The Feminist Art of Self-Education

Abstract

Sociologist Elizabeth Long has charted the emergence of women’s reading groups in nineteenth-century America. ‘The women who founded literary clubs’, Long (2004, 337) tells us, ‘were aflame with the then revolutionary desire for education and self-development, which they called “self-culture”.’ Comparable aspirations continued to fuel a drive amongst women to organize together within reading and publishing groups, usually outside of official institutions, well into the twentieth century. This ‘revolutionary desire’ for self-education has also been evident in the UK women’s art and art history movement, although it has not been addressed in thorough detail. This article therefore seeks to situate an overlooked history of artistic reading and publishing communities in relation to an established body of theory in literary and cultural studies. These theoretical materials will illuminate the importance that reading and self-education (either in person or as part of a periodical network) had in establishing solidarity, and generating debate, within a flourishing art and art history movement. The second half of this article focuses on a specific case study. FAN: Feminist Art News (1980–1993) was an independent, grassroots publication that grew out of the Women Artists’ Newsletter in London. Temporary editorial collectives published themed issues on a quarterly basis. This article contends that it is no coincidence the subject of art education formed the focus of the periodical’s first issue, as well as a subsequent issue four years later. This indicates the significance of a reflexive auto-didacticism to second-wave feminism, as well as gesturing towards the long history of ‘education and self-improvement’ that has fuelled women’s reading and study groups since the nineteenth century.     

科学认识马克思主义哲学大众化

马克思主义哲学大众化对于马克思主义哲学的发展和我国社会主义的建设具有重要意义。在完成马克思主义哲学大众化的过程中,我们必须坚持马克思主义哲学世界图景的大众化和马克思主义哲学思维方式的大众化,以马克思主义哲学价值规范大众价值,从而完成马克思主义哲学大众化这一艰巨的历史任务。     

The Narrative History of the Chocolate Wars: A Short and Tasty Bargaining Game

ABSTRACT

This single lesson classroom game is designed to test student knowledge of Realist and Liberal concepts through an imbalanced resource bargaining mechanic. The game is designed for approximately 20 students divided into state teams of three to four students each and uses chocolate to represent the state teams’ economic capacity, military capability, and human security. Each state team had competing goals, over which they must cooperate or conflict for additional pieces. This game also uses an abstract design to maximize active learning through a short course of play while also making the game useful for testing concepts at any point in an International Relations course. In addition to offering a complete yet easily modifiable game for classroom use, this article also describes the game’s pedagogical contribution to the discipline, game design notes, and techniques for preventing students from stuffing their faces with game pieces.     

Teaching Race and Crime

Abstract

This paper examines the experiences of a select group of faculty (N = 37) from across the country who teach courses related to race and crime. Using survey methodology, the researchers solicited the faculty members' views on the course as well as their experience in teaching the course. The research was also designed to determine the receptivity of students to the course, as well as the nature of the evaluation scores of instructors who teach these courses. Most instructors reported having had a good teaching experience and felt the course should be required. Respondents also indicated that their teaching evaluation scores for race and crime courses were generally in line with their scores for other courses. The research found very minimal differences between the teaching evaluation scores of white and nonwhite race and crime instructors. Students were perceived to be generally enthusiastic about taking this course.     

关于开展法哲学研究的几个重要问题

文章阐述了法哲学研究的意义,概述了近20年来我国在该领域的主要成果和不足,提出了为构建中国当代法哲学有可供选择的三种研究方式,论述了并应处理好诸如指导思想与理论内容、传统与现实、国际化与本土化等的关系。     

关于党内开展批评与自我批评的思考

批评与自我批评是我们党优良传统之一 ,但在目前现实中 ,却常有一些扭曲变形。这主要是主观意识、人情关系 ,用人制度等原因造成的。为此 ,要强化思想意识 ,提供良好氛围 ,讲究方式方法 ,并建立起规范化的批评与自我批评制度。     

Nuclear Literature of the Japanese Writers without the Experiences of Radiation Exposurewith Black Rain and Saikai Nuclear Power Station as Examples

Ibuse Masuji and Inoue Mituharu are two active post-war literary writers of Japan and received great attention all because of their works with the theme of Nuclear. Neither of them has experienced the radiation exposure, but respectively created Black Rain and Saikai Nuclear Power Station. These two writers, without suffering the radiation exposure, to some extent, express their beautiful wishes and eagerness for world peace by writing these two works.     

国际法院解决领土争端中的关键日期问题——中日钓鱼岛列屿争端关键日期确定的考察

国际法院在解决领土争端的实践中,基于国家主权平等的要求,坚持当事方提供证据自由原则。但是,这并不意味着其不加甄别地采纳所有的证据。鉴于领土争端案件的复杂性和重要性,国际法院针对个案特殊情况,对证据可采性隐含适用了一些限制条件。关键日期一般决定着证据的可采性。对于在关键日期之后当事方的行为,国际法院通常不予考虑,除非该行为是先前行为的正常继续。而且,国际法院强调,在关键日期之后的当事方提供的利己证据,同样不具有可采性,并不存在分量大小的问题。关键日期证据排除规则对于解决钓鱼岛列屿争端具有重要意义。在关键日期之后,日本为了巩固对我国钓鱼岛列屿主权要求而采取的利己措施或试图取得有效统治之证据不具有可采性。     

货车侧翻与车辆改装及超载的因果关系分析

车辆在运行中因擅自改装和超载往往会引友道路交通事故，但对于停驶状态的货车发生侧翻与车辆改装和超载是否存在因果关系呢，根据一起货车侧翻的实际案例，通过对载货货车的质心计算、货车侧翻机理分析、货车车厢加长和超载状态与货车稳定性之间的关系分析，得出货车车厢加长和超载使货车载货后的整体质心升高并同时后移，降低了货车的稳定性。货车车厢加长和超载是导致货车发生侧翻的直接原因。     

Semiotic technologies: a case study of discipline-based practices and pedagogy

This paper examines semiotic technologies, both in terms of the resources they harness and the practices developed around their use. It draws on data collected as part of an ethnographic investigation into the meaning-making practices deployed within civil engineering study. The data is used as a case study for examining semiotic technologies as socially situated resources for disciplinary practices. Using a multimodal social semiotic approach, we argue that technologies are not self-evident, and that their use constitutes specific social practices that require development in the classroom. In order to deploy technologies in pedagogically effective ways, we need to understand the semiotic resources they draw on (including embodied resources). Awareness that technologies are not neutral or value-free, but are socially situated and ideologically laden, may enable meta-level understanding of the discipline, thus creating the possibility for improved pedagogical practices.