“Enactment of Sámi Past in School Textbooks: Towards Multiple Pasts for Future Making”

The article examines the use of archaeological knowledge in elementary history textbooks used in Norwegian schools today. The aim is to determine whether we can find any traces of colonialism by reviewing how these narratives perform in interrelations within and between the Sámi and Norse pasts, and how the narratives allow for hybridity and heterogeneity. Postcolonial theory turns the narrative into an object of analysis. The findings show that the Sámi material remains are outside the system of cultural change and that the temporal and spatial distances produce binary and homogeneous cultures. New material perspectives can intervene in singular performativity. Learning to enact dynamic material heterogeneity may affect the future of pupils’ participation in cultural negotiations of pastsin present.     

Sex,sport and justice: reframing the ‘who’ of citizenship and the ‘what’ of justice in European and UK sport policy

Universalist claims are often made about sport which is, as a consequence, increasingly written into national and international policy as an entitlement of citizenship or even human right. Further, in most countries physical education (PE) is a compulsory component of children's education, and sport is seen as central to this. Consequently, in the interests of justice sport must aspire to be egalitarian, that is, relevant to and meaningful for boys and men, and girls and women. In this context three fundamental questions are asked in relation to sport: (1) Do all citizens want to participate? (2) Who counts as a citizen? and (3) What are justice and equality? Feminist political and citizenship theory particularly the work of Pateman, Lister and Fraser is used to explore these questions and interrogate the ‘who’ of citizenship and the ‘what’ of justice in relation to framing sport policy in Europe and the UK. It is argued that notwithstanding the extensive use of the Council of Europe definition of sport,¹1. ‘“Sport” means all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels' (CE, 1992 CE. (1992/2001). European sports charter. Retrieved from https://wcd.coe.int/ViewDoc.jsp?Ref=Rec(92)13&;Sector=secCM&;Language=lanEnglish&;Ver=rev&;BackColorInternet=9999CC&;BackColorIntranet=FFBB55&;BackColorLogged=FFAC75 [Google Scholar]–2001 CE. (1992/2001). European sports charter. Retrieved from https://wcd.coe.int/ViewDoc.jsp?Ref=Rec(92)13&;Sector=secCM&;Language=lanEnglish&;Ver=rev&;BackColorInternet=9999CC&;BackColorIntranet=FFBB55&;BackColorLogged=FFAC75 [Google Scholar]). and despite or even because of the widespread adoption of the language of gender equality and gender mainstreaming, although formal sport citizenship rights might be accorded to all individuals and regarded as gender neutral, this masks a discourse of androcentric sport citizenship. This has captured European and UK sport policy and provision and is hindering further progress towards gender justice in sport and therefore PE. Given the universal and compulsory aspirations of sport particularly within PE, gender justice should be conceptualised not only as cultural recognition, political representation and economic redistribution within the normalised frame of competitive performance sport or ‘sport for sports sake’; but also as a critical meta-political remapping and reframing of sport as sport and physical recreation or ‘sport for all’.     

When postcolonial studies meets media studies

This essay addresses (1) how postcolonial studies might inform and enrich media studies, especially as the latter is situated in the Communication discipline, and (2) how media studies may productively expand the terrain postcolonial studies, that thus far has been dominated by the fields of Literature and Comparative Literature. Focusing on, and challenging, issues such as the North Atlantic temporal logics that inform the received history of media studies, as well as contesting the narrow boundaries of literary studies for engaging in contemporary postcolonial media/ted cultures, this essay attempts to argue for the importance of postcolonial media studies.     

糟糠与天使——赵五娘形象的女性主义解读

本文拟以《琵琶记》中赵五娘形象为个案,从女性主义视角探讨她的形象所蕴涵的于古典文学中具有广泛意义的妇女悲剧实质在于男权中心社会的统治。     

以同性之爱来"虚化"男人--论中国当代女权主义文学的一种写作策略

我国20世纪90年代一批女性作家在西方女权主义影响下，在作品中张扬同性之爱，以此来“虚化”男人，达到反叛男性社会的目的，具有一种独特的美学价值。但由此，她们丧失了对人文精神和历史理性的关照，这也是值得深思和警惕的。     

论夏洛蒂·勃朗特作品中父亲形象的“缺席”与“在场 ”

夏洛蒂.勃朗特在自传色彩颇浓的四部小说中皆隐去父亲形象,造成了父亲形象的＂缺席＂现象,这与作品运用的童话模式以及作家的身份焦虑有关。虽然父亲形象在显性层面上是缺席的,但纵观作品的男性形象可以发现,无形之中的父性权威存在并贯穿了整个故事的进程,父亲形象以种种变形身份而＂在场＂。夏洛蒂的这种男性形象书写不仅描摹了作家身边的男性图景,而且传达了解构父权文化、探索更加和谐的两性关系的女性主义思想。     

作为“他者”的文化符号：对比分析迪斯尼动画电影与华裔美国文学作品中的“花木兰”形象

本文以中国民间传说中的“花木兰”形象为切入点,对迪斯尼动画电影《木兰（Mulan》）与华裔美国文学作品《女勇士》对“花木兰”这一中国文化符号的运用和重构进行对比分析．迪斯尼借用中国民间传说,将本土文化的原材料进行市场和价值观层面的双重“改造”,从而使“他者”文化遭遇了身份改写．与之相比,在华裔作品中。”花木兰”形象虽然同样被作者重构,但它们呈现的是华裔作家在现实与历史之间所作的文化协调和整合的努力．     

《儿女英雄传》英译本中习语翻译微探：后殖民主义视角

《儿女英雄传》素以语言美著称于世,费致德先生将其译成英文介绍给西方读者,其译本具有典型的杂合特征。杂合是翻译的普遍特性,可以为译文引进源语语言、文化和文学的异质性成分。本文试以后殖民主义翻译理论为切入点,探讨费译本中的习语翻译特色,并指出杂合的翻译策略对于文学翻译和文化交流的积极意义。     

情感的救赎与解放——琼瑶作品中的女性主义

女性主义的出现及盛行主要是源于男女两性的不平等,女性在多个领域均受到压迫。文章以琼瑶作品为例证,分析了中国女性在情感与婚姻中所受到的压迫,揭示了琼瑶作品中女性主义思想的表达,从而对中国的两性不平等有更加深入的了解。     

解构主义误读理论对当代西方文论的影响

解构主义误读理论与当代西方文论关系密切,其批判性和开放性为反中心、关注边缘的女性主义、新历史主义和后殖民主义文学批评提供了阅读的、修辞学的、边缘研究的理论资源。女性主义批评实质是对传统男性中心的文学和文学批评的"误读"。新历史主义以文本论对抗真实论、以修辞论反对模仿说、以解构论反对客观论、以新历史代替旧历史,都有解构主义修辞性误读理论的痕迹。同时,解构主义误读理论中的"他者"观念对后殖民主义文论也产生了不可忽视的影响。