高校传统武术国际化课程教学的实践探索

高校传统武术的国际化发展对高校走向世界、承接国外交流等有着重要的意义。我国高校目前面临着武术边缘化发展特点,很少将中国武术作为国术精髓带出国界,带上国际交流平台。针对当前实际,从武术国际化课程教学实践出发,对武术国际化课程的教学内容以及教学环境等方面进行了探索与研究。     

The Relationship Among Funding Sources for Art and History Museums

The decline and possible elimination of federal support of the arts in the United States is likely to have a major impact on museum finances. Using data from the 1989 Survey of Museums, we analyze the interactions among major categories of museum funding. The results indicate a strong, positive stimulus of federal funding on private contributions, with some possible displacement of state and local government contributions. The opportunity to generate funds from private sources shows some promise to offset the loss of funds from government sources.     

Race-Making/Race-Mixing: St. Helena and the South Atlantic World

Abstract

This paper focuses on the South Atlantic Oceanic World, and the pivotal place of the Island of St. Helena within that world, as both a context and a conceptual tool for thinking about race-making and race-mixing in South Africa. Drawing on various historical ‘snapshots’ from documentary and archival sources on St. Helena, as well as from exploratory fieldwork in South Africa, St. Helena, an Atlantic World of flux and fluidity, is invoked as a contrast to an Apartheid world that insists upon fixity. These contrasting worlds are the context for thinking about the racial identifications made by St. Helenian immigrants, and their descendants in South Africa. Following Robert Young the paper is interested in ‘counter-active’ constructions of race, which means that the context of race-mixing that this paper invokes is simultaneously a context for race-making.     

Needed Changes in the Course in World History

Using Lani Guinier's notion of “racial literacy” and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggestions on how social education might assist K-12 students and later preservice teacher candidates develop critical racial literacy.     

Fighting Battles with History: The Novelist Louis Golding and the Story of the 'Doomington Wanderer'

This article explores the writing of Louis Golding in the context of existing scholarship on the Anglo-Jewish novel. It assesses the importance of Golding's background and beliefs in shaping his fiction. Golding's views bridge the cultural gap between eastern European Jewish schtetl life and interwar British society. On one hand, he was a militant supporter of Jewish/non-Jewish intermarriage, of secular Judaism and religious freedom. At the same time his writing reveals a sustained belief in Jewish 'race' and Jewish spirituality. Golding's writing on 'race' will receive particular attention. Like so many other British Jews in the period, the author seems to have been caught between his desire to fight the racism of the Third Reich and his own confused 'racial' attitudes.     

The Construction of an Achievement Test in Tenth Grade World History

Despite 9/11, the seemingly endless Israeli–Palestinian conflict, the possibility of Iran developing nuclear weapons capabilities, and the Arab Spring and its aftermath, the social studies curricula of high schools throughout the nation generally put little emphasis on the Middle East and Islam as the foundation for understanding vital issues that will confront the United States for years to come.     

William Blake and America: Freedom and Violence in the Atlantic World

Abstract

In this article, I consider the absence of a general readership of William Blake's poetry in nineteenth-century Britain and compare that neglect to the American Transcendentalists' reading of Songs of Innocence and Experience (1794) in the 1840s. The American interest in Blake's poetry is complemented by his fascination with the events in the Atlantic World in the years culminating in the American War of Independence. I will offer a reading of Blake's America: a Prophecy (1793) showing that the Civil War fulfilled his prophecy of inevitable future conflict. This is developed first by considering Ralph Waldo Emerson's changing responses to slavery and race during the turbulent middle decades of the century, and then by addressing Walt Whitman's attempt to negotiate postbellum America. This negotiation, I argue, results in the emergence of those two powerfully conflicting strains in his mature poetry: emancipatory fervour and simultaneous despair at the violence intrinsic in liberty.     

Generational Sexualities,Subterranean Traditions,and the Hauntings of the Sexual World: Some Preliminary Remarks

In this article I argue that generation is a relatively neglected concept for thinking about both the social and the sexual, and that symbolic interactionism has much to offer in developing our understanding of this idea. Using both personal experience and the wide‐ranging literature on sexualities, I explore the role of synchronic and diachronic time in organizing both the flow of sexual lives and the hierarchy of age‐sexual orders. The core organizing concepts are those of generational sexualities and subterranean traditions; the approach is seen to provide a further complication to standpoint, queer, and intersectionality theory. The core of the article suggests an array of sensitizing concepts and research areas that might sharpen future analyses. Schematic and exploratory, the article draws from a wide range of examples. Careful the things you say, Careful the tale you tell, Children will listen. Stephen Sondheim, Into the Woods (1986) Reality exists in a present … we look forward with vivid interest to the reconstruction, in the world that will be, of the world that has been for we realize that the world that will be cannot differ from the world that is without rewriting the past to which we now look back. George Herbert Mead, The Philosophy of the Present (1932) Generations are in a constant state of interaction. Karl Mannheim, Essays on the Sociology of Knowledge (1997) How long is a man's life, finally? A thousand days or only one? One week or a few centuries? How long does a man's death last? And what do we mean when we say, “gone forever”? Brian Patten, “So Many Different Lengths of Time,” Selected Poems (2007) To study social life one must confront the ghostly aspects of it. Avery Gordon, Ghostly Matters (1997)