文学阅读与历史维度

文学阅读是对于作品的一种再创造．它依赖于作品的规定情境。文学阅读的再创造又是在历史视点框架的支配下进行，它还要在历史视点的规定情境中才可以进行有效的再创造，表现出作者、读者、作品同历史视点之间相互促进的辨证关系。     

Representing Ophelia from the Feminist Perspectives

Ophelia was not considered a significant figure until the feminist criticisms. Although different critics have different comments on her from different perspectives, this article focuses on how feminist criticism should represent Ophelia in its discourse and how the role of Ophelia was performed in the play Hamlet.     

A Little Learning is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-makers and School Practitioners

This article considers the increased identification of special educational needs in Australia’s largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants’ narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning.     

Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice

While many policies, pieces of legislation and educational discourse focus on the concept of inclusion, or inclusive education, the field of education as a whole lacks a clear, precise and comprehensive definition that is both globally sensitive and based in social justice. Even international efforts including the UN Convention on the Rights of Persons with Disabilities and the Education for All action merely reproduce efforts in the West, especially those of the United States and the United Kingdom. The current article proposes a definition for inclusive education that is both globally sensitive and centred around social justice for individuals with exceptionalities.     

马克思公民观的二维透视及其当代价值

马克思公民观是对资本主义传统公民观的扬弃。首先,马克思认为资本主义宣扬的"自由、平等"的公民观,具有鲜明的资本主义的阶级虚伪性与历史局限性。其次,资本主义公民观存在明显的理论与现实语境的缺陷。为此,马克思对这种公民观进行了充分的批判,建构出以社会人载体形式存在为内涵的公民观。     

E-government research in the United States

The purpose of this exploratory study is to review scholarly publications and assess egovernment research efforts as a field of study specific to the United States e-government environment. Study results reveal that researchers who focus on the U.S. e-government environment assess specific e-government topics at the federal, state, and local levels; however, there are gaps in the research efforts by topic areas and across different levels of government, which indicate opportunities for future areas of research. Results also find that a multitude of methodology approaches are used to assess e-government. Issues, however, exist that include lack of or weak presentations of methodologies in publications, few studies include multi-method evaluation approaches for data collection and analysis efforts, and few studies take a theory-based approach to understanding the U.S. e-government environment.     

Mobile learning and the socio-materiality of classroom practices

The use of socio-material perspectives as a perspective for understanding new technologies in education has experienced a resurgence. At the same time, mobile learning as a concept is growing fast. This paper takes up the notion of mobile learning and classroom practices from a socio-material perspective, and looks at what socio-materiality has to offer for the understanding of mobile learning and classroom practices.     

“巴黎手稿”中劳动概念的三重视域

在马克思所著的“巴黎手稿”中,劳动无疑是一个重要论题。要完整理解手稿离不开对劳动概念的系统解读。从总体上说,手稿的劳动概念有三重视域：经济学的、哲学的、共产主义的。可以说,手稿的劳动概念经历了哲学视域的自由自觉的劳动对经济学视域生产劳动（异化劳动）的否定再到共产主义视域对异化劳动的积极扬弃的否定之否定过程;奠基于“劳动”概念的“巴黎手稿”在对近代西方形而上学、国民经济学和空想社会主义批判过程中表征了马克思主义的真正诞生地和秘密。     

Managing mandated educational change

This paper explores teachers' perspectives on the management of mandated educational change in order to understand how it may be managed more effectively. A case study of teachers' responses to the introduction of a quality teaching initiative in two New South Wales schools found that while some teachers described the strong negative impact of this externally initiated approach, others had taken charge of the required change and worked creatively with it. This suggests that it is possible for mandated change to be managed in positive ways, and an alternative approach is explored. Implications for governments, schools and teachers are discussed.     

Curriculum dissemination and implementation in Ireland: principal and teacher insight

In an effort to understand interpretations of new and revised physical education syllabuses, and conditions that appear to strengthen or weaken the desire to introduce them, this paper draws on insights provided by principals and physical education teachers into the effective implementation of syllabuses within Irish post-primary schools. Situating the discussion within the area of managing curriculum change we examine how the various elements of the Irish education system are involved in providing support for such curriculum developments. Using principals' and teachers' perspectives on the implementation of the revised junior cycle physical education syllabus we suggest how the dynamics within the education system might change to provide effective dissemination and implementation of new and revised senior cycle physical education syllabuses. We refer to the principles underpinning community of practice, some of which are evident in the Irish education landscape. We acknowledge that they offer the potential for a changing culture and context in which principals and teacher might work.