2019年西夏学研究述评

2019年,西夏学研究取得了丰硕的成果,共出版著作、论文集10多部,学术论文100余篇。佛教文献与艺术、语言文字、政治与法律方面的研究是重点和热点。制度与法律、历史地理有了更多的发现。在文献研究方面,西夏文佛教文献研究成果更多,世俗文献研究涉及西夏医药文献、军事制度、农业经济等。     

‘Afterschool and during vacations’: on labor and schooling in the postcolony

ABSTRACT

The Indian state's recent deregulation of child labor, several years after it passed a law making schooling free and compulsory, forces us to attend to the distinct dynamic between child labor and schooling that frame contemporary efforts around compulsory education. This paper opens-up this terrain through historicizing the child-figure – who combines school with wage labor – within the workings of colonial and postcolonial capitalism. It discusses how the strong and continuing traces of a longer history of exclusions is manifest in the widespread global construction of ‘school’ as inherently ‘fungible’ or the fragility of the school form, as central to this moment of compulsory schooling. Through a focus on this subaltern child-figure, this paper contends that both the ‘fungibility’ of schools for marginal children as well as the privatization of child labor foregrounds the antipolitics that undergirds the current fraught working out of compulsory education in the postcolony.     

Why have generational orderings been marginalised in the social sciences including childhood studies?

ABSTRACT

This paper considers why age and generation tend not to be recognised as social variables in the same way that gender, ethnicity and class are mainstreamed within Social Science disciplines. It questions why the concept of the generational order is not always integral to either Childhood Studies or the related sub-disciplines, such as Children’s Geographies. It begins from a starting point that Childhood Studies is generally a multi-disciplinary field but seems stuck from moving forward conceptually. The politics of Childhood Studies can result in sub-disciplinary silos rather than working in a more interdisciplinary way. The politics of childhood in society have progressed in terms of children’s rights and participation yet the theoretical development of children’s agency has been stuck. The paper discusses the lack of extensive empirical investigation of the generational order, suggesting that ‘generational orderings’ may be a more dynamic way to engage with processes of generationing.     

Introduction: Marginalised Histories of the Second World War1

This special issue, stemming out of the AHRC-funded Teaching and Learning War Research Network (2017–2020), is published at an important juncture in cultural memory: as the focus of public commemorative events in Britain and the Commonwealth shifts from the First to the Second World War, including the Holocaust. Not only does it showcase exciting and cutting-edge research, but it also aims to stimulate conversation and ‘forward-thinking’ about commemorative cycles over the next two-and-a-half decades (2025–2045). The three research articles and four provocations focus, in different ways, on the question of ‘hidden histories’ in the expectation of a need to ensure that diversity, multi-perspectivity, complexity, and contention remain at the heart of ‘national’ commemorative processes (whether in Britain or elsewhere).     

The Architects of Integration: Research,Public Policy,and the Institute of Race Relations in Post-imperial Britain

ABSTRACT

This article traces the evolution of the field of race relations by exploring the thinking of Philip Mason, a former agent of the Indian Civil Service who built a second career as the elder statesman of this emerging discipline in Britain. Mason led the well-funded Institute of Race Relations, an independent organisation that brought together academics, public policy analysts, and journalists to address concerns about the integration of black and Asian migrants in Britain from the 1950s. Mason brought his imperial expertise to bear on the new discipline, and imagined the new subject in light of a wide range of shifting international concerns: imperial race relations, the decline of the British Empire, the Cold War, and the persistence of racially-divided states like South Africa and the United States. To address these anxieties, race relations experts suggested that race relations studies should be comparative across several different imperial and post-colonial locales, building towards a master project that would provide suggestions on mollifying racial tensions across the globe. Using the United States as a key referent, Mason and others ushered in a transitional era, moving the discipline from a paternalistic and superior approach to formerly colonised subjects to articulations of liberal inclusion and cultural integration. Tracing the life of the Institute, and Mason's influence on policy and subsequent anti-racist organisations, reveals how the early assumptions of the field positioned Britain's integration problem as temporary, indeterminate, and aided by the imperial, post-imperial, and transatlantic similarities they examined.     

Gender and feminist studies in Albania – a brief state of the art

Abstract

The aim of this contribution is to identify how gender and feminist studies have positioned themselves within the higher education system in post-socialist Albania. In Albania, the post-socialist context was featured by a negative connotation of the left-wing perspective hindering the development of critical and feminist thinking in academia. There is a lack of feminist debate, and hostile prejudices against feminists stick well, particularly in the absence of a thorough debate about feminism. Gender and women’s studies are present mainly in the public university system in association with the Social Sciences Faculty. The only complete program on gender studies is situated within the Department of Social Work and Social Policy, as a Master program in Gender and Development. Gender or feminist studies are mostly taught as “optional” courses often just for the sake of having them present in the program. In this contribution, we aim at briefly presenting some of the main developments, gaps and challenges regarding gender and feminist studies in the Albanian higher education.