步达生与近代中国的科学事业

步达生是加拿大解剖学家与人类学家。1919年来到中国,他与安特生等合作,调查、收集与研究了沙锅屯、仰韶等地的人骨材料。1926年周口店人类牙齿化石的发现使他与周口店结下不解之缘,从此他组织领导了周口店的发掘研究工作,正式命名"北京人",参与相关课题的研究。他的学术活动奠定了中国古人类学的基础,促成了中国考古学的形成与发展。步达生知识广博、善于合作,为科学勇于献身,并为中国培养了一批古人类学和旧石器考古人才。     

黑、白、红三色词在中英文化中内涵的差异

对颜色的认知,是人类最基本的认知范畴之一。本文通过对黑、白、红三色词在中英文两种语言中所表现出的语用不同,对其文化内涵差异作进一步的探究。     

By all appearances: thoughts on colonialism,visuality and racial neoliberalism

ABSTRACT

In a Montreal neighbourhood in the fall of 2013, a community mural celebrating ‘diversity, adversity and solidarity’ was vandalized: the image of a Black woman was spray-painted white. In this paper, I take the events and discourses surrounding this incident and my personal responses to them as a starting point for examining the racialized politics of visual representation. Using critical race-class analysis informed by contemporary theories of Black visuality, I consider dynamics of Black invisibility and visibility in Canada and consider the role visual texts play in reinforcing, reproducing, and resisting racialized social relations. I argue for caution regarding politics of representation, and consider Black and Indigenous art practices for the creative forms of resistance to colonial-capitalist ideology and visual logics they offer.     

Meeting myself: race-gender oppression and a genre study of Black men teachers’ interactions with Black boys

ABSTRACT

Increasing the number of Black men teachers and single-sex schooling options have been heralded as necessary to reverse trends in the failure of US education institutions to adequately educate Black boys. Too little research interrogates Black men teachers’ interactions with Black boys for how they might reinforce anti-oppressive conceptions of race, gender and sexuality. A genre study – the multidimensional, intersectional examination of social identity to explain one’s persistent dehumanization – was utilized to investigate how Black men teachers’ interactions with Black boys shape the boys’ understanding of Black manhood and masculinities. Regardless of schooling arrangement, findings suggest Black men teachers must recognize and disavow hegemonic gender logics in interaction efforts aimed at improving Black boys’ lives. Additionally, I argue the potential of Black men teachers’ interactions with Black boys to function as sites for reimagining Black boys’ humanity in ways that counter persistent messages of their inferiority and disposability (i.e. aniblackness).     

The Black male teacher: a 10-year content analysis of empirical research

ABSTRACT

The purpose of this study was to characterize the last decade of Black male teacher empirical research. The present study aimed to elucidate the most salient themes, commonalities, and departures in the literature on Black male educators. A quantitative content analysis was performed to systematically characterize the research trends present in this line of inquiry. The data were collected using an inductively generated coding scheme. A sample of n = 31 studies were identified and examined from articles published between 2006 and 2016. Then frequency data were computed to characterize the data under investigation. The study results indicate that Black male teacher research is nuanced and burgeoning, despite several lapses in article production. The results of this study contribute to the literature on Black male teacher recruitment, retention, and experiences by providing a survey of current research trends that suggest areas of strength, as well as challenges warranting further consideration.     

浅谈布莱克诗歌的表现手法

布莱克在英国文学史上占有重要的地位,他的许多诗歌都吸引着读者,他的诗歌的表现手法有许多与其他诗人不同的地方。其诗歌的独特的表现手法造就了他的经久不衰的魅力。首先,简单的词汇构筑了朗朗上口的诗句,表达了深邃的思想。其次,他的诗歌中对比手法的运用更加深了读者对他的诗的理解。再次,重复手法的使用不仅在诗中增加了力量,而且烘托气氛,从而表现出整个社会风貌。还有他的诗歌意象有许多不同的阐释,给读者以无穷的思考。     

#BlackLivesMatter: Innovative Black Resistance

Since 2013, extrajudicial police killings of black people have captured the attention of U.S. and international media, substantially because of the work of leaders in the Black Lives Matter (#BLM) movement. #BLM is simultaneously a group of localized organizations and a broad online social movement. In this article, we examine the #BLM movement in detail, with particular emphasis on the following aspects of the movement: (1) its innovative organizational practices and social media use; (2) its accent on black perspectives (counterframing) of systemic racial oppression, heteronormativity, and capitalism; and (3) its broad emphasis on oppressed Americans, including black women and LGBTQ people. We also situate the #BLM movement within the surrounding system of racial oppression, including the historical role of racialized policing in maintaining social control of blacks. We detail the long tradition of black social movements, especially black feminist organizing, against systemic racial oppression. In doing so, we intend to contribute social movement theorizing that more fully considers powerful counterframed perspectives of black activists in U.S. social movements. Although the #BLM movement reflects black feminism and past civil rights movement struggles, it is a uniquely twenty‐first‐century social movement that uses new technologies for innovative social protest.     

Sources of socialization for interpersonal trust: an exploration of low-income Black adolescents’ experiences

Much of the literature on interpersonal trust is quantitative in nature, using scales developed primarily with White middle-class and upper-class adults. To understand how another racial group of a different socioeconomic background and age views interpersonal trust, we considered the experiences of 22 low-income Black adolescents. The adolescents participated in a relationship education program and were interviewed about their interpersonal trust experiences. Results of a qualitative data analysis revealed that most adolescents defined interpersonal trust based on honesty and fidelity, with a particular emphasis on monogamy in romantic relationships. Adolescents identified direct messages from family members and personal relationship experiences as sources of socialization for interpersonal trust. Although some adolescents reported that the relationship education program enhanced their understanding of and willingness to trust, others maintained that trust can only be learned through personal experiences. Though the adolescents generally trusted family members, they experienced challenges trusting friends and romantic partners. Despite this, adolescents considered interpersonal trust a vital and a necessary part of romantic relationships. We discuss implications of the findings for relationship stability and satisfaction.     

‘I FELT DEAD’: applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History*

This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of racial microaggressions including: micro-invalidation, micro-insults and micro-assaults. These experiences are symptomatic of wider racist structures and processes within the National Curriculum for History, based upon the ideology of white supremacy. This paper concludes that the racial microaggressions framework allows for useful ways of thinking about the function and purpose of Black History Month and Black History in schools, and its opportunities for exposing wider institutional and ideological underpinnings that legitimate deficit understandings about black people in school classrooms.     

黑非洲文学的区域性特征简论

从宏观比较文学的角度看,共同的口承文学传统、近现代文学共同的文化冲突的题材和主题,使黑非洲各民族、各国家的文学在纷繁复杂中呈现了内在的统一,在多样性中呈现出了共通性,即所谓"黑人特性",并由此形成了相对完整独立的黑非洲区域文学。对黑非洲区域文学的特征进行提炼和概括,是宏观比较文学研究中不可忽视的重要课题。