兰登书屋数字化发展研究

通过分析兰登书屋日渐成熟的电子书、有声书经营以及跨媒体出版方式,总结它在实现出版全球化过程中的宝贵经验。面对出版全球化、数字化的浪潮,享誉世界的大众图书出版商兰登书屋在运用数字手段拓展、巩固海外市场方面取得了骄人的成绩。它的数字化发展道路对我国出版业具有一定借鉴意义。     

全球化呼唤高等教育思维方式的转变

全球化背景下的高等教育正处于一场大变革当中。通过分析"大学—社会"的辩证关系,从社会存在与社会意识的角度明晰高等教育思维方式转变的内在逻辑,并由此对大学发展历史进行再思考可知,全球化将推动大学在继续满足民族国家建构根本需要的同时,由地理封闭逐步走向全面开放。这一趋势促使我们必须转变对于高等教育的传统思维方式,这种思维方式的转变应以坚守大学根本作为底线。     

Negotiating Postmodern Democracy,Political Activism,and Knowledge Production: Indymedia's Grassroots and e-Savvy Answer to Media Oligopoly

A grassroots-based and technologically sophisticated effort to counteract media oligopoly, online Indymedia (www.indymedia.org) enables activists to appropriate technologies of globalization, thereby promoting democratic access to citizen-produced knowledge. Combined with the efforts of some 150 Independent Media Centers (IMCs) worldwide, the Indymedia movement as a whole illustrates how citizenship is both global and local. This essay uses examples from online Indymedia and my local IMC to address questions of new media and democratic access, corporate media reform, postmodern resistance, and alternative news production. I argue that Indymedia's citizen-generated news production is a powerful response to corporate media consolidation.     

Global discourses and national reconstruction: the impact of globalization on curriculum policy

Globalization has been widely discussed and much contested. It has been claimed that the process of globalization has impacted greatly on the capacity of the nation-state to formulate policy (e.g. Reich, 1992). Moreover, globalization has been accompanied by, or at least runs parallel to, a seemingly endless process of change within education. This process has assumed a worldwide character,as policies have migrated around the world; thus there have existed many similarities in terms of, for instance, curriculum provision, or school governance, between New Zealand, Australia, the United Kingdom and the USA. This article examines the nature and extent of education change in general terms, and the concept of globalization, before analysing the links between globalization and the process of change in one area of education, that is, the development of national frameworks for curriculum and assessment within anglophone nations.     

全球化对国家安全的影响与我国的对策

本文探讨了国家安全概念的演变以及全球化对国家安全的构成要素的影响 ,重点剖析了全球化背景下信息安全的地位和作用的明显提高 ,论述了全球化对军事安全带来的复杂影响 ,以典型案例说明全球化使国家政治和国际政治的界限趋于模糊 ,并简要论述了全球化对国家安全其它因素的影响。结合对中国国家安全影响的分析 ,最后提出了应对全球化的战略思考     

全球伦理及其可能与现实——从环境伦理的角度分析

目前,学术界关于“全球伦理”问题的研究日趋深入,观点各异。我们认为,随着全球环境问题的出现,全球环境伦理成为各国人民的共识,那么,随着全球化进程的加速,全球共同利益的形成及各国、各地区间利益相关性的增强,以此为根据的全球伦理不仅是可能的,而且已经现实地存在着。     

论杰姆逊的比较文化研究

弗雷德里克·杰姆逊是美国当代积极从事文化研究的马克思主义理论家之一 ,他的理论著作呈现出明显的比较视角。他不但关注不同地域和不同历史时期的文化形态的差异 ,而且从共时和历时的角度对其不同之处进行了研究。他视美国文学为“个人神话”而称中国文学为“民族寓言”,并指出了其历史根源 ;同时 ,他比较了第一世界文化中的现实主义、现代主义和后现代主义 ,在此基础上对美国当代文化的弊端进行了批评。杰姆逊提醒美国的理论家们要按照不同的标准对待不同的文化 ,并对第三世界文化的特性进行了强调 ,以便为其“全球化”理想的实现创造条件。杰姆逊的观点具有一定的乌托邦色彩 ,但他对“西方中心论”的反对则给了我们诸多启示。     

全球化语境下的文化多样性与多元文化教育

全球化和文化都是当前人们普遍关注的“中心话语”。文化多样性是经济全球化时代世界文化发展的标志和表现,是世界各国的地域文化形式维持其存在的重要表现。文化全球化与文化多样性是全球化背景下文化发展的两个维度,二者是辩证统一、相生相成的。文化全球化与文化多样性并不是对立的,而且,文化全球化发展的必然结果只能是文化多样性,而不是文化同质一体化,更不会是“文化霸权主义”。而文化多样性发展的动力则是多元文化教育。     

Learning to know,be, do,and live together with in the cross-cultural experiences of immigrant teacher educators

This study examined three Afro-Caribbean immigrant teacher educators whose learning based on reflections about their experiences with teachers in the United States revealed how they developed knowledge beyond practice in their learning to know, do, be and live together with others. The educators' learning reflected the processes of observation, reflection, awareness, requesting student feedback in the moment, and the passing of time that resulted in adjustment to their body language, changes in their expectations of students, a modification in their communication, code-switching and sensitivity. Implications based on the study for the new kind of teacher educator are subsequently addressed.     

Who Needs Critical Agency?: Educational research and the rhetorical economy of globalization

Current critical pedagogical scholarship has theorized the epistemological and social intersection between globalization and educational technology according to two distinct positions. For some, this intersection offers new liberatory knowledges and opportunities that can subvert social homogenization and economic disparity. For others, this relationship is just another phase of neoimperialism that should be politically and ideologically resisted. In contrast, we argue that the intersection between globalization and educational technologies is rather a manifestation of larger economic and logical forces, and that resistance to such circumstances can neither be purely ideological or social. Instead, we contend that such a theoretical and pedagogical foreclosure dialectically actualizes conditions for real change—particularly when it complicates educational research technologies and their impact on epistemological multiplicity.