应重视多民族国家青少年的国家意识认同教育

世界多民族国家都非常重视对本国青少年进行国家意识认同教育。中华民族是一个多元一体的多民族国家,在世界多元文化思潮的冲击中,应该重视公民国家意识认同教育,尤其是要重视当代青少年的国家意识认同教育。     

民族认同：民族基础教育课程知识选择的逻辑起点

民族认同是民族基础教育课程知识选择的逻辑起点。这是由民族认同的主体与民族基础教育课程知识选择主体的同一性、民族认同的客体与民族基础教育课程知识选择客体的共通性、民族认同的目的与民族基础教育课程知识选择目的的一致性、民族认同的依据与民族基础教育课程知识选择依据的等同性所决定的。

Abstract：

Ethnic identity is a logical starting point of selecting course knowledge in ethnic elementary education.It is decided by identical subjects,universal objects,the same goals and equal bases of both ethnic identity and the selection of course knowledge in ethnic elementary education.     

寻找“中间地带”：同性恋者的“身份政治”

20世纪的同性恋运动,不仅将＂同性恋＂这个秘而不宣的话题从历史的＂灰色地带＂中抽出,而且使其升格为一种政治、一种哲学,活跃在人类社会生活的各个层面,俨然成为一种时尚的话题,一种时髦的追求。如今的同性恋者似乎已经不是＂弱势群体＂了,大有扭转乾坤的势头。在＂矫枉过正＂的危险中,重新探讨同性恋者的＂身份政治＂,不仅对于这一特殊的＂政治群体＂有所帮助,对于当前兴起的各种＂民族群体＂的＂身份政治＂,同样有着警示作用。     

论三毛创作的文化视野及意义

三毛的流浪及其流浪中的精神漫游作为一种生活方式和精神理念,决定了其创作的浪漫主义精神实质和异域猎奇的基本叙述形态;荒漠文明的书写是三毛全部作品中最突出的亮点,并由此支撑起了她的精神乌托邦,藉以表达作者对现代城市文明病的焦虑以及对物质与精神、文明与道德之间悖论性发展的文化思索;三毛创作中的多元文化叙述空间增强了作品的文化内涵和思想深度,也生动的呈现了作者以西方文化为参照的民族文化认同。     

论清代改流与中国西南疆域的整合

清雍正以来西南土司区域大规模的改流活动,对中国西南疆域的整合有着重要的意义.通过改流,独立的土司辖区不复存在,被纳入中央政府直接管辖的行政版图内,行政区划与内地划一.随着行政区划的统一,中原王朝"夷夏大防"的文化隔离政策随之取消,转而在原土司区域大力推行以儒家文化为代表的华夏汉文化.在此过程中,西南土著居民自愿不自愿地完成中原文化认同.行政区划的统一,中原文化认同的加强,西南土司区域自此被完全整合进中国国家疆域之中,成为其不可分割的重要组成部分.     

A crisis of professional identity: How primary teachers are coming to terms with changing views of literacy

As definitions of literacy become reconceptualised, so too do constructions of the primary teacher's identity. This study analyses the discourses that emerged from interviews with a group of Australian primary teachers who talked about their reactions to teaching media. Teachers who embraced this area of learning had a more futures-oriented view of their identity. However, there were still teachers who retained a more traditionalist perception of their role, including some who viewed teaching media as an unnecessary burden. These contrasting perspectives suggest that a crisis in identity will remain unless the boundaries that separate conventional literacies from new literacies can be challenged.     

New teachers,mentoring and the discursive formation of professional identity

This paper considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers. The site for this analysis is the Teacher Mentoring and Induction Program, in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture. The aim is to reposition mentoring as a product of its contexts and times, and in so doing contribute to the development of a more theoretically informed and critical platform from which to conduct research into its effects and benefits.     

教师的身份变迁与教师教育演变——兼论我国教师教育走向

人类社会经济形态经历了前工业经济、工业经济,并正向信息化经济变迁,这种变迁也使教师经历了兼职人员、职业教师和专业教师三种不同身份演变。教师身份的演变使教师教育由自然养成方式发展为封闭式师范教育,进而发展为以大学为主体的职前-职后一体化教师教育。我国在当前以及今后一段时期内将处于以信息化经济为发展方向的前工业经济、工业经济和信息化经济并存交融时期,因此,教师教育的走向也具有较强的时代特征和中国特色。     

少数民族大学生社会认同运行机制的社会化视野解读

作为对少数民族大学生思想、观念、行为、心理都会产生重要影响的社会认同,在其形成、发展、表现的过程中,势必会受到某些外在和内在因素的制约,导致社会认同出现多样化的表现,而在分析清楚影响因素之后,更重要的是采用怎样的方式去构建社会认同的运行机制,文章通过对云南少数民族大学生社会认同机制偏颇态势的分析,从人的社会化过程角度,即生命全程、整体发展、发展变化等三个过程提出构建少数民族大学生社会认同运行机制。     

Teacher agency,positioning, and English language learners: Voices of pre-service classroom teachers

This study explores the identity (re)negotiations and agency of three pre-service classroom teachers who received their ESL (English as a Second Language) endorsement at a research university in the United States. An analysis of interview data and teachers' journal entries, from a narrative positioning perspective, indicates that the teachers took on various, and sometimes conflicting, positional identities in relation to their social context (e.g., mentor teachers, ELLs, etc.). The findings further indicate that those positional identities have shaped teachers' agency and self-reported classroom practices. The analysis presented provides implications for teachers of ELLs and teacher educators.