对话还是对抗——比较后殖民主义理论与张承志的"抗战文学"论

后殖民主义理论与张承志的“抗战文学”论 ,都旨在解构西方霸权主义 ,反抗帝国主义压迫 ,表现出浓厚的东方意识和抵抗意识。但是 ,后殖民主义理论并不主张在第一世界和第三世界 ,即中心与边缘文化之间进行二元对立 ,而是对话 ,比较起张承志“抗战文学”论绝决的抵制和不合作精神 ,以及那种强烈的与西方保持对抗的民族主义思想 ,两者有着巨大的认同差异。     

Science,education, and republican values: Trends of faith in America: 1750–1830

The history of curriculum debate involving science in the United States has touched all levels and concepts of schooling. It has involved a wide spectrum of competing interests and ideas. It has helped guide the framing of concepts as complex and influential as those of progress, human nature, and the national welfare. It has been a stage on which many players have entered, spoken, left, and returned (not always in the guise of farce). Above all, it is itself something from which a great deal can be learned: for in large part any current situation stands at the apex of this long history and cannot in any sense be divorced from what it reveals about the larger place of science and learning in American consciousness. Eric Hobsbawm once wrote that the progress of schools and universities measures that of nationalism, and that education generally is the most conscious champion of the state. History reveals this to be an enormous oversimplification, woefully expedient, and particularly so in the case of science. Here, in fact, nationalism itself can be revealed as a collision of many conflicting interests, myths, visions, and hopes, all of which at some point took the scientific as legitimating dais. No committed history could be so reductive. It must rather open both inward and outward, toward the past and its continued momentum.     

《生死场》研究述评

《生死场》是萧红的成名之作,也是对于当时社会产生较大影响的一部作品。多年以来,关于文本的解读和阐释,尤其关于小说的主题意蕴,一直存在着很大争议。简略地说,《生死场》的内涵可以从生与死、女性话语和民族主义三个层面加以理解。最初鲁迅和胡风对小说进行了较为全面的阐释,但由于时代的和其它方面的原因,民族主义内涵备受关注,“抗日文学”说一直是权威阐释,而其它重要内涵却被忽视了。自20世纪80年代起,国内外批评者运用新的理论,或从启蒙主义角度、或从纯文学角度、或从女性主义角度重新对小说进行阐释,逐渐发现了过去被遮蔽的重要内涵,并阐发出新的意义,然而却不同程度地存在着顾此失彼的现象,出现了一些新的偏差和遮蔽。     

试析德意志民族主义的历史渊源和发展演变

德意志连续两次发动世界大战,与其独特的民族主义密切相关。长期的四分五裂的状态使其民族主义在相当长时期只是文化民族主义,在种族主义,社会达尔文主义等非理性主义思潮的影响下,极易蜕变成民族沙文主义,成为发动两次世界大战的始作俑者。     

正视与应对:对当代中国民族主义的深层思考

当代中国民族主义是多种因素耦合的结果,系指20世纪90年代初泛起于我国境内,特定民族群体族员以民族认同为基点,以民族情感归附为纽带,以民族群体为忠诚对象,在实现现代化的进程中以追求民族利益、维护民族尊严为指向的意识形态或实践运动。当代中国民族主义多样而复杂,以中华民族利益为投射对象的国族民族主义和以具体民族利益为投射对象的族类民族主义最具典型。当代中国民族主义作为一个"双面体",或如天使,具有凝聚民族力量、展现民族活力、提升民族精神之效;或如恶魔,潜藏着巨大的风险,有将民族推向万劫不复之力。在全球化迅猛发展的态势下,植根于当代中国沃土中的民族主义,无论以何种面貌登台,都带有较强的西方性,具有坚韧的生命力和强劲的渗透力、溶蚀力,必然对我国主流意识形态和主导价值观造成巨大冲击。对此,绝不能敷衍塞责,而应当以审慎的态度和求实的精神,对其认真对待、谨慎处理,做到正面回应,科学引领,以便在多样化的思想观念中寻求最大共识。     

质疑华语电影“民族化”的价值定位

在全球化语境下,华语电影开始在世界市场上被选择和接受,实现了中国电影与世界电影的对话和接轨。然而,中西方对华语电影两极化解读现象依然普遍存在。鉴于各国电影通过达到国际性而实现民族性的成功经验,华语电影的＂民族性＂特质的强调需要被重新审视和反思。     

时代不同则自由亦不同——以《新民丛报》为考察对象

民族主义时代与民族帝国主义时代是两个不同的时代。在民族主义时代,《新民丛报》学人更倾向于争取个人自由,但是当西方列强进入民族帝国主义时代时,《新民丛报》学人过多地看到了西方列强对落后国家的渗透和侵略,从而在心理产生了排斥列强的焦急情绪,因而也就把对个人自由的重视转向争取国家自由的重视,甚至提出了要国家主义不要民族主义的口号。     

Globalization,values education,and school music education in China

This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures.     

Behind the scenes of music education in China: a survey of historical memory

This study explores how the government of mainland China values Chinese nationalism as a component of its historical memory and traces its relationship with music education from the twentieth century to the global age within broader social contexts. In a rapidly commercializing and modernizing China, nationalism remains the main driving force shaping Chinese music education, while historical nationalism and familial relationship have been reinforced by the current regime's educational socialization. Love for country and family and an emphasis on nationalism and Confucianism are the pragmatic tools employed by Chinese authorities to maintain their primacy in and power over education, particularly song teaching.     

Acknowledgements

We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values.