“The Sins of Name Calling”: Responses to Paula Deen’s Use of Ethnophaulisms

Although many think, or wish to think, that racism in the United States is part of our peripheral past, contemporary discourses of racial and ethnic relations suggest otherwise. Discussions of ethnicity and race are still at the forefront of public discourse. The recent publication of news articles citing celebrity chef Paula Deen’s use of ethnophaulisms and prejudiced talk resulted in thousands of user-generated comments and responses. This article purports, then, to highlight the current discourses of racial and ethnic relations as revealed through online responses to one particular ethnophaulism used by celebrity chef Paula Deen. Important to this discussion, however, is the interesting finding that comments made by readers spoke to larger “meta” discourses of language use: Users commented about contemporary American race and racial relations and how we use (or do not use) language with specific purposes and power in mind, rather than the specific case of Paula Deen’s utterance.     

谵语与对话--巴赫金对话诗学窥隐

巴赫金的对话理论来源于陀思妥耶夫基小说的复调性、对话性，不过却否认与疯癫之间的联系，显然是不符合文本事实的。因为第一，巴赫金恰恰是在陀氏的而非其他作家的作品中发现了“对话”的，而疯癫却正是陀氏小说明显的特征；第二，实际上，巴氏所举的“对话”例子，从形式上看并不是“对话”而是某种“拷问”，从内容上看，更象精神分裂病患者的谵语。据此，可以说明“对话”与“疯癫”之间的联系并由此角度审视“对话”的价值。     

哈贝马斯交往行为理论的德育意义

从道德的起源和本质来看,学校德育应该是一种交往行为。在哈贝马斯交往行为理论关照下的学校德育,应以对话作为师生交往的主要途径,德育内容应回归生活世界,培养具有主体间性的德育主体。     

杰克·伦敦短篇小说中的三大艺术特色

杰克·伦敦一生创作了一百多部短篇小说,为现代美国短篇小说开辟了一个新纪元。通过分析若干作品,本文旨在探索杰克·伦敦在短篇小说中所彰显的三大艺术特色:特异险恶的环境描写;洁净凝练的对话描述;生动简洁的动作刻画。     

音乐活动：人以美的音响符号进行情感交流的特殊方式

音乐活动是作曲家、演奏家和欣赏者以美的音响符号为中介进行的情感交往的特殊方式。在音乐创作环节中，表现为作曲家主体的本我的情感与物化为他我的符号文本的情感的自我交往；在音乐演绎环节中，表现为演绎者与作曲家以乐谱符号文本为中介的心灵－精神交往方式；在音乐欣赏环节中，则表现为聆听者通过音响符号这个中介与演绎者和作曲家进行的心灵—精神的双重交往。     

论对话教学的时代特征

现代对话教学是对传统对话教学的继承和发展,也是对传统对话教学的超越,它具有重要的理论和实践意义,并体现出其独有的时代特征：互动交往,合作发展,创造生成,倾听关爱与追求自由、发展生命。     

The missing voices: students as a catalyst for promoting inclusive education

ABSTRACT

Despite the progress that has been made over the 25 years since the Salamanca Statement, there is still room for improvements in order that schools can be developed that include all students. Drawing on a programme of research carried out over a period of 20 years in various European countries, this paper argues that children and young people themselves should have a central role in informing thinking, policies and practices in education. Although this is in line with the UN Convention of the Rights of the Child, their views continue to be largely absent from important discussions that directly affect them. Using examples from two interconnected studies, this paper illustrates how students can be a catalyst for inclusive development, provided their views are heard and acted upon. In so doing, it describes the evolution of the author’s thinking, as the research moved beyond an initial focus on students’ voices as relating to conversations with students, towards a much more radical approach that seeks to promote dialogue about learning and teaching amongst students and teachers. This move is seen to involve a cultural change which, in itself, is a manifestation of a commitment to inclusion as a principled approach to education.     

Impact of philosophical enquiry on school students’ interactive behaviour

To be effective, thinking skills interventions are likely to require specific fine-grain changes in the quantity and quality of teacher–pupil and pupil–pupil dialogue in the classroom, but these are difficult to establish. This study investigated the effects of collaborative philosophical enquiry over time on quantity and quality of interactive dialogue in 180 children aged 10 in 4 intervention and 2 comparison primary (elementary) mainstream classes in 6 schools in Scotland. Participating teachers received initial and follow-up professional development. Matched comparison classes received regular teaching. Video recordings of teacher-led and pupil–pupil classroom discussions before, and 7 months into, participation in the programme were analyzed. These were related to a theoretical model of the process. Changes in intervention classes included increased use of open-ended questions by the teacher, increased participation of pupils in classroom dialogue, and improved pupil reasoning in justification of opinions. There were no changes in comparison classes. Variation in degree of change between intervention schools was evident. Implications for future research, policy and practice are outlined, particularly for enhancing consistency and expanding the programme.     

“Accidental Racist”: Stumbling Through the Motions of Racial Reconciliation

This article examines country star Brad Paisley’s controversial musical dialogue with rapper LL Cool J about race. First, I compare “Accidental Racist” with “Ebony and Ivory” in light of McPhail’s notions of rhetorical coherence and complicity. Second, I interrogate Paisley’s problematic construction of racial division in light of Gresson’s work. Next, I consider how the inclusion of Cool J’s voice at least partly challenges Paisley’s southern White perspective. In light of Hatch’s theory of reconciliation, however, Paisley’s pseudo-apology proves self-serving and Cool J’s forgiveness is cheap. In the end, their contrived country/hip-hop dialogue dances to the tune of neoliberalism and fails to resonate with either of their core audiences, despite their well-meaning intentions.