On English Communications by Narratives and Computer Games

Computer video games,which are based on personal computers,game consoles,and portable devices,can be played solo or multiplayer,and over networks. Interaction,which is the basic characteristic of games,provides rich communication opportunities for audiences. Meanwhile,narrative is a far more diverse concept to be considered as a distinctly important way of communication. This essay will compare and contrast the communication opportunities provided by narratives and computer games.     

“后屠杀”叙事的两个文本：《金陵十三钗》

随着历史意识的演进、审美观念的变迁,电影艺术的“后屠杀叙事”已成为类型创作的主流,并以鲜明的审美特征与传统的屠杀叙事拉开了距离.从《金陵十三钗》的小说与电影文本的个人化叙事中可见,严歌苓与张艺谋的文本均在参与“屠杀叙事”的过程中建设了自己的主观文本,成为印刻着主观视角并参与进政治的、性别的、大众化等多种话语的“后屠杀”叙事代表,展示了当代艺术思考的多元与丰富.     

Multidirectional war narratives in history textbooks

This article aims to contribute to the field of textbook research by exploring a new approach in textbook analysis. Inspired by Michael Rothberg’s concept of multidirectional memory, this article examines multidirectional narratives in history textbooks: narratives that combine different histories, places and times in a productive way. They generate new meanings by combining histories and help us understand new, unknown situations by putting them in familiar frames of reference. The study of multidirectional textbook narratives precisely brings to light how authors make sense of the past and how continuity and meaning interact with interpretations of the present and the future. The analysis of multidirectional textbook narratives enables textbook researchers to examine how past experiences and future expectations are organised. To illustrate this, this article examines how textbook authors generated continuity and meaning by establishing narrative links between the past, the present and the future in English history textbooks for 11- to 14-year-old students in the 1920–1960 period. A case study presents the English defeat of the Spanish Armada in 1588: how and why does the narration of the 1588 event interact with the narration of other historical events, and do these interactions change after the Second World War?     

Morality,religious writings,and entrepreneurship education: An integrative proposal using the example of Christian narratives

Success and failure in entrepreneurship affects not only entrepreneurs but also many participants in their entrepreneurial relationships. Studies have led us to consider the social and moral dimensions within entrepreneurship education. Doubts arise, however, when one asks how moral principles can be included in entrepreneurship education in order to produce more socially responsible graduates. In the current debate, the role that religions may play in providing moral teachings for entrepreneurship is becoming increasingly important, and religious narratives as educational tools are growing in significance. In this article we present an integrative proposal using as an example Christian narratives taken from the Epistle of St James.     

Policies for inclusive education practices in teacher education in the United Kingdom and France

Implementation of any inclusive policy is dependent on longstanding conceptions, beliefs, and public discourses on schooling, learning, and including children in mainstream schooling. The adoption of inclusive education in education policies in France and the United Kingdom requires discursive support to reshape the meaning and content of teachers' work, duties and practices. Although inclusive education is widely debated, analyses of the variations in policy narratives promoting inclusive teaching in Europe are lacking. This article reports on comparative and international analysis of discourses and policies for empowering teachers for continuous professional development and inclusive school practices. The analysis focuses on an exploration of varieties of articulations, resources, and conceptual dynamics in the UK and France. These elements are discussed within the broader scheme of the teaching profession, with reference to the inclusive education paradigm.