网络多元文化对自我同一性的影响

自我同一性是个体在发展阶段中对自我的一种感知、确认和整合，网络多元文化对个体的自我同一性既具有积极的影响作用，也可能会带来一定的负面效应，因此应在一种新的自我观的基础上积极寻求应对策略。     

Assimilation vs. multiculturalism: Views from a community in France

A recent American survey of attitudes toward societal multiculturalism vs. assimilation has found surprisingly widespread support for maintaining heritage cultures not only among immigrant minority groups but also among most subsamples of majority host groups, black and white. Working-class whites are the one exception. This pilot study explores the same attitude domain in a contrasting European setting. Randomly selected samples of middle- and working-class families (a mother, father, and teenage son or daughter) from a small city in France were interviewed. As a group, they were neutral to slightly favorable to immigrants maintaining heritage cultures and languages rather than losing them through assimilation. On measures of attitudes toward specific immigrant groups, there were marked intergroup dyfferunces with Maghrebian Arabs rated leist favorably and Southeast Asians, the model immigrants, most favorably. Comparisons of subgroups of respondents who varied in terms of (a) political left-right orientation, (b) social class standing, (c) degree of religiosity, and (d) generational level provide the base for a more general discussion of cultural assimilation and multiculturalism.     

RACIALIZING CULTURE IS ORDINARY1

This article engages a discussion of Raymond Williams claim that culture is ordinary to explore some of the ways in which racializing culture is embedded in everyday interactions and processes of identification that found subjectivity. It argues that there is a pressing need for social policy analysts to come to grips with the mechanisms through which ‘culture’ comes to be racialized and an object/subject of governance and suggests that current, high-profile articulations of the ‘problems’ of multiculturalism, profoundly hinder such a development.     

论对外开放和多元文化激荡条件下的民族文化主导——兼谈高校德育的民族文化教育与主导

在对外开放和多元文化激荡条件下,民族文化与外来文化在相互交汇、借鉴的同时,矛盾与冲突不可避免,面对西方发达国家强势经济、科技与文化的冲击,发展中国家和民族文化安全面临挑战。我国在对外开放进程中,只有坚持中华民族文化的特征和社会主义先进文化的前进方向,才能坚持民族文化主导。高校德育要加强中国古代文化传统、中国革命文化传统教育和社会主义核心价值体系教育。     

赛珍珠:一位文化边缘人

历时地看,作为美国第一位获得诺贝尔文学奖的女作家,赛珍珠显然没有受到学术界应有的重视。站在全球化语境下去认识赛珍珠,通过引入"文化边缘人"的概念去解读赛珍珠,我们可以找到赛珍珠及其作品被排斥在经典之外的原因。作为文化边缘人,赛珍珠站在了时代的前列,这也是在当今多元文化的语境下她被学术界"重新发现"的主要原因。从这个视角切入,我们可以更好地认识赛珍珠在当代世界文坛的文学地位。     

Higher Education's Role in the Dialogue on Race

The university is a logical locus for discussionof the role race has played in our society. Perhaps noAmerican institution is more committed to free andopen dialogue than the university. Higher educationcan thus provide a context for the recognition ofissues as well as a forum for the resolution ofinitiatives. To date, however, university attempts atdiversity training have often imbued recipients withself-consciousness, usurping the unity implicit in theword `university' and evoking an even greater tendencytoward separatism. The university's traditional questfor truth has been subverted by a subtle and pervasivesense that some views are more correct than others,that openness is dangerous, and that some issues mighteven be taboo. At best, such an approach to diversityleads to a fragile stalemate among self-containedenclaves. By championing President Clinton's call fora dialogue on race, the university can restore itselfas an institution that puts honesty above all else.Not only is there a resonant rationale for theuniversity's central responsibility in this debate,but there is also a pedagogical means by which itsrole can be realized. This paper proposes a model forethnic dialogue relevant to either a text-based orissues-based class. Borrowing from pedagogy developedin professional schools, we believe that the tenets ofthe `case method' can create a climate conducive tothe substantive scrutiny of race, ethnicity, andprejudice in general. We argue that this dialogueshould not be a mere add-on to college life, butintegrated into existing curricula in the socialsciences, literature, and history. Heated debate canthen occur without anger, and race/ethnicity can bediscussed without fear of recrimination.Paradoxically, the very expression of ethnicity may bethe catalyst that eventually moves multiculturalismtoward interculturalism – where differences are nolonger articulated, measurable or even discernible.     

浅析美国的多元文化主义与国家认同

美国国家认同由盎格鲁—撒克逊新教徒(WASP)文化和"美国信念"等观点构成,主要反映了WASP文化和欧洲移民的历史认知。20世纪60年代兴起的多元文化主义,对美国国家认同构成了严峻挑战,在20世纪末的美国学术界引发了一场"文化冷战":文化保守主义者认为美国国家认同的核心是WASP文化,指责多元文化主义可能导致美国的分裂,而多元文化主义者更强调美国文化的多样性。受美国保守主义崛起和"9.11"事件的影响,多元文化主义转为低潮,但围绕美国国家认同的争论不会消失。从长远来看,"和而不同"的理念,即对多元文化的尊重和对"美国信念"的共识,也许是对美国国家认同的最好诠释。     

加拿大多元文化主义的缘起——以魁北克独特性的变迁和民族主义高涨为中心的考察

加拿大是一个多民族和多文化国家。多元文化形成过程既造就了加拿大文化丰富的多样性未来,同时也产生了不同文化间的矛盾和冲突。20世纪60年代,随着魁北克独特性的消失和民族主义的高涨,魁北克走上了脱离联邦的道路。为维护民族间的和谐与国家的统一,加拿大政府宣布实施多元文化主义政策。     

'Race', Ethnicity and Child Welfare: A Fine Balancing Act

Western multi-racial societies continue to grapple with the‘best’ and ‘most desirable’ way to integrateracial/cultural minorities in mainstream society. The fieldof child welfare provides a fertile terrain in which to testthe prevailing debates and discussions. This paper exploressome key issues in ethnicity and child welfare and the implicationsof these for minority families and children, and the socialwork profession.