Girls’ active identities: navigating othering discourses of femininity,bodies and physical education

Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements.     

The Efficacy of Using Diagrams When Solving Probability Word Problems in College

Previous experiments have shown a deleterious effect of visual representations on college students’ ability to solve total- and joint-probability word problems. The present experiments used conditional-probability problems, known to be more difficult than total- and joint-probability problems. The diagram group was instructed in how to use tree diagrams to solve conditional probability problems; the equation-only group was instructed only in the formulation of equations. Results indicated that the diagram group outperformed the equation-only group on a posttest of 10 near- and far-transfer problems given immediately and as long as 1 week later (Experiment 2). In addition, when rating their experience with the training phase the equation-only group reported significantly higher levels of frustration and lower levels of perceived success than the diagram group.     

Learner subjects in study abroad: discourse of immersion,hierarchy of experience and their subversion through situated learning

This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and by reflecting on it. Some students subverted this discourse and became group and classroom-based learner subjects; nonetheless, they all became reflective learner subjects. This article proposes critical analysis of the discourse and links that reflectivity to critical pedagogy.     

To perceive and to be perceived: challenges of ethnography in elite schools

Drawing on a larger study on “Gender practices and violence between peers: the stakes of mixed-sex education”, this paper examines the methodological challenges specific to carrying out ethnography in an elite high school. The researcher’s subjective experience in the field reveals the power dynamics at play in the elite setting. We also examine how interdisciplinary collective analysis of the observation journals unveils less-examined challenges to conceptualization in the research process. We call for the heuristic value when contradiction and subjectivity are acknowledged and implicated both in the field and data analysis, which leads us to articulate different social identities in the elite school environment.     

Out of the Shadows: Testimonio as Civic Participation

This article draws from a 23-month ethnographic study of mixed-status families living in an emerging Latino/a community to examine 3 undocumented mothers’ participation in the act of giving testimonio, or testimony. In this context, testimonio serves as a grassroots tactic for political advocacy and community formation that compensates for and reacts against the limited opportunities for civic participation afforded noncitizens. The findings indicate that giving testimonio in both public and domestic settings constitutes a form of civic participation in which undocumented mothers actually attempt to move out of the shadows and into a more public domain.     

一种基于关系视频盲水印算法

针对视频水印的特征,提出一种利用视频帧采样点均值曲线相交性确定嵌入帧的方法：在水印信息嵌入时,利用嵌入帧三个亮度最大分块位置关系和DC值大小实现每帧2bit信息的嵌入。实验证明,该算法对常规攻击具有良好的鲁棒性。     

“我们”与“他们”:内地西藏散插生的社会网络构建——一项教育民族志研究

采用民族志的研究方法,对北京市一所内地西藏班学校的两名西藏学生进行为期一年的深入访谈和观察,力图走进西藏散插生的生活世界,了解他们与远在家乡的亲人、藏族同学和同乡、内地校里的汉族同学、汉族教师之间的交往互动及文化体验,探索西藏生在内地学校的社会网络构建,并以民族志的方式将他们的日常行为及其背后的实践逻辑呈现出来。     

电影海报多模态话语分析——以《禁闭岛》电影海报为例

电影海报利用图像、颜色、文字等多模态来构建意义,是典型的多模态语篇。文章以Kress&Van Leeuwen的视觉语法理论框架为指导,尝试从海报的再现意义、互动意义和构图意义三个方面对电影《禁闭岛》的宣传海报进行多模态话语分析,探讨三者是如何通过言语符号和视觉符号的共同作用来构建语篇的整体意义的。     

视觉语法视角下的多模态语篇意义建构--以电视纪录片《美丽中国》的片头为例

纪录片记录真实生活,旨在传播思想文化,成为越来越受世人关注与喜爱的一种电视艺术形式。《美丽中国》是央视纪录片频道开播的首个节目,由中英历时三年联合打造。片头是其重要组成部分,具有较高的学术研究价值。纪录片片头的多模态语篇分析以Kress和Van Leeuwen的视觉语法为理论基础,从再现意义、互动意义和构图意义等三个方面对纪录片《美丽中国》的片头进行分析解读,阐释各种模态如何发挥其作用、共同实现纪录片片头语篇的意义建构,达到引起观众观看兴趣的目的。     

人类命运共同体研究的发展进路与思考--基于CiteSpace知识图谱的可视化计量分析

借助文献计量工具对人类命运共同体研究进行可视化分析发现,围绕这一主题的研究进路可分为初始起步、快速发展和深化拓展三个阶段,以思想理念溯源、逻辑框架分析、价值意义阐释、实践路径探索为主要研究内容,以国际传播和话语权、中国特色大国外交实践整合、国际秩序和全球治理变革互动以及实践挑战和现实路径为前沿动向,并逐渐形成以马克思主义为主,涵盖政治学、社会学、法学等多学科参与的学术综合体。在人类命运共同体理念的重要性、必要性和紧迫性凸显的大变局时代,应进一步厘清基本概念、拓展研究视角和研究方法、加强研究力量整合和支持、加强对不同国家的认知和态度研究,深化理论研究和实践拓展。