后革命的“转折”

我们已经置身于后革命的时代。后革命的＂后＂,一方面是革命之后,表明革命及其话语已成为历史;另一方面是对革命的反思,表明革命及其叙事的解构化或笑谑化态度已成时尚。其之所以能被当作调侃对象,是因为它不再占据意识形态的主导而成为了充分历史化或者说资源化的事件。它已经不再处于国家舆论严格规约的核心地带,但同时还没有退出民间的集体记忆。在这样一个后革命时代里,革命及其故事是如何被讲述的呢？这里对从革命到后革命转变的描述,着眼于在革命叙事中不断地进行革命与反革命的区分直至过度而导致的解构性反叛,就包含了这么一种解释的动机。     

That Other Scene of Pedagogy: A Psychoanalytic Narrative

My discussion embraces the subjective qualities of the psychoanalytic clinical case study as a method for writing narratives of pedagogy dedicated to interpreting the latency of communication: what has been held back, forgotten, acted out and unconsciously repeated. At the heart of the case study is the literary dilemma of putting to words the transference, thought here as the unconscious desire for the other’s knowledge, authority and love. Of special interest is a narrative conundrum both educators and psychoanalysts share when trying to depict the felt qualities of their work: a great deal is experienced before anything can be known while learning from intersubjective acts is of a different order from anticipation of how things should proceed. The difficulty is that the nature of knowledge exchanged in either psychoanalysis or education may also carry a failure of symbolization, founded in a subjective gap within human relations and repeated in language. Here is where we meet the latency of communication and the question of education as human condition.     

What am I to action learning and what is action learning to me?

This account of practice charts one organisation development practitioner’s experience of the influence of action learning (AL) at various points in his career, from the early 1970s to the present day. It explores the impact of AL upon his practice over the years, chronicling various episodes which had strongest impact. It contrasts AL as it was in its formative years in the UK with how it is now, asking some questions as to how the early pioneering spirit might sustain the face of forces for commoditisation.     

西方战争艺术个体叙事特征的演变

西方艺术传统中的战争叙事历来注重从个体的视角呈现战争,在个体叙事的发展历程中,个体从具有人文色彩的人逐渐走向了人的死亡,这一特征集中体现在第一、二次世界大战以及以越南战争、反恐怖战争为题材的艺术作品之中。对于个体的自由以及生命意识的极端强调,最终导致了人的观念的解体。在战争与人的互动之中,战争叙事既挖掘了人的性格、命运,也展现出战争的残酷。从人文之人到具有这一特点的人之死,也揭示出潜藏于战争背后的西方文化已经成为压抑甚至残害人生存与发展的桎梏的深刻本质。     

Dutch adolescents’ narratives about democracy: ‘I know what democracy means,but not what it means to me’

In the last decade, educational scholars have studied various aspects of adolescents’ citizenship narratives. This paper reports on a qualitative study into the narratives about democracy of 27 adolescents from an urban area in the Netherlands. The aim of the study was to gain an insight into the type of democratic engagement that Dutch adolescents develop. Fourteen vocational and 13 pre-university students were selected. Each student was interviewed twice. Narrative thematic data analysis revealed that only five students had developed a strong conception of democracy. Our findings suggest that few students had spent time developing and challenging their narratives about democracy, and that few students have developed a greater sense of democratic engagement. Our paper concludes with several suggestions for furthering the study and practice of democratic citizenship education.     

Tacit narratives: The meanings of archives

Archivists and historians usually consider archives as repositories of historical sources and the archivist as a neutral custodian. Sociologists and anthropologists see “the archive” also as a system of collecting, categorizing, and exploiting memories. Archivists are hesitantly acknowledging their role in shaping memories. I advocate that archival fonds, archival documents, archival institutions, and archival systems contain tacit narratives which must be deconstructed in order to understand the meanings of archives. Revision of a paper presented, on the invitation of the Master's Programme in Archival Studies, Department of History, University of Manitoba, in the History Department Colloquium series of the University of Manitoba, Winnipeg, 20 February, 2001. Some of the arguments were used earlier in two papers I presented in the seminar “Archives, Documentation and the Institutions of Social Memory”, organized by the Bentley Historical Library and the International Institute of the University of Michigan, Ann Arbor, 14 February, 2001.     

The meaning-making affordances of composing print and digital graphic narratives

A classroom-based study with eight- and nine-year-old students included the participants having many opportunities to engage with multimodal print and digital texts, and various technological tools. The data presented in this article focus on one of the specific purposes of the research: to investigate students’ opinions of the affordances of designing print and digital graphic narratives. The content analysis of the students’ reflections about working with a software programme to compose a multimodal ensemble in the medium of comics revealed evidence of critical thinking as they analysed and critiqued the possibilities and constraints for meaning-making. The conclusion features a consideration of the importance of students and teachers developing metalevel knowledge about and a critical stance toward the meaning-making affordances of all texts and compositional tools and devices.     

Echoes of the Tragedy: The Sport Memoir and the Representation of the 1950 World Cup

This article delves into the meaning of the 1950 World Cup, held in Brazil after a 12-year hiatus due to the Second World War and two decades after a South American country (Uruguay) had hosted the tournament. The aim of this paper is to reflect on the role of sport memoirs in the cementing of a collective imagination on the Brazilian National Team's defeat in 1950. Anchored on a triple dimension – organisational, tactical and technical – the analysis explores the way in which the loss of the title to the Uruguayan team was experienced by a number of actors – among them players, management personnel and fans – and set in writing by many generations of sports writers. Through the diachronic choice of works published by journalists (which include memoirs, news stories, biographies and autobiographies), the objective is to point to the congealing of a rhetoric made up of negative remarks associated to the football event, such as ‘trauma’, ‘drama’, ‘tragedy’ and even ‘catastrophe’. Contemporary historical perspective, which questions the deep-rooted opposition between memory and history will be turned so as to support the consideration of whether the former can in fact direct, or even shape, the latter's features.