教育变迁视野下人口较少民族文化传承路径及其困境——以云南布朗族为例

全球化浪潮使得布朗族如其他绝大多数少数民族一样正面临外来文化冲击,如何有效传承本民族传统文化日益重要。本研究认为,教育是人类文化传承的重要途径;随着社会的发展,布朗族传统教育的模式及其功能发生了改变;民族地区现代学校教育责无旁贷地成为当今民族文化传承的重要场所,尽管它正面临传承与发展的两难困境。     

四川民族地区经济发展与社会稳定战略的实现途径

民族地区的社会稳定与经济发展息息相关。区域资源综合开发和整体开发资源是经济发展和社会稳定的血脉和基础,因此民族地区要要立足特色优势资源,全面落实科学发展观,加强资源整合与综合利用,发展资源节约型和环境友好型产业,构建特色优势产业体系,才能最终促进四川民族地区经济与社会的可持续发展。“十二五”期间,四川民族地区将进入经济发展与社会稳定的重要阶段,本文从加强民族地区整合优势资源,构建优势产业体系出发,阐述了推进传统特色农牧业向现代特色农牧业跨越,以及维护社会稳定的具体措施。     

The identity of memory and the memory of identity in the age of commodification and democratization

Abstract

This article explores the relationship between secularization and commodification of culture on one hand, and national identity always represented as Christian mystery on the other. Focusing on three case studies, Poland, Quebec and Zaire, the author analyses the place of an ordinary object (commodity) as a vehicle of representation of people's affirmation of belonging to a ‘nation’. He stresses the disposable nature of such an affirmation of belonging which allows everyone to alter or cast off the symbols of belonging while changing their social or political contexts.     

Personal identity versus national identity among Hong Kong youths – personal and social education reform after reunification

This paper examines the use of Chinese traditions for the formation of a felt Hong Kong identity and a national identity among students in the personal and social education curriculum before and after reunification with China in 1997. This paper argues that the addition of China elements to the curriculum after reunification contributes to the continuous ambiguous identity of students, which is consistent with the results of various poll surveys about the civic identity of Hong Kong people in a larger context. This is because the personal and social education reform after reunification assumed a simple correlation between the patriotic feelings of students and their knowledge of China. It does not question how the promotion of an intensely unifying ‘cultural identity’ as political commitment is differentiated from the day-to-day ‘cultural experiences’ of students.     

Will to love,will to fear: the emotional politics of illegality and citizenship in the campaign against birthright citizenship in the US

Anti-immigration activists argue that the broad inclusivity of the birthright citizenship clause of the 14th Amendment is a national security concern that enables criminalized migrant mothers to give birth to citizens who can later harm the US through violence and resource consumption. Seeing this argument as representative of the problem of inclusivity inherent to citizenship in a liberal democracy, this essay asks how the children of undocumented and temporary migrants are constructed as what Mae Ngai calls ‘alien citizens.’ Drawing from Sara Ahmed's affective economy of emotion, I find that affect and emotion figure prominently in how citizens are made ‘alien.’ Specifically love and fear function as pivot points in the anti-birthright citizenship argument, wherein the ‘real citizen’ is ‘willed’ to love and be loved by the nation and to fear the nation's Others. Moreover, the emphasis on national feelings does not evacuate white supremacy or heteronormativity from its imagination of citizenship, but instead displaces these loci of power into feeling and affect. Thus, this essay claims that the birthright citizenship argument illustrates how national love and fear work in tandem to uphold, naturalize, and expand the racial and sexual exclusions inherent to citizenship in a nation-state.     

Transnational Orientation,Cosmopolitanism and Integration among Albanian-Origin Teenagers in Tuscany

Research on transnationalism and integration is increasingly focusing on the intersections between the two concepts. However, the debate is polarised between the country of origin and the host country when migrants' identity and belongingness are concerned. In the case of the children of migrants, the literature also largely lacks references to locality, mobility and cosmopolitanism. This paper explores the integration of Albanian-origin teenagers in Tuscany and the relationship between their transnational orientations and their integration strategies. Findings show that both the social and cultural institutions and the spatial ‘units’ to which these teenagers refer in their integration discourse go beyond their country of origin and their host country. Firstly, there is a translocal dimension to their references—to Florence, Prato and Tuscany and the place of their parental origin in Albania. Secondly, their views and perceptions of integration contain a strong cosmopolitan orientation—both conceptually and spatially. The qualities of space and locality impact on transnational ties, giving rise to cosmopolitan orientation and practices.     

Between Neo-liberalism and Neo-indigenismo: Reconstructing National Identity in Mexico

Heightened integration with the US coupled with the rise of an indigenous movement have challenged and strained long-held images regarding the US and the indigenous within Mexico. As a result, Mexico finds itself facing the difficult task of re-evaluating and reconstructing its national identity. This paper explores the traditional images of the US and the Indian shaping national identity in Mexico and the challenges posed today by neo-liberalism and neo-indigenismo. It sets out a range of current issues, explores the linkages and contradictions, and examines the state of national reform. Fundamentally, the paper strives to raise important theoretical questions and hence set the stage for further research into these issues.     

科学社会主义与现实社会主义

科学社会主义的创立为无产阶级革命夺取政权指明了方向 ,以列宁为代表的布尔什维克党将科学社会主义理论结合俄国的具体国情 ,指导了俄国的革命 ,成功地建立了人类第一个社会主义国家。但因体制的缺陷和其他原因而解体。中国共产党在总结社会主义建设经验、教训的基础上逐步形成了有中国特色的社会主义。文章着重论述了有中国特色的社会主义是成功的社会主义     

高等农业职业教育《淡水养殖水化学》开展研究性学习的探索

国际 2 1世纪教育委员会的报告《教育———财富蕴藏其中》中提出面对未来社会的发展的 4种基本要求———学会认知、学会做事、学会共处、学会生存。这说明 ,在现代教育中 ,必须以学生发展为中心 ,开展研究性学习。我国实施的研究性学习就是改变我国传统的以教师为中心的教学模式 ,突出学生在学习中的主导地位。从贯彻素质教育的宗旨出发 ,在学科教学中渗透研究性学习 ,是培养学生综合能力的一种尝试和实践。     

声像在外语教学中的应用

随着科技进步 ,传统的教学方法正面临新的挑战 ,在外语教学中使用直观生动的可视教学法已经越来越具现实意义。但如何在教学中使用声像教学 ,怎样组织开发声像资料 ,有何现实意义 ,怎样才能使声像更有助于外语及第二语言的学习 ,是一个值得研究的问题