暧昧的传统节日保护

传统节日保护已成为当下中国民俗学界的热门话题。但是,中国的传统节日保护却很少正视其中的信仰问题,对民间信仰欲言又止。传统节日保护蜕化成怀旧的冲动;传统节日中的身体性被遮蔽,以致我们的传统节日保护走向暧昧的境界。唯有正视传统节日中的民间信仰和身体维度,宽容理解民众的信仰,彻底激活传统节日活动中的身体感,中国的传统节日保护才是真保护。基于民间信仰的视域我们重新审视了温州的拦街福。     

Playing the ‘Race’ card? Black and minority ethnic students' experiences of physical education teacher education

This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical education (PE) teachers to work with secondary age (11–18 years) pupils, reveal significant and enduring levels of under-representation of BME candidates, compared to other subject specialisms. The study reported here used semi-structured interviews and questionnaires with 25 BME participants from five universities involved in PETE in England. The findings show that BME PETE students share many of the characteristics with their White counterparts, being young, sporty and with a desire to improve PE experiences for future generations. However, in other ways, their experiences reveal the significance of ‘race’ ethnicity, and religion and how these are interwoven with gender to position them as ‘other’ in PETE spaces and within schools. Skin colour and religious dress were significant to stereotyping and everyday interactions that served to position them as ‘out of place’, particularly evident in practical activity sessions and on teaching placements. ‘Race’ and ethnicity as part of their professional education was at best a marginalised discourse, at worse, reproduced a deficit perspective of BME pupils’ and their schooling. The paper concludes by arguing for a critical analysis of the construction of Whiteness through PETE.     

‘If you miss the ball,you look like a total muppet!’ Boys investing in their bodies in physical education and sport

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.     

‘RE teachers do get drunk you know’: becoming a religious education teacher in the twenty-first century

In terms of the attention that they have attracted from researchers, and in comparison with teachers of other subjects, religious education specialists would seem to be a neglected and marginalized group. This paper looks at some of the reasons why this might be and also describes a study that is using a life history approach to explore what it is like to be a religious education teacher at the turn of the millennium.     

Embodied moments: revisiting the field and writing vulnerably

In this essay, I revisit past dissertation fieldwork to interrogate the presence and absence of my pregnancy in performances and textual accounts. I return to time spent in the former Yugoslavia working with the Swedish organization Kvinna till Kvinna (Woman to Woman) and their local partner organizations. Through a series of brief flashbacks, I work through ongoing moments of tension surrounding reflexive research, emerging subjectivities, and vulnerable writing. This essay contributes to conversations on how feminist ethnographers locate themselves within the field in relation to participants and on reflexivity as an evolving practice that expands across temporal and spatial boundaries.     

Embodied engagements with online pornography

Even though sexual arousal is a central feature in browsing online pornography, embodiment has largely gone unexamined in much of the research on pornography in information studies and human–computer interaction. Through existential phenomenology, which emphasizes a synthesis of cognitive reflection and embodied experience, this article examines how our embodied engagements with the technological apparatus of the computer help reconstitute the way we feel time, objects of desire, and pleasure in the process of browsing online pornography.     

Building intellectual infrastructure to expose and understand ever-increasing complexity

This paper comments on the expanded repertoire of techniques, conceptual frameworks, and perspectives developed to study the phenomena of gesture, bodily action and other modalities as related to thinking, learning, acting, and speaking. Certain broad issues are considered, including (1) the distinction between “contextual” generalization of instances across context (of virtually any kind—numeric, situational, etc.) and the generalization of structured actions on symbols, (2) fundamental distinctions between the use of semiotic means to describe specific situations versus semiosis serving the process of generalization, and (3) the challenges of building generalizable research findings at such an early stage in infrastructure building.     

消费文化语境下舒斯特曼“具身化”美学反思

舒斯特曼所倡导的一切从"具身"出发的思想尽管对拓展传统美学的研究范围,开辟新的美学增长点具有重要意义。但是,在消费文化弥漫的社会大潮中,一方面,形形色色的"泛具身化"现象引起了人们认知的混乱与价值判断的模糊,渐渐偏离了舒氏的理论初衷;另一方面,新媒体技术的发展所带来的"去身化"现实,不断挑战着"具身化"的合法性存在。由此不得不让我们重新反思和探索"具身化"美学未来的发展路径。     

How to guide learners' processing of multimedia lessons with pedagogical agents

Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle.     

浅论张季鸾的人生观在其办报实践中的体现

本文试图在前人研究的基础之上对民国报人张季鸾的人生观进行概括总结,并追溯其办报实践,探讨张季鸾的人生观在其办报实践中的体现。文章经过论证确认张季鸾的人生观为"报恩主义",并通过列举史实证实了张季鸾的人生观对其办报实践的影响。