中国"公案小说"与西方"侦探小说"之比较

中国"公案小说"与西方"侦探小说"虽都以侦破探察案件为内容,但两者无论从断案执法主体、破案方式、情节构造和叙述视角来看,都有着不同的特征.     

Land education: Indigenous,post-colonial,and decolonizing perspectives on place and environmental education research

This editorial introduces a special issue of Environmental Education Research titled ‘Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.’ The editorial begins with an overview of each of the nine articles in the issue and their contributions to land and environmental education, before outlining features of land education in more detail. ‘Key considerations’ of land education are discussed, including: Land and settler colonialism, Land and Indigenous cosmologies, Land and Indigenous agency and resistance, and The significance of naming. The editorial engages the question ‘Why land education?’ by drawing distinctions between land education and current forms of place-based education. It closes with a discussion of modes and methods of land education research.     

A People Torn in Twain: Colonial and Indigenous Contexts of University Education in New Zealand

This paper examines the development of the university system in New Zealand and explores the impact of colonisation on the development of research priorities.The paper covers four main areas. The first area discusses the question of identity and location in the early settler colonies and how early contact between Maori and Pakeha led to significant shifts in cultural codes; the second area concerns the historical foundations of higher education in New Zealand and the establishment of Victoria University of Wellington. It includes a discussion of colonial and indigenous identities in the academic context; the third area deals with the contemporary university with particular reference to Victoria University of Wellington; the final section offers some reflections on the ways in which colonisation and local identity are presently influencing educational research priorities.     

Atlantic Families: Lives and Letters in the Later Eighteenth Century. The Pen and the People: English Letter Writers 1660–1800

ABSTRACT

This article concerns the protest of an Aboriginal Australian man, Anthony Martin Fernando, who during an international gathering of Rome Catholics in the Jubilee year of 1925 handed out flyers outside St Peter's Cathedral in Rome. By protesting against conditions for Aboriginal people in Australia, Fernando brought the question of settler colonialism in Australia directly and in person to the Roman Catholic community arriving from around the world. Where the Vatican's ethnographic exhibition of that year rehearsed the more usual representation of injustices towards Australia's indigenous people as integral to an unruly nineteenth-century colonial frontier, Fernando aimed to link Australian settler colonialism with the British world in the present – a world he characterized as yet to be brought to account for its actions towards colonized peoples, particularly the Aborigines of Australia. The audacity of that protest, as well as the literal presence of an Aboriginal man living by himself on the streets of interwar Europe, forces us to reconsider Aboriginal Australian activism in the twentieth century. It requires firstly a more genuinely transnational account of the history of indigenous politics in Australia, and secondly a more dynamic account of the diversity of often-ephemeral forms of black political activism carried out within and beyond colonial settings in the modern era.     

Making settler colonialism concrete: agentive materialism and habitational violence in Palestine

ABSTRACT

Through home sealing in Palestine, the Israeli state utilizes the agentive materialism and political valence of concrete as settler colonial state building tools. By rendering the home uninhabitable, the walls of the home are transformed into border walls, while the sealed home rhetorically functions as a relic of collective punishment. Home sealing is an expression of the Israeli state's permanent anxiety surrounding Palestinian compositional power. This essay demonstrates the urgency for approaching settler-colonial state logics through a lens rooted in decolonial approaches to materialist rhetoric and rhetorical studies of space and place.     

Muskrat theories,tobacco in the streets,and living Chicago as Indigenous land

In this paper, we aim to contribute to ongoing work to uncover the ways in which settler colonialism is entrenched and reified in educational environments and explore lessons learned from an urban Indigenous land-based education project. In this project, we worked to re-center our perceptual habits in Indigenous cosmologies, or land-based perspectives, and came to see land re-becoming itself. Through this recentering, we unearthed some ways in which settler colonialism quietly operates in teaching and learning environments and implicitly and explicitly undermines Indigenous agency and futurity by maintaining and reifying core dimensions of settler colonial relations to land. We describe examples in which teachers and community members explicitly re-engaged land-based perspectives in the design and implementation of a land-based environmental science education that enabled epistemological and ontological centering that significantly impacted learning, agency, and resilience for urban Indigenous youth and families. In this paper, we explore the significance of naming and the ways in which knowledge systems are mobilized in teaching and learning environments in the service of settler futurity. However, we suggest working through these layers of teaching and learning by engaging in land-based pedagogies is necessary to extend and transform the possibilities and impacts of environmental education.     

开寨始祖、家庭与婚姻——都柳江流域侗族的村寨结构与婚姻制度

都柳江流域侗族村寨具有高度的整合性和同质性,即侗族的家庭、家族和开寨始祖崇拜整合于同一村寨内部,以姓氏符号构成村寨来源的同一性;并在“破姓开亲”的婚姻制度下,将婚姻圈限制在具有同一姓氏符号的村寨内部,同姓又同婚。南部侗族村寨社会关系的高度同一性,表现在村寨空间结构上就是强化以“公”为中心的集体空间,如萨坛、鼓楼为中心的“寨心崇拜”和寨门、花桥、古树为标志的村寨边界,强化侗人社会的内外之别。     

Bad feelings,feeling bad: the affects of Asian-Indigenous coalition

ABSTRACT

This article theorizes the affective forms that Asian-Indigenous alliances might take, using examples from contemporary Canadian film and literature as a cultural testing ground. Building on the efforts of scholars like Rita Wong, Larissa Lai, and Malissa Phung to trace a literary genealogy of Asian-Indigenous relations in Canada, the article first considers the structures of feeling which bolster efforts towards coalition-building between Asian settlers and First Nations. Rather than extending an optimistic or redemptive model, the article suggests that negative affect (or, what Sianne Ngai calls “ugly feelings”) ought to be taken seriously as both an unavoidable presence and a potential catalyst in and for active solidarity. The article then analyzes Sto:lo author Lee Maracle’s short story “Yin Chin” and Peter Blow’s documentary film A Village of Widows with an eye towards how bad feelings underpin the narrative calls to action in both texts. The article concludes by considering the role that bad feeling can and does play in terms of inter-referencing practices among cultural and historical scholars.     

To “uplift the Aborigine” or to “uphold” Aboriginal dignity and pride? Indigenous educational debates in 1960s Australia

Abstract

The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the Referendum was held, a conference called Aborigines and Education was convened at Monash University. Education was seen to be vital in addressing what was described as “profound educational disadvantage” experienced by Indigenous people. The debates that ensued show how education was imagined to be able to solve the problems Indigenous students were encountering. In this article I confine my interest to a selection of papers and examine the features of two distinctive discourses that emerge: that of “uplifting the Aborigine” and that of “upholding” Aboriginal dignity and pride. In doing this, I demonstrate how particular “race logics” were employed and contested in these debates. I argue that the insights garnered through analysis of these discourses offer opportunities for education research and practices that are in solidarity with the emancipatory goals of marginalised communities.