场域转换与文化反哺:青年群体与变迁社会的信息互动

以布迪厄场域理论来考察不同社会形态下青年与社会的信息互动实践,发现青年与社会的信息互动在具有“位置-权力”关系的场域中展开,“位置-权力”关系通过信息资本的占有而建构。社会形态随技术变革更迭,青年与社会信息互动的场域逻辑与运行机制发生相应转变。从农耕社会到工业社会再到信息社会,青年与社会的互动场域变得多样,并且发生着从家庭向学校再向网络空间的偏向性转换,场域运行的推动力量也从时间权威向结构权威再向认同权威转换。可以说,青年与社会信息互动场域的转换,正是人类在不同社会形态下对“用时间消灭空间”的信息传播时空观的生产实践与社会表征。     

西方儿童虐待成因的发展生态模型理论研究述评

发展生态模型是西方儿童虐待成因研究的重要理论框架,但国内对此缺少系统性介绍。该理论认为,儿童虐待产生自互动个体与嵌套生态系统层面间的交互影响,它主要以生态系统理论为理论基础,并以“生态整合模型”和“生态交互模型”为代表性理论模型。该理论具有重要的方法论意义,它可促使研究者突破单因素变量研究的窠臼,并转向多因素共构视角去理解儿童虐待成因;同时,也为儿童虐待治理实践提供了多因素和多层次的系统干预视角。该理论的出现丰富了儿童虐待研究者的理论想象力,可为我国家庭、学校等场域的儿童虐待和儿童保护研究和干预提供启示。     

A Path Analytic Model of a Theory of Quality Management Underlying the Deming Management Method: Preliminary Empirical Findings*

Despite the impact that Deming and his 14 Points have had on the practice of quality management, empirical support for the effectiveness of the Deming Management Method has not advanced beyond the presentation of anecdotal, case-study evidence. In part, this is because theory to guide the conduct of empirical research has not been available. Only recently has such a theory of quality management to describe and explain the effectiveness of the Deming Management Method been articulated in the literature. This paper continues the journey of theory development; it reports the results of an exploratory empirical analysis of an articulated theory of quality management underlying the Deming Management Method. The constructs in the proposed theory are operationalized using measurement statements developed by the World-Class Manufacturing research project team at the University of Minnesota and Iowa State University. Path analysis is applied to the World-Class Manufacturing project data to explore the empirical strength of relationships advanced in the theory. The path analytic results provide support for several of the proposed relationships in the theory, and more importantly, suggest a number of new relationships which have not heretofore been proposed.     

社会角色理论视域下高校问题学生行为失范

高校"问题学生"行为失范已得到社会的普遍关注,基于前人研究的基础,立足客观实际,开辟新视角,将社会角色理论引入对这一问题的研究,不仅对"问题学生"和"行为失范"进行了重新界定,从角色转换、角色冲突、角色错位、角色失败四个方面分析了高校"问题学生"行为失范产生的缘由,并提出了相应的对策。     

Relational rurals: Some thoughts on relating things and theory in rural studies

This paper considers how shifts within the social sciences towards conceptualising spatiality in relational terms have unfolded in rural studies in particular ways over the past decade or so. A period in which networks, connections, flows and mobility have all established themselves as compelling conceptual frames for research, the rural has increasingly been recast in relational terms as a multi-authored and multi-faceted space, constituted through local-global interconnections and their place specific, sometimes contested, manifestations. In this way, the multiple meanings of the rural continues to be a focus of critical concern, as are the implications ‘of’ and ‘in’ rural spaces for some of the major issues currently being faced by governments and citizens around the world; including climate change and food security. Apprehending the complexity of the rural in these terms, we argue, requires not only thinking space relationally, but at the same time being epistemologically relational or theoretically pluralist. That is, recognising the co-constituent production of rural space through material and discursive phenomenon, processes and practices, and thus the value of existing theoretical resources (social constructionism, political and economic materialism) in relation with the critical and rigorous appraisal of ‘new’ concepts and ideas to better comprehend rural space in its multidimensional complexity and particularity. To this end, we identify Cindi Katz's notion of ‘countertopography’ as a promising conceptual and methodological addition to the rural scholar's toolkit insofar as it attends to a politics of location and differentation in relation to global processes. We conclude our discussion by sketching out possible objects of countertopographical analysis for understanding ongoing processes of change in rural space(s).     

Performing India in America through Pragma-Cultural Markers

Intercultural Communication is marked in literary discourse in numerous ways. Diasporic literary discourse representing intercultural communication uses pragma-cultural markers such as food and music as tools of intercultural communication. This paper attempts to examine intercultural communication foregrounding these pragma-cultural markers as represented in Chitra Banerjee Divakaruni’s Queen of Dreams within the framework provided by Relevance Theory (:249). This paper foregrounds the manner in which writers like Divakaruni deploy pragma-cultural markers to express multiple linguistic and cultural perspectives in their literary narratives, thereby portraying an amalgamation of America and India and facilitating intercultural communication which is a dialectical process, as on the one hand the “America” that is in the hearts, minds, and words of these writers shapes their expressions and on the other, their growing presence in terms of their literary output is changing the definition of American art and culture.     

2011年文艺学研究有关的几个问题

一个学科要想获得发展,必须处理好两个彼此相关的问题:其一是对当下社会文化重大问题的回应能力;其二是将这些问题的回应与本学科自身的关联梳理清楚。通过对2011年与文艺学研究有关的几个问题及其讨论(包括"艺术学升‘门’"、"文学经验"、"文学形式"、"视觉文化"等)的清理,可以发现文艺学研究必须要积极应对和处理与相邻学科的关系、本学科内部的研究范式以及在当代文化重要问题中推动学科的发展。     

意境、情韵与神味:林纾散文学的新色彩

长期以来中国散文学都是以文道、义法为主流,这从根本上规定了散文学的发展方向,限制了审美论的发展。林纾虽然以古文的衣钵继承人自居,但并没有坚守"文道""义法"传统,而是以情性为散文之本,这就使他在散文审美方面取得了前所未有的成绩。其中,"意境"、"情韵"与"神味"三说最具代表性,突出地体现了林纾散文学的诗性特质。它们的出现为散文学增添了一抹新的色彩,也为近现代散文学的发展打开了一条新的通道。散文学领域里提出"意境"、"情韵"、"神味"诸说,对于源于诗国的这些美学范畴,也是一种丰富和发展。     

Participation for children exposed to domestic violence? Social workers' approaches and children's strategies

This article explores social workers' approaches to children exposed to domestic violence and children's strategies in encounters with these professionals in the context of family law proceedings. Investigator approaches as well as child strategies are reconstructed from children's narratives. Furthermore, possible links between the social worker's approach described by a particular child, and the child's own strategies are outlined. Participation can offer children validation of their experiences and support their recovery after exposure to violence. However, it is suggested that it seems to be a challenging task for social workers to both validate children's experiences of violence and simultaneously offer them participation in the investigation process.     

‘I FELT DEAD’: applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History*

This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of racial microaggressions including: micro-invalidation, micro-insults and micro-assaults. These experiences are symptomatic of wider racist structures and processes within the National Curriculum for History, based upon the ideology of white supremacy. This paper concludes that the racial microaggressions framework allows for useful ways of thinking about the function and purpose of Black History Month and Black History in schools, and its opportunities for exposing wider institutional and ideological underpinnings that legitimate deficit understandings about black people in school classrooms.