近代朝鲜华侨制造业研究——以铸造业为中心

以朝鲜殖民地时期华侨制造业中最具代表性的铸造业作为研究对象,对华侨铸造工厂诞生的背景、同乡网络及其生产体制进行了阐述;分析了华侨制造业在朝鲜烧锅制造领域里取得垄断性地位的原因,一是华侨铸造工厂里中国劳动者较低的工资及技术开发的进行;二是全国的华侨铸造工厂形成了以河北省交河县为中心的同乡网络并进行协力合作。中日战争爆发后,日本政府谋求战时经济的强化,朝鲜总督府也加强了战时统治经济,生铁原料的配给发生困难,华侨铸造工厂因而纷纷倒闭,走向衰退。     

试论日本华侨学校的法律地位及其所带来的问题

作为日本华侨社会的主要教育设施,华侨学校不仅为华侨子弟的教育做出了贡献,也为整个华侨社会的统合和稳定发展以及中日文化的交流立下了汗马功劳。华侨学校具有持日本国籍的学生增多、学生总体趋向多元化,毕业生去向以升人日本学校为主流,以民族教育和升学教育为两大教学目标及注重培养学生的国际化观念等特点。但由于华侨学校长期处于边缘化的法律地位,故在学生入学、升学及学校财政等方面都受到了极大的限制。这也直接影响到了华侨学校教育活动的实施。     

国际移民的定义与类别——兼论中国移民问题

详细评介了国际移民的学术定义;归纳其六大基本类别,指出不同类型的迁移可能相互转化;阐述了当代国际移民发展趋势,并将华侨华人研究置于国际移民的大背景下进行剖析;对由于缺乏对当代“国际移民”相关定义的基本了解而出现的明显错误给予了指正。     

Geography by Rail®: a new twist on a romantic concept

Based on William Morris Davis’ great Transcontinental Excursion of 1912, this article assesses and reviews the Geography by Rail® program (GbR) – a unique, short-term, field-based study abroad experience that takes an uncommon-in-the-US approach to international exploration and fieldwork, incorporating on-the-ground, regional geography-based learning experiences. Though it could be used as such, this is not intended as a “how-to” article, but instead, an examination of how the program’s alternative approach to short-term, field-based learning increases student engagement, enlivens the discipline of geography by championing the regional geography approach, and bridges the physical-human divide in geography. Examples are given of assessment techniques, relevant skills gained by student participants, student feedback received, and potential limitations of such a program. Our main goal rests in demonstrating that by being in the landscape, practicing in it, students often gain a perspective not achievable in the traditional classroom setting. In the regional and romantic geography sense, favoring breadth of learning over depth, we further argue that GbR represents a novel way to accomplish this important-yet-not-often-fostered and, oddly and unfortunately, difficult-to-find-in-geography concept.     

Teresa de Ávila: Portrait of the saint as a young woman

ABSTRACT

Teresa de Jesús (known as Teresa de Ávila in the English-speaking world) began life in a comfortable, merchant-class family. The daughter and granddaughter of conversos, she was one of twelve children (two from the first marriage of Don Alonso de Cepeda, Teresa's father, and ten from the second). She received a good education for a girl of her period and class, probably learning to read and write from parents and tutors, and then studying at a convent boarding school. She undoubtedly learned the importance of letter writing from her father, as business in early modern Europe was conducted largely through correspondence. Although traditional biographers paint a romanticized view of Teresa's girlhood, a careful reading of her Vida, letters, and other documents reveals that there were many strains on the Cedepa-Ahumada household. Among the causes were the Cepedas' deteriorating financial situation, societal pressures on conversos, the death of Teresa's mother, tensions among the siblings, the departure of Teresa's brothers for the New World, and Teresa's illness.     

‘Oxford in the bush’: the founding (and diminishing) ethos of Rhodes University

Over the years, many members of the Rhodes University community have proudly claimed their university to be a kind of transplanted Oxford, while others have viewed this claim as pretentious – hence the derogatory label ‘Oxford in the bush’. This article explores the connections and comparison between the two institutions. In the early twentieth century, both universities strongly identified with the British imperial cause; and for decades Rhodes University regularly celebrated its symbolic association with the historical figure of Cecil Rhodes, who also happens to be one of the most commemorated figures in Oxford. There was also a shared ethos, as both laid stress on a style of education that was character-building, a prerequisite for which was a strong grounding in the classics. There was, too, a cultural affinity between Rhodes and Oxford, exemplified in the strict segregation of the sexes, the importance attached to sporting achievement, and a tendency to engage in frivolous activities. The article goes on to show how over time the Oxford tradition at Rhodes came to be challenged and undermined, especially from the late 1960s onwards.