全球化语境下体育跨文化传播的现状与分析

伴随着经济的全球化,现代信息与通讯技术的突飞猛进,使文化传播和媒介结合越来越紧密。在全球化语境下,跨文化的体育传播呈现出繁荣的景象,媒介与体育文化的结成攻守同盟,传播科技的进步有利地促进了体育的跨文化传播。然而,伴随着传播的过程中出现了＂媒介帝国主义＂,东西方体育之间的出现主动与被动、强势与弱势的分野,体育文化在交流上出现不平等的现象。伴随着如此的客观现实,导致在体育跨文化传播中产生不同的文化交流心态,如民族中心主义、成见、偏见等,而不同的交流心态又会直接影响体育跨文化交流的结果。所以,树立正确的体育跨文化交流心态,既有助于跨文化传播的成功,又有利于本民族体育文化的丰富和发展。     

Torsten Husén: A case of ethnocentrism in U.S. educational research?

This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husén. The paucity of U.S. textbook or journal citations of Husén's writings and research is interpreted as an example of cultural ethnocentrism and academic imperialism in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and global learning are proposed as methods of overcoming the methodological parochialism, overspecialization, and international fragmentation Husén describes as characteristic of much educational and social scientific research.     

《喜福会》中的民族中心主义思想及其对跨文化交际的消极影响(英文)

文章深入分析了美国华裔女作家谭恩美的第一部小说《喜福会》中母女双方同时表现出来的民族中心主义思想,探讨了该思想在中美两种不同的文化背景下给小说中四对母女之间的交流与沟通带来的消极影响,从而指出在跨文化交际中应采取一种理性的文化相对主义的态度。     

A challenging educational reform: politics of history textbook revision in North Cyprus

History education has been continually challenged by political competition in Cyprus. The education systems on both sides of the divide reflect the ongoing ethnic conflict and suffer from ethnocentrism. In particular, the history textbooks are used to convey and legitimise official narratives and reinforce identities defined vis-à-vis the other. As a result of the political debates in the early-2000s, a challenging process of educational reform and revision of history textbooks started in North Cyprus. This paper provides a historical perspective on the changes in the Cypriot history textbooks, and undertakes an in-depth comparative analysis of the old, revised and re-revised Cyprus history textbooks that have been used in schools from 1971 until the present day. The data was collected from document analysis of the textbooks used in lower- and upper-secondary schools both before and after the education reform.     

"To Keep the Present and Future in Touch with the Past"- Lewis Wickes Hine:

Lewis Wickes Hine exploited the powerful impact of the visual image to arouse the reforming spirit among the middle and upper classes and to inspire them to do something about the living and working conditions of thousands of America's poor. Hine was acquainted with many of the men and women who were involved in the Progressive social reform campaigns that were popular in the United States during the early twentieth century. A trained sociologist, he became interested in photography while teaching at the Ethical Culture School. Hine quickly realized that photographs could be powerful instruments of social reform and was able to effectively combine his interests in social welfare and photography. Hine believed that this efforts as a photographer should be guided by a social conscience and referred to his work as "social photography." His photographs of men, women and children enduring dangerous and inhuman working conditions were both sensitive and intense. As a result of his social conscience and artistic commitment Hine raised the cultural and social awareness of his contemporaries and made a significant contribution to social reform efforts in the United States.     

覆灭前的挣扎——从《印度之行》中的两个人物看穷途末路的殖民主义道德体系

英国现代作家福斯特的代表作《印度之行》描绘了20世纪初处于英国殖民统治之下的印度社会。小说中的人物朗尼和阿德拉分别代表了两种道德取向,前者信奉并维护殖民主义道德体系,而后者怀疑并冲破殖民主义道德体系。他们分别是殖民主义道德体系的代表者和终结者。通过这两个人物展现了殖民主义道德体系的基本面貌和必将走向灭亡的命运。朗尼和阿德拉无法步入婚姻的殿堂,这是由他们不同的道德取向和政治取向决定的。     

Ethnocentrism and Higher Art Education: Lingering Legacies,Imperative Nondualities

Art education in the USA has made great progress toward greater inclusiveness and is generally a force against resurgent fascism. Nevertheless, higher art education theory is dominated by Euro‐Western philosophical legacies, encumbered by dualism, which impede art education’s emancipative democratising potential. Recent debate about the uselessness of aesthetics illustrate this ethnocentrism. This article analyses the ethnocentrism that lingers in the postmodern legacies that undergird the debate; then shows how engagement with nondualist philosophies, predominantly non‐Euro‐Western, can make a profound difference to art education theory and practice. They are imperative to comprehending hybridity promoting global citizenship, resisting fascism and advancing global equity.     

罗蒂后现代哲学的三个支点

主要阐述了理查德·罗蒂的后哲学文化、真理观和种族中心主义,其核心思想是抛弃了传统客观主义真理观、知识观和哲学观,主张一种没有任何基础和本质的哲学观和文化观。这些新实用主义思想实际上就是一种为当今美国资本主义模式辩护的后现代主义学说。     

Internationalisation and the development of students’ intercultural competence

Universities’ internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence. The Intercultural Development Inventory® (IDI®) and a locally designed survey were used to assess students’ intercultural competence and to explore their intercultural experiences over seven months. Students began almost exclusively in lower (ethnocentric) stages of intercultural development and most showed little progress despite reporting relatively high levels of intercultural contact, friends from other cultures and positive experiences. Findings suggest that even positive intercultural experiences do not necessarily lead to the development of intercultural competence and that university policy and practice may need to be enhanced if producing graduates with higher levels of intercultural competence is to become a realised outcome of internationalisation.     

Testing a Model of Intercultural Willingness to Communicate based on Ethnocentrism,Ambiguity Tolerance and Sensation Seeking: The Role of Learning English in Iran

The present study aimed at testing a model of intercultural willingness to communicate based on ethnocentrism, ambiguity tolerance and sensation seeking between English and non-English major university students in Iran. A significant difference was found between the two groups on ethnocentrism and the results showed that the model fit the data adequately. Ethnocentrism was the strongest predictor of intercultural willingness to communicate for both groups. Sensation seeking was a significant predictor of intercultural willingness to communicate only for the non-English major university students. Moreover, sensation seeking and ambiguity tolerance were significant predictors of ethnocentrism.