AUSTRIFYING EUROPE: ULTRARIGHT POPULISM AND THE NEW CULTURE OF RESISTANCE

The article investigates the political and cultural causes of the emergence of right-wing coalitions throughout the European Union, taking Austria as a symptomatic case of this return of political antagonism within a culture of consensus. It is argued that, methodologically and theoretically, a valid analysis of the phenomenon of xenophobic populism can only be achieved with the combined effort of both political and cultural theory,respectively of both political discourse analysis and cultural studies. Two axes of analysis have to be taken into account: the first being the relation between culture (or the popular) and politics (or the ‘people’), and the second concerning the even more fundamental relation or difference between politics and the political.     

是统一,而非专制——重评汉武帝“罢黜百家,独尊儒术”的政策

文章认为汉武帝的“罢黜百家 ,独尊儒术”的政策 ,造成了中国文化统一而非专制的局面。汉武帝为实行这个政策所采取的手段是温和的、合理的 ,所导致的结果也非思想文化的单一与窒息局面。儒学在中国封建社会思想文化领域内的主导地位是由中国文化的特性以及儒学自身的特点决定的。     

论英国文化马克思主义背景下的意识形态理论的特殊性

英国文化马克思主义者在运用阿尔都塞的意识形态理论时,并没有完全照搬原有的理论模式。他们从意识形态与形式的关系入手,从整体的文化的角度,研究意识形态与文学、文学形式以及作为文本的通俗文化形式,如电影、电视、广告等媒体话语中所体现出的意识形态以及权力的压迫与争斗,以及艺术生产形式之间的关系。这种研究视角,克服了原有理论体系过于依赖无意识等心理因素的弊端,将意识形态与文学、文学理论、文本形式以及艺术生产形式等形式结合起来,进一步确证了意识形态的物质性。     

Cultural Identities in The Joy Luck Club

The Joy Luck Club is written by Chinese American female writer Amy Tan, in which vividly depicted a series of story about four Chinese immigrant mothers and their American daughters. These two generati...     

The challenges of mathematics education for Indigenous teacher training

In this article, I outline research carried out on in an Ethnomathematics course designed to train Indigenous teachers in Costa Rica, in which the following ethnic groups participated: Ngabes, Bribris, and Cabecares. The challenge is to develop a mathematical education that provides equitable conditions for the different groups within innovative curricular proposals. This research is based on the construct of ‘Cultural Mathematical Knowledge' which serves to describe intrinsic characteristics of socially differentiated groups and thus propose a model for teacher education. The design of the course incorporates an empirical base, a theoretical base, and a methodological base. It is a multicultural and multidisciplinary proposal based on Indigenous mathematics and on the ideas of mathematical enculturation, to be developed through curricular microprojects in Indigenous schools. The course promotes preparing the teacher as a researcher to shape him or herself mathematically, as someone who carries out appropriate educational actions in an academic environment in accordance with an ethnolinguistic reality, a cultural worldview, and awareness of the potential of the students of Indigenous schools.     

From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence

Cultural competency has been a long held ideal for social work educators and practitioners. However, definitions and approaches to cultural competency vary widely depending on worldview, discipline, and practice context. Within social work and beyond, cultural competency has been challenged for its failure to account for the structural forces that shape individuals' experiences and opportunities. In contrast, the concept ofcultural humility takes into account the fluidity of culture and challenges both individuals and institutions to address inequalities. This article takes a critical look at cultural competence as a concept, examining its explicit and implicit assumptions, and the impact these assumptions have on practitioners. It suggests that cultural humility may offer social work an alternative framework as it acknowledges power differentials between provider and client and challenges institutional-level barriers. The authors advocate a move from a focus on mastery in understanding ‘others’ to a framework that requires personal accountability in challenging institutional barriers that impact marginalized communities. Cultural humility, while a promising concept, has not been fully explored in social work. Therefore, the authors present a conceptual model of cultural competency along with strategic questions for providers and organizations to integrate into social work practice and education.     

扶持人口较少民族的意义

我国55个少数民族中人口在10万以下的人口较少民族有22个,它们是我国建设全面小康社会和构建和谐社会以及建设社会主义新农村的重点和难点。随着2004年底胡锦涛总书记、温家宝总理作出加快人口较少民族发展的重要批示,2005年《扶持人口较少民族发展规划(2005-2010年)》的实施和国务院全国扶持人口较少民族发展工作会议的召开,国家和社会以及地方政府不断加大对人口较少民族的扶持力度,人口较少民族社会经济迎来发展黄金时期。国家和社会扶持22个人口较少民族具有重要的政治、经济和文化意义。     

民族心理研究中文化偏差的克服:向文化人类学借鉴

民族心理研究机械照搬经典科学心理学范式,容易导致文化偏差。文化人类学研究获得的心理知识表明,人类各民族的心理有相似性和差异性,心理与文化有密切关联,西方范式心理学知识难以充分解释非西方文化中的心理现象。民族心理研究中,应借鉴人类学理念和方法,以克服文化偏差。     

文化认同是民族融合的先决条件

在我国多民族关系的发展史中 ,中华文化对中华民族的形成 ,对我国多民族国家的建立与发展 ,起到了重要的凝聚作用。而在这些丰富的中华文化中 ,大一统的思想、儒家文化、汉语汉俗和各民族科学、文学艺术的交汇 ,是中华民族大融合中决定性的因素     

萨满教与阿尔泰先民的文化精神

本文据笔者的田野调查资料,并结合相关的出土文物、岩画、史籍、民族志资料,从萨满教祭礼、神话、民俗所表达的人类自身文化能力崇拜、氏族崇拜、英雄崇拜的文化形态中,揭示阿尔泰先民的文化精神特征,初步探索了萨满教的文化史价值与阿尔泰民族在中国历史上多次勃兴的文化原因。