What History Cannot Write: Bei Dao and Recent Chinese Poetry

An examination of the dictates and implications of contemporary counter-terrorism in the United States, this article analyzes the rhetorical tropes, historical precursors, and political valences of the “war on terrorism” as they pertain to the nature of sovereignty, the status of law, and the formation of political subjectivity. Building from a consideration of the demonological discourse on terrorism and the history of counterterrorism during the cold war, the article turns to the contingent sovereignty conferred to other states in the Bush administration's NationalSecurity Strategy and as borne out by its recent foreign policy and military actions. It notes a parallel development within domestic politics since September 11, as the administration seeks to consolidate sovereign authority against the other branches of government, evidenced most clearly in contests with the judiciary over the legitimacy of military tribunals and the legal status of “unlawful” and “enemy combatants.” Pursuing its thesis that counterterrorism as promulgated by the Bush administration needs to be registered as an emergent political rationality, the article draws from the thought of Hannah Arendt and Michel Foucault for its concluding analysis of the effects of counterterrorist surveillance and other forms of social regulation on political subjectivity and the enactment of democratic freedom.     

印尼教育简史、现状及面临的问题

印尼教育大致分为三个历史时期 ,即宗教教育、殖民教育和国民教育。自公元 1世纪 ,婆罗门教、印度教的寺院和伊斯兰教的清真寺及小礼拜寺先后成为教育中心 ,以讲经布道为主。印尼独立初期 ,将小学到大学的学习时间由原来的 14年缩短为 12年 ,取消了荷兰语作为教学用语。195 0年政府颁布了基础教育法 ,旨在实行小学 6年级义务教育。新秩序时期 ,政府重视发展教育 ,196 9年 10月成立了教育发展局 ,负责研究、规划和协调教育工作。 1984年 6月在全国开始对7- 12岁的儿童实行强制性初级教育。 1989年 3月 2 7日通过了印尼国家教育法 ,教育宗旨为“实现以建国五基为本的繁荣公正社会”。在实施国民教育中 ,实行义务教育制度 ,宪法规定 ,所有儿童在满 6岁时 ,有最低享受六年义务教育的权利。印尼高等教育始于荷兰殖民时期。 195 0年 2月 2日 ,印尼共和国高等师范学院与印尼大学合并 ,称作印尼大学 ,并发展成今日印尼最高学府。印尼高等教育发展迅速 ,高校数量自 195 0年的 10所发展到现在的 10 0 0余所。面临的问题 :1 经费不足 ;2 教师待遇低 ;3 在实行特别自治的地区 ,教育问题将突出。     

Exemption: A Gendered History

Diverse questions might be contemplated once we consider the gender implications and impacts of Aboriginal exemption policies. The article traces such questions in relation to a series of distinct episodes in the history of exemption. The first of these focuses on postwar New South Wales, where marital status was core to the application process from the point of its introduction, and the system built upon older policies of ‘training’ Aboriginal girls as servants. The second moment, moving back in time, discusses a petition for collective exemption for a group of women domestic workers in Broome, Western Australia, that was presented to a government enquiry in 1934. The third concerns the quest for release from government controls by several domestic workers brought to Adelaide in South Australia, from the Northern Territory, in the late 1920s. Finally, the article reflects upon the efforts of young women placed in service in early-twentieth-century Brisbane, Queensland, to secure exemptions, and the responses of the authorities. While exemption policies may have been designed to impose Anglo-Australian gender norms of female dependence, Aboriginal women who worked in service consistently subverted these aims, by using the discourses of domesticity to challenge and resist the authorities' power.