Adapting the boundaries in primary physical education: an account of my learning,my educational influence and improved practice

In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.     

Romancing the market: narrativising equity in globalising times

Despite the ongoing production of statistics about inequities in education, national policy agendas seem incapable of getting traction on the everyday realities of the schooling which re/produces them. This paper is a think-piece which uses narrative analysis to explore some of the meaning-making processes that are implicated in this stalemate. Mobilising Lyotard's notion of a performative master narrative, that of the globalised economy with its attendant trope of the market, equity policy is conceived as a parallel story of distribution of knowledge-as-a-thing, where outcomes are privileged over purposes and processes, and learning is assumed to proceed in the same way for all. The ways in which this equity story supports the master narrative – through the display of test results for example – are signposted, and illustrations are presented to show how blame and sequestration are used as rhetorical strategies to silence equity critics. This kind of deconstructive critique of course has its limitations: debate about norms and ideals, as well as persuasive counter-narratives and exemplars are also needed in order for political action to be undertaken.     

浅析霍桑《红字》的叙事视角

介绍叙事视角的基本类型,据热奈特聚焦理论分析《红字》的叙事视角,小说主要采用非聚焦型视角．穿插使用内聚焦型叙事视角。霍桑通过非聚焦型的全知视角,让读者把握小说人物性格及心理特征：使用非聚焦型视角则是因小说婚外情主题违反清教传统,须借小说中人物之口表述自己的观点。避免受到道德谴责。这种非聚焦性的使用,表面上是留给读者充分的想象空间,其实反映了霍桑对超验主义和清教的解构。     

基于教育生态学原理的外语教学质量公式解构

在分析联合国教科文组织提出的外语教学质量公式之内涵的基础上,本文结合教育生态学的基本原理对该公式进行解构,以期全面、系统地分析影响外语教学质量的诸多因素以及它们之间的复杂关系。     

对亨利·詹姆斯《螺丝在拧紧》的解构主义分析

亨利·詹姆斯是与马克吐温、豪威尔斯齐名的19世纪中后期著名的美国现实主义作家,《螺丝在拧紧》是其中期作品中的代表作之一。以解构主义理论为基础对亨利.詹姆斯的创作思想、《螺丝在拧紧》中女主人公的形象以及作品的叙述模式进行分析,可以从一个新的视阈来欣赏作品。     

从解构理论看《红楼梦》中对联在杨、霍译本中的翻译

《红楼梦》中有大量对联,它们在杨、霍译本中均得到了很好的翻译。本文从解构主义理论出发,对它们的翻译进行了仔细地探讨和分析。结果证明：文本本身的定义是由译文而不是原文决定的,译者是创造的主体,译文语言是新生的语言,一切文本都有互文性,原文与译文的关系是平等互补的关系。杨氏夫妇与霍克斯都充分发挥了译者主体性的作用,两译文都有其存在的合理性,且互有优势,各有千秋。     

当代俄罗斯电影的寻父主题（1991-2008）

寻父主题是当代俄罗斯电影在艺术转型过程中的一种独特的文化取向。它表现了俄罗斯电影人对当代俄罗斯社会问题的关注。结合相关影片对当代俄罗斯电影中寻父主题产生、发展的过程以及寻父主题产生的内外动因进行分析,力求对这一主题进行全面梳理,提供它的基本概观,揭示内在特质,使大家了解其基本精神诉求。     

从逻各斯中心主义的解构看柯勒律治的“文学有机论”——以《古舟子咏》为例

在《古舟子咏》中,柯勒律治通过对传统的逻格斯中心主义的解构,在同一象征物中重塑一种对立统一的新型二元结构,从而构建其＂天（上帝）—地（自然）—人＂的有机自然,并结合其文学创作实践,形成柯式的＂作者—文本—读者＂为一体的＂文学有机论＂。     

教育管理民主化思想的理念与文化解构

基于教育管理民主化的概念论域,从对民主化取向及其实现路径的文化反思来认识教育管理民主化的内涵和本土化进程方式,指出从教育管理的权利关系到内在需要是对教育管理民主化取向的理念解构,而尊重国情、发扬文化传统特色则是对教育管理民主化思想的文化解构。     

解构主义翻译观下的译者主体性研究

译者是翻译活动的主体之一,特别是在解构主义语言学翻译观的影响下,译者的主体性地位更加突出了。翻译活动需要译者发挥主观能动性,因为译者主体性发挥的程度决定了一篇译文的好坏。本文从译者作为读者、作者和创造者这三种身份来探讨译者的主体性,及影响其发挥的相关主客观制约因素,如译者所处的时代文化背景,译者的双语文化能力及译者自身的因素等。旨在更全面更深刻地了解和把握译者的主体性地位,以便在翻译活动中更好地发挥译者的主体性作用。