论索绪尔的知识结构和治学精神

在对索绪尔的学术成就和他的知识结构的优势与缺陷的分析的基础上,深入探讨了二者之间的关系,阐述了索绪尔的敢于突破、创新的科学精神和严谨的治学态度。     

高校研究生收费制下奖学金评定的问题和对策

以高校研究生教育收费制度为背景,讨论了研究生奖学金提高受益面和金额额度所带来的意义和影响,以及由此所引发的现实问题。以重庆邮电大学为例,有针对性地提出了研究生奖学金评定工作的思路、原则和措施,旨在为各个高校的研究生奖学金评定工作提供参考。     

媒介社会学的思想与学术

作为一个交叉领域,媒介社会学似乎时刻都需要界定自身。“同心圆”意象有助于把握媒介社会学的知识和学术状况,激发理论、方法与议题层面的对话。传播学百科和社会学手册中对媒介社会学的概括,构成了有趣的对照,也揭示出媒介研究视角和社会学视角下“媒介社会学”的内在差异和张力。在媒介社会学的理论资源中,既有“思想”也有“学术”,但重要的并非所谓“思想与学术之争”,或者在二者之间选边站,而是如何从“思想”中找回活生生的“学术”,持续不断地叩问思想或经典及其背后的假设,进而探讨媒介的社会逻辑与社会的媒介逻辑的交错。     

来华留学生奖学金制度现状分析

随着我国综合国力不断增强，国际地位不断提高，来华留学生教育也进入一个新的发展阶段，成为提升我国“软实力”的一个重要手段。来华留学生奖学金政策的制定与实施是来华留学生教育工作的一个重要组成部分，是我国急需提升“软实力”的背景下出现的一种刺激产物。针对来华留学生奖学金政策的现状与不足，应改变来华留学生奖学金制度理念；完善我国政府奖学金制度；鼓励各级地方政府设立“奖学金教育发展基金”，以使来华留学生奖学金制度体系更好地为我国的高等教育国际化服务。     

高校研究生收费制下奖学金评定的问题和对策

以高校研究生教育收费制度为背景,讨论了研究生奖学金提高受益面和金额额度所带来的意义和影响,以及由此所引发的现实问题。以重庆邮电大学为例,有针对性地提出了研究生奖学金评定工作的思路、原则和措施,旨在为各个高校的研究生奖学金评定工作提供参考。     

Institutionalizing Public Scholarship: Lessons from Feminism and Symbolic Interactionism

This article contributes to recent debates about public sociology by considering the potential harmful consequences of seeking legitimacy for committed scholarship within academic institutions. After discussing public scholarship's place within the corporate university, we reflect on how institutionalizing “scholarship with commitment” might create routine practices and standardized expectations that could discourage organic interactions with various publics. Feminism's role in the academy exemplifies the consequences of institutionalizing committed scholarship. Drawing on insights from feminist and symbolic interactionist traditions and writing from a Canadian perspective, we discuss promising strategies for resisting the stagnation and/or habitualization of public and committed scholarship.     

Artistic autonomy in non-autonomous contexts: reframing collective agency and insurgence from Caribbean artist-managed spaces

This article engages the debates on collective agency, autonomy, institutional practices and socially engaged art by comparatively analyzing the activity of two Caribbean artist-managed spaces which emerged in the first decade of the twenty-first century: BetaLocal in Puerto Rico and L’Artocarpe in Guadeloupe. Based on fieldwork research and interviews with artists and art audiences, the examination of both projects will be driven by three main objectives: the first has to do with assessing in which ways both initiatives are shaped by their emergence in territories still attached to political and economic bonds. Secondly, I attempt to measure how both collective artistic organizations can approach the material conditions of cultural (re)production and autonomy, confronting the restrictions of Puerto Rican and Guadeloupean cultural and economic policies. Finally, I intend to locate my case study within a global panorama of socially engaged and collaborative artistic practice. From this perspective, I assert that collaborative practices emerging in still dependent contexts constitute a privileged viewpoint in order to examine issues of collective agency, empowerment and alternative futures.     

当代大学生的课堂教学观

揭示大学生的课堂教学观,可以为教师改进教学、因材施教提供参考依据,同时也为学校教学管理部门制定教学评价指标提供参考。研究表明,大学生眼中的好教学（高效能教学）的主要特点有：师生互动充分,师生关系融洽;教师讲课幽默风趣,课堂气氛活跃;教学内容丰富、新颖;教学联系社会生活、社会实践;课堂以学生为主体,以学生为中心;自由开放;富有启发,吸引学生学习兴趣;能正确使用多媒体等。大学生不喜欢的课堂教学的特点有：教师讲授死板没活力,课堂气氛不活跃;老师只管自己,不管学生;教师照本宣科;灌输式教学,教学方法单一;教学内容不够丰富;教师授课安排不合理;课堂纪律差,让人烦等。通过研究提出改进大学课堂教学的6点建议：大学教学的管理者与教师要增强＂教学学术＂意识;课堂教学要以学生为本,注重与学生互动对话;教师要以饱满的热情投入教学,适当运用教学幽默;大学教师要强化方法意识,运用多元方法进行教学;丰富教学内容,注重联系社会实践;科学组织教学,注重课堂管理。     

Introduction: Cultural production under multiple colonialisms

ABSTRACT

In this introduction to the special journal issue, we elaborate a multiple colonialisms framework that allows us to examine the complex relationalities of multiple and converging colonial relations in historical and contemporary contexts within which cultural production does its work. Through examples of cultural production from the Americas and Asia, Special Issue contributors analyse rarely-recognized sites of colonialism that bear a palimpsestic relationship to other articulations that are more commonly legible as colonialism. Such an approach makes new analytical connections and gives greater depth to conventional theorizations of coloniality and decolonization. We also illustrate the centrality of the scholarship of Indigenous, Black, and Dalit-Bahujan scholars to the framework, especially the ways in which their work challenges our collective and accumulated racialized and colonial unknowings and illuminates what often remains unthinkable in conventional analyses of cultural production and the colonial contexts of their making. Overall, rather than analytically imply pluralism and equivalence among varied colonialisms, we argue that a multiple colonialisms framework enables cultural studies scholarship to dwell on the relationality, contradictions, and incommensurabilities generated within converging structures and multiple articulations of colonial and racialized violence across spaces. Weaving the various contributions into the framework, we invite readers to consider what histories, structures, and relationships help to explain why actually existing colonialities remain illegible as such in the particular context of each paper, and what that implies for solidarity and decolonization struggles. We hope that highlighting the specific creative methodological practices and significant spatial and temporal rethinking that a multiple colonialisms approach can generate incites conversations about how we might enrich theorizations of coloniality and decolonization.     

The knowledge construction network of engagement research: Examining scholars’ star collaborators,embeddedness, and influence

Engagement is not new to the public relations lexicon. Yet, despite its significance in practice and the increasing scholarly attention, engagement has become a convoluted ideograph. Engagement has been critiqued as unorganized, lacking in a unified definition, and absent of a unified method of measurement. Still, it is a fundamental concept to the field. We take a network perspective to examine the construction of knowledge of engagement in the public relations literature. Broadly, we ask how scholars' direct and indirect connections influence our understanding of engagement? Using two bibliometric analysis techniques, we reveal and assess the connections among scholars, theories, concepts, and engagement types to inform future researchers’ scholarly endeavors into engagement.