对《呼啸山庄》中凯瑟琳悲剧的女性主义解读

在父权制社会中 ,在男式的观念、思想、行为、伦理、价值的霸权话语中 ,女性丧失了自己的身份。《呼啸山庄》的女主人公凯瑟琳·恩萧追求真我 ,挑战父权制那湮没女性身份的“家庭天使”观念 ,为摆脱父权制通过文化教育、伦理道德和婚姻强加于她的“镜中影像”的身份不惜以死抗争。文章用女性主义的分析方法对凯瑟琳的悲剧重新解读 ,指出艾米莉·勃朗特通过描写父权制下以凯瑟琳为代表的妇女的真实生命体验 ,表达出自己独特的女权意识与女性反抗。     

从种族到人性 --对索尔贝娄文化身份及其小说人物文化身份的辨析

在诺贝尔文学奖的获得者索尔贝娄的小说中,主人公的犹太身份特征总是处于一种由强到弱的淡化过程中。这种淡化的轨迹有两条:一是以时间为线索,另一条则是以空间为线索。贝娄小说中主人公的犹太身份是贝娄文化身份的重要风向标。循着这两条变化的轨迹,贝娄的文化身份由犹太作家渐变到犹太作家和美国作家直到他所自称的"一个有着犹太(文化)遗产的美国作家"。这种身份的演变使索尔贝娄不断超越了种族的局限,使他在展现和探索人性的过程中有了更丰富和宽泛的选择。     

民国时期支配阶级眼中的教师身份认同流变

民国时期是一个大动荡时期，此间支配阶级眼中的中小学教师身份认同流变，若按政权更迭为主线加以考察，则分别经历了新民教化者、封建捍卫者、军政训导员、抗战宣传员、赤化避免者五个大阶段，因其政权性质与总体施政纲要不同，每个阶段支配阶级对教师的要求又各具不同特点，但均为教师工具性特点的体现，亦为各自政权巩固所需。     

Students’ experiences of academic success with dyslexia: A call for alternative intervention

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.     

浅析《黑暗中的航行》中安娜悲剧的原因

《黑暗中的航行》是现当代英国小说家简。里斯所有小说中最阳光、最青春、最纯真的一部。出生在西印度群岛的白人姑娘安娜，因为模糊的身份，窘迫的经济和失败的爱情成为被男人玩弄的对象，社会的弃儿。     

Sexuality education including lesbian,gay, bisexual,and transgender (LGBT) issues in schools

Should children and adolescents be educated in school about gender diversity, including lesbian, gay, bisexual and transgender (LGBT) issues? This is a question many governments and educational policymakers discuss in their process of reforming relationships and sex education. However, these reform plans face resistance from parents, religious groups, and political parties. Specifically, opponents argue that (a) children who learn about LGBT issues in school will engage in same-sex practices or even become homosexual, bisexual, or trans* themselves; (b) schools force a particular view on children that stands in contrast to the heteronormative, religious, and/or political views of parents; and (c) teachers act as role models and change the sexual orientation and gender identity of their students. This systematic literature review aims to offer evidenced-based answers to these arguments on the grounds of biological, sociological, psychological, and educational research. First, twin studies and genome scans in behavioral genetics research unveil strong biological roots of sexual orientation and identity that will not change through inclusive sexuality education. Second, psychological and sociological research signals that heteronormativity, homosexuality non-acceptance, and negative attitudes toward LGBT people in general are associated with lower levels of education and intelligence as well as higher levels of religious belief and political conservatism. For at-risk sexual minority students who show gender nonconforming and gender atypical behavior, schools can create a safe climate and protect adolescent health if they succeed in reducing homophobic and transphobic discrimination, bullying, peer victimization, and verbal, physical, and sexual abuse. Third, action research and ethnographic narratives in educational research tend to indicate that queer educators as role models in classrooms do not change the sexual orientation and gender identity of their pupils. In summary, based on this systematic review, governments and policy makers can expect that reforming the teaching of sex education to include LGBT issues in schools will have positive effects for heterosexual students and for students belonging to a sexual minority.     

Stereotypes and teacher characteristics as an explanation for the class-specific disciplinary practices of pre-service teachers

This paper explores the importance of class-related stereotypes for the discipline practice of pre-service teachers and whether stereotypes and discipline practice are related to their students' outward appearance. Pre-service teachers were asked to assign adjectives to photographs of children from the lower and middle social classes and to choose disciplinary actions for photographs of disruptive situations involving children from these classes. Results show that 40% of pre-service teachers treated children unfairly based on class affiliation, of these 50% punished lower-class children more harshly. The unfair treatment of lower-class children was linked to class-related stereotypes and to indicators of social identity.     

Negotiating class,ethnicity and modernity: the ‘Malaynisation’ of P. Ramlee and his films

Early Malaysian national cinema disseminates a social reconstruction process aimed at reconstructing Malay supremacy at the centre of a specific geographical, political, economic and cultural space. Aptly termed as ‘Malaynisation’, this process occurred during the Golden Age of Malaysian cinema through the films of P. Ramlee. While existing as a capitalist film culture located within an ethnically diverse society, early Malaysian cinema through Ramlee have produced a significant number of mono-ethnic representations solely focused on the culture, language and lifestyles of the Malays. As such, the articulation of the politics of inclusion and exclusion in Ramlee’s films articulates a right-wing nationalist sentiment that upholds the sovereignty of the dominant Malays while undermining other ethnic communities. The nature of these representations enunciates the context of an ‘imagined community’ which locates the formation of a particular type of nationalism within a social, political and cultural communicative space. This paper examines the construction of the ‘modern Malay’ identity in Ramlee’s films and the nationalist discourse in Ramlee’s films as an attempt at producing the idea of a nation as a continuous narrative of national progression by presenting the postcolonial Malays as a modern, successful and dominant force.     

论吉恩·凯利在歌舞片《一个美国人在巴黎》中的表演特色

歌舞片作为美国好莱坞乃至世界范围内规模甚大的类型电影之一,走过了路途坦荡的三四十年代的辉煌历程,到了五六十年代国际政坛风起云涌,艺术领域也颇具变幻,这其中诞生了一位歌舞类型片的旷世奇才——吉恩·凯利,他舞蹈节奏把握精准、现场表情动作细腻、内心情感释放得当、角色把控有稳有条。这部摄制于上世纪50年代的《一个美国人在巴黎》,吉恩·凯利运用自身的表演特色不但为自身荣得奥斯卡的光辉,且将当年美国歌舞片的制作水准与表意功力提升到了一个崭新的高度。     

Developing an appreciation of what it means to be a school-based teacher educator

The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators (SBTEs) in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these SBTEs. Possible impacts on student-teachers’ learning and implications for the development of high-quality teacher education are examined.