Mixed-Status Families and Immigration Interior Enforcement Policies: Effects on Clinical Practice and the Intraethnic Therapeutic Dyad

ABSTRACT

This article explores the sociopolitical and intersubjective enactments that unfolded when working with a mixed-status immigrant family facing parental deportation. Through the integration of a sociopolitical and intersubjective conceptualization, dynamics pertaining to inclusion, exclusion, domination, and subjugation are examined. The psychological exploration of the clinical treatment is guided by Altman’s (2010 Altman, N. (2010). The analyst in the inner city: Race, class and culture through a psychoanalytic lens (2nd ed.). New York, NY: Routledge. [Google Scholar]) three-person psychology and Stolorow’s (1991 Stolorow, R. D. (1991). The intersubjective context of intrapsychic experience: A decade of psychoanalytic inquiry. Psychoanalytic Inquiry, 11, 171–184. doi:10.1080/07351699109533850[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 1993 Stolorow, R. D. (1993). Chapter 3 thoughts on the nature and therapeutic action of psychoanalytic interpretation. Progress in Self-Psychology, 9, 31–43. [Google Scholar]) theory of intersubjectivity. The analysis also incorporates dynamics pertaining to the ethnocultural transference and countertranference (Comas-Díaz & Jacobsen, 1991 Comas-Díaz, L., & Jacobsen, F. M. (1991). Ethnocultural transference and countertransference in the therapeutic dyad. American Journal of Orthopsychiatry, 61(3), 392–402. doi:10.1037/h0079267[Crossref], [PubMed], [Web of Science ®] , [Google Scholar], 1995 Comas-Díaz, L., & Jacobsen, F. M. (1995). The therapist of color and the white patient dyad: Contradictions and recognitions. Cultural Diversity and Mental Health, 1(2), 93–106. doi:10.1037/1099-9809.1.2.93[Crossref], [PubMed] , [Google Scholar]) and to associative identification processes (Shonfeld-Ringer, 2000 Shonfeld-Ringer, S. (2000). Close encounters: Exclusion and marginalization as an intersubjective experience. Smith College Studies in Social Work, 71(1), 51–59.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). The case illustrates how dynamics of racialization, embedded within an increasingly White Nativist, ideological deportation immigration context, infiltrated the intraethnic, therapeutic relational encounter. The therapist took part in an intragroup, racialized reenactment that could have led to the therapist becoming part of the oppressive structure, but the therapist avoided doing so, explaining her internal process for rectifying the situation.     

基于主体间性的远程英语教学任务设计

现代远程英语教育理论认为,远程教育师生间的"主-主"关系只有通过主体间性理论才能得到全面诠释。作者首先剖析了外语教学的主体间性实质,进而提出主体间性在信息化环境下能得到充分体现。提出基于主体间性的远程任务型英语教学中任务设计理论基础及原则,以求在现代远程外语教育视阈中最大限度发挥主体能动性,为提高任务型教学的绩效提供新视角。     

EXPLORING FATHERHOOD: MASCULINITY AND INTERSUBJECTIVITY IN THE RESEARCH PROCESS

Exploring issues of fatherhood with men raises important questions about how identities are produced in the research process, and particularly about the part played by gender when both researcher and ‘researched’ are men. The article draws on the author's recent research with British fathers and makes extensive use of an individual case study, to suggest ways in which defensive and intersubjective processes interact in the production of one man's narrative of fatherhood and in the process of interpretation and analysis. The article's conclusions have implications both for researching masculinity and for working with men.     

从主体间性论农村流动人口主体性困境

长期以来,农村流动人口作为弱势群体在城市中被边缘化,农村流动人口与城市市民的主体间关系紧张。在这种主体间关系的影响下,农村流动人口主体性发展陷入困境,其表现为：主体性的客体化限制、主体性的漂移与虚置、主体性的人格异化。依据主体间性理论,我们可以更深入地剖析农村流动人口的主体性发展的困境,并为农村流动人口的主体性发展呼唤尊重伦理。     

张竹坡小说评点家的角色意识与主体间性

文学主体间性的生成来自于文学交流的审美实践,张竹坡的小说评点展示了评点家强烈而自觉的主体间性意识。在《金瓶梅》的评点中,张竹坡与作者达成了“高山流水”式的共通之感;与小说文本实践着丰富的情感交流：设身处地地体会作品中人物的情感、以作品形象观照自身的审美理想;并在交流中达成理性分析与理论建构,揭示了小说“市井文字”的美学风貌和“世情小说”结构的全新追求。张竹坡小说评点的主体间性已微露现代性的光芒,具有不容忽视的价值和意义。     

再论译者主体性

目前译者主体性成为国内外翻译界关注的重点和研究的热门话题之一。人们在谈论翻译主体性的时候,却对“谁是翻译主体”这一问题认识上还存在歧义。但译者在翻译过程中的重要性却是不争的事实。在综合前人研究的基础上重新审视译者主体性的内涵以及翻译主体间性等问题,是为了强调译者主体性研究赋予译者的启示,以推动我国翻译事业的发展。译者应增强译者主体意识,不断提高完善译者的职业素养。“译德”、“译道”、“译感”、“译功”以及广博的文化知识是译者主体性得以真正实现和译者主观能动性得以真正发挥的必备条件。     

Robert W. Cox and the Idea of History: Political Economy as Philosophy

Abstract

Within the discipline of international political economy (IPE), the work of Robert Cox is usually associated with the tradition of historical materialism, especially its Gramscian-inspired version. In this paper, however, I explore some of the less visible elements of Cox's thought. In particular, I highlight a variant of historicism which, although not without a connection to Gramsci's conception of the philosophy of praxis and absolute historicism, is more fully aligned with the work of Collingwood, Vico, Braudel, and Carr. I identify this as a variant of historical idealism, and I suggest that it is this element of his thought which provides a deep intellectual coherence to his work across the different stages of his career. Furthermore, I argue that this use of the idea of history distinguishes Cox's approach from more radical and constructivist accounts of world order, and allows him to connect his framework of historical structures to his method of diachronic change, which centres ultimately on his conception of intersubjectivity. I close by suggesting that Cox's interest in civilizations is deeply connected to these formative historicist influences, which in turn helps to account for why his later work resonates less well with much contemporary historical materialist IPE analysis.     

论后解构主义时代译者主体性之重构

由解构主义主导的译论忽视了实际的翻译发生过程,在将译者主体性推至极端的同时也导致了翻译本体论的沦落。本文立足实际的翻译活动,以主体间性为依托来建构译者的主体性,指出译者主体性实际上是不同翻译主体之间对话、碰撞而达致共识与融合的结果,是一种在框架规约下的自主发挥。这种认识克服了解构主义语言虚无论的局限,为后解构主义时期译学的本体构建作出了有益的探讨。     

“不过”的主观性与交互主观性建构

“过”在古代汉语中是谓词性成分,表示“时间、空间距离上的经过”,突显客观义。“不过”是否定词“不”与“过”构成的否定结构,前后属状中关系。在语言使用过程中,“不过”发生了词汇化,由“不超过某一限制”引申出“仅仅”、“只”等表示说话人态度、情感的主观义。在前后小句语义方向不一致的语境中,“不过”衍推出转折义,由副词转变为连词,是说话人用以调控听话人认知状态的语言手段,体现交互主观性。从否定结构到副词再到连词,“不过”经历了一个主观性与交互主观性建构的过程。     

论思想政治理论课交互主体性教学的内在机制

思想政治理论课交互主体性教学按其实施过程,实质上是由四个方面或环节的因素构成。这些因素彼此间的紧密结合和良好互动,塑造了交互主体性教学科学运行的内在机制。具体说来,交往互动是师生构建交互主体性的动力机制,解释学循环是师生重叠共识的生成机制,重叠共识是师生理解和接受的客观基础,而回归生活世界则是理论的检验机制。