Exploring internalized ableism using critical race theory

This paper is an attempt to theorize about the way disabled people live with ableism, in particular internalized ableism. Typically literature within disability studies has concentrated on the practices and production of disablism, examining attitudes and barriers that contribute to the subordination of people with disabilities in society. My exploration occurs through examining the insights of critical race theory (CRT) and the contribution that CRT can further make to thinking through the processes, formation and consequences of ableism. A focal concern is the possible ways that the concept of internalized racism, its deployment in CRT and application to critical disability studies. The paper is interested in working through points of difference between the way internalized racism/ableism are mediated in the processes of subjectification and identifying points of convergence that can benefit dialogue across varied sites of scholarship. The author concludes that the study of ableism instead of disability/disablement may produce different research questions and sites of study.     

非总体的星丛——批判理论的阿多诺维度

本文认为批判理论在阿多诺这里体现为一种特殊的形态,他着意于一种批判性的辩证态度而显出其理论上的否定性特色。具体体现为《启蒙辩证法》中的社会批判和《否定的辩证法》中的哲学批判,前者是对总体性社会的否定性辩证,后者是对传统体系哲学的否定性辩证。这种对总体性社会及其体系哲学的批判形成阿多诺独特的思辨方式,呈现为一种非总体的“星丛”模式。     

震后早期心理辅导探讨

5·12汶川大地震后,心理援助的重要性受到前所未有的关注.震后人们会出现不同程度的心理应激反应,相当比例的人会出现心理应激障碍.针对这些问题应进行适当的早期心理辅导.早期心理辅导应以创伤后危机干预为思路,以缓解应激障碍相关症状、预防创伤后危机障碍的发生为主要目标,采取心理急救、严重事件应激晤谈、认知行为疗法等方法进行治疗.另外,从这些方法中可归纳出共同的、可用于早期心理辅导的原则:支持性原则、正常化原则、重视社会支持原则、个性化原则等.     

Freire's Conscientization, Dialogue, And Liberation: Personal Reflections on Classroom Discussions of Marginality

Using Freire's notions of conscientization, dialogue, and liberation, the author reflects on how he has engaged a student-centered dialogue in his teaching in general and in discussions of sexism, heterosexism, homophobia, and transphobia in particular. More specifically, he examines how this dialogic process enables his students and himself to (re)discover ways in which they can liberate themselves by exposing normalizing discourses and dominant ideologies, examining the relationship between oppressor and oppressed, shifting from object to subject positions, and (re)negotiating power relations.     

Paulo Freire in the Composition Classroom

The composition classroom in which students can relate and assess their attitudes and suppositions about sexuality and gender through building on the narrative of their lives, is vital to transforming homophobic attitudes and social structures. Paulo Freire's theories of transformative education and his concept ofpraxishelp to create this classroom. The author discusses how she createspraxisin her classrooms, which she believes is essential to social, legal, and political change: to consolidating and expanding increased equity for lesbian, gay, bisexual, and transgender people, indeed to all marginalized peoples.     

论德里达对马克思的另一种阅读

在苏东剧变、社会主义遭遇挫折的世纪之交,德里迭出版了<马克思的幽灵>一书,郑重提出要维护"马克思的幽灵",即维护一种马克思主义的批判精神.德里达对马克思文本的重新解读不是要回到传统的马克思,而是要借"马克思的幽灵"来建构一种解构的马克思主义,以在全球化语境中祛除.新国际"话语的"宏伟叙事",呼吁异质性.     

批判视角下大学英语期末测试的问题与对策

地方本科院校大学英语期末测试主要存在以下问题:教育主管部门的行政干预;大学英语四级考试的消极影响;相关教师责任心不够强,测试理论水平、实践水平相对低下。批判语言测试主张从广阔的社会视域解决这些问题:敦促期末测试各利益相关方协同努力;实现语言测试专业化;体现以学习者为中心的理念;把对学习者的评价贯穿于英语学习的每一个环节。     

论批判性聆听

批判性思维的基础技能包括批判性聆听、批判性言说、批判性阅读、批判性写作和批判性推理。聆听是最先发展起来的基础能力。不过,聆听因目的不同而有不同类别,批判性聆听是聆听的高水平阶段,其本质是抱着怀疑态度,分析、评价和判断信息。批判性聆听技能包含丰富的要素,这种技能不可能通过随机学习而获得,需要通过渗透在从小学开始的学科内容教学中的批判性思维教育和自觉的实践来养成。     

营建“在工作中研究”校园氛围的非典型性探讨

问题、反思、求真是“渗透教师研究意识、提升教师研究能力”时易被忽视的三个关键性因素。教师研究意识的保持和强化、研究能力的修炼与提升,还受制于简约的管理方式和工作流程、宁静的研究氛围等外部因素与博学的积淀、思辨的能力等内部因素。