From ‘no’ to ‘yes’: postcolonial perspectives on resistance to neoliberal higher education

Various scholars have suggested ways to resist neoliberal conditions in higher education (HE). In analysing current neoliberal policies and practices in HE, I suggest that postcolonial theories of resistance can enhance our ability as faculty and administrators to understand and ‘resist’ these policies and practices. In this article, I review four modes of postcolonial resistance as described by David Jeffress (2008), mobilizing a critique of resistance as writing and cultural practice and challenging the reactionary nature of subversion and opposition. I argue that we need to place emphasis on transformational resistance, or the creation of new ways of being, knowing and doing in HE in order to transform the academy.     

菲律宾女子高等教育

从介绍菲律宾女子高等教育发展历史脉络的角度,参照有关数据,归纳出菲律宾女子大学的就学途径、学科和层次分布特点。从社会文化传统、经济发展和教育层次三个角度对菲律宾女子高等教育的影响因素进行探析,从中提出对我国女子高等教育的启示。     

高职院校教务管理人员应具备的素质

高职院校教育教学工作的正常运转有赖于教务管理工作。教务管理人员工作水平及素质的高低关系到高职院校的教务管理水平和形象。     

弗吉尼亚·伍尔夫：女性主义诗学的奠基者

通过梳理伍尔夫的《一间自己的房间》及其它相关论文,确立伍尔夫女性主义思想对女性主义诗学的奠基作用,文章从女性写作和女性阅读两方面入手,深入探讨了伍尔夫对女性主义诗学的贡献。     

有氧健身操对青年女性身体形态和心肺机能的影响

对坚持参加三个月健美操锻炼的青年女性受试者锻炼前后身体形态指标和心肺机能指标进行测试,结果显示:3个月有氧健身操练习能明显改善青年女性的身体形态和生理机能,表明每周3次,每次40-60分钟,持续三个月的有氧健身操锻炼方案能对青年女性的身体围度和心肺机能产生良好影响.     

Self‐Compassion,Affect, and Body Image in College Women

The aim of this study was to understand the relationships between self‐compassion, positive affect, negative affect, and variables representative of positive body image for college women. Regression analyses indicated that self‐compassion and affect accounted for 39% and 30% of the variance, respectively, in body appreciation and body image quality of life. Mediational analyses demonstrated that positive affect mediated the relationships between self‐compassion and both indicators of body image. Implications for college counseling are discussed.     

Teaching science to transgress: Portraits of feminist praxis

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science.     

东方主义视野下华裔女性作家的言说策略

东方主义的一个重要支点在于东西方关系的二分法上,具体来说就是先进与落后、优与劣之分。美国华裔女作家为了融入美国主流文化,获得美国作家的身份,通过不同的言说策略,不自觉地成为美国东方主义的同谋。     

汉语称谓与男尊女卑

伦理是中国传统文化的重要部分,是汉民族的显著特点,有长幼尊卑和男女伦理两种。旧时女性处于依附衬托的地位,男女不平等关系在汉语称谓上也有所反映,其根本原因是女性被剥夺了受教育的权利。封建时代虽已结束,但语言的反展是一个缓慢的过程。分析汉语称谓中体现的男尊女卑现象,有助于实现真正的男女平等。     

African-American Women in the Professoriate: Addressing Social Exclusion and Scholarly Marginalization through Mentoring

African-American women and other underrepresented faculty members often report experiences of social exclusion and scholarly marginalization in mainstream institutions of higher education. This lack of inclusion challenges their retention and hinders them from becoming productive members of the professoriate, positioning them at a disadvantage for achieving tenure and promotion. In this article, mentoring is conceptualized as socialization and examined as a strategy for addressing social exclusion and scholarly marginalization as associated with the advancement of African-American women faculty in academe. Highlighting traditional and nontraditional mentoring initiatives and formal and informal networks, the discussion features the idea of a broad, flexible network of support. In addition, recommendations from the existing literature are offered for mentors, mentees, and academic department chairs to facilitate effective mentoring strategies.