世纪震荡：阿拉伯世界政治动荡的原因和前景

当前阿拉伯世界政治动荡的主要原因包括——社会经济问题的长期存在;政治民主化进展迟缓;地区人口的年轻化;公民社会的发展;全球化时代阿拉伯国家社会经济问题的进一步凸显;相关国家外交上缺乏主动性;信息化时代的政治影响;西方国家长期以来对“民主、自由”的鼓吹;阿拉伯世界的整体性。当前阿拉伯民众抗议的开端是社会经济性的,但迅速向...     

阿拉伯国家“向东看”政策评析

冷战结束后,尤其是2004年“中阿合作论坛”成立以来,阿拉伯国家“向东看”政策倾向日益明显。国际格局的变化、美国的中东政策不得人心、阿拉伯国家因受内外部冲击而寻求合适的发展道路以及中国经济的高速发展所产生的强大吸引力,是促使阿拉伯国家实施“向东看”政策的四个主要原因。阿拉伯国家“向东看”政策使大国在中东的互动出现了新特征,国际多极化格局进一步发展。阿拉伯国家对中国期望值升高,既给中国既带来了新的机遇,又带来了新的挑战。     

中东局势动荡及其对中阿经贸关系的影响

自2010年年底突尼斯政局发生变化后,一股群众抗议示威浪潮随即席卷阿拉伯世界,东起巴林,西至摩洛哥,鲜有未被波及者,其声势之大,为中东地区历史所罕见。总的来看,中东地区动荡高峰期已过,但政治诉求不断,内部矛盾纷呈,外界干预有增无减。虽然中东剧变对中阿经贸合作造成一定影响,但对于未来应充满信心。中阿双方对于彼此间的经贸交流都有需求,肯定还会持续发展,这对中国企业而言,应是需要牢牢把握的战略良机。     

教育和经济因素对阿拉伯社会稳定的影响

2010年,源起于突尼斯的示威抗议运动迅速席卷整个中东地区,并酿成一场政治动荡,多国政权发生变更。动荡的发生是多方面因素综合的结果。其中,教育与经济的共生关系值得关注和深思。教育规模的扩大提高了民众政治参与的技能,而劳动力市场的低迷降低了民众政治参与的机会成本,这两者的结合是引发阿拉伯国家政治动荡的重要原因。     

Structural Deficiency or Cultural Racism: The Educational and Social Experiences of Arab‐Australian Youth

This paper discusses the cultural, attitudinal and structural factors that impact upon the social experiences and educational achievements of Arabic‐speaking background (ASB) students in three Melbourne secondary schools with high levels of cultural and linguistic diversity. The paper makes the case for and then outlines a multidimensional approach to multicultural education to better integrate ASB students and their families into the schooling environment. Key strategies developed and tested include a model of school‐community partnership, online and interactive teacher support material (TSM) as well as on‐going teacher professional development workshops on reflexive approaches to cultural diversity and intercultural tension.     

阿拉伯的“布瓦吉吉”们——青年在阿拉伯剧变中的影响和启示

自2011年初阿拉伯剧变发生以来，关于此次剧变原因和影响的讨论莫衷一是，但不可否认的是，占人口多数、受过较高教育的青年一代在其中发挥了重要影响。该文聚焦于阿拉伯青年这一群体，分析其在此次剧变中的影响和作用。对高物价和高失业率等民生问题以及政治制度和现代化进程的不满、对新媒体的娴熟运用使阿拉伯青年成为了抗议民众中的主力。与此同时，这一群体也成为了剧变发生后影响阿拉伯国家政治、社会、经济改革和发展以及未来政局走向的重要因素、此次阿拉伯剧变中青年的角色行为对我国有一定的启示，可以从中吸取教训，未雨绸缪．     

唐朝在中亚建立的防御体系述论

在显庆至天宝年间 ,唐朝确有在中亚抵制大食东扩的战略 ,即利用当地的政治势力抵抗大食 ,力求以最小的军事力量保持西域地区的相对安宁。唐朝还在中亚建立起一个针对大食的防御体系 ,该体系先后以突骑施、康国为中心 ,中亚九姓胡基本上加入这个体系中。     

9-10世纪阿拉伯商人视角下的中国唐代林业--以《中国印度见闻录》为依据

《中国印度见闻录》是9—10世纪阿拉伯人所著的最早关于中国和印度的游记。其部分内容记载了阿拉伯商人所见所闻的中国唐代林业情况,如天然林分布、经济林发展、森林动植物资源开发利用、生态环境、城市绿化和战争对林业的损坏等,是把中国林业情况介绍和传播到欧洲及阿拉伯世界的先驱,也是一部可用于研究中国古代林业的珍贵文献。在阿拉伯人眼里,中国唐代森林资源丰富,林业经济发达,森林动植物和林产品种类繁多,城市和自然环境美丽,生态环境和谐,人民生活比较富足,是个令人神往的国家,而唐末战争则对林业造成极大的打击和破坏。     

Local Solidarities: How the Arab Spring Protests Started

Coming as a surprise to most observers and following the self‐immolation of a street vendor in a remote town of central Tunisia, the Jasmine Revolution of 2010–2011, the first uprising of the Arab Spring, has often been seen as a success story for digital communication through widespread use of social media. We suggest that this applied to the later phase of the protests in Tunisia but not to the initial phase, which occurred in local areas in impoverished and marginalized regions with highly limited access to the Internet. The initial phase lasted a full 10 days before the protests reached major cities where social media operated. Building on Tilly's concept of trust network, we offer the concept of local solidarities as key to the beginning of the Arab Spring uprisings and as encompassing spatial proximity, shared marginalized status, and kinship, all of which combined to serve as a basis for trust and collective action.     

Arab school principals in Israel – between conformity and moral courage

ABSTRACT

The Arab-Israeli education system is a separate but not autonomous system serving Israel’s inhabitants whose first language is Arabic. These include the Muslim and Bedouin majority communities and smaller Christian, Druze and others, whose children attend schools in which the curriculum is determined by a Zionist perspective, taught in Arabic. Thus, in the context of a system established according to the Israeli cultural/national narrative, this study brings to light the voice of ten principals who, through open, in-depth interviews – ‘small stories’ – reveal their prospective and management of issues-in-conflict to formulate and present their professional identity according to their own sense of self. It presents the conflicts their position confronts vis-à-vis both the formal education authorities and the unique situation their society and culture pose in executing their educational/administrative and moral responsibilities. The findings reveal situations ranging from active acceptance of the institutional dictates of a conformist nature, through passive acceptance, (‘conformity’) to attempts at promoting autonomous activities within the defined limitations (‘moral courage’).