20世纪90年代初俄罗斯文学中的“苏联”叙事刍议

20世纪90年代初期苏联解体,社会急剧转型,导致了人们的价值观念和思维方式的巨大变化,并深刻地影响了文学的发展进程。这一时期,文学中的“苏联”叙事主要呈现出政治祛魅的特征：褪去神圣光环的十月革命、正义性遭受质疑的卫国战争、被消解的乌托邦神话体制等在文学中得以书写。作家通过这种陌生化的手法诉说历史之痛,解构苏联官方话语的宏大叙事。     

A Preliminary Exploration of Immigrant Substance Abusers from the Former Soviet Union Living in Israel,Germany and the United States: A Multi-National Perspective

SUMMARY

The Former Soviet Union (FSU) has historically been seen as having an unusually large population of individuals with alcohol problems. Since the fall of the communist regime, a growing drug abusing population has become visible. With the large migration of its residents to western countries and to Israel, the rates of alcohol and drug problems among these immigrants appear to be disproportionally high, although reliable data are lacking. The purpose of this article is to summarize exploratory data regarding alcohol and other drug use among immigrants from the Former Soviet Union living in Israel, Germany and the United States, and to identify further research needs and implications for treatment and policy.     

Citizenship for Some: Heteronormativity as Cloaked Bullying

SUMMARY

The average student of diverse sexuality hears eight homophobic insults per day with one third from faculty and staff. Through a lens of citizenship education, we elucidate heteronormative undercurrents obstructing the acceptance of sexual diversity; in-depth analysis of two such barriers, the public man and the ethics of marriage, are provided and suggest that heteronormativity, with roots in the Enlightenment discourse, is overpowering instrumental curricula promoting the acceptance of sexual diversity. Further, the perpetuation of such heteronormative undercurrents can and should be seen as a form of violence: cloaked bullying. The article challenges the use of “It's Ok to be Gay” kits and other modes of essentializing sexual diversity, and petitions educators to remain cognizant of heteronormative undercurrents in their teaching practice. By laboring to dislodge heteronormative underpinnings educators are enabled to model genuine open-minded and accepting citizenship and effect meaningful progress in the acceptance of sexual diversity.     

Materials relating to East European Jewish history and culture in the archives of the former Soviet Union

The Kiev Institute of Jewish (from the early 1930s “Proletarian”) Culture (Institut Evreiskoi Proletarskoi Kul'tury, IEPK), based at the All-Ukrainian Academy of Sciences (UAS), was one of two such organisations in the inter-war period. This article discusses the fate of its archive, a rich source that included material from Leningrad and elsewhere, in the wake of two interventions; firstly, its sudden closure in 1936 by the Soviet authorities and, secondly, the Nazi occupation of Kiev in the Second World War. As a consequence, the archive was scattered to the winds, ending up in two continents.     

Images of Jewish identities in Lithuanian literature of the twentieth century: Grigorii Kanovich and Markas Zingeris

This paper deals with the identity concept of two Lithuanian Jewish writers, Grigorii Kanovich and Markas Zingeris. Kanovich, as a member of the Holocaust generation, writing in Russian, depicts his protagonists as spiritual and hardworking people with strong self‐confidence, resting on religion and custom. By means of the narrative technique of memory, Kanovich creates a literary resurrection of the Lithuanian Jews as a people which was almost completely exterminated during the Holocaust. Omnipresent pictures of cemetery and grave transform the Lithuanian space into a metonymy of death and, grotesquely, to the only place of home, being the “shelter” for the killed bodies of the Lithuanian Jewry. Markas Zingeris, growing up in post‐war Soviet Lithuania, represents the concept of open identities, changeable in time and place. Calling himself a Lithuanian writer who has been raised within a Lithuanian, Jewish, and, not least, Soviet milieu, Zingeris depicts his protagonists in in‐between situations. Writing in Lithuanian, speaking several languages fluently and working as translator, Zingeris embodies the cosmopolite. At the same time, though, he is a writer of collective memory. He comments on the apparent loss of the great utopia of an autonomous identity with ironic melancholy, pointing instead to the rich variety of hybrid identities.     

The literary development of Yekhiel Shraybman: a Jewish writer in Soviet clothing

This article examines the literary career of the last Bessarabian Yiddish writer of his generation Yekhiel Shraybman (1913–2005). His loss is still deeply felt by the Moldovan Jewish community as his life and writings embraced the country’s historic Jewish past. As his literary career was launched and developed in the Soviet Union his work, aesthetics and politics were affected by “Sovietisation,” a requirement of the Communist Party’s standards in relation to literature. Yet behind the ambivalent glamour of the title “Soviet writer,” he managed to remain a Jewish writer and leave behind a printed memory of his home shtetl, Rashkov.     

Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.     

The Use of Current Events Magazines

History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students.     

Invisible landscapes: students’ constructions of the social and the natural in an engineering course in South Africa

This paper examines the discourses that students draw on and propagate in a course on rural development in a first‐year engineering foundation programme. It looks at the way ‘rural’ is often constructed as ‘lack’ and therefore ‘other’, the dangers of constructing development as linear, the ways nostalgia and utopianism feed into discourses of development and how ‘propriety’ serves to maintain boundaries between nature and people, society and individuals. Different modes and media, coupled with the degree of regulation in the classroom, may enable alternate discourses to emerge or to be suppressed. This paper argues that the curriculum needs to engage with students’ views in order to understand, interrogate and critique the kinds of realities they feed into.