提升英语口语思辨能力的教学改革策略

针对21世纪对英语口语思辨表达能力的要求,分析了英语口语和思辨性表达的关系,回顾了提升英语口语思辨能力的理论文献,总结了在英语听说课程中实践话题性内容听力导入、小组活动、演讲范例分析和呈现、文学经典作品导入和呈现有效提升英语口语思辨表达能力的作用。     

Falling into the existential abyss: Ivan Franko’s realist prose in experiments with Gothic and crime fiction modes

This article examines three novels by Ukrainian realist Ivan Franko (1856–1916): Dlia domashn'oho ohnyshcha (For the Home Hearth, 1892), Osnovy suspil'nosti (Pillars of Society, 1894), and Perekhresni stezhky (Fateful Crossroads, 1900). Previous scholars saw elements of crime fiction in these works, but the actual relationship between the two genres of crime fiction and realism has not been fully developed. By studying the conventions of crime fiction, along with its antecedent, the Gothic, and their influence on Franko, the author shows the make-up of the early Ukrainian crime fiction genre and points to its importance in understanding Franko’s vacillation between realist and modernist tendencies. As she argues, the scales of his vacillation are tipped toward modernism in its decadent form, an existential void that characterized fin de siècle Europe. Hence, Franko’s “ideal” or programmatic realism (defined by Franko as a literary style with a didactic tendency aimed at educating society), which he introduced under the appealing cover of crime and Gothic motifs, ultimately failed him. The author proposes that it is the creative modes (Gothic and crime fiction) that Franko chose for voicing his ideas about social reforms that led him, unsuspectingly, away from his programmatic goal and toward the decadent aspects of modernism.     

Critical discourse analysis of perspectives on knowledge and the knowledge society within the Sustainable Development Goals

Critical discourse analysis (CDA) is employed to analyze discourses of knowledge and the knowledge society in the Sustainable Development Goals (SDGs). Discourse analysis is a collective name for a number of scientific methodologies for analyzing semiosis, namely how meaning is created and communicated though written, vocal or sign language. Employing a genealogical approach which locates discourses in the field of prior discourses, two prior discourses of the knowledge society are identified in the key document of the SDGs. The concepts knowledge and knowledge society are found to have a marginal position within the main policy document “Transforming our world,” adopted by the United Nations in September 2015. The techno‐scientific‐economic discourse is found to be dominant at the level of implementation and of goals, while there is some evidence of the pluralist‐participatory discourse at the level of vision and strategy. Analysis of some of the policy advice provided by international organizations and civil society indicates that more pluralist‐participatory discourses on knowledge were represented when the SDGs were being formulated. Developed countries and the corporate sector were very influential in determining the final text and were probably instrumental in excluding more transformational discourses and maintaining the status quo.     

‘It didn’t come up on my radar’: an examination of students’ orientation toward disability justice in the US

Abstract

While social justice is a well-recognized concept, it is less frequently examined through the lens of disability. In order to address existing gaps within social justice education, this qualitative case study investigates how participation in a semester-long Introduction to Disability Studies (IDS) course affected students’ orientation toward disability justice, or the conception of disability as an issue of social justice. The framework underpinning this research merges Cipolle’s theory of critical consciousness development with disability-based constructs. Findings reveal that participation in IDS allowed participants to develop an awareness of their ability privilege, understand the experiences of peers with disabilities, increase their social awareness of disability, and consider their work as disability allies. This article concludes with recommendations for social justice educators who are interested in applying disability justice practices.     

The Occupy Movement and the Politics of Vulnerability

The Occupy movement has generated a significant amount of scholarly literature, most of which has focused on the movement's tactics or goals, or sought to explain its emergence. Nevertheless, we lack an explanation for the movement's broad appeal and mass support. In this article we present original research on Occupy in New York City, Detroit, and Berlin, which demonstrates that the movement's heterogeneous participants coalesced around the concept of vulnerability. Vulnerability is an inability to adapt to shocks and stresses, and it inhibits social reproduction and prohibits social mobility. Rather than specifically discussing the wealth of elites per se, Occupy participants consistently expressed the feeling that the current political economic system safeguards elites and increases the vulnerability of everyone else. We argue that the Occupy movement has reworked the relationship among a range of political struggles that were hitherto disconnected (i.e. ‘old’ and ‘new’ social movements) and rendered them complementary through the politics of vulnerability.     

When managerialism meets professional autonomy: The university ‘budget update’ as genre of governance

Through analysis of 178 texts posted online by university leaders during a severe budget shortfall, I explore the tensions that arise as managerialist practices are recontextualized within university governance. I identify 64 texts constitutive of a hybrid genre, which I call the ‘budget update’. The structure and linguistic features of this genre are described. Interdiscursive and intertextual analysis demonstrate hybridities that emerge when leaders enact, negotiate, and resist managerialism.     

One week in October: Luis Suárez,John Terry and the turn to racial neoliberalism in English men’s professional football

This article explores two significant incidents of racism – involving Luis Suárez and John Terry – from the 2011–2012 English Premier League football season. In particular, it analyses and contextualises the reactions and responses articulated by key stakeholders within the football industry. Discursive themes were employed by these individuals as a means of trying to mitigate and/or exonerate the actions of Suárez and Terry, to question the veracity of the allegations made against them, and to downplay the extent and effects of racism in English football more generally. The article situates these standpoints within the wider cultural politics of race in the game and extricates the connections between discourse and structure in manifestations of racism. It demonstrates that these dominant responses are indicative of colour-blind ideology, white racial framing and the rules of racial standing. It also argues that these sporting trends are part of a wider societal shift towards racial neoliberalism.     

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.