Agonistic democracy and passionate professional development in teacher-leaders

Politicians and policy-makers in education routinely proclaim the centrality of schools and teachers in sustaining and consolidating democracy and democratic society. This article offers an account of teachers engaged in research in their schools and classrooms, with peers and students, so as to highlight the democratic potential of this engagement. In order to do so, it draws on an agonistic account of democracy that is distinct from more familiar liberal or procedural versions. Such an account is characterised by an emphasis on the values of constitutive pluralism, robust contestation and enduring tragedy, where the latter entails recognition of the ineliminable nature of (political) conflict and the inevitability of loss in human life. The teachers involved in this research demonstrated capacities which, it is argued, reflect an agonistic democratic ethos, including: developing the confidence to assume intellectual leadership by asking questions and eliciting and engaging plural perspectives in relation to these questions; engagement in the cut and thrust of research without the expectation of finding any final or perfect solutions; and an acceptance of difference and disagreement as constitutive and constructive elements in rethinking areas of policy and practice. Developing and encouraging these capacities, it is argued, is important in an increasingly authoritarian policy context that threatens the vital links between democracy and education highlighted by Dewey a century ago.     

竞赛状态焦虑调控方法的研究进展

通过对一些较常用和较有价值的竞赛状态焦虑调控方法的研究综述,为运动员调节竞赛状态焦虑,在比赛中发挥最佳水平,提供参考.     

MEDIA CRITIQUE,AGONISTIC RESPECT AND THE (IM)POSSIBILITY OF A “REALLY QUITE PRETENTIOUS” LIMINAL SPACE

This essay reflects on the blogosphere reaction to a journal article of mine about the relationship between journalists and media academics in Aotearoa New Zealand. Much of the response reenacted the original essay's argument about journalistic antagonisms towards critical theoretical scholarship. I resituate the reaction in terms of the original essay's objectives, and discuss the chaotic nature of these academic field/journalistic field exchanges. I argue that it would be a mistake to simply dismiss the blogosphere attacks, because that would merely reinscribe my identity in the blind antagonistic frame I had originally critiqued. Instead, revisiting aspects of the original essay that were subsequently ignored, I elaborate on the implications of William Connolly's call for an ethos of “agonistic respect” both for the articulation of an engaged counter-response and the interrogation of political and cultural antagonisms more generally.     

影响武术散打运动员赛前状态焦虑因素的分析

采用心理测量问卷调查法、多因素方差分析、相关分析法、访谈法对参加2010年8月在陕西宝鸡举行散打冠军赛的120名运动员进行赛前状态焦虑分析。结果表明：（1）有大赛经验运动员在处理赛前状态焦虑方面要强于无大赛经验运动员。（2）武英级运动员认知焦虑与躯体焦虑均低于一级和二级运动员的这两项指标,并且状态自信心高于其它两个等级运动员的状态自信心。（3）武英级运动员与一级、二级运动员比较,在赛前状态焦虑的三个维度上均显示显著性差异;并且认知焦虑是影响武术散打比赛的一个主要焦虑。（4）赛前状态焦虑还与运动员的心理疲劳与运动损伤的影响因素、对手的水平差距、领导与教练员的影响因素等这些因素相关。     

面向东盟的物流专业教学改革研究与实践

本文就目前东盟物流及广西物流的发展现状分析现代物流对课程教学的要求,提出面向东盟的现代物流专业人才教学模式,在课程内容上,设置具有地方特色的课程;在教学方式上,提出“竞赛式课堂”的教学模式,通过改革,培养适应本土经济发展的区域性物流人才。     

体育科教进步:残疾人运动竞技和运动参与的知识服务体系

运用文献综述、归纳演绎等研究方法，从体育科技进步与残疾人运动竞技、体育教育进步与残疾人运动参与两个方面，归纳出体育科技和教育进步在服务残疾人运动竞技和运动参与中的知识支持功能，并进一步形成对融合体育科技和教育的栽体组织——高等体育院校的社会服务功能更加深入、系统的认识。     

Populism,democracy and a pedagogy of renewal

ABSTRACT

Laclau and Mouffe have long argued the democratic possibilities of ‘left populism’ underpinned by their agonistic critique of liberal democracy. We are currently witnessing the attempted application of their theories by European political parties. However, there remains very little international scholarship taking up the challenge of situating these arguments in the broader literature on the relationship between democracy and education. We argue that this is an urgent task, particularly in the context of populist trends which appear inimical to educational practice. Thus, we explore the implications of populism for adult education aimed at defending and extending democratic life. We question the conflation of agonistic democracy with left populism on several grounds, and we consider how a focus on education might help to ground their theory and clarify its ambiguities. We argue that adult educators can surface aspects of the context which representations of populism on the one hand, and populist representations on the other, often hide. Our argument is illustrated through two vignettes of populist events and the educational problems and opportunities they posed.     

Networked counterpublics and discursive contestation in the agonistic public sphere: political jamming a police force Facebook Page

Drawing from agonistic public sphere perspectives, this study examines the jamming of the Hong Kong Police Force Facebook Page by users from its establishment in October 2015 to March 2016. 203 posts accounting for 96,791 comments were analyzed using a mixed-method approach. Findings showed that the early posts were heavily jammed with three types of counterpublic comments: (1) calls for justice regarding alleged police brutality during the Umbrella Movement one year prior, (2) emotional statements with impolite tone, and (3) accusations of comment deletions by the Page administrators. But, the relative intensity of the three types of counterdiscourses diminished over time. Moreover, despite the extensive use of embedded YouTube videos as counterdiscourses in the comments, there were few URL linkages to Hong Kong's dynamic counterpublic sphere. This study highlights the opportunities and constraints of Facebook's technological architecture for activists and networked counterpublics to challenge dominant discourses in situ.     

板鞋竞速教学与训练研究

板鞋竞速运动是少数民族一项独具特色的传统体育运动项目,以其特有的健身性、竞技性、娱乐性等特征,深受广大人民的喜爱.本文在教学实践的基础上,对板鞋竞速的技术进行了全面的分析,着重对板鞋竞速的教学和训练进行了探讨,旨在使板鞋竞速教材化,更好地在学校里推广.     

Constructing Academic Community: Power, Relationality, Hospitality, and Conversation

Academic community can be considered from a variety of disciplinary perspectives. Exploring it from a philosophical point of view can incorporate other perspectives and identify basic common agencies that enable or diminish community. Using a philosophical organic perspective, I explore the four common agencies of power, relationality, hospitality, and conversation. I have primarily in mind the academic community that faculty create.Power can be used unilaterally or relationally. The former emphasizes control and yields a thin concept of community as an aggregation or collection of individuals. Relational power emphasizes connectivity and the common good, yielding a balanced concept of community as individuals in relationship. Emphasizing radical openness to the other, hospitality becomes a cardinal academic virtue in the framework of relational power. Hospitable academic communities are created and sustained through conversation, as Michael Oakeshott helps us to see.Although the concept of academic community advanced here is a rigorous one, it can serve as a regulative idea of what we are at our best. That is, it is both a standard against which to measure ourselves and a lure that can draw us out of ourselves.