话语的力量——浅析福轲的权力话语理论在分析东西方关系上的应用

在当今世界,东西方从总体上来说还存在着主流与边缘、控制与被控制的霸权关系。而福轲的权力话语理论为我们提供了一个颠覆西方霸权话语的有力理论武器。它揭示了西方主流话语下的深层权力机制;另外,它还为我们指出了颠覆西方霸权话语的策略-开展文化批评,以东方的"反话语"来解构西方的霸权话语。因此,本文将利用福轲的权力话语理论对东西方之间关系展开论述,并对其所起的积极予以较为详尽的分析。     

"花儿"的性禁忌(演唱空间的限制)与性话语表达——二元对立的阐释

从“花儿”的性禁忌(演唱空间的限制)和性话语表达的二元对立模式中,我们可以看到,一方面性的话语被正统的主流文化压抑,另一方面它在民间被鼓励言说。“花儿”是人们在主流性话语抑制之下的一个突破口和情感的释放媒介。     

焦灼叙述:张承志与东西小说创作民间审美比较

回族作家张承志与壮族作家东西,在小说叙事方式和姿态上具有惊人的共性价值意向,他们站在主流丈化的边缘,以民间的审美立场,展示了在主流丈化笼革下非主流话语的言说状态:以生命解释的偏执理想主义色彩和居于民间底层视角付主流社会与文化的批判与理解,背弃与接纳.     

性别身份的边缘处境与言说空间的主体中心——李清照文化角色的位移

在男性话语操纵一切的封建社会,李清照恰好处于一条由几个偶然机遇衔接而成的窄缝之中,因此,她得以一方面以女性独特的方式自我言说,另一方面又在一定范围内分享了本来专属于男性文人的话语权利,体现了作为社会意识形态主流的士大夫的集体意识。     

中华民族共同体视域下当代少数民族题材记录片的创作演变

“铸牢中华民族共同体意识”是党和国家基于民族工作新形势部署的新战略。作为民族话语重要文化载体的中国少数民族题材纪录片见证并勾勒了其话语表达逻辑及实践机理。从主流意识的“政治宣传”到民族文化“共生交融”,从话语主体的“他者言说”到“开放自述”,从镜头对准“集体形象”转向聚焦“个体形象”,折射出我国民族共同体话语建构传播的递嬗性超越。作为民族话语重要文化载体的中国少数民族纪录片一方面应以植耕历史,加强对各民族优秀文化的挖掘和阐发,表达文化诉求,促成各民族间的认识、认知、认可、认同,进而在精神层面生发持久、恒定的态度与力量。另一方面从人本角度出发,思考“人的自我发展”、“人与他者”、“人与世界”的多元伦理关系,互相接纳,互相启迪、互惠利他,在休戚与共的命运共同体中解决现实生活中的生存生活困境,在共同体谱系中实现个人、民族的价值追求。     

城镇化背景下少数民族乡村文化的保持——以壮族布洛陀文化为例

布洛陀是珠江流域原住民族的人文始祖,是壮族及其同源民族的创世神、始祖神、宗教神、道德神.布洛陀文化集中地表现在稻作文化、经诗文化等方面,其文化核心是创造万物、排忧解难、和谐有序.在城镇化背景下少数民族乡村文化受到的冲击是多方面的,保护像壮族布洛陀文化这样的独具特色的乡村文化,最根本的措施是,建立健全同经济发展水平相适应的社会保障制度,让乡村文化成为农民真正的审美需求,并以科学发展观的高标准进行创新性保护,发掘与主流文化、百色起义红色文化共同的价值观念,使其形成与中华文化一体的核心价值和共同理想,最终实现融入主流文化之中的理想目标.     

关于九天圣母的民间叙事与传承心理——对甘肃永登连城镇牛站村九天圣母传说的研究

在甘肃永登连城镇牛站村流传着数量众多、类型丰富的九天圣母传说。这些传说以民间写意的手法塑造了一个地方保护神的形象,表达出民众的乡土情感、国家话语、价值追求。为我们生动展示了口头叙事与村落信仰民俗的双向建构过程,同时也表达出了民众借助传说"再造传统"的过程,是"民俗是一种过程"这一理论的一个有效个案。     

演唱的力量——浙南鼓词《陈十四夫人传》颂唱仪式调查

浙南民间流传着一种"唱夫人"祭祀仪式,即通过邀请鼓词艺人来唱关于东南女神陈十四的神界故事《陈十四夫人传》,以达到驱鬼逐疫、祈福求佑的目的。通过对仪式的田野观察,考察共享鼓词传统的传承人与接受者,展示一个被鼓词的生命力重新灌注成的活生生的传统,阐释鼓词作为一种口头传统在浙西南丽水乡土社会民俗生活中的话语实践。     

重建丝绸之路在东西方学术交流中的话语意义——《美国民俗学刊》“中国和内亚活形态史诗”专号述评

2016年夏季,《美国民俗学刊》推出"中国和内亚活形态史诗"专号,收入来自美国、中国、英国及德国的六位学者撰写的五篇论文(含专号引论)。本文按照这些论文之间的逻辑关系,以问题为导向,打破专号原有的排列顺序,并将引论中的主要观点融入四篇论文的述评中。文章以丝绸之路的东西方学术交流为鉴,认为由西方到中国的理论传播在单向输出的话语关系中已基本完成架构,而在中国"一带一路"倡议的背景下,当下乃至未来更需要推进的工作乃是将东西方史诗传统研究纳入多向交流的学术对话之中,在国际合作的视野中重建沿丝绸之路的口头传统研究及其理论和方法论的话语意义。     

乡村振兴战略实施中基层少数民族精英的融入机制与作用研究

乡村振兴战略实施过程中,“国家—民族精英—少数民族群众”的结构框架下,不同主体之间的关系更加复杂。根据村庄人口外流程度和村庄内部机械结合强度的不同可将村庄分为四种类型。类型不同,村庄内部民族精英的存在状态及相互关系也不尽相同。民族精英融入乡村振兴战略要注意人的参与和规则的供给。民族地区的乡村能否振兴,一个“度”的把握很关键,即少数民族民众的动员程度。民族精英的重要性恰在于组织与引领少数民族民众。国家要依赖民族精英,但同时也要注意民族精英挟“民族话语”自重的动机与目的,通过体制机制创新来规范民族精英的活动,防止民族精英的利益集团化。     

Are we all constructivists now? Exploring the impact of nationalism studies among Slovakia’s secondary-school teachers

ABSTRACT

This paper focuses on the impact of current nationalism studies on national narratives disseminated through secondary education. The paper draws on interviews and focus group discussions with 31 teachers in Slovakia as a case study and asks to what extent these teachers’ understandings of national identity reflect primordialism, constructivism or ethno-symbolism. It also explores the teachers’ awareness of these mainstream paradigms. The findings defy the straightforward categorisation of the teachers’ views into these paradigms and suggest that nationalism studies have a limited impact, as the teachers’ understandings remain unchallenged. The paper concludes with the implications for educational research and practice.     

Threatening consumption: managing US imperial anxieties in representations of skin lightening in India

This paper contextualizes the US mainstream media coverage of the skin-lightening industry in India within a moment of imperial crisis in the United States in the early part of the twenty-first century. Discourse analysis of news media accounts indicates that orientalist colonial tropes of Indian primitiveness, traditionalism, and gendered difference intersect with American post-racial ideology to disassociate American consumers from an Indian consuming public. Thus, representations of skin lightening attempt to ease imperial anxieties around the United States' faltering economic dominance due to the rise of emerging economies like India by reviving nationalist narratives of American exceptionalism. Not only does this obscure racism and colorism in the United States, it also impedes recognition of the overlapping conditions of transnational commercialized beauty culture and industry within which white/light beauty standards and skin-whitening products flourish.     

A complicated passport: racialized realities and lessons from visible minority women teachers

This article presents key findings derived from the experiences of visible minority woman as teachers in Canada, whose lived realities reveal myriad instances of compromise. The ethnic, cultural and racial diversity among teachers is an area that has garnered attention as it pertains to equitable work environments, teacher–student relations, and multicultural education. The challenges and responsibility of representing one’s racialized identity, ethnicity, culture, and religion while finding oneself marginalized within mainstream populace is critically examined through their narratives and reflexivity. In instances of blatant discrimination, bridging the public and private sphere, to moments of fulfillment, the resilience of these women is a defining factor of their success within adversity. Through their experiences there is opportunity to inform and advance the notions of diversity, representation, and distinctiveness of teachers in educational settings and the impact this has on an intercontinental symbol of society values in education.     

“It’s like this Myth of the Supernegro”: resisting narratives of damage and struggle in the neoliberal educational policy context

As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of deficit-oriented discourse that follow Black youth through myriad educational spaces. By situating the narratives of community-based educators within a broader policy context shaped by race, class, and gender, this article illustrates the challenges that arise for community-based educators that seek to frame Black youth beyond deficit narratives and who avoid framing themselves as heroes and saviors of Black youth.     

西藏新农村建设思路

西藏自治区是青藏高原以藏民族为主体的民族地区。在建设社会主义新农村的社会背景下,文章结合西藏的具体情况,系统地提出了西藏新农村建设的四种发展思路:建设旅游资源开发型新农村;建设矿产资源开发型新农村;建设边境贸易发展型新农村;建设西藏特色农产品开发与加工型新农村,并分别对其进行了分析。     

‘Are you gonna show this to white people?’: Chicana/o and Latina/o students’ counter-narratives on race,place, and representation

This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of counter-storytelling from critical race theory, the article highlights how these sixth-grade students articulated counter-narratives about who they were and what their community was like – often in direct opposition to what they perceived as white people’s stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of representation.     

新农村多功能农业建设模式的合理性

科学发展观、新农村建设的基本特征、新目标、新内容以及新农村建设与农业多功能经营发展方式之间存在的耦合性,共同决定着我国可以利用农业多功能经营发展方式进行社会主义新农村建设。     

Desire for the desert: racialising white teachers’ motives for working in remote schools in the Australian desert

Abstract

Distinct from rurality, the Australian desert has long functioned as a signifier of remoteness in the dominant imagination; a product of spatialised binary relations between ‘progressive’ (white) mainstream or idealised white countryside, and disordered/dangerous Aboriginal periphery. Remoteness constitutes a complex racial dynamic that has historically mediated white teachers’ and missionaries’ desires to travel to the social margins. This article adopts a discursive understanding of remoteness to examine contemporary white teachers’ decisions to work in Aboriginal schools in the desert – decisions that are often articulated through unwitting recourse to the ‘three Ms’ or ‘tourist’. The article explores these identity constructs and how they enable different performances of whiteness. It examines how white people’s desires are often covertly raced but does not however, position the teacher as a priori racist. Rather, desire is theorised as a social construct in which subjects invest, which may at times contribute toward processes of decolonisation. This rendering moves beyond a logic of individualism and underpins the argument that recognising how these dynamics play out is vital with respect to understanding the place of white teachers inside remote Indigenous Education. Moreover, such insights are valuable for appreciating how whiteness continues to be reproduced in White Australia under a guise of good intentions.     

Race in translation: culture wars around the postcolonial Atlantic

ABSTRACT

This article analyses the processes of nationalisation in Catalonia and the Basque Country in the period 1980–2015. It focuses on the competing narratives that Spanish, Catalan and Basque nationalists disseminated and the different ‘spheres of nationalisation’ through which individuals acquired their identities. The study combines the historical analysis of national narratives with survey data to examine the production and reproduction of identities. The research shows the limits of both state-led and sub-state-led nationalisations and underscores the importance of changing historical contexts in determining the social impact of national narratives.