Peace education research in the twenty-first century: three concepts facing crisis or opportunity?

This article focuses on the concepts of peace, education and research, and the ways in which they combine to form the field of peace education and peace education research. It discusses the ways in which each can be said to be facing a crisis of legitimation, representation and praxis, and the structural and cultural violence that inhibit efforts towards a more inclusive global conception of peace. It will review some ways in which it may be possible to rise to Gur-Ze’ev’s challenge to respond to post-structural critiques of the field. Drawing on participatory, auto ethnographic and arts-based research methodologies, it suggests ways of creating synergies between research and aspirations towards positive (rather than negative) peace.     

Colonial apologies and the problem of the transgressor speaking

Can state apologies help reconciliation between former coloniser and colonised? Much of the literature on political apologies is optimistic regarding their potential to aid reconciliation. Even critical work frequently dispraises particular case studies, while maintaining a normative commitment to apology. Building on a growing postcolonial literature on the subject, this article contributes a more fundamental critique of colonial apology. It argues that its inherent structure entails a format that accords the politician of the transgressor state an elevated speaking position. This results in the ritual being predisposed to problematic representations of the colonised and sanitised narratives of the transgression. The argument is situated within Edward Said’s considerations on representation in the colonial process.     

叙事性思维和儿童道德教育

长期以来,儿童道德教育的内容和方法侧重于例证性思维和抽象道德观念的灌输,其弊端是道德教育疏离于儿童的心理世界,凌驾于儿童的生活世界之上.根据布鲁纳提出的两种思维模式--例证性思维和叙事性思维及其特点,儿童的思维更多地具有叙事性思维的特征,叙事在儿童社会性和道德认识发展上起着核心作用;同时,叙事是儿童道德教育的基本途径之一.     

“I have always been so afraid”: Fearsome Encounters in Unni Lindell’s Rødhette

Norwegian crime writer Unni Lindell’s novel Rødhette [Red Riding Hood] (Oslo: Aschehoug & Co, 2004/2010) is a narrative about a woman whose feeling of safety transforms into a fear of violation, and how her defence against this fear takes the form of systematic violence. The novel is a rewriting of the traditional tale of “Little Red Riding Hood” and is a comment on the patriarchal premises of the most widely known version of this folktale. In the article, I discuss the representation of the female murderer as being in the grip of an affective economy based on the fear of male violence, represented in the novel by the metaphor of the “wolf”, and how fear grows into a comprehensive, moral and pragmatic, murderous orientation towards the world after an experience of violence. Theoretically, I draw on affect theory and particularly Sara Ahmed’s ideas about the affective politics of fear (The cultural politics of emotion. Edinburgh: Edinburgh University Press, 2014) and how this fear turns into a significant qualifier in encounters with people who are experienced as strangers (Strange encounters: Embodied others in post-coloniality. London: Routledge, 2000). Fear is treated in Lindell’s novel as a psychological constriction and a tool for the construction of agency, through which the mechanisms of othering and violence are explored.     

``Is Alec a Rapist?' – Cultural Connotations of `Rape' and `Seduction' – A Reply to Professor John Sutherland

This article is a response to an essay written by an academic in English Literature, Professor John Sutherland. Through close textual analysis,Sutherland purports to resolve a well-known literary question: whether the sexual encounter outlined in the Victorian novel Tess of the d'Urbervilles should be classified as rape or seduction. The present article rejects his conclusion on the matter. An(equally) close analysis of the fictional text in question and of Sutherland's gloss, demonstrates the partiality of his critique, both in literary-critical and critical-legal terms. In addition, examination of the conceptual and historico-legal context regarding the notions of rape and seduction on both sides of the Atlantic highlights parallels between Sutherland's own partiality and that of the law. In short, the apparent objectivity of the textual analysis and subsequent critique undertaken by Sutherland is revealed as a continuation of legal and patriarchal prejudices defining rape and seduction. The use of close textual analysis as the key critical device promotes the apparent probity of his findings. Locating them in an essay collection designed for mass lay public consumption completes the circle – from partisan scholarship to `informed' popular prejudice. This revised version was published online in July 2006 with corrections to the Cover Date.     

中国现代性发育的主体性叙述

现代性只能是一个特定的名词,它的内涵源于自工业革命至今的时代特征。全部近现代思想史,思想家们都只是在用不同的方式叙述着现代性,以至于一个如此简单的词汇内涵变得如此复杂。然而,纵观各种关于现代性的叙述,唯有个体主体性才是其中的主轴。马克思的资本叙述为现代性的个体主体性的反思奠定了马克思主义解读的基调,事实上也是最为深刻的。中国的发展离不开现代性的发育,而健康发育的关键在于处理好世界主义的普遍原则与中国特色的关系。     

路翎小说：生命原始强力的极端释放

张扬生命的原始强力是路翎小说的基本主题，路翎小说也因此为新文学倡导的个性解放主题开辟了全新话题。塑造具有挑战精神和反抗性的孤独英雄是路翎生命原始强力的表现途径，激情叙事是原始强力的表达话语形式。路翎小说的悲剧性表现出生命的崇高感，也表现出其崇尚生命原始强力的局限性。     

大江健三郎小说语言实验探微

语言是小说的基本组成因素，是作家个性的体现。大江在文体和叙事上的不懈探索，表现了他对传统小说文体和言说方式所带来的知识危机与意识形态驯化的焦虑。大江的文体和叙事的实验是对文坛上占统治地位的话语权力秩序的挑战。大江对小说语言孜孜不倦的探索，体现了他主张文学多元化、个性化的艺术追求。     

Digital citizenship? Narrative exchange and the changing terms of civic culture

This article explores the possibilities for new forms of ‘digital citizenship’ currently emerging through digitally supported processes of narrative exchange. Using Dahlgren's (Dahlgren, P. 2003. “Reconfiguring Civic Culture in the New Media Milieu.” In Media and the Restyling of Politics, edited by J. Corner, and D. Pels, 151–170. London: Sage; Dahlgren, P. 2009. Media and Political Engagement. Cambridge: Cambridge University Press.) circuit of ‘civic culture’ as a model for exploring the interlinking preconditions for new acts of citizenship, we discuss the contrasting outcomes of research at three fieldwork sites in the North of England – educational (a sixth form college), civil society (a community reporters' network) and social (a local club). Each site provided clear evidence of the elements of Dahlgren's circuit (some depending on the intensive use of digital infrastructure, others predating it), but there were also breaks in the circuit that constrained its effectiveness. A crucial factor in each case for building a lasting circuit of civic culture (and an effective base for new forms of digital citizenship) is the role that digital infrastructure can play in extending the scale of interactions beyond the purely local.     

THROUGH A DIFFERENT LENS: USING FILM TO TEACH FAMILY LAW

This article discusses the aspects of narrative and character development that make films a useful tool to supplement classroom legal education. Moreover, utilizing film is particularly effective for learning and exploring the dynamics of human relationships at the center of family law cases. When designing a film and family law course instructors should seek to promote creative thinking, cultural competence, student exploration of bias and assumptions and best practices for attorneys based on the examples provided in the film. Films make the learning process more fun, but still provide substantial opportunities to broaden students' concept of the impact of law on family members.