编导意识在纪录片中的作用

纪录片之所以有魅力,是因为它＂真实＂,而且可以融进编导的思考。在纪录片创作过程中,充分运用富有个性化的主体意识,能够更加充分地挖掘被拍摄对象自身的价值、内涵,使纪录片既真实又富有艺术感,从而进一步体现纪录片的价值。     

宋代市民文化对南戏创作的影响

宋代是我国封建社会内部一个巨大的变革时期,随着城市的繁荣和＂重农抑商＂政策的松动,带来了工商业的蓬勃发展,随着城市规模的扩大,市民阶层逐渐成为社会阶级成分中的重要角色,其审美价值取向开始左右着艺术体裁的发展。在这样一个背景之下,平民艺术逐渐代替了贵族艺术的主导地位,艺术面向广大市民阶层张开了双臂。南戏顺应了历史发展潮流,将普通小人物的市井生活场景搬上了舞台,把市民阶层的意识形态用通俗易懂、清新自然的市井语言和流行词调表达出来,引起了巨大的社会轰动效应,受到了市民阶层群众的欢迎,在城市市井演出竞争中,逐渐占据上风,取代杂剧而成为当时南方的主要流行剧种。     

池莉小说《你是一条河》中的女性形象解读

文章分析了《你是一条河》中辣辣、冬儿和艳春三位女性的性格特征及其作为女性的抗争意识。文章认为寡母辣辣勤勉、坦荡、坚韧,体现了女性对生活的抗争;同时又平庸、自私、愚昧,颠覆了传统文学中母亲形象的神圣性。冬儿对母亲的反叛,对家庭的逃离,显示出女性对生存际遇的抗争。艳春的自我中心观念和强烈个人意识,反映了她对世俗人生的执着追求、在婚姻中的强烈依附意识以及女性对社会地位的要求。     

扼住命运的咽喉--丁玲《母亲》的女性主义解读

丁玲的<母亲>以一个弱女子成长为自主、独立、主体的女性过程,揭示了女性在生存的关键时刻,扼住命运的咽喉,挖掘生命的潜力,从而超越生命;启示女性只有以主体的姿态,自我把握,敢于承当,才能实现人生命运的转换."母亲"具有的"男女平等"的性别信念及其具体作为不仅让我们看到了觉醒了的中国现代女性卓越的性别自觉,更为新时期女性走向自我的全面解放提供了行为借鉴和全新的精神力量."母亲"对"女儿"成长的巨大影响启示女性尤其是母亲应以自己自强独立开放的人格素质影响下一代,同时丁玲母女之间的这种"朋友"与"知己"关系更是新时期"母女"关系的有益借鉴.     

现实囚笼中的精神自由--从《纯真年代》的人物塑造看伊迪丝·华顿的女性意识

女性意识在<纯真年代>中的三个主要人物形塑过程中起着重要作用,将伊迪丝·华顿在当时社会条件下的女性梦想最大程度地张显出来.而华顿的启示是男权社会有一定的规则,女性如果超越这一规则,就有可能在精神领域实现一部分的梦想.     

W. E. B. Du Bois as Interactionist: Reflections on the Canonical Incorporation of a Marginalized Scholar

Recent scholarship explores the relevance and canonical status of W. E. B. Du Bois in sociological theory; yet less is said about his contributions to symbolic interactionism. This paper interrogates the emerging meaning of W. E. B. Du Bois for sociology, and the nature of his canonical incorporation. We explore the less “official” dimensions of Du Boisian theory, and in particular two of his contributions to symbolic interactionism: double consciousness and autoethnography. In the last part of the paper, we suggest that Du Bois's incorporation into the sociological canon can be viewed as a process of “centering,” and argue that this form of sponsoring of Du Bois's work can elevate some interpretations of Du Bois to the detriment of others.     

Gender Category and Gender Status: A Critical Distinction

Gender has been of explicit analytical interest in sociology for decades. Despite its centrality to the field, “gender” eludes conceptual specificity in significant ways, such as lacking distinction between gender category (identification as a man, woman, nonbinary, etc.) and gender status (the state of being cisgender or not). I contend that the cisgender status is a rich site of interpersonal and institutional power that has been understudied. This work forwards the concepts of gender category and status as analytical tools to help explore key elements of gender interaction and structure, such as cisness. I argue cisness must be teased out via the express distinction between gender category and status, and I provide empirical evidence from 75 interviews with various gendered actors (i.e., cisgender men, cisgender women, transgender men, transgender women, nonbinary individuals) to demonstrate the applied purchase of my findings.     

Cultural capital and perception of teacher-student relationships: Uncovering inequalities at schools in China

A long tradition in stratification research argues students with higher cultural capital are likely to be treated by their teachers as possessing the “right culture,” which positively affects their academic performance. Nevertheless, the literature has paid little attention to the role of students' perception in this process. Using two waves of the China Educational Panel Survey, we investigate how students' cultural capital affects their own understanding of teacher-student interactions, including its gender difference. Fixed effects regressions show a substantially positive effect of cultural capital on the perceived frequency of teachers praising and calling on students to answer questions across subjects. Nonetheless, we also find the lack of cultural capital is not punished and that the cultural capital's effect varies across its specific components and gender. These findings pave the way for elucidating the entire causal chain of intergenerational social inequality via cultural capital, teacher bias, students’ perception, and their educational outcomes.     

Changing informal institutions via mimesis: Gender equality in marriage proposals

Marriage equality has exposed how the institution of marriage is changing, but less attention has been given to how informal institutions around heterosexual marriage rituals are affected by a growing demand for gender equality. By applying institutional theory and feminist institutionalism to the context of women proposing to their male partners, this paper observes how shifts in gender norms change heteronormative institutions. Drawing from interviews with women who proposed to men and a virtual ethnography, we describe how reverse proposals can set precedence for emulation of practices or mimetic isomorphism. We therewith contribute to institutional theory in threefold ways. First, we describe how mimetic isomorphism introduces new standards and norms into a highly traditional institution. Second, we show how this integration of new standards and norms serves this patriarchal institution to remain relevant and appear progressive. Finally, we contend that this tension of joining a patriarchal institution but doing so in a subversive manner represents a double bind for women who are encouraged by society to formalize their heteronormative relationships through marriage and yet chastised for initiating this themselves.     

Similarities between friends on service,activism, and awareness of inequities in an adolescent social network

This brief report characterizes the tendency of adolescent friends to be similar on civic behaviors and critical consciousness. Using two waves of network data from a high school that serves primarily low-income Latiné youth (2019, N = 519; 2020, N = 521), the present study examined homophily on service, activism, and awareness of inequities. The results of Exponential Random Graph Models indicated that adolescents tended to be friends with peers who had similar service behavior and awareness of inequities, but not activism. The findings suggest that schools could foster civic engagement by providing infrastructure that encourages civic interactions between peers. The current study highlights the potential that social network analysis holds for generating novel insights into the relational underpinnings of youth civic engagement.