Identity at Risk: Students’ Identity Configuration in the Aftermath of Trauma

Two and a half years after the July 2011 massacre on the Norwegian island of Utøya, 68 of the adolescent survivors were interviewed about their everyday life at school. The interviews revealed changes in the interplay and counterplay between student identity and social identity when new identities connected to the massacre were introduced in the school arena. This dynamic has two prominent contradictory aspects: (1) the strong need to avoid being associated with the massacre, yet (2) they also experience a high degree of imposed external framing of identity configuration. This article investigates school as an arena where unwanted identity changes are played out. School emerges as an arena that can complicate the rehabilitation process by confirming and specifying the changes caused by exposure to trauma. Implications for what trauma support at school could entail for trauma-exposed adolescents are indicated.     

Beyond Native and Nonnative: Translingual Dispositions for More Inclusive Teacher Identity in Language and Literacy Education

ABSTRACT

This article proposes translingual dispositions as a way to move beyond the NES/NNES dichotomy in understanding language teacher identity. Recent scholarship in TESOL and Applied Linguistics has problematized the NES/NNES binary from a poststructuralist perspective, highlighting how NES/NNES subjectivities are discursively and performatively (co-)constructed and negotiated. Despite the efforts to empower NNESs, the very binary reifies monolingual ideologies. This article argues that translingual dispositions can help move beyond the binary and complicate theorization of teachers’ identities and practice. To illustrate, we report an ethnographic case study of a “NES” teacher, Daphne, and examine how Daphne’s translingual dispositions shape her teaching and facilitate her students’ creative negotiation of monolingual norms in a writing course. We conclude by discussing future research directions and the implications for language teacher education in fostering translingual dispositions.     

Traveling with and through your backpack: a personal reflection on the infrastructure of science education

In this paper I respond to Ajay Sharma’s Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight that our subjectivities are negotiated based on the desires of the similar and competing discourses we are exposed to, and the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitrations with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate that science education is not neutral, objective or unproblematic. Building on Gill and Levidow’s (Anti-racist science teaching, 1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse that we rarely articulate the underlying political or economic priorities of science; science’s appropriation of other cultural ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.

论华裔文学身份的多重建构——以伍慧明的《骨》为例

由于历史断层和文化错位之类社会现象的逐渐普及和日益深化,对于文化身份的各种认同问题业已构成当代华裔美国文学的重要主题之一。本文运用当代文化研究思潮中身份研究的相关理论,分析小说《骨》中两代人的文化经历和身份经验,并在对“身份危机”的多重意义进行深度解读的过程中,以鲜活的文学经验不断加深对于华裔身份杂体性的认知视角和阅读体验。     

“物我同一”与生态伦理——庄子的生态伦理思想新探

庄子的生态伦理思想主要包括两大方面 ,一是“物我同一”的生态伦理情怀 ,包括三个层次 ,其中“人与天一”强调人与自然的相互融合 ,“物无贵贱”主张万物平等 ,“顺物自然”强调遵循自然规律。二是“万物不伤”的生态爱护观念。庄子认为 ,人应该珍爱万物 ,节约自然资源。     

Globally mobile children: the sense of belonging

The movement of families around the world is becoming increasingly common, whether involuntarily (as a result of war or famine, for instance) or voluntarily (resulting from economic migration or a parent’s occupation). Though one of the effects of globalization is the growing number of professional parents whose occupation causes them to move their families around the world on a fairly regular basis, little is known of the effects of such global mobility on the children. This paper describes a small‐scale study undertaken with 120 globally mobile Botswana‐based children between 9 and 11 years of age, which explored their perceptions of what it means to belong to a home country. Findings highlighted the many different factors that influence such perceptions (including length of stay, country of birth, country of passport, country of parents’ passport or birth), as well as the need for further research to be undertaken in this increasingly important area.     

关于朝鲜核问题的建构主义分析

朝鲜核问题是当前国际问题中的热门话题之一。本文基于建构主义的有关原理,认为朝鲜核问题产生的实质在于美朝各自对于对方“敌人”身份的认同,并据此分析了朝鲜核问题的原因及其未来走向。     

Structure, agency, and the development of students’ identities as learners

This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school. I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject positions can pose contradictions with some students’ interests, constrain students’ visions of possibilities, exacerbate disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there are also possibilities for resistance, agency and self-definition through students’ talk. Stacy Olitskycurrently works as a researcher for the Math and Science Partnership of Greater Philadelphia and is a lecturer at the University of Pennsylvania. She has a doctoral degree in Education and Sociology from the University of Pennsylvania. She has spent the past several years working on a longitudinal, ethnographic study of science education in an urban magnet school. Her research interests include the relationship of identity and science learning, interaction rituals in classrooms, in-field and out-of-field science teaching, the influence of social capital and cultural capital on science learning, activity theory and classroom change, and students’ experiences with school choice.     

默会知识和显性知识的同异反集对分析

把默会知识与显性知识看成是一个集对,并作同异反集对分析,发现在默会知识与显性知识这两极之间存在中介知识这一宽阔的地带,中介知识是默会知识与显性知识的有机过渡和相互作用,典型的中介知识既有部分默会性又有部分显性性,一般的中介知识则具有个体差异性、不确定性和创新性等特点．中介知识的提出为推进默会知识理论在现代教育探索中的应用提供了新的思路．     

论间接语境同一替换失效疑难的解答——兼评弗雷格方案与罗素方案

弗雷格借助间接意谓试图说明间接语境同一替换失效问题。但罗素并不赞同弗雷格的处理方法,而是提出摹状词理论,以解答这个长期困扰人们的难题。研究表明,无论是弗雷格抑或罗素的方案都没有抓住问题的关键,最终皆失败了。实际上,问题的关键在于命题态度词,出路是区分认知程度。