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991.
Abstract Our main concern is to see if cultural studies can intervene more productively in the dominant educational processes, in ways that align with the sustainable interests of its critical project. As cynicism becomes the commonplace ‘distinction’ of our young graduates, we raise two questions: why should cultural studies be concerned with the spread of cynicism within our own institutional and pedagogic space? And what would be the implications of such critical reflection on our current practices, as scholar and teacher of this critical project? The paper draws on our continual engagement with the curriculum reform of secondary school subjects (Integrated Humanities and Liberal Studies) in Hong Kong, in an attempt to explore the limits and opportunities of education as social practice, as well as the effectivity of cultural studies within the contemporary contexts and crises of education. First we describe how taking part in the specific school reform projects has begun to change the critical and pedagogic orientation of cultural studies we do at the university. Then we discuss the implications of our recent experiments in doing cultural studies in and with the local schools. In all, we want to examine what brings us to our own search for a certain ‘politics of hope’, by re‐thinking and re‐mapping cultural studies as a collective, pragmatic programme in the local educational set‐up. For, without a constructive pragmatics, the students of cultural studies cannot be expected to work effectively across diverse institutional settings. Thus, criticism and the production of critical knowledge in the contemporary academy would go on to foster a state of cynicism among its graduates and the ‘stakeholders’ concerned. Cultural studies, we believe, can make itself more useful through concrete ways of mediating its expertise in the complex processes of education. As such, we emphasize the contemporary relevance and uses of cultural studies for educational transformation. 相似文献
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Ji‐Young Shin 《Inter-Asia Cultural Studies》2013,14(3):367-389
ABSTRACT Korean Modern Art History began to be produced in the 1970s, when Western Modernist Art History, based on Formalism, was introduced as a matrix to map the ‘evolution’ of 20th century Korean Art. Korean modern art history is based in the same paradigm as the West, beginning with Impressionism and ‘ending’ with Abstract Expressionism. First introduced to the country from the West immediately after the Korean War, Korean Abstract Expressionism is now deemed as South Korea’s ultimate ‘progressive’ and ‘modern’ art form, a ‘Korean’ painting style combining the Western art form with traditional artistic concepts of ‘Scholarly Painting’ (muninhwa). Japanese‐influenced painting styles originating in the colonial period (1910–45) are rejected as ‘non‐authentic.’ The problem is that Scholarly Painting was a gender and class specific art born from the rigid Confucian culture of pre‐modern Korea, and thus its revival as an ‘ultimate modern’ and ‘Korean’ form has the consequence of locating traditionally‐gendered notions of art and artist at the core of the South’s modern art. This essay uses a Semiotic approach to deconstruct this gendered modernist rhetoric by tracing the emergence of the sign ‘Koreaness’ in South Korean modern art, showing how it is defined within Korean Abstract Painting as an ‘ultimate Korean sign’ and how its use of anti‐Japanese rhetoric covers up the traumatic history of the Korean War. 相似文献
994.
Included in this section are a number of self‐narratives uttered by a new generation of Taiwanese transgenders who have been forming/negotiating their transgender identity and trajectories of trans life amidst the rigidity of the gender binary as well as the complexities of emerging gender/sexuality movements and identity politics in Taiwan. These self‐narratives, spoken not as conciliatory attempts to win medical approval but as honest efforts to communicate with kindred spirits on friendly occasions, provide us with a rare opportunity to glimpse not only the inner struggles of varied transgender lives, but also the unspoken fluidity and multiplicities of identity and desire that gender/sexuality theories as well as movements have yet to grasp. 相似文献
995.
Helen Hok‐Sze Leung 《Inter-Asia Cultural Studies》2013,14(4):559-571
Abstract This article argues for the revitalization of a productive tension between ‘queer’ and ‘theory’ and underscores its necessity for a study of ‘local queer theory.’ While there is an apparent lack of academic queer theory in Hong Kong, there are numerous examples of writings that advance theoretical positions, albeit in unfamiliar guises. The article analyzes three examples of queer writings by Hong Kong authors, penned between 1984 and 2000. Focusing on the texts’ archival effect and affective expression, the analysis demonstrates that these writings form an archive of queer feelings. As a repository of the discomfort and anxiety that are constitutive of queer lives, these writings can offer fruitful interventions into current theoretical debates. The article concludes with a call for more creative and irreverent – in short, queerer – ways of localizing the global phenomenon of queer theory. 相似文献
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On the basis of their cognitive abilities, children with Asperger syndrome are attractive candidates for inclusive education and, in Australia, most are in integrated settings. However, social interaction between children with Asperger syndrome and their peers remains problematic, with the children with Asperger syndrome often being left alone despite being among or near classmates. For classroom teachers, effective interventions in terms of class management are critical to facilitate positive social interaction between these two groups of children, and case studies can tell us a great deal about what works. In practice, a combination of intervention techniques may be best, in case a single one is ineffective, and in order to take advantage of potential synergies. In this article, Serene Choi, of the School of Education at the University of Newcastle (Australia) and Timo Nieminen, of the Centre for Biophotonics and Laser Science in the Department of Physics at the University of Queensland, report a naturalistic multiple-component intervention used to develop the social skills of a boy with Asperger syndrome in a mainstream school in Australia. This combined intervention, making use of social stories, simple peer modelling and individual lessons, appears to be a practical teaching method for inclusive education. 相似文献