Understanding how local actors implement teacher rotation policy in a Chinese context: a sensemaking perspective

2019 ◽  
Vol 25 (7) ◽  
pp. 855-873
Author(s):  
Wei Liao ◽  
Yan Liu ◽  
Ping Zhao ◽  
Qiong Li
Keyword(s):  
Chinese Context ◽  
Local Actors ◽  
Teacher Rotation

Translating Deleuze: On the Uses of Deleuze in a Non-Western Context

2013 ◽  
Vol 7 (3) ◽  
pp. 319-329
Author(s):  
Yu-lin Lee
Keyword(s):  
Literary Theory ◽  
Chinese Context ◽  
East West ◽  
Critical Aspects

This paper aims to explore the appropriation of Deleuzian literary theory in the Chinese context and its potential for mapping a new global poetics. The purpose of this treatment is thus twofold: first, it will redefine the East–West literary relationship, and second, it will seek a new ethics of life, as endorsed by Deleuze's philosophy of immanence. One finds an affinity between literature and life in Deleuze's philosophy: in short, literature appears as the passage of life and an enterprise of health and thus seeks new possibilities of life, which consists in the invention of a new language and a new people. But what kind of health may such a view provide for a non-Western individual, people, literature and culture? This investigation further appeals to the medium of translation. This paper argues that the act of translation functions as a means of deterritorialisation that displays continuing variations of a language, and through translation, Deleuze's clinical and critical aspects of literature promote a transversal poetics that transcends the binary, oppositional conception of East–West and an immanent ethics of life that overcomes the sentiment of ressentiment.

A Donor Influenced by Local Dynamics

2016 ◽  
Vol 2 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Setsuko Matsuzawa
Keyword(s):  
Poverty Alleviation ◽  
Rural Poverty ◽  
Unintended Consequences ◽  
Local Dynamics ◽  
Grant Program ◽  
Local Actors ◽  
Research Interviews ◽  
National Model ◽  
Management Project ◽  
Development Discourses

This article explores the relations between a foreign aid donor and local actors in the context of the dissemination of development discourses and practices in an authoritarian context. It addresses the question “To what extent may the local dynamics alter the original goals of a donor and lead to unintended consequences?” Based on archival research, interviews, and secondary literature, this case study examines the Yunnan Uplands Management Project (YUM) in 1990–95, the Ford Foundation's first grant program on rural poverty alleviation in China. While the Foundation did not attain its main goal of making YUM a national model for poverty alleviation, the local actors were able to use YUM to develop individual capacities and to build roles for themselves as development actors in the form of associations and nongovernmental organizations, resulting in further support from the Foundation. The study contributes to our understanding of donor-local actor dynamics by highlighting the gaps between the original goals of a donor and the perspectives and motivations of local actors. The study suggests that local dynamics may influence the goals of donors and the ways they seek to disseminate development discourses and practices to local actors, despite the common conception of donors as hegemonic or culturally imperialistic.

Relationship Trust in the Chinese Context (C-RTS)

2015 ◽  
Vol 6 (11) ◽  
pp. 1974-1985
Author(s):  
Lai Cheung Wong ◽  
Amanda M. Y. Chu ◽  
Cecilia L. W. Chan
Keyword(s):  
Chinese Context

Preliminary Report on the Research of “Activity Centers” in Taidong, Taiwan

2019 ◽  
Vol 40 (2) ◽  
pp. 121-125
Author(s):  
Petr Janda
Keyword(s):  
Preliminary Report ◽  
Research Method ◽  
Local Communities ◽  
Traditional Beliefs ◽  
Aboriginal Communities ◽  
Religious Significance ◽  
Local Actors ◽  
Symbolic Value ◽  
Suitable Location

This report presents current research on aboriginal activity centers in Taidong County, Taiwan, primarily in the townships of Chishang and Yanping with over 30% of the population being of aboriginal ancestry. Taidong County is the region with the most distinctive aboriginal communities in Taiwan. The research attempts to identify the actors behind the operation of such centers and their significance for aboriginal communities. The research investigates the process of selecting suitable location for the facilities, the specific features of such centers, the potential religious significance of the locations including the role of traditional beliefs in predominantly Christian aboriginal communities, the symbolic value of structures built in the traditional style for construction of ethnicity and financing that enables the construction of the facilities and the organization of the festivities held in them. The principle research method used was interviews with local actors including local representatives, organizers of festivities, as well as members of local communities. The research began in 2017.

Palestine-Israel and the Neoliberal Ideal

2017 ◽  
Vol 34 (4) ◽  
pp. 1-27
Author(s):  
Luke Mathew Peterson
Keyword(s):  
World War I ◽  
Political Conflict ◽  
Territorial Dispute ◽  
Early Twenty ◽  
Economic Forces ◽  
Local Actors ◽  
History Of ◽  
Non Local ◽  
Clash Of Cultures ◽  
Social Upheaval

The following study envisions the modern history of the Palestinian- Israeli conflict through the application of previously underutilized theoretical frames. Beginning with the unprecedented political and social upheaval wrought upon the Middle East after the end of World War I, the article unfolds in three distinct sections. The first section provides an historical introduction to the global, transnational forces that guided the developing infrastructure of political conflict within the region. The second section articulates the ideological parameters of the international political and economic forces (“neoliberalism”) that connect the past and present of political conflict in the region as well as the local (state and non-state) and non-local actors involved in its contemporary manifestation. The third and final section reconceptualizes the Palestinian-Israeli conflict not exclusively as a territorial dispute or as a nebulous clash of cultures, but rather as a deliberate, operational casualty enduring in the service of an aggressive, transnational, and indeed historical force whose trajectory spans the length of the twentieth and early twenty-first centuries: neoliberalism. In each sphere in which the neoliberal ideal has been applied – one, an historical fait accompli, another, a contemporary situation en cours – an important, connective element persists: the distinctly non-local origin of both the historical forces and the contemporary economic manifestations under examination.

The Introduction of Minbenzhuyi and the Return of Its Traditional Chinese Meaning

Cultura ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 67-88
Author(s):  
Xiaobo LV
Keyword(s):  
Systematic Analysis ◽  
Intellectual Community ◽  
Chinese Context ◽  
Liang Qichao ◽  
Confucian Values ◽  
Chinese Intellectual ◽  
Ancient Literature ◽  
Definition Of ◽  
Chen Duxiu

The concepts of Minben , Minbensixiang , and Minbenzhuyi are rather popular in current Chinese discourse. However, “Minben” was hardly found in Chinese ancient literature as a noun. Around the year of 1916, “Minbenzhuyi” became widely accepted in Japanese intellectual circles, interpreted as one of the Japanese versions of democracy. In 1917, “Minbenzhuyi” was transferred to China as a loanword by Li Dazhao and developed into one of the Chinese definitions of democracy. Nevertheless, Chen Duxiu questioned the meaning of the term in 1919. It was not until 1922 did Liang Qichao bring Minbenzhuyi back into Chinese context and conduct a systematic analysis, which had a lasting impact on Chinese intellectual community. In the following 20 years, Minbenzhuyi was largely accepted in two different senses: 1) interpreted as Chinese definition of democracy; 2) specifically refers to the Confucian idea of “Minshiminting and Minguijunqing (;, ) Gradually, it became evident that Minbenzhuyi in China had grown distant from the meaning of democracy and returned to its traditional Confucian values.

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

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