頁籤選單縮合
題 名 | Border Pedagogy in American Schooling: Reflection on China Pedagogy in Cultural Studies |
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作 者 | Liu, Xinmin; | 書刊名 | Concentric: Literary and Cultural Studies |
卷 期 | 31:2 民94.07 |
頁 次 | 頁65-83 |
分類號 | 520.1 |
關鍵詞 | Border pedagogy; Cultural studies; Difference; Dissent; Narrative end; Cross-cultural simulation; Teleology; |
語 文 | 英文(English) |
英文摘要 | When debating whether cultural studies has exhausted its use, we tend to overlook its pivotal role in critical pedagogies for teaching difference at school. Chinese Studies in American colleges and schools offers a case of reading personal memoirs of China’s traumatic pasts as if they were authentication of Chinese history. Disregarding the hidden teleological end of these personalized narratives, some educators in the U.S. use instructional games and films adapted from such narrative mode to teach other cultures, but represent the latter’s difference as deficient, deviating or lacking, which in turn alludes to itself as the “penultimate form” of democracy. By espousing a critical “border pedagogy,” humanist educators can resist the end-of-history mindset and move toward more dialectic and reciprocating strategies for teaching difference. |
本系統中英文摘要資訊取自各篇刊載內容。