中心与边缘互动中的文化认同——以羌族旅游为例

中心与边缘是一个相对概念,它体现了一个社会存在的政治、经济、文化发展的不平衡状态.本文以羌族旅游为研究个案,通过中心/现代性与边缘/传统性的语境分析,再现了在旅游过程中,羌族作为地方传统性的异族形象不断被来自中心的旅游者所强化和认同,另一方面羌族自身又在不断吸纳现代性的过程中有意识地强化传统性的异族形象的复杂过程,从而揭示出中心与边缘在推进现代性与保持传统性的矛盾过程中对羌族文化传承与发展所带来的双重影响.     

旅游展演艺术研究述评

在旅游业中生成的旅游展演艺术,是各种地方性文化旅游中文化变迁的表征,目前学界主要在旅游人类学和民族文化学视野对其进行阐释.无论其作为"传统"文化还是"发明"的"传统",或是其中表现的"意识形态"与地方性"认同"、"真实性"以及"互动协商性",都未能很好地呈现其与一般文化现象的不同及其与地方性文化生活的具体关联,艺术人类学"回到生活"的"行为研究"和"艺术""文化"双重解读的理念方法无疑为其提供了富有阐释力的学科视野.     

贵州乡村旅游文化资源与乡村人口传统文化素质探析

本文从人口学、社会学及民族学等学科视角,以学界鲜有涉足的“人口传统文化素质”作为切入点。探究贵州乡村旅游与乡村人口传统文化素质的互动关系．以及如何通过提高乡村人口传统文化素质来促进贵州乡村文化旅游资源的开发。以期为贵州旅游事业与乡村人口的全面发展提供有益思路。     

旅游业背景下侗族传统民居的文化意义与变迁——对广西三江林溪侗族村寨的田野考察

旅游业的发展增强了当地政府对居住习俗等传统民族文化的保护意识,同时也面临着满足居民改造民居的需求和保护旅游社区原始风貌二者之间的矛盾;为满足居民的合理需求,在政策上应促进社区居民共同参与旅游规划和管理,同时培养地方传统工匠进行景区内民居等建筑景观的设计和施工,以保持社区人文景观的民族特色.     

从十七大报告谈我国民族研究的思路——兼驳民族研究的边缘化问题

中国共产党第十七次代表大会报告时于当前中国的社会形势进行了客观的评估,确定了今后的主要任务和目标,对我国各项事业的发展指出了方向.本文通过分析十一届三中全会以来中国的社会发展和历届党的全国代表大会的报告,尤其是十七大报告,结合我国民族问题的现实和研究情况进行思考.文章强调指出:在社会主义初级阶段,无论是执政纲领还是民族研究,都必须结合国情,服务于社会主义建设主流,针对民族研究中"边缘化"的趋势提出了一些看法.     

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

Researchers have found that when young people participate in discussions of controversial political issues, they often become more politically engaged and informed (Hess, 2009 Hess, Diana E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.[Crossref] , [Google Scholar]). Nonetheless, some educators avoid fostering such discussions because they can become heated and distract from academic learning (Hess, 2002 Hess, Diana E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory &; Research in Social Education, 30(1), 10–41.[Taylor &; Francis Online] , [Google Scholar]). Presidential elections, including the highly publicized debates, provide substantial material for discussions of major national and international issues, but no published research has examined how educators can leverage these events to generate productive civic learning experiences. In this article, we analyze data collected in seven high school classrooms during the 2012 presidential election to examine the challenges and opportunities associated with generating substantive, dynamic discussions of presidential debates. Our findings indicate that students enjoyed learning about candidates' different perspectives and that certain strategies were especially helpful for fostering substantive discussions: (a) scaffolding students' preparation for discussion; (b) providing opportunities for students to address open-ended questions; (c) redirecting students' engagement in competitive, interpersonal dynamics to learning about public issues; and (d) countering students' partisan tendencies. We discuss implications for practice and research and present a conceptual framework for generating dynamic, substantive democratic discussions.     

Your position in society matters for how happy you are

This article shows that people's perception of their position in society is strongly correlated with their level of happiness, and thus that differences in happiness levels among countries in different welfare state clusters are influenced by people's perceptions of their relative position in society (subjective position). The study drew on data from the European Social Survey. Two important findings emerged from the analysis. First, an individual's subjective position in society is a more important predictor of happiness than objective measures such as income, education and labour market position. Second, the link between individuals’ perceived position in society and their level of happiness is moderated by the welfare state. In the Nordic countries, people's perceptions of their position in society have less influence on happiness whereas in Eastern European countries we found a strong connection between subjective position and happiness.     

Capital Structure of Nongovernmental Development Organizations

In the first international study of this kind, we analyze the capital structure of 364 nongovernmental development organizations (NGDOs) from three different countries: Belgium, Spain, and the United Kingdom. We observe lower debt ratio values in the United Kingdom, and significant differences between countries were found by testing an econometric model with the five classical determinants of leverage, considering total debt and both long‐ and short‐term debt. We find support for the pecking order theory, and we broadly discuss some possible reasons for the obtained differences.     

New politics and satire: the Euro financial crisis and the one-finger salute

ABSTRACT

This article argues that the conventional conceptualization in political science of politics is problematic, that it is overly narrow and constrained. This is because it excludes a range of actions like satire and humour which have come to play an increasing role in inspiring and provoking powerful political emotions and in informing the political agenda. Drawing on the work of critical scholars, it is argued that emotion, ethics and art can be deeply political. Moreover, new forms of media have encouraged new–old forms of political action often at the hands of young people who hitherto have been marginalized from the public sphere. Digital technology enables the production of user-generated content, opening new spaces for information, the exchange of ideas and mobilization. This article highlights the work of the young German satirist Jan Böhmermann to demonstrate how expressive art is playing a major role in shaping public opinion, in contesting power elites and informing political debate. In short, I use Böhmermann’s 2015 satire depicting Greco-German relations in the midst of a financial crisis and fears of loan defaults to argue for a broader understanding of politics that is inclusive of activities conventionally deemed non-rational.