旋律的荡漾——试析冰波童话《钟声》的话语时间调控

本文运用现代叙事学的时间范畴理论,分析冰波的童话<钟声>独特的叙事话语结构,并揭示其抒情旋律的成因.     

中国影视艺术中的本土“叙事话语”试探

叙事是一种认知模式,表达模式;叙事是一种生活模式、行为模式,它普遍存在于生活原貌之中;叙事作品是精神产品,叙事话语受社会意识形态所支配.因此,叙述艺术作品中的叙事性和叙述思维中的叙事性、生活中的叙事性是叙事研究的三个重要视角.同时,叙事话语与其他话语有强烈的粘合性,因此,"民间叙事"也真实地置身于诸如"现代性宏大叙事"、"知识分子叙事"等众多话语环境中,它们共同形成今天叙事研究的复杂结构.中国影视艺术植根于中国本土地域文化土壤,是当地人在当地的叙事生活上认知、表达世界的一种模式,影视艺术中的"本土叙事"研究走到今天,更应跳出文学文本的研究领域,在相对微观的本土影视作品中,寻找艺术形态世界中的更多内部规律.     

论阮玲玉自杀的社会意义赋予

1935年3月8日,著名女影星阮玲玉自杀身亡,轰动社会.媒体迅速报道,引起一场大讨论.舆论从将其自杀归于个人的恩怨情仇,到说她是被封建主义毒害、被黑暗社会制度压迫而死,批判对象由个人延伸到社会,烘托出她被杀的弱者形象;同时,又说她是为妇女解放而牺牲,将她塑造成具有献身精神的新女性.对于预防自杀途径的探讨,舆论认为不但要有正确的人生观,而且要注重人际交流还有行业协会的建立及彻底的社会改造等.其自杀被演绎成具有丰富社会意义的重大事件,成为社会舆论言说妇女解放、社会改造等宏大时代主题的契机与符号.     

我国大学英语语篇教学的误区

以语篇分析理论和图示理论为依据,从中国学生学习英语的实际出发,分析了我国大学英语语篇教学的现状,指出"语篇教学"存在的两个误区:语篇教学的形式化;语篇教学的僵化.旨在引起大学英语教师的对此领域的探索和研究.     

英语语篇主位结构分析

主位结构由主位和述位构成，是实现语篇功能的一个方面，它对语篇信息的传递起着重要作用。本文利用系统功能语法中的主位理论来分析主位结构的作用、类型，分析和探讨语篇中句子主位述位的划分与句子排列的规律以及对语篇信息的影响，从而了解、把握篇章的发展脉络以及发话者语义意图和组织语句的手段。     

From Fisheries Decline to Tourism Destination: Mass Media,Tourism Mobility,and the Newfoundland Coastal Environment

Abstract

In this paper, we examine narratives of tourism mobility circulated through print news media coverage of Newfoundland published in Canada, the UK, and the USA between 1992 and 2010. Initially articles were situated within a larger narrative of fisheries collapse, rural decline, and out-migration. In recent years, however, the discourse shifted to emphasize how non-human nature, including whales, icebergs, and national parks, serves as a tourism attractor, yielding benefits for rural communities. We draw on Latour’s work on political ecology, as well as on Urry’s work on tourism, mobility, and climate change, to analyze the eco-political implications of media accounts of tourism and the Newfoundland coastal environment.     

Social Exclusion,Social Identity and Social Work: Analysing Social Exclusion from a Material Discursive Perspective

Within this article I explore the concept of social exclusion, considering how it has been defined and the implications of this for social exclusion policy. It is suggested that the current use of the concept focuses on material definitions of exclusion, obscures the discursive origins of exclusion and tends to individualise the problem. I argue that we need to adopt a broader approach to defining and analysing social exclusion which understands social exclusion as a process which is influenced by both material and discursive factors. The connections between discourse, identity and marginalisation are discussed and these arguments are illustrated using examples related to different aspects of social identity. Finally the article presents a framework for analysing social exclusion from a material discursive perspective and suggests that adopting this perspective clarifies the role of social work in working with people who experience exclusionary processes.     

Has Social Work Heeded the Call? Sex Offender Content in Social Work

The relationship between theory, research and practice in the contemporary UK social work curriculum is examined in the context of the New Labour Government's insistence on making explicit the connections between knowledge, research, standards and ‘best practice’ in its regulatory discourse. The argument suggests that far from being obvious, settled or predictable in the way in which this discourse suggests, the relationship between research, theory and practice is highly contentious and certainly unresolved. The article then goes on to look at concepts of theory and research. ‘Theory’ is seen as having evolved with little reference to evidence and ‘research’ is seen as having established a new intellectual hegemony without having engaged with or contributed significantly to the development of practice theory. The article concludes that the trend towards a professional and intellectual fragmentation of the social work discipline needs to be reversed if students are to develop their own ‘research mindedness’.     

‘Not Easily Put Into a Box’: Constructing Professional Identity

Researching the interplay between social work students' personal and professional identities, I found that, in talking about becoming professionals, students drew on a wide range of discourses. Three common usages of the term ‘professional identity’ are explored here: it can be thought of in relation to desired traits; it can also be used in a collective sense to convey the ‘identity of the profession’. Taking a more subjective approach, professional identity can be regarded as a process in which each individual comes to have a sense of themselves as a social worker. I argue that the variations in students' talk reflect a wide range of cultural understandings that are prevalent within the social work community and society in general, and conclude that professional identity is more complicated than adopting certain traits or values, or even demonstrating competence. The different meanings of professional identity all have something to offer, providing resources for students as they construct themselves as social workers. This is important for social work education because it acknowledges the dynamic nature of professional identity, highlights the difficult identity work which each student must undertake, and prompts us to consider how this process might best be supported.     

The Multiple Relationships Between the Discipline of Social Work and the Contributions of Michael White

Abstract

Michael White, the Australian narrative practitioner, died in April this year. Given White trained in social work and has had a large impact on many social workers, it is timely to investigate the opaque relationships linking White and his work with his discipline-of-origin. The present examination proceeds in three steps. First, a schematic outline of White's intellectual influences and achievements is set out; second, the alignments, as well as tensions, between White's work and his discipline-of-origin are considered; and, third, it is argued that White was informed by, and went on to produce a body of work that further informed, the contesting spirit that is the wellspring of the discipline of social work. This conclusion is reached mindful of the fact that White remained antagonistic to the role played by the professions in general and that he did not identify with the title ‘social worker’ in particular.