台湾日占时期钢构屋架构造工法初探--以台湾总督官邸(今台北宾馆)屋顶为例

以日占初期具有近代化风格的台北宾馆(旧称总督府官邸)为例，探讨在日占初期移入台湾的施工技术及设计观念的具体现象，并籍此找寻日占时期台湾建筑构造观念中洋风建筑屋架中的结构弱点及其建筑技术中钢构工法的一般性看法。     

旅游殖民主义问题研究述评

旅游中的“文化殖民”,为旅游业带来好处的同时也带来了危害,从而影响了旅游业的健康发展。对国内外旅游殖民主义的研究进行了梳理,尤其分析了旅游殖民的定义和类型,重点分析了旅游殖民主义产生的影响,并对比分析了中外旅游殖民主义研究中存在的问题,最后对国内今后的研究提出看法。     

A philosophy for teaching in this strange place

ABSTRACT

Lecturing can be positively regarded as a practice by which students can be treated with respect in educational processes which grant them freedom to pursue and acquire new knowledge that meets their needs. Lecturing can also be negatively conceived as a practice which others students and positions them as people who deserve to be chided and harangued towards new knowledge. This negative conception is magnified in this strange place where what is taught to overly large classes offensively propagates colonial and apartheid schemata, while failing to advance the development needs of students. My teaching philosophy is a humanistic response to the difficulties of teaching in this strange circumstance.     

论乔治·奥威尔散文《马拉喀什见闻》中的蒙太奇技巧

在叙事抒情散文《马拉喀什见闻》中,乔治·奥威尔选择不同的蒙太奇镜头,生动地合成了马拉喀什人生活现状的全景图：描绘“脏”、“贫”、“惨”、“残”的生活状态,以及结尾处所隐含的各族人民觉醒的镜头。然而文中并未出现此类字样,而是通过蒙太奇手法,以其冷静而含蓄的笔触和敏锐的洞察力,辛辣地鞭笞泯灭人性的殖民者对殖民地的人民残酷剥削和奴役,表达了作者对马拉喀什人苦难生活的深切同情,对殖民主义的愤怒,同时也预见了摩洛哥等非洲殖民地的未来。     

‘To teach the natives English’: James Pope’s 1880 native schools code

From their inception in New Zealand in 1816, until the end of the century in some cases, most mission schools in the colony maintained instruction solely in the Māori language. However, from the 1840s, successive colonial governments promoted a secular schooling system in which English would be the language in which students were taught, principally because Māori was seen as an impediment to the governments’ assimilationist ideology. The 1880 Native Schools Code, devised by the first Inspector of New Zealand’s Native Schools, James Pope, was one of the final major steps in this era in advancing this assimilationist ideal through the country’s education system. Pope’s initiative was partly a continuation of state policy that had existed in some form since the 1840s, but it also served as the most explicit statement to that time of how the government intended to use schooling to incorporate Māori into colonial society.     

Hegemony and the politics of education in Hong Kong: from the post-war era to the post-handover era

ABSTRACT

The process of Chinese nation-building in education reveals the hegemonic strategies of the colonial power and the adaptation of indigenous forces when Hong Kong was undergoing decolonisation and the transfer of sovereignty. The return of Hong Kong to Chinese sovereignty has been a crucial indicator for the potential re-unification of China, as it presents a model for the possible future reintegration of Taiwan. The idea of hegemony applies to different dominant groups in the two periods under review. In the first period, London attempted to influence the development of groups in Hong Kong and incorporate them into the colonial programme. In the second period, Beijing attempts to influence groups in Hong Kong facilitate the reintegration of Hong Kong into a larger Chinese identity. Yet, it is far too simple to picture a unilateral exercise of power by an identifiable centre and consider the periphery as mere objects of successful manipulation by the centre. Continued study of the evolution of nation-building in education, under the influence of a series of complex and shifting factors of the Hong Kong society, will be enlightening for the comprehension of the ever-changing and increasingly complicated political culture.     

论美国革命后英国帝国政策的调整

美国独立后,英国从美国革命中吸取教训．及时调整殖民政策,放弃了旧的重商主义殖民政策,加强了对殖民地政治上的控制,从而使印度、加拿大这两个殖民地得以巩固、扩大。英属北美殖民地和英属印度殖民地一起,构成了第二荚帝国的核心。英国对这两个殖民地的政策实际上代表了这一时期英国的帝国政策。英国对印度统治政策的调整,为英国统治落后地区殖民地提供了蓝本和依据。而英国对加拿大的新政策则确立了英国对英裔和非英裔白人殖民地的统治机制。这一时期英国帝国政策的调整,否定了旧的重商主义殖民政策,开始了新的自由主义殖民政策,奠定了英帝国发展的基础。     

Construction of nationhood through education in Malaya: revisiting the Barnes and Fenn-Wu Reports

This article provides an analysis of two colonial reports, the Barnes and the Fenn-Wu Reports on education in the British colony of Malaya. The popular stance on the Barnes and the Fenn-Wu Reports is that one is an effect or reply to the other. We argue on the contrary that the two reports construct a common argument on nation-building which becomes apparent through a dialogic reading of the reports. We show how the two reports, written in the 1950s, reflect the anxiety of the colonial rulers in constructing a nation and the ethnic communities (the Malays and the Chinese) in pre-independent Malaya. These communities were constructed not without their inherent antagonism as well as their reciprocal vulnerabilities in a future political state. This act of articulation is predominantly a political act constructed through a complex web of interdiscursivity and intertextuality. The spectres of the Barnes and the Fenn-Wu Reports continue to surface in education and nation-building discourse in modern-day Malaysia.     

精神之死,文化之失——试析乔伊斯《死者》中的“死者”意象

《死者》是詹姆斯·乔伊斯短篇小说集《都柏林人》的压轴篇。文章通过解构《死者》中虚实结合的两部分主次情节,分析小说中老中青三代的言语与行为,揭示了爱尔兰人的迷茫及爱尔兰社会的文化危机,探讨了的"死者"意象的潜在内涵——后殖民时代的爱尔兰精神流亡,文化没落。而在如今高速发展的信息时代,这篇小说在唤起现代人的精神与信仰的征途中焕发出了新的活力。     

New languages of possibility: early experiments in education as dissent

This paper reviews the work of four early radical educators: the cultural nationalist Rabindranath Tagore (1861–1941), Asia’s first Nobel Laureate; Bertrand Russell (1872–1970), Cambridge mathematician and philosopher; the Irish educationalist and insurgent Patrick Pearse (1879–1916) and Leonard Elmhirst (1893–1975), co-founder of Dartington Hall school in England. Each represents a type of radicalism that is particular to his own era but resonates in twentieth-century educational provision and policy. Each articulated his political vision through the establishment of a school and all contributed to modern pedagogical practice. The paper argues that ideological and methodological similarities not only compel us to consider them as radical founders, whose ideas are in many ways identical, but to identify them as pivotal theorists in early conceptualisations of education as dissent and disengagement, as a means of decoupling thought and habit from the mainstream of educational practice, colonial imposition or curricular conservatism. In particular, the paper concentrates upon the work of the Irish educationalist and political radical Patrick Pearse and, employing his educational writings and practice as a template for dissension, demonstrates that it was both typical of and reflected the wider tone of early formulations of education as dissent.