新修辞学的落地与批评话语分析的兴起

通过对修辞学和哲学等相关的研究，寻找出新修辞学和批评话语两种语言在科研领域的研究以及思想两个方面之间的相同点，以用于引发后现代主义领域中的一些语言的科研性研究，进一步的推动语言学在其他学科中的研究和运用。期望通过这次对新修辞学科批评话语分析的兴起分析，能够给读者一些新的观点。     

Supporting Critical Multicultural Teacher Educators: Transformative teaching,social justice education,and perceptions of institutional support

ABSTRACT

In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two – the more critical the instructors’ approaches, the less institutional support they perceived.     

Participatory video: toward a method,advocacy and voice (MAV) framework

Using the new conceptual framework of participatory visual media as method, advocacy and voice (MAV), the author explores an action research study using an exemplar in which advocates from the disability community created and distributed a series of videos about love and sexuality as a critical human rights issue in the disability community. The author proposes that conceptualizing these three areas as overlapping, rather than being mutually exclusive, offers an integrated way of understanding collaborative media practices that are community-based and action-oriented. Methodological, practical and ethical considerations are also addressed regarding collaborative-based research that involves public distribution.     

Pedagogies of discomfort and empathy in multicultural teacher education

To show the potential and limitations of pedagogies of discomfort and empathy in anti-racist and multicultural teacher education, this paper engages in an in-depth analysis of two ‘critical moments’ that are drawn from a series of teacher workshops. The purpose of the analysis is to show how discomfort and empathy may be combined together pedagogically in the context of multicultural and antiracist teacher education. The contribution to the literature is to highlight the importance of foregrounding attention to teachers’ discomfort and its pedagogical implications in multicultural teacher education.     

The role of critical social work education in improving ethical practice with refugees and asylum seekers

ABSTRACT

This paper uses critical reflection as its primary methodology to research one Master of Social Work student’s former practice experiences as an Australian immigration officer. The paper contextualizes the study by offering a critical analysis of hegemonic constructions of asylum seekers in Australia, which are reflected in Australian law and policy, as well as potentially influencing social work practice. Critical reflection on one of the author’s practice provides a rich case study that reveals the tensions of government-employed social workers in restrictive environments, and the espoused social justice values of the profession. The findings hold implications for both social work education and practice, suggesting that critical social work education, and in particular, the use of critical analysis and reflection, can improve ethical practice with refugees and asylum seekers.     

Demos-Ethos: a framework to study the Icelandic and Basque cases through Critical Social Innovation and Applied Ethics

This article presents a framework informed by two disciplines, Social Innovation and Applied Ethics, to be used in an ongoing analysis of territorial democratic systems. It aims to combine Social Innovation and Applied Ethics analysis to better understand the socio-political regeneration process in Iceland initiated with the 2008 global crisis. This crisis, particularly in Iceland had an economic and political aspect affecting the self-understanding of the territories as a whole, but in the Basque Country at present, it also deals with the current peace process to settle down political violence and its causes. In both cases there are deep underlying value issues. Nevertheless, this article introduces only the results obtained in Iceland. While its democratic system has proven to be able to contest the causes of the crisis, there is no definitive evidence that the re-examination process that was opened in October 2008 is resolved yet.     

Critical Latitude

From his educational background both in France and America, Professor Pavel not only expresses his endorsement, understanding and judgment of the concept of “imposed interpretation,” but also his opinion and further academic expectations. The article has three parts. First, he confirms the existence of the specific problems of “imposed interpretation,” “subjective assumption prior to interpretation,” and “reversed route of cognition.” Second, he points out that the phenomen on of imposed interpretation is not unique in contemporary times and has existed in Western literary research since the beginning of the 19^th century— from the Zeitgeist of the age of Hegel, the social environment of positivism, the narratology of structuralism, and to contemporary literary critique, all of which have the feature of using concepts to cover the multiformity of literary works. Pavel finally points out that the contemporary phenomen on of “imposed interpretation” embodies the features of American culture and exposes the problem of American education. He hopes that scholars can keep critical latitude and vitality while rectifying the errors in literary research.     

The Power of Perceived Experience: Events That Shape Work as a Calling

Meaning plays an important role in many people's lives and work. A significant source of meaning derives from a greater sense of fulfilling one's calling, or purpose in work. This study examined the specific life experiences that shape people's perceptions of their calling and the characteristics of those experiences that make them so powerful. Fifty‐eight people who self‐identified as leaders responded to a questionnaire about the relevant experiences that shaped their perceptions of their work as a calling. Participants' responses were content‐analyzed to generate a taxonomy of themes in 4 overarching categories: (a) content of the event, (b) context of the event, (c) confirmation of one's call, and (d) the continuing effect that the event has had on the individual's life. By increasing knowledge about events that affect perceptions about one's calling, counselors may be more equipped to shed light on the potential, unexamined trajectories of a client's work and life.     

Imagining socialism in the Soviet century

Much of the current conversation about social justice, economic responsibility and individual self-realization is informed by an explicit or implicit comparison between capitalist and socialist modernities. The Soviet Union’s variety of socialism understandably serves as a critical master referent in this conversation. In this regard, a dominant historical narrative that ties the history of Soviet socialism to the Bolshevik origins imposes serious limitation to available depictions of socialism and histories of the twentieth century. This article turns the Bolshevik fundamentals assigned to the Soviet project into a problem of historical analysis and argues that the Soviet experience has more than one normative vision of socialism to offer. The goal is to foreground the divergence of normative conceptions of the socialist society and individual by historicizing the two principal and presently closely identified ideological-educational undertakings: those of the New Man and the ‘New Soviet Person’. By tracing the histories of the two projects, the article shows how the collectivist ethos of the Bolshevism of the 1910–1920s that rejected the ontological differentiation between the individual and his or her social milieu failed to retain its ideological, institutional, and cultural currency even during the 1930s, not to mention throughout the Soviet period.