‘For good,God, and the Empire’: French Franciscan sisters in Ethiopia 1896−1937

In 1897, four French Franciscan sisters arrived in Ethiopia, having been summoned there by the Capuchin missionaries. In 1925, they ran an orphanage, a dispensary, a leper colony and 10 schools with 350 girl students. The students were freed slaves, orphans and upper-class Ethiopian and European girls. After providing a brief background to the relations between the Ethiopian government and the missionaries, this article describes the general activities of the Sisters, the importance they dedicated to education, and their religious and political motives. In the second part, it analyses the sociological backgrounds of the female students and the way in which education intersected with gender, class and race. Third, it reconstructs the multiple power relations within which the Sisters’ educational work was embedded. Finally, it demonstrates how schooling girls in a class-based manner – in conformity with the Franciscan Sisters’ perceptions about what lower-class and upper-class women should be – enabled them to secure relations with Ethiopian political elites. These relations both benefited the Ethiopian elites and furthered the cause of French imperialism.     

The quality of equity? Reframing gender,development and education in the post-2020 landscape

The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. These conversations cover a gamut of related issues, including teaching and achievement as well as a number of intersecting issues such as gender-based violence. Within the conversation has been a continued focus on the role of equity primarily defined as access and opportunity. This paper explores the context of quality as it relates to equity in education and addresses the problems that are still left on the margins. Our goal is to take stock and assess the strength of evidence and to provide directions for future research.     

长株潭城市职业女性闲暇教育的现状与对策

长株潭城市职业女性的闲暇教育是其提高生活质量、实现自我全面发展的重要手段,在调查湖南长株潭城市职业女性闲暇教育现状的基础上,分析其闲暇教育的影响因素,提出相应的对策,为社会进一步关注职业女性生存空间,完善职业女性生活方式,促进职业女性生活和谐发展提供参考。     

论《金瓶梅》中潘金莲三种角色的转换

潘金莲是《金瓶梅》中塑造得最成功的女性之一.婢女、妻子和侍妾是中国古代女子担当的三种重要角色,而此三种角色恰恰贯穿潘金莲的一生.婢女阶段的潘金莲形象,折射出不合理的封建婢女制度和人口买卖现实;作为妻子的潘金莲,是封建婚姻制度的殉葬品,体现了女性在封建婚姻生活中的不幸和对自主婚姻的企盼;侍妾身份的潘金莲,昭示了一夫多妻制的不合理和身为人妾的不幸.这一形象的塑造深刻反映了明代社会的世相、世情和世态.     

傅玄女性诗歌创作原因探微

傅玄大量创作女性诗歌绝非单一原因可以简单概括,而是多种因素综合作用的结果。前代大量优秀女性诗歌为他的创作奠定了基础,提供了客观条件,而他重视模拟前作的主观动机也至为重要;对女性的同情、理解和尊重的情感态度为他集聚了情感动力,大大激发了他的创作冲动;最后,出于移风易俗、裨益教化的考虑和从人伦根基出发以匡正时局的良苦用心,是傅玄大量创作女性诗歌的深层原因。     

黑人女性的生存空间：评托妮·莫里森的小说《秀拉》

美国著名黑人女作家托妮·莫里森在其第二部小说《秀拉》中探讨了美国黑人女性所面临的因境：一方面作为个体,黑人女性渴望超越种族局限获得真正的个体自由;可另一方面作为黑人女性,她们在探求自由的旅途上却面临更多的阻力。《秀拉》通过对同名主人公秀拉命运的关注,为黑人女性摆脱因境提出了一条出路,那就是在黑人族群中找到发展自我的空间,从而储备力量,为争取更大的自由而努力。     

说不尽的“女子进城”——论香港爱情传奇中女性与城市的亲和悖离

富有传奇色彩的香港,是港岛内外女作家们敷衍爱情传奇的绝佳场所,在一个个故事背后,隐藏着女作家们对女性命运的疑问和思考。本文以张爱玲、王安忆的文本为主,兼及其他女作家的香港传奇,对现代城市与女性命运的关系作一考察。首先通过文本分析,指出故事中“女子进城”的内在模式,“女子进城”,这里喻指女性在城市中自我肯定与追求欲望满足的行为。第二部分展开对女性与城市关系的两面——亲和性与悖离性的具体评述。第三部分通过追溯神化原型,寻求女性与城市矛盾关系的历史源流     

从生命体验出发的跨时空对话——叶梦和法拉奇创作的比较研究

叶梦和法拉奇都从女性独特的生命体验出发,传达了自己对生、死及女性命运的思考,在存在惊人的一致性时又表现出了不同的思考深度,从而在展现出了生命观的一致性时又体现出女性观的差异：法拉奇是一种矛盾的女性观,而叶梦的女性观则成熟而稳重,充满自信。并且,为了准确表达自己的女性观,两人采用的叙述策略也有所不同。     

论中国女子职业教育的兴起

中国女子职业教育发轫于清末民初,随着教会教育的渗透、西学的涌入、资本主义萌芽的出现,撼动了几千年来的＂男尊女卑＂封建思想的桎梏。广大女性有机会走出家门,走向社会,逐渐获得独立。我国目前大力发展职业教育,对中国女子职业教育的兴起进行研究,将会对我国现阶段女子职业教育的发展产生一定的影响。