后现代、文化产业与超美学

后现代是当代西方一个复杂的现实话题。在所谓“后现代性”、后现代社会的在众传媒及艺术的品格特征等问题上，鲍德里亚、凡蒂莫等后现代作家提出过重要的见解，这对我们解读西方后现代社会有着重要的启发。     

Homeschooling Is Not Just About Education: Focuses of Meaning

This article explores the meanings parents attribute to homeschooling. The literature reveals two main approaches to this subject: a view of homeschooling as a pedagogical practice and a holistic perspective. Employing qualitative methodologies, we administered in-depth interviews to 30 mothers who engaged in homeschooling in Israel, in order to gain a better understanding of what homeschooling meant to them. Analysis of the interviews indicated that the participants attributed diverse meanings to homeschooling. These represented many themes, which were gathered into four super-themes: control, lifestyle, family, and child. The first two themes were emphasized more often than the latter two.     

关于语言和性别研究的再思考

国外语言性别研究在过去的15年间经历了一个显著变化的时期，即从传统的现代主义性别差异研究方法转向后现代多元的、动态的、本土的和微观的社会性别建构模式。这种变化深深地影响着当代国际语言性别研究的发展，并对我国在该领域的研究产生了很大影响。文章从理论和实例的角度分析了国外语言性别研究中的新趋势，有助于建构我国在该领域理论和实践研究的体系。     

法国后现代女性主义述评

法国女性主义在西方女性主义的后现代理论转向过程中做出了突出贡献。本文分析了法国女性主义后现代理论转向的思想渊源,剖析了法国后现代女性主义三大家希克苏斯、伊里格芮、克里丝蒂娃的主要思想及有关理论,并对它们作了简短的评价,预测其发展未来。     

Technologies of disciplinary power in action: The norm of the ‘Good student’

We have completed a piece of research into the process of production of speech on the part of students as regards their idea of ‘the good student’, taking social postmodern theories as a conceptual reference and within the university context. The study tries to show how disciplinary technologies are a major influence in the make-up of particular types of students. It is an exploration of the discourses used by students reflecting their vision of university, teaching and learning. The aim is to understand their reasoning by means of the view they have of academic activity and life. Starting from Michael Foucault’s thoughts on power relations in the context of educational practices we present a plan of discourse analysis based on accounts made by the students themselves.     

教学的后现代转向初探

主要从教学话语的转向、教学内容的转向和教学形态的转向三个方面来初步探索教学的后现代转向问题，其中话语转向是教学内容和教学方式转向的一个理论根基。论力图超越现代教学和后现代教学的边界，从理论上论述教学后现代转向的原因、特点以及转向后的新教学形态。     

后现代课程观与我国课程实践

20世纪60年代诞生的后现代主义思潮促进了各个理论领域的变革,课程领域也不例外。在其影响下,出现了后现代课程观。美国著名课程论专家多尔在分析现代范式的基础上,以自组织为核心概念,形成了他的后现代课程理论框架。与现有的课程理论相比,后现代课程观有五个特征:反对权威和去中心化;多元化和差异性;合作与交流;鼓励自我意识和创造性;强调平等关系。后现代课程观给我国的课程实践带来了诸多重要的启示。     

马库斯·福特的建设性后现代大学观

论文对马库斯·福特的后现代大学思想做了一个简要的述评:首先介绍了他对现代大学的批评,然后对他的后现代大学的办学宗旨、课程设置和培养目标定位等方面内容进行了分析,最后对他的这种大学理念作了简要评价。     

论《夏洛特》中的反英雄——后现代简爱和米兰达

由经典所启发的前篇和续书深受读者的欢迎。《夏洛特》即为最成功的续篇之一。该文从这一点出发,以文本细读为依托,对《简爱》续篇《夏洛特》中的女性反英雄形象后现代简爱和米兰达进行了详尽的剖析和解读。最后,笔者得出结论,在后现代主义阶段,传统的英雄人物形象已经褪去了高尚的光环,越来越接近普通人。而后现代简爱和米兰达即为反英雄的代表。