国内学界近30年俄国史研究之思考

1978年至今的30年是国内俄国史研究全面深入发展、成果数量和质量显著提高的一个时期.但是也还存在一些明显的偏差和问题,主要是:国别史名称混乱,忽视俄国历史传统与苏联历史的内在联系;帝俄时期(俄国史)研究不足,苏联时期(苏联史)研究不广;等等.进一步推进俄国史研究的发展,应在以下两方面作出积极努力:第一,打破学科界限,将俄罗斯语言学、文化学、翻译学、哲学和文学的研究方法和成果有选择地引入俄国史研究之中,建立中国学派的"俄罗斯学";第二,俄国思想文化史的研究要特别注重借鉴俄国文学研究方法和文本资料的使用.     

“打通”和“分界”:回到中国现当代文学

将传统意义上的中国现代文学与中国当代文学"打通",是当下中国现当代文学研究格局深化调整的某种必然.若把中国大陆、台湾、香港三地文学纳入共同的参照视野,不难发现,1945-1949年的中国文学是更多地贯通着1950年代文学形态的,而在传统的研究中,这种内在的贯通性恰恰被阻断,由此可以引起我们对中国现当代文学"打通"和"分界"的重新思考.笔者认为,可以把距今30年以上的文学作为"现代文学史",着重从文学史观的调整、深化来建构;把近30年的文学作为"当代文学"的批评内容,着重从文学批评观的调整深化对当下文学历史完成"同代人"的留摄、考察.相信这样一种分界经得起时间推移,有利于中国现当代文学的学科建设.     

一劳永逸净化俄罗斯——1922年俄共(布)驱逐知识分子运动

1922年,俄共(布)经过精心准备,发起了一场驱逐旧知识分子的运动.这场运动是布尔什维克党镇压反对派行动的必然延续,是苏维埃意识形态建设的组成部分,对布尔什维克党与知识分子正常关系的建立产生巨大的消极影响.驱逐运动以人文和社会科学学者为主要打击对象,70余名俄罗斯传统思想和文化的优秀代表被迫离开祖国,而俄共(布)期望的知识分子无产阶级化并没有出现.政治上的不信任和长期的意识形态钳制,制造了苏联特有的"夜间人"现象.     

当代大学语文教育五派主要观点述评

新时期以来,广大语文教育工作者及一些人文学者对大学语文教育进行了多方面卓有成效的探索,出版了数百种大学语文教材,展现了多姿多态、异彩纷呈的大学语文教育理念。当代大学语文教育的先进理念主要体现在选文教育派、人文教育派、文学教育派、语文专题派、人文语文派等五个重要派别里,它们站在时代的制高点上共同引领了中国高校语文教育改革的大潮。当代大学语文教育也存在明显局限,这就是常脱离大学语文本身去谈语文教育,且无视大学语文学科群既高度综合,又深度分化、广度辐射的发展趋势。     

Testing constructivism: why not more “Cossacks” in Krasnodar Kray?

Despite attempts to portray Krasnodar Kray in southern Russia as a homeland for Cossacks, to date the Cossack identity there remains underdeveloped. Why has a Cossack identity in Krasnodar not become more popular? This article uses the case of the Kuban Cossacks as a test of constructivist theories of identity. The article takes as background the attempts of the Russian authorities to display the Cossacks as the indigenous people of the region for the upcoming Winter Olympics in 2014. Despite this and other efforts, only a minuscule proportion of the inhabitants of Krasnodar Kray identify with the Cossack label, which makes this case problematic for constructivism. The article reviews constructivist theories of ethnic and national identity and analyses the advantages and obstacles to the successful construction of a Cossack identity in the Krasnodar region. It finishes by drawing implications for constructivist theorizing from the case of the Kuban Cossack Host.     

Surpassing the word: Aileen Wuornos

This article explores the dynamics of Richard Move's drag performance of the late Martha Graham. Drag dance is remarkably self-aware as historiography, and it employs a rhetoric of bodies becoming other bodies: channeling, paying homage, re-embodying, reliving, being possessed. This article argues that drag dance has a historical project for dance history; specifically, that drag bodies can become a new medium through which aesthetic/kinetic histories are transmitted. In the case of Richard Move, the exaggeration and excess of the ageing Martha Graham become modalities that align with the ‘wrongness’ of his body. This is drag dance as a strategy of re-embodiment after the original body has been lost, and Richard Move presents his performance as a ‘haunting,’ much like the feeling Martha Graham describes as the result of a dancer's “first death,” when she watches someone else dance a role she had originated. Ballets like Graham's Lamentation and Cave of the Heart give Move the opportunity to portray Graham's struggle to continue to dance after this “first death,” using drag as a strategy to show up the eerie perfection of voice against the hollowness of the ageing dancer's body. Combining vaudeville and séance, moving from the restless gay “underworld” of the Meatpacking District to the right to presume himself the heir to the mother of modern dance, Richard Move first embodies and then moves beyond Susan Sontag's camp “etc etc” of Graham's self-performance.     

American Dance Pioneer Martha Graham and the Ghosts of Feminism

Abstract: The essay explores the mutual haunting between American modern dance pioneer Martha Graham and feminism. This troubling arises from the confusion between what can be considered the predominantly feminist character of Graham's life and work coupled with Graham's outright rejection of a feminist consciousness. The author suggests that this ambivalent situation allows for an ever increasing complex but fruitful discussion of Graham's possible feminist identifications and their effects. The essay first argues for the performanative force of ‘doing’ a feminist identity as a foil for Graham's public written reputation of feminism. It then charts both the changing cultural and social beliefs of and about women in the twentieth century alongside Graham's specific geographical, social, cultural and historical placement in that history and its possible impact on her processes of identification. The essay then makes a close contextual reading of one of Graham's works of the early 1930s, Primitive Mysteries (1931), to illustrate its radical conception of the female body both at the time of its premiere and over subsequent reconstructions. The author finishes by arguing that the question of Graham's feminism is an important one because it remains unanswered.     

Thinking and caring about indigenous peoples’ human rights: Swedish students writing history beyond scholarly debate

According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in classes meant to promote what has been described as conflicting ideals of historical thinking and empathy as caring. Content analysis of students’ exam essays shows intertwined relationships between critical thinking and judgements. The results also highlight how students care that people are treated unjustly; can identify different perspectives; link the past to the present and the future; and use corroboration of information to get the best grade. This analysis shows that the students focus on historical empathy as caring rather than sourcing and corroboration. However, all students combine normative judgements with the complicated act of more neutral perspective recognition in their papers. Evidently, students may combine historical thinking and empathy as caring in line with recommendations of international understanding when they write history about indigenous peoples’ human rights. These findings are significant to all researchers, teachers and decision-makers interested in furthering analytical skills or moral values in education.     

The Euromaidan and the crisis of Russian nationalism

This article examines the reverberations in Russia of the Euromaidan protests and the fall of the Yanukovych regime in Ukraine. It shows how the events in Kyiv provoked a major crisis in the Russian nationalist movement, which was riven by vituperative denunciations, the ostracism of prominent activists, the breakdown of friendships, the rupture of alliances, and schisms within organizations. Focusing on pro-Kremlin nationalists and several tendencies of opposition nationalists, it argues that this turmoil was shaped by three factors. First, the Euromaidan provoked clashes between pro-Kremlin nationalists, who became standard-bearers of official anti-Euromaidan propaganda, and anti-Putin nationalists, who extolled the Euromaidan as a model for a revolution in Russia itself. Second, the events in Ukraine provoked ideological contention around issues of particular sensitivity to Russian nationalists, such as the competing claims of imperialism and ethnic homogeneity, and of Soviet nationalism and Russian traditionalism. And third, many nationalists were unprepared for the pace of events, which shifted rapidly from an anti-oligarchic uprising in Kyiv to a push for the self-determination of ethnic Russians in Crimean and southeast Ukraine. As a result, they were left in the uncomfortable position of appearing to collaborate with the oppressors of their compatriots.     

Unveiling the Forbidden: Same-sex Love as a Motif in Lydia Wahlström’s Writing

This article investigates how the historian and writer Lydia Wahlström (1869–1954) wrote about same-sex passions in a time when homosexuality was forbidden by law and tabooed in literature. There were of course also, during the first decades of the 1900s, many people who lived in same-sex relationships, some of them openly enough that this can still be discerned in the historical material. Lydia Wahlström was among them. She was active in the suffragist movement and one of its most prolific leaders, speakers, and writers. Wahlström was awarded a doctorate in history in 1898 and then became the director of studies at the Åhlinska School for girls in Stockholm. Alongside this, she wrote numerous articles and non-fiction books on a wide range of subjects as well as three romans-à-clef. In these novels, she wrote about the love that dared not speak its name, but she had to draw a veil over the forbidden motif in order to write about it. The interesting thing is that Wahlström did not mask the controversial motif more than that the observant contemporary reader could understand the underlying meaning in the novels and that it becomes even clearer to those who read her autobiography that was published many years later. This article deals with writing about same-sex love in a profoundly homophobic time.