论《女勇士》的对话性叙事与主体身份建构

《女勇士》将母亲的“讲古”与叙述者的想象巧妙结合在一起,以对话性叙事结构表现一个华裔少女寻求自我身份的过程。而叙述者主体身份的建构是在与现实和历史人物的对话中,对中国传统文化认同、抗拒的抉择中和中美文化的融合中完成的。这部作品开启了华裔文学与美国主流文学、文化的对话。     

School in the (im)possibility of future: Utopia and its territorialities

Abstract

Utopia makes itself heard as Raphael voices a critique of who we are and configures that no-where which, paradoxically, we want to reach. We look to Deleuze and Guattari when we say that that critique can be envisioned as resistance to the present. In the passage from no-where to now-here, we revisit the territories of utopia as critique of our times, as a way to approach the question of who we are and who we want to be. In our view, education still rests on the image of a future that unfolds in the encounter with others. Education and its need/potential to enable tomorrows, to invent promises that look to places of desire, spaces that take shape as heterotopias. The notion of utopia is strained at root because defined as a no-where. At school, it is bound to the potential to create new possibilities and alternatives for life in the here and now. In this article, we will grapple with the work we do in university classrooms and in educational institutions in the slums on the outskirts of the city of Buenos Aires as a gateway from which to envision and to problematize the world. From there, we will approach the voices where other possibilities are conquered and other spaces created on the basis of the unpredictable, voices rooted in education and the need for it that produce and produce themselves in the tensions of that (im)possibility. In sum, wording the world as creation of worlds.     

What narratives do young people use to communicate depression? A systematic review of the literature

ABSTRACT

Mental health difficulties amongst children and young people increasingly dominate the British government agenda. Despite the 2014 Special Educational Needs and Disability Code of Practice extending statutory provision up to the age of 25, the mental health needs of older young people are often overlooked in educational guidance. For many young people, the impact of depression has wide ranging social and economic implications; therefore it is important to enable early identification and intervention. Understanding self-report processes may be one way of enabling this. From this perspective, the present review aimed to investigate what narratives young people use to communicate depression. Eight studies were identified and assessed using qualitative and quantitative frameworks, and reported using PRISMA guidelines. Findings provide useful information about issues, methods and processes in communicating depression as well as perceptions about effective support. Implications for future research and practice are considered in light of these findings.     

At home with disability: one family’s three generations narrate autism

We examined the lived experiences of a Cypriot family with a young child with autism. Semi‐structured interviews with parents, siblings, and extended family members across three generations and observations of the family’s daily activities were the primary data‐generating methods. Critical events related to the disability diagnosis, the mother’s decision to undertake a significant role in the child’s education following negative interactions with professionals, and the family’s daily accommodations to the child’s needs emerged in narratives of multiple participants. Family narratives reflect the polyphony of experiences and responses shared by participants. The study illuminates the complexities of this experience and offers opportunities to rethink the interplay of disability, family, and culture in the context of research and practice.     

康拉德的东方叙事——评析小说《阿尔迈耶的愚蠢》和《吉姆姥爷》的殖民特性

通过聚焦康拉德的有关马来叙事《阿尔迈耶的愚蠢》和《吉姆姥爷》两部小说,借助后殖民理论,对叙事成分、视角、语言和呈现方式进行评析,揭示康拉德作品的潜在殖民意识,指出这种殖民意识是根植于其所推崇的欧洲传统与作品对帝国形象所起的特殊作用,再现康拉德东方叙事与重新审视经典文学中的东西方关系.