中,赛珍珠以其特有的双重文化背景和宗教立场,对时代变迁中的中国女性命运做了深刻而细腻的分析。作家通过批判旧礼教下妇女的“无我”婚姻,构建中西融合的新式婚姻,集中表达了自己鲜明的女性主义立场。对赛珍珠女性主义意识的分析有助于我们更全面而客观地评价作家的人道主义思想和文化融合观;有助于我们反省现代女性在社会中受到的不公正待遇,更好地聆听她们内心的真实需求。