A field of desire: visions of education in selected Australian silent films

The 1920s was an ambivalent decade in Australia: on the one hand Australians were still reeling from the disastrous effects of the Great War and on the other they were witnessing unprecedented and exciting technological and social changes brought about by modernity. One of the most important modern technologies was the cinema, which Australians embraced enthusiastically from its introduction. In the silent era Australians produced a great many films, some of which concerned the vast enterprise of the schooling of children. This article considers the relationship between cinema, modernity and education in a small selection of Australian silent films. It argues that these silent film visions of education represented education as a field of desire. These examples of silent cinema about schooling mirrored back at audiences, and attempted to allay, their desires (and anxieties) about the state of nation in the interwar period as well as concerns about the shifting gender boundaries exemplified by the young, unmarried and mobile female teacher. The desired future was ordered, fit and healthy, disciplined, prepared for war, and underpinned by traditional gender roles: little boys were soldiers in waiting, little girls were mothers in waiting, and nubile female teachers were destined for marriage.     

The deficit representation of youth at different levels of curriculum-making: a case study on the Liberal Studies curriculum in Hong Kong

This study explores whether the deficit approach to understanding youth, which has been widely critiqued in contemporary youth studies, could still be a dominant paradigm in an emerging curriculum which emphasises multiple-perspective thinking. The analysis compares the representations of youth in selected reference sources at different levels of curriculum-making of the Liberal Studies (LS) curriculum in Hong Kong. These includes: (1) the official website of the curriculum, (2) the textbooks and (3) the teachers' verbal accounts. The findings indicate that the curriculum contents at the institutional level (the LS official website) do not really favour a deficit representation of youth, but that the contents at the programme level and at the classroom level do intensify that deficit representation. The findings shed light on the discourse of youth in education regimes and inform future research.     

重建自我:美国华裔文学中的华人形象再现

美国主流文学中的华裔是被作为他者进行再现的,其形象具有定型化的特点。美国华裔文学出现后,开始发出自己的声音。华裔文学中华裔形象的再现经历了从自我东方化到对主流社会的文化霸权主义进行渗透、解构和重建的历程。后殖民理论视角下的华裔文学中的华人形象再现,揭示了再现的复杂性和矛盾性以及再现与权力的关系问题。华裔文学中自我再现的变化是美国社会各种权力竞争、变动的结果,重建自我是对主流文化霸权主义进行抵抗的策略。     

二语词汇习得心理表征的产出性词汇能力探究

二语学习者的产出性词汇能力研究是二语习得领域中的薄弱环节。通过分析二语词汇习得在不同阶段的不同心理表征,探寻其背后的形成机制,对症下药,以期找到能促进二语学习者产出性词汇能力发展的方法,减少二语词汇发展中的石化现象,实现大学英语教学改革的目标。     

bell hooks:To Resist Misrepresentations of the Outlaw Culture

The thesis summarizes bell hooks’ stand and viewpoints as expressed in her book Outlaw Culture:Resisting Representations.In this collection,hooks argues that the outlaw culture,a culture of the marginalized groups including black people and women,is either distorted or misinterpreted by the mainstream culture which is a white supremacist patriarchal one.Therefore,she calls for a resistance against the mainstream culture’s misrepresentations of the outlaw culture.     

Hypermedia as a Medium for Textual Resistance

This paper depicts the research the authors have done at Memorial University of Newfoundland with secondary English education students to investigate how technology can be integrated into the classroom practices of secondary English teachers in ways compatible with critical theory. The authors describe their efforts to challenge the trend in new Canadian curricula to technologise literacy. Opportunities for authoritative textual resistance and creative knowledge construction using hypermedia are foregrounded over technological competencies and the commercial implications of the Internet.     

Young Children'S Notations For Fractions

This paper focuses on the kinds of notations young children make for fractional numbers. The extant literature in the area of fractional numbers acknowledges children's difficulties in conceptualizing fractional numbers. Some of the research suggests possibly delaying an introduction to conventional notations for algorithms and fractions until children have developed a better understanding of fractional numbers (e.g., Hunting, 1987; Sáenz-Ludlow, 1994, 1995). Other research (e.g., Empson, 1999), however, acknowledges the interaction between conceptual understandings and the representations for those understandings. Following the latter line of thinking, this paper argues that children's notational competencies and conceptual understandings are intertwined, addressing the following research questions: (a) What kinds of notations do five and six-year-old children make for fractional numbers?; and (b) What can be learned about young children's learning of fractional numbers by analyzing the notations they make? This paper presents data from interviews carried out with twenty-four children in Kindergarten and first grade (five and six-year-old children), exploring the nuances of their notations and the meanings that they attach to fractions.     

“三个代表”重要思想是对党的建设理论的继承和发展

“三个代表”重要思想是对马克思主义党建理论的发展 ,是对新时期党性和党的先进性的新概括 ,也是对新时期党的建设提出的新要求。     

Representation, Arts and Media in Education and Community

This paper outlines a view about the use of art and why it matters. It discusses the purposes of education in the arts, the role of individual consciousness in the making of the arts, the arts role in developing societal self-awareness, the way art brings about a cultural presence and the relationship between the production and consumption of culture.     

A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology

Young children's understanding of thehistorical past is often characterised by alack of temporal differentiation and a sense oftotal discontinuity with the present. Researchhas suggested that this situation may be causedin part by their formation of inappropriaterepresentations when solving problems ofchronology. To help children construct moreappropriate external representations forparticular tasks and reason more effectivelywith them about chronological concepts, weinvestigated the role that interactivemultimedia might play in scaffoldingteacher-led activities in the classroom. Inthis paper we report on our conceptual designand pedagogical approach to developingeffective dynamic, interactive representationsand activities at the computer interface, aimedat bridging the conceptual gap between concreteexperience and abstract concepts. Evaluationsof the software built using this frameworkshowed that the program was well received bychildren and teachers alike, and that it wasable to facilitate children's understanding of,and ability to reason about, chronology.