超越二元对立:对自由主义公民身份理论结构的批判

自由主义主导下的公民身份理论呈现出二元对立的自反性矛盾结构,主要表现在权利与责任、平等与差异、个体与共同体、公共领域与私人领域、排斥与包容等五对基本范畴中。这种二元对立结构导致"弱"责任观衰减公共资源、抽象的普遍平等观压制实际差异、个体自由绝对化消解共同体联系、公私领域分界僵化遮蔽私域不平等现象、对外排斥性削弱移民的实质公民身份等弊端。探寻二元张力中存在的创造性,以人的主体性、分化的普遍主义、社会个人主义、私域政治、世界公民身份等理念整合二元范畴,是超越公民身份二元对立结构的关键。     

高新技术企业中的团队反思:量表开发与两层次验证

团队反思是影响团队创新与团队效能的一个关键因素。本研究通过借鉴国外相关研究结论、国内企业访谈与小组讨论,编制了高新技术企业中团队反思问卷。对预试成员样本数据的探索性因素分析表明,团队反思为三因素结构,即任务反省、过程反省与行动调整;对正式研究成员样本数据的验证性因素分析证实了结构模型的合理性;对所有团队样本数据的两层次验证性因素分析表明,团队反思的三因素结构在个体层次与团队层次均得到了验证。团队层次数据的描述性分析以及团队反思与团队创新的关系分析表明,团队反思量表具有较好的信度和效度。     

Learning together: a transdisciplinary approach to student–staff partnerships in higher education

ABSTRACT

Partnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student–staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student–staff partnerships around curriculum co-creation.     

Mobilizing ‘implicit activisms’ in schools through practices of critical emotional reflexivity

This paper discusses the role of emotions in mobilizing implicit activisms – that is, small-scale, personal, and modest activisms – in schools. For this purpose, the discussion evokes the notion of critical emotional reflexivity to illuminate how creating spaces for critical reflection on emotions may contribute to making implicit activisms more visible, plausible, and perhaps sustainable in schools. Although an empirical example is used to show how critical emotional reflexivity can instigate implicit activisms in schools, this paper is meant as a conceptual, rather than empirical, contribution. In particular, it is argued that critical emotional reflexivity can serve both as a pedagogical approach and space that provide opportunities for teachers and students to engage in modest acts, words, and gestures toward social justice. Therefore, it is suggested that it is valuable to pay more attention to how critical emotional reflexivity may contribute to the initiation and sustainability of implicit activisms in schools.     

Reflexive professionalism: reclaiming the voice of authority in shaping the discourses of education policy

The nature and value of “professionalism” has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed “standards.” This has been achieved by silencing the voices of those who inhabit the professional field of education. This article uses Foucauldian archaeology to excavate the enunciative field of professionalism by digging through the academic and institutional (political) archive, and in doing so identifies two key policy documents for further analysis. The excavation shows that while the voices of (academic) authority speak of competing discourses emerging, with professional standards promulgated as the mechanism to enhance professionalism, an alternative regime of truth identifies the privileged use of (managerial) voices from outside the field of education to create a discourse of compliance. There has long been a mismatch between the voices of authority on discourses around professionalism from the academic archive and those that count in contemporary and emerging Australian educational policy. In this article, we counter this mismatch and argue that reflexive educators’ regimes of truth are worthy of attention and should be heard and amplified.     

Black power in Berkeley: Postmodern constructions in the rhetoric of Stokely Carmichael

In the speech at Berkeley, Carmichael revealed a potential in discourse that enabled him to develop, from out of the confines of a tactical rhetoric, a strategic rhetoric of blackness. Close analysis of Carmichael's speech, grounded in Burke's paradox of purity, illuminates the internal logic of Black Power, as well as Carmichael's use of reflexivity, reversal, deconstruction and re‐construction of dialectical terms and relationships. Contemporary discursive practices addressing issues of civil rights and race are then examined in light of the principles and purposes developed by Carmichael. The results challenge rhetorical scholars and critics to disrupt reliance on dialectical constructions within discourses of race.     

Doing Whitefella 1 Research in Blackfella Communities in Australia: Decolonizing Method in Sports Related Research

There is much for non-Indigenous researchers to consider when researching in Indigenous contexts. This paper is a story of discovery for two researchers working on a project with the Indigenous Sports Program section of the Australian Sports Commission. It documents the slow, meticulous and sometimes clumsy steps taken to gain access to communities and conduct research guided by a social justice ethic. The research was successful in that eventually it was possible to develop the trust of individuals and some of the Indigenous communities more broadly, so that information could be gathered and given within the context of shared understandings and mutual interest. However, it is the turbulent journey, filled as it is, with latent tendencies, privileged assumptions and eventually reflexive readings of the data, which remains the focus of this paper. Tentative recommendations are offered to those wishing to advance this politically and epistemologically challenging approach to culturally based research.     

Accounting for – and owning up to – the messiness in cross-cultural/linguistic qualitative research: toward methodological reflexivity in South America’s Internet cafés

The author, a polyglot and world traveler, who lives and breathes multiculturality, examines her own contextual and methodological reflexivity while conducting fieldwork to explore youth’s public Internet use (in Internet Cafés) in Brazil, Argentina, and Chile. Although the process of conducting (qualitative) research is known to be non-linear, messy, complex, and unpredictable, many published research articles still convey data collection, analysis, and even findings in an orderly and uncomplicated fashion. In this paper, the author joins other scholars to call for greater transparency about the “messiness” of the process, and the meaning-making across linguistic/cultural/social borders, and argues that there should be more acceptance toward the ambiguities inherent in our research “findings.” Drawing from the work of hermeneutic philosopher, Hans-Georg Gadamer (1900–2002), the author claims that “fusion of (hermeneutic) horizons” in cross-linguistic/cultural research requires that researchers maintain an active, critical presence in the field and beyond, as well as continuous attention to contextual and methodological flexibility and reflexivity. Finally, the author offers some practical suggestions on conducting fieldwork to researchers planning to conduct cross-cultural/linguistic qualitative inquiry.     

The only honest thing: autoethnography,reflexivity and small crises in fieldwork

There has been a rising acceptance of autoethnography in the past 15 years. Instead of studying social phenomena, in an appropriately reflexive way, some scholars have taken to researching themselves. Drawing on concrete examples from an ongoing ethnographic project, the paper contrasts the beneficial, even essential, practices of autobiographical and reflexive thinking about fieldwork with the narcissistic substitution of autoethnography for research.