论全球化时代的政治认同

政治认同是政治秩序建构的基础,政治认同的程度决定着政治秩序的稳定性和有效性。认同度高,秩序的稳定性程度就高,有效性就好,否则政策就难以贯彻。因此,探索政治认同心理的构建对稳定政治秩序具有基础性的重要作用。     

意识形态:密利本德论当代资本主义政治认同的一个视角

密利本德将意识形态在当代资本主义政治认同中的作用定义为政治的社会化和合法化过程。在当代资本主义国家生活中,不仅政治上的保守党,甚至左翼工人政党都在制造大量"民众政治"的幻象。宗教、民族主义、大众传播和文化教育作为意识形态渗透的主要手段,在确保资本主义政治正确和参与危机管理过程中都发挥着重要的导向作用,成为当代资本主义精神生产与阶级统治的重要工具。密利本德对当代西方国家政治认同策略的研究对新时代党的意识形态建设具有重要的借鉴意义。     

在阅读中重建被"男性中心"异化的女性形象——论女性主义文学形象批评

女性主义文学批评从文学形象批评开始寻找女性被书写、被定义的历史,在对男性文本的"性别阅读"中发现自己、表达自己,重视女性话语权力,使女性的声音不再被湮没,使男性的文本开始正视女性的真实存在,这为女性身份的定义开拓了新的空间,也为女性形象的重建提供了可能性。     

Research-based teacher education? Exploring the meaning potentials of Swedish teacher education

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.     

浮出历史地表——中国当代女性批评之批评

诞生伊始,女性批评就存在着些许不足。其引发问题的神来之笔也往往是其矛盾最突出的地方。西方女性批评的引进触发了我国学界对女性批评的“问题”意识,然而若要深化研究,我国的女性批评研究须立足于现状和问题所在,了解这一批评自身存在的局限性和模糊性,然后才能探讨出其未来出路。     

政权的更替与缠足的流行：历代缠足延续缘由考析

缠足习俗起源于北宋,没落于民国。不同的历史发展阶段,对缠足习俗产生影响的主要因素也大不相同。宋代时以小脚为美的审美观念,驱使缠足从理想走向实践;元代是少数民族建立的政权,汉人的民族认同感和自豪感是缠足习俗发展的最重要动力;明代时缠足习俗才真正与伦理道德联系起来;清代统治者屡禁缠足而不止,不仅有汉人的抵抗和缠足习俗早已深入人心等观念上的原因,还有禁令不彻底,措施不合理等制度上的原因。近代西方文明的传入,社会的大变革,终结了中国缠足的时代。     

达摩克利斯之剑下的解脱——评索尔·贝娄辞世之作《拉维尔斯坦》的文化主题

美国著名小说家索尔.贝娄在进行创作时,一直受到自己民族身份的影响。作为一个犹太人,他始终在寻找着自己的"身份"和"信仰"。由于犹太教正统文化和美国文化的冲突,贝娄也遭遇到了在美国生活的犹太人的普遍困惑。本文旨在从宗教的角度出发,分析其辞世之作《拉维尔斯坦》的文化主题。     

Revisioning professionalism from the periphery

Abstract

The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates.     

Choosing schools,choosing selves: exploring the influence of parental identity and biography on the school choice process in Delhi,India

Drawing on qualitative interview data from a group of lower income parents in Delhi, India, this paper focuses on the dynamic relationship between parental choice of a particular school and parents’ own identity construction. The data indicate that choice of school is for some parents a symbolic expression of identity, influenced by family dynamics and parents’ educational biographies. The paper outlines the concept of ‘forging solidarities’ and proposes it as an alternative way of understanding school enrolment decisions that recognises the social significance of such choices for the wider family unit. More generally, as school choice mechanisms in various forms become an increasingly important part of the educational landscape in many countries, the findings draw attention to the sociocultural nature of choice in real-world market settings and the contribution of schooling choices to processes of social and educational segregation.     

Entering the occupational category of ‘Farmer’: new pathways through professional agricultural education in Ireland

Purpose: Understand the emergence of new potential career trajectories in the liberalised Irish dairy farming sector through analysis of the narratives of students of a Professional Diploma in Dairy Farm Management

Design/methodology/approach: A review of the literature highlights that entry to a working life in agriculture has been characterised by protracted farm succession processes; a strong association between being a farmer and owning land in the family name; lingering male identities esteeming manual labour; and a pragmatic need at farm level for manual work. The abolition of milk quota in 2015 was predicted to catalyse expansion of production on dairy farms with an increase in milk production; accompanied by a demand for qualified personnel. The BNIM method was employed.

Findings: Results confirm that agricultural education is perceived and experienced as offering new pathways for young farmers to enter the occupational category of ‘farmer’, helping to manoeuvre around the constraints of non-inheritance. The students’ narratives evidenced managerial identities, being strongly influenced by encountering management approaches through their agricultural education. All students desired to eventually own a farm someday and to be to employed as a professional dairy farm manager was a perceived as an intermediary goal.

Practical implication: Discontinuation of the traditional family farming model based on family farm/land ownership is not imminent even among a cohort qualified to become employed dairy farm managers.

Theoretical implication: This paper contributes to theoretical framework which highlights the shift in farmer masculine identity and the career trajectory of graduates of specialised agricultural education programmes.