邯郸优秀地方传统文化与高校音乐技能课相结合探析

邯郸是一个拥有深厚传统历史文化的古城,然而许多优秀的地方传统文化在新型社会形式的冲击下却面临失传的危机。以声乐技能课教学改革为例,以邯郸优秀的传统文化为内容与高校音乐教育相结合进行论述,希望从中探寻一条可行之路,既有利于地方优秀传统文化的发扬,又能够推动高校教学的深化改革。     

基于社会转型视角的区域乡村文化体系重构策略研究

借鉴管理学有关组织文化的层次结构,构建了包括生态文化﹑物态文化﹑制度文化﹑行为文化﹑精神文化五个方面在内的乡村文化体系构架。在此基础上,深入分析了社会转型对传统乡村文化的冲击,最终针对上述问题,提出了社会转型背景下重构传统乡村文化体系的策略,从而为引导乡村文化的合理演变提供了有益的参考与借鉴。     

Identity Dilemmas: Toward a More Situated Understanding

When are identity dilemmas—when people possess identities that conflict with one another and both are potentially stigmatizing—most likely to occur? Are they the result of generic social processes? A review of some of the extant research on “identity work” suggests that historical “misalignments” of culture and stratification, which we refer to as “lag,” create the greatest potential for stigma and the reproduction of inequalities. Lag is exacerbated by complex, intersecting axes of hierarchy, and amplified as symbolic environments globalize and subcultures multiply. Articulating culture and structure reveals how power plays out in interaction, and highlights the omnipresence of struggles for treatment as “fully human.” We consider whether “alignment” is even possible when multiple dimensions of social location intertwine, compete, and collide. Following Schwalbe and Mason‐Schrock (1996), we argue that “subcultural” or collective identity work that brings new meanings into dominant cultural narratives may offer the greatest hope, but in the interim all coping strategies are costly.     

Nouvelles guerres justes,nouvelles guerres saintes

Holy wars and just wars are two distinct categories regarding their justification. The first claims that God himself commands and supports war or, at least, that God is the ultimate legitimization. On this side of the world, two types of holy war have existed: the crusade and the jihad. By contrast, the just war is justified by the need to deploy an awareness of uncertainty, because that war intends to be after all a prudent decision. The challenge is to class brutality under a moral action and to place war under both the criteria of legitimacy and a less inhumane violence. Totalitarianism of the twentieth century has continued holy war, even if religions have been replaced by justificatory idéologies. Today, the wars waged on behalf of human rights and under international law, such as the war in Kosovo, may be recognized as new'holy wars' conducted on behalf of an unwavering certainty: they are of a Manichean type; while a'just war' in the contemporary context is one that belongs to a particular decision, such as the American war in Iraq, and thus submitted to the uncertainty and debate, and assuming the consequences of the decision.     

‘Allowed into a Man's World’ Meanings of Work–Life Balance: Perspectives of Women Civil Engineers as ‘Minority’ Workers in Construction

This article discusses how women working as civil engineers within the UK construction industry perceive work–life balance and considers strategies they use to achieve this. The findings are presented of a qualitative research project that explored the experiences of women in this role, focusing on the subcultural context of a profession that is dominated by the values of presenteeism and infinite availability. A feminist post‐structuralist framework is used to analyse how women negotiate their personal and professional time and the extent to which their other roles as carers and nurturers unsettle male work practices in this highly gendered profession. There are gradually increasing numbers of women in professional construction roles and their success appears to depend on being able to fit in to the dominant masculine culture of long working hours and the male pub gathering. Despite an increased presence, women's minority status in construction continues to challenge their professional identity and this is central to the conflict many face between the dual roles of corporate worker and private non‐work person.     

How Women Engineers Do and Undo Gender: Consequences for Gender Equality

The image of engineering as a masculine profession has reproduced the perception that engineering is unsuitable for women. While various strategies have been used to try to increase the number of women entering engineering education and employment, their success has been limited. At the same time it has been argued that the way gender is ‘done’ in work can help diminish or increase inequality between the sexes. Using empirical research exploring women engineering students’ workplace experiences, this article considers how gender performance explains their behaviour and attitudes. Butler implied that doing gender can result in our being ‘undone’. This was specifically found to be the case for the women students in this study, who performed their gender in a particular way in order to gain male acceptance. In doing this they utilized certain coping strategies: acting like one of the boys, accepting gender discrimination, achieving a reputation, seeing the advantages over the disadvantages and adopting an ‘anti‐woman’ approach. These strategies are part of women's enculturation and professionalization in engineering, yet they also fail to value femaleness. In ‘doing’ engineering, women often ‘undo’ their gender. Such gender performance does nothing to challenge the gendered culture of engineering, and in many ways contributes to maintaining an environment that is hostile to women.     

Parental involvement in the development of a culture‐based school curriculum

This study focuses on parental involvement in Sámi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sámi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three‐year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture‐based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture‐based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture‐based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture‐based school curriculum and a school practice supported by a culturally responsible teacher.     

国学引领文化产业繁荣论

中华国学是民族智慧结晶,是文化创意火种,重视它才能认识并开发广州龙文化、羊文化、节庆文化的底蕴,以龙舟竞渡精神,将南海神庙、黄埔古港、南沙天后宫串联成线,利用广东文化强省的政策优势、传媒优势、智力优势、制造业、文化产业优势、商都消费优势等,建好广州棋都以及国际会展集团、名城旅游集团、海上丝绸之路、越秀中华文化城、南粤演艺大观园、羊城国艺创意园等,以中华国学创意促进广州文化产业大繁荣。     

广州城市阅读文化初探

本文通过对阅读文化的界定和剖析,从中探讨广州阅读文化产业发展的现状及未来趋势。     

瞿昙寺文物旅游资源开发的探索

文章从建设特色文化大省的视角 ,将瞿昙寺独特的建筑风貌 ,历史和丰富的文物作为青海持色文化民族旅游的难得资源进行了新的探讨 ,并就瞿昙寺文物旅游的开发提出了自己的看法