后结构主义者的论争及其对于教育学的几种影响:转向理论

[美] H·A·吉鲁

doi:10.16382/j.cnki.10005560.1995.01.005

后结构主义者的论争及其对于教育学的几种影响:转向理论

doi: 10.16382/j.cnki.10005560.1995.01.005

[美] H·A·吉鲁

北京景山学校

详细信息

作者简介:
[美] H·A·吉鲁：吉鲁博士著述甚丰。公开发表论文有250多篇，撰写或主编21部专著, 参与章节撰写的著作60多部。主要著作包括下列各书, 其中前五本先后为美国教育研究协会(The Amerian Eduoational Studies Aggo- ciation)评为当年最有意义的教育著作。《意识形态、文化与学校教育过程(Ideology, Culture and the Process of Sohooling)》(1982), 《教育中的理论与阻抗(Theory and Resistance in Eduation)》 (1983), 《围攻之中的教育(Education Under Seige)》(1986), 《作为知识分子的教师(Teaobers as Intelleotuala)》(1990), 《学校教育和为公众生活而抗争(Sohooling and the Struggle for Publio Life)x (1989)，《大众文化、学校教育与日常生活(Popular Culture, Schooling and Everyday Life)》(1989，合编)，《隐蔽课程与道德教育(The Hidden Curriculum and Moral Education)》(1983，合编), 《批判理论与教育实践(Critical Theory and Educational Praotioe)》(1983), 《两界之间:文化研究中的教育学与政治学(Between Borders: Pedagogy and Politics in Culural Studies)》(1993, 合编)

*本文系作者于1993年2月应本刊专约而作。题目原文为: Post-structuralist Ruptures and Pedagogical Possibilities; The Turn Towarda Theory——编者
当然，对文学理论产生了影响的主要思想家是德里达(Derida)、福柯(Foucault)和菜肯(Lacan)。尽管有关这种传统的文献要列出一个全面的单子是不可能的，但从下列阐释文学理论传统的诸多著作中可以找到这方面的部分资料汇编: Harold Bloom, ot al. Doonstraction and Criticiem. New York; The Sabury Pr88, 1979; Ralph Cohen, Ed.Fature Literary Theory. London: Routledge, 1989; Richard Harvey Brown, Bociety as Text. Chicago: University of Chicago Pres, 1987; Josaph A. Butigieg, Ed. Criticism Withoat Boundariee. Notre Dame: University of Notrm Dame Prea, 1987; Lawrence Grossberg, Cary Nelson, and Paula Treichler, Eds. Cultural Studieg. Now York:Routledge, 1992. Wiliam Stanley, Curriculum for Otopia. Weatport, Ot.: Bergin and Garvey, 1992. Henry A.Girour, Border Crcasinga. Now Y ork: Routledgo, 1992.
作为这方面研究的一个例证，可以参阅: Darryl J. Cleas and Barbara Herrastein Smith, Ede., Tbe Politias of Liberal Elucation, Durham: Duke University Pres, 1992.
有关“规范之战”的分析论述, 可参阅: Henry Louig Cate8, Loos0 Canone; Notes on the Culture Wars, New York: Oxford Univeraity Pres, 1992.
马克思主义者在这方面的代表性批评, 参阅: Robert 0. Holub, Crosaing Borders: Beception Theory, Poststruc turlism, Deconstruction, Madison: Univorsity of Wiaconsin Pres, 1992;较为正统的，甚至在我看来是极为简约的批评, 参阅: David Harvey, The Condition of Postmodornity. New York: Baail Black well, 1989.有关近期女权理论中对文化的分析及其多种批评, 参见: Michele Barrett and Anne Phillips, Eds. Destablizing Theory. Standford: Standford Univeraity Pres, 1992, 尤其是: Michele Barett, “Words and Thinge: Materialiem and Method in Contemporary Feminist Analysis, " pp. 201~217.
当然，有不少理论家试图将后结构主义的论述政治化。女权主义者尤其如此。这方面具有代表性的文献包括:Terea de lauretis, Tecinologies of Gender: Essays on Theory, FiIm, and Fiction. Bloomington: Indiana Univerity Pre8s, 1987. Joan Soott. "Deconstracting Equality Vergus Difference: Or, the Uees of Poststructuralist The-ory for Feminiam, "Fomist Stadies, No. 14 (1988), pP. 33~50. Linda Nicholson, Ed. Feminism/Postmoderniem.New York: Routledge, 1990. Gayatri Chakravorty Bpivak, In Other Worlds: Eeeaya in Cultural Politica. New York: Metheun, 1987. Teres Ebert, “The 'Difference' of Postmodern Fominismr", College English Vol. 53, No.8(1991), PP.886~904.
Shoehan Folman and Dori Lamb, Tetimony: Crisis of Witneaing in Literatyre, Pgychoanalysia, and History. New York: Routldge, 1992; Donald Morton and Mas'ud Zavarzadeh and Donald Morton, Eds. Theiry/ Pedagogy/Politics. Urba.na: Unlversity of Ilinoie Pres, 1991; 0. Mark Horlbert and MichasI Blitz, Eda. Compo- aition and Resistance. Portamouth: Boynton/Oook Publishens, 1991; Bruce, Henricken and Thais: E. Morgan, Reorientations: Critical Theories & Pedagogiee. Urbana: Univeraity of Ilinois Press 1990; The Rhetoric of the Casroom. Carbondale: Southern Illinois University Pres, 1989; Gregory Ulmer, Applied Grammatology. Baltimore: The Johns Hopkins University Pre8e, 1985; Cary Nelson, Ed. Theory in the Classroom. Urbana: U niversity of Ilinois Proe8, 1986; Barbara JohnBon, Ed. The Pedagogical Imperative: Teaching as a Literary Genre. New Haven; Yale Univeraity Pree, 1983.
Maria -Regina Kecht, "The Challenge of Respoaiblity", in Maria-Rogina Kecht, Ed. Pedagogy迪Polin tics: Literary Theory and Crltical Teaching (Urbana: Unlveraity of Illinoia Unlversity, 1998), p. 18.
Michele Barott, “Word and things, " Michele Barrett and Anne Philips, Eds. Deatabilizing Theory.Btandford: Btandford Univormity Pre88, 1992, p. 203.
JacqueB Derrida, Of Grammatology. Trans. G. Splvak. Baltimore: Johns Hopkins Univeraity Presa, 1976.
Stanely Aronowitz, The Politica of Identity. New York: Routledge, 1992.
Strategies Collective, “Building a Now Left: An Interview with Erneto Laclau, " Stratagies No, 1 (Fail 1988), p.4,
Judith Bulter, “Contigent Foundations: Feminism and the Question of Poatmodernism."In Judith Butlor and Joan Soott, Eis. Feminista Thorizing the Political. New York: Routledge, 1992, p.8.
Strategies Collective, “Building a New Left: An Interview with Ernesto Laclau, Ibid, PP. 25~26.
Kobena Mercer, "Back t如o My Route; A Postaoript on the 808, ”Ten. 8 (Wintor, 1992), pp.32~89.
例如, 女权主义者在电影理论、摄影、性政治学等方面所进行的大研究人人皆知, 在此无须尽举。但有两个很有代表性的例子: Abigail- -Solomon Godeau, Photography at the Dock (Minneapolis: University of Minngota Pres, 1990) and Judith Butlex, Gender Trouble: Feminiem and the Bubversion of Identity, Now York: Routledgo, 1990。
例如, 以下一系列著述: Colin Lankahear and Peter Mclaren, Eds. Critical Literacy: Politics, Praxis, and the Postrmodern. A]bany: SUNY Pres, 1993. Wiliam Pinar and William Reynolds, Eds. Understading Curriculur as Phenomenological and Deconstructad Text. New York; Teachers College Pres, 1992, Patti Lather, Getting Smart, New Y ork: Routeldge. 1991.
关于这方面，参见: Nancy Fraser, “Tbe U8es and Abuses of French Discourse Theories for Feminist Politias, " Theory, Culture, and Bociety. Vol, 9 (1992)，pP. 51~71.
关于反对后结构主义总体观的争论，可参见: Judith Butler, "Contingent Foundations: Fominism and tho Question of Postmodernism", Judith Butler and Joan Soott, Eds. Feminists Theorizing the Political. New York:Roatledgo, 1992, p. 9.
Judith Butler, Ibid., p.6.
有关教育学与后结构主义相互联系的论述，可参见C1eo的早期著作: Cleo Cherryholemes, Powor and Criticigm: Poetstractural Investigations in Education. Now York: Tachers College Press, 1988.他的著作具有1要意义, 因为他是那些批判性地借用此研究作为批判的一项计划和可能性的为数不多的-部分人之一。另一方面，有不少教育理论家把后结构主义观点, 作为批判性叙述的一个部分在最自私的二元主义哲学中使用。在文学研究中论及后结构主义与教育学的交汇关系问题的理论家们的著作, 具有代表性的是: G. DougLs Atkins and Michael L. Johnson, Eds. writing and Reading Differently: Deconstruction and the Teaching of Composltlon andLiterature, Lawrenco: U niversity of Kansas Press, 1985.
一些最重要的责难来自: Roger Ⅰ. Simon, Teachering Against the Grain (Weaport, Ct.: Bergin and Garvey Press, 1992); James Schowoch, Minmi White, and Susan Reilly, Modia Knowledge: Readings in Popular Culture, Pedagogy, and Critical Oitizenahip(Albany: SUNY Pres, 1992), Honry A. Giroux, Border Cro8ings(New York: Routledge, 1992).
David r. Shrinway, “Integrating Theory in the Curricalum胡Theorizing一a Postdisciplinary Practice, " in Maria Regina Kecht, Ed. op. cti, p. 101.
Joeoph Harris, “The Other Reader, " Journal of Advanced Compositon 12(1) (Winter 1992), PP. 27~37.
.例如，阿普尔(Michael Apple)就反对这种后结构主义和后现代主义, 理由是:这两个主义被借用的目的是为了成为文化资本(cultural capital)的一种新方式，而这种文化资本又是为想延长其职业生涯的学术精英们服务的。这也许是真实情况，尽管对于争论中的理论论述很难说是特有的，然而，它却未告诉我们这些理论在特殊的情景中怎样以进步的或反动的方式发挥作用的。后结构主义和后现代主义都是重视多方面的，在现代教育与社会理论中两者发展成了一种不可忽.视的力量。对于阿普尔不他的同事们而言，阐释支持这种论述的条件，而不是将特定的动机赋予运用它们的入身上, 是更为趣事。参见: Michael Apple, Ofcial Knowledge: Demoeratie Edrcation in a Conservative Age. 1993.
参见: Mag'ad Zavarzadeb, "Theory as Roaistance, " in Maria -Regina' Kecht, op. cit., p.35, 也可参见:Mas'nd Zavarzdeh and Donald Morton, “(post)modern Critical Tbeory and the Articulationg of Critical Pedagogies, " College Lierature 17(2/3) (1990), pP. 51~63.
这一主题在下面选编的论文中多处论及: Donald Morton and Ma'ad Zavarzadeh, Ede. Theory/Pedqgosy/Politics; Text for Changg (Urbana: Univerity of Illinois Pres, 1991).
Suan Horton, “Iet'β Giet 'Literato': Einglish Department Politica and a Proposal for & Ph. D in Literacy, " in Maria-Regina Kecht, Ed. op. cit., p. 185.
Stanley Aronowitz and Henry A. Giroux, Education Under Siege, Secomd Edition. (Weatport, Ct.. Berginand Garvey Pres, 1094). Petar Mclaren, Life in Bahoola (NewYork; Lopgman, 1988).
Mas'ud Zavaradeh, “Theory a8 Resistance", op. cit. p. 41.
Joan W. Soott, “Erperience", Judith Butler and Joan Scott, Eda. Feministe Theorizo the Political, op.cit, pp.25~26.
Ma'ud Zavayzadoh, “Theory as Reaietanoe'", op. cit., pp. 13.
Ma'ud Zavayzadoh, “Theory as Reaietanoe'", op. cit., pp. 45.
Richard Ohmann, “Teaching Historically", in Maria -Kegina Kecht, op. cit., p. 174
Walter Benjamin, “Thesee on the Philoaophy of Hiatory", in Walter Benjamio, Ilominations, Hannab Arendt, Ed. New York: Schocken Booka, 1969, p. 257.
Richard Ohmann, Ibid., p. 187.
Richard Ohmann, Ibid., p. 187.
Heny A. Giroux, Schooling and the Struggle for Public Lifo. Minneapolis: University of Minnegota Prees, 1988.
参见: John Cliford, A Burkean Critique of Compoaitlon Praris, in Maria-Regina Kecht, op. cit., p.227, 也可参见: Henry A. Ciroux, "Dia turbing the Peace: Writing and Pedagogy in the Cultursl Stodiee Clase room”, College Literature (in PreB8).
我在(Henry A. Giroux) Living Dangerously (New York: Petor Lang Preas, 1993)中提出了写作中要表述清晰的问题。
这一观点在以下文献中论及: Patrick Shannon, Ed. Becoming Political: Beadinge in the Polltics of Literacy Edacation (Portamouth, NE: Helnemann Press, 1992)。
Judith Butlex, “Contingont Foundationg: Feminiam and the Queetion of Postmodernism" op. cit., p. 13.
Nancy Fraser, Untruly Practicoe: Power, Diacourse, and Gender in Contemporary Social Theory. Minneapolis: U niveraity of Minngota Pr, 1989, P. 118.
Gregory L. Ulmer, Applied Grammatology (Baltlmore: The Johns Hopking Univeraity Press, 1985);Patricia Donahue and Ellen Quandahl, Eds. Reclaiming Pedagogy: The Rhetoric of the Cl3sroom (Oarbondale:Southern Illinois University Prea, 1989); Bruco Honrickon and Thais E. Morgan, Eds. Reorientations: Critical Theories and Pedagogies (Urbana: Univeraity of Illinois Press, 1990); Suan L. Gabriel and IBaiah Smithson, Eds. Gender in the Clasroom (Urbana: Univeraity of Ilinois Pres, 1990); Ma'ad Zavarzadeh and Donald Morton, “"Theory Pedagogy Poltics: The Crisia of 'the Subject' in the Humanities", in Mas'ud Zavardeh and DonalaMorton, Eds. Texts for Change; Theory/Pedagogy/Politics(Urbaoa: University of Ilinois Press 1991), pp.1~32.
David Shumway, op. cit, p. 94.
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出版历程
- 刊出日期: 1995-03-01

摘要

注释:

1) *本文系作者于1993年2月应本刊专约而作。题目原文为: Post-structuralist Ruptures and Pedagogical Possibilities; The Turn Towarda Theory——编者

2) 当然，对文学理论产生了影响的主要思想家是德里达(Derida)、福柯(Foucault)和菜肯(Lacan)。尽管有关这种传统的文献要列出一个全面的单子是不可能的，但从下列阐释文学理论传统的诸多著作中可以找到这方面的部分资料汇编: Harold Bloom, ot al. Doonstraction and Criticiem. New York; The Sabury Pr88, 1979; Ralph Cohen, Ed.Fature Literary Theory. London: Routledge, 1989; Richard Harvey Brown, Bociety as Text. Chicago: University of Chicago Pres, 1987; Josaph A. Butigieg, Ed. Criticism Withoat Boundariee. Notre Dame: University of Notrm Dame Prea, 1987; Lawrence Grossberg, Cary Nelson, and Paula Treichler, Eds. Cultural Studieg. Now York:Routledge, 1992. Wiliam Stanley, Curriculum for Otopia. Weatport, Ot.: Bergin and Garvey, 1992. Henry A.Girour, Border Crcasinga. Now Y ork: Routledgo, 1992.

3) 作为这方面研究的一个例证，可以参阅: Darryl J. Cleas and Barbara Herrastein Smith, Ede., Tbe Politias of Liberal Elucation, Durham: Duke University Pres, 1992.

4) 有关“规范之战”的分析论述, 可参阅: Henry Louig Cate8, Loos0 Canone; Notes on the Culture Wars, New York: Oxford Univeraity Pres, 1992.

5) 马克思主义者在这方面的代表性批评, 参阅: Robert 0. Holub, Crosaing Borders: Beception Theory, Poststruc turlism, Deconstruction, Madison: Univorsity of Wiaconsin Pres, 1992;较为正统的，甚至在我看来是极为简约的批评, 参阅: David Harvey, The Condition of Postmodornity. New York: Baail Black well, 1989.有关近期女权理论中对文化的分析及其多种批评, 参见: Michele Barrett and Anne Phillips, Eds. Destablizing Theory. Standford: Standford Univeraity Pres, 1992, 尤其是: Michele Barett, “Words and Thinge: Materialiem and Method in Contemporary Feminist Analysis, " pp. 201~217.

6) 当然，有不少理论家试图将后结构主义的论述政治化。女权主义者尤其如此。这方面具有代表性的文献包括:Terea de lauretis, Tecinologies of Gender: Essays on Theory, FiIm, and Fiction. Bloomington: Indiana Univerity Pre8s, 1987. Joan Soott. "Deconstracting Equality Vergus Difference: Or, the Uees of Poststructuralist The-ory for Feminiam, "Fomist Stadies, No. 14 (1988), pP. 33~50. Linda Nicholson, Ed. Feminism/Postmoderniem.New York: Routledge, 1990. Gayatri Chakravorty Bpivak, In Other Worlds: Eeeaya in Cultural Politica. New York: Metheun, 1987. Teres Ebert, “The 'Difference' of Postmodern Fominismr", College English Vol. 53, No.8(1991), PP.886~904.

7) Shoehan Folman and Dori Lamb, Tetimony: Crisis of Witneaing in Literatyre, Pgychoanalysia, and History. New York: Routldge, 1992; Donald Morton and Mas'ud Zavarzadeh and Donald Morton, Eds. Theiry/ Pedagogy/Politics. Urba.na: Unlversity of Ilinoie Pres, 1991; 0. Mark Horlbert and MichasI Blitz, Eda. Compo- aition and Resistance. Portamouth: Boynton/Oook Publishens, 1991; Bruce, Henricken and Thais: E. Morgan, Reorientations: Critical Theories & Pedagogiee. Urbana: Univeraity of Ilinois Press 1990; The Rhetoric of the Casroom. Carbondale: Southern Illinois University Pres, 1989; Gregory Ulmer, Applied Grammatology. Baltimore: The Johns Hopkins University Pre8e, 1985; Cary Nelson, Ed. Theory in the Classroom. Urbana: U niversity of Ilinois Proe8, 1986; Barbara JohnBon, Ed. The Pedagogical Imperative: Teaching as a Literary Genre. New Haven; Yale Univeraity Pree, 1983.

8) Maria -Regina Kecht, "The Challenge of Respoaiblity", in Maria-Rogina Kecht, Ed. Pedagogy迪Polin tics: Literary Theory and Crltical Teaching (Urbana: Unlveraity of Illinoia Unlversity, 1998), p. 18.

9) Michele Barott, “Word and things, " Michele Barrett and Anne Philips, Eds. Deatabilizing Theory.Btandford: Btandford Univormity Pre88, 1992, p. 203.

10) JacqueB Derrida, Of Grammatology. Trans. G. Splvak. Baltimore: Johns Hopkins Univeraity Presa, 1976.

11) Stanely Aronowitz, The Politica of Identity. New York: Routledge, 1992.

12) Strategies Collective, “Building a Now Left: An Interview with Erneto Laclau, " Stratagies No, 1 (Fail 1988), p.4,

13) Judith Bulter, “Contigent Foundations: Feminism and the Question of Poatmodernism."In Judith Butlor and Joan Soott, Eis. Feminista Thorizing the Political. New York: Routledge, 1992, p.8.

14) Strategies Collective, “Building a New Left: An Interview with Ernesto Laclau, Ibid, PP. 25~26.

15) Kobena Mercer, "Back t如o My Route; A Postaoript on the 808, ”Ten. 8 (Wintor, 1992), pp.32~89.

16) 例如, 女权主义者在电影理论、摄影、性政治学等方面所进行的大研究人人皆知, 在此无须尽举。但有两个很有代表性的例子: Abigail- -Solomon Godeau, Photography at the Dock (Minneapolis: University of Minngota Pres, 1990) and Judith Butlex, Gender Trouble: Feminiem and the Bubversion of Identity, Now York: Routledgo, 1990。

17) 例如, 以下一系列著述: Colin Lankahear and Peter Mclaren, Eds. Critical Literacy: Politics, Praxis, and the Postrmodern. A]bany: SUNY Pres, 1993. Wiliam Pinar and William Reynolds, Eds. Understading Curriculur as Phenomenological and Deconstructad Text. New York; Teachers College Pres, 1992, Patti Lather, Getting Smart, New Y ork: Routeldge. 1991.

18) 关于这方面，参见: Nancy Fraser, “Tbe U8es and Abuses of French Discourse Theories for Feminist Politias, " Theory, Culture, and Bociety. Vol, 9 (1992)，pP. 51~71.

19) 关于反对后结构主义总体观的争论，可参见: Judith Butler, "Contingent Foundations: Fominism and tho Question of Postmodernism", Judith Butler and Joan Soott, Eds. Feminists Theorizing the Political. New York:Roatledgo, 1992, p. 9.

20) Judith Butler, Ibid., p.6.

21) 有关教育学与后结构主义相互联系的论述，可参见C1eo的早期著作: Cleo Cherryholemes, Powor and Criticigm: Poetstractural Investigations in Education. Now York: Tachers College Press, 1988.他的著作具有1要意义, 因为他是那些批判性地借用此研究作为批判的一项计划和可能性的为数不多的-部分人之一。另一方面，有不少教育理论家把后结构主义观点, 作为批判性叙述的一个部分在最自私的二元主义哲学中使用。在文学研究中论及后结构主义与教育学的交汇关系问题的理论家们的著作, 具有代表性的是: G. DougLs Atkins and Michael L. Johnson, Eds. writing and Reading Differently: Deconstruction and the Teaching of Composltlon andLiterature, Lawrenco: U niversity of Kansas Press, 1985.

22) 一些最重要的责难来自: Roger Ⅰ. Simon, Teachering Against the Grain (Weaport, Ct.: Bergin and Garvey Press, 1992); James Schowoch, Minmi White, and Susan Reilly, Modia Knowledge: Readings in Popular Culture, Pedagogy, and Critical Oitizenahip(Albany: SUNY Pres, 1992), Honry A. Giroux, Border Cro8ings(New York: Routledge, 1992).

23) David r. Shrinway, “Integrating Theory in the Curricalum胡Theorizing一a Postdisciplinary Practice, " in Maria Regina Kecht, Ed. op. cti, p. 101.

24) Joeoph Harris, “The Other Reader, " Journal of Advanced Compositon 12(1) (Winter 1992), PP. 27~37.

25) .例如，阿普尔(Michael Apple)就反对这种后结构主义和后现代主义, 理由是:这两个主义被借用的目的是为了成为文化资本(cultural capital)的一种新方式，而这种文化资本又是为想延长其职业生涯的学术精英们服务的。这也许是真实情况，尽管对于争论中的理论论述很难说是特有的，然而，它却未告诉我们这些理论在特殊的情景中怎样以进步的或反动的方式发挥作用的。后结构主义和后现代主义都是重视多方面的，在现代教育与社会理论中两者发展成了一种不可忽.视的力量。对于阿普尔不他的同事们而言，阐释支持这种论述的条件，而不是将特定的动机赋予运用它们的入身上, 是更为趣事。参见: Michael Apple, Ofcial Knowledge: Demoeratie Edrcation in a Conservative Age. 1993.

26) 参见: Mag'ad Zavarzadeb, "Theory as Roaistance, " in Maria -Regina' Kecht, op. cit., p.35, 也可参见:Mas'nd Zavarzdeh and Donald Morton, “(post)modern Critical Tbeory and the Articulationg of Critical Pedagogies, " College Lierature 17(2/3) (1990), pP. 51~63.

27) 这一主题在下面选编的论文中多处论及: Donald Morton and Ma'ad Zavarzadeh, Ede. Theory/Pedqgosy/Politics; Text for Changg (Urbana: Univerity of Illinois Pres, 1991).

28) Suan Horton, “Iet'β Giet 'Literato': Einglish Department Politica and a Proposal for & Ph. D in Literacy, " in Maria-Regina Kecht, Ed. op. cit., p. 185.

29) Stanley Aronowitz and Henry A. Giroux, Education Under Siege, Secomd Edition. (Weatport, Ct.. Berginand Garvey Pres, 1094). Petar Mclaren, Life in Bahoola (NewYork; Lopgman, 1988).

30) Mas'ud Zavaradeh, “Theory a8 Resistance", op. cit. p. 41.

31) Joan W. Soott, “Erperience", Judith Butler and Joan Scott, Eda. Feministe Theorizo the Political, op.cit, pp.25~26.

32) Ma'ud Zavayzadoh, “Theory as Reaietanoe'", op. cit., pp. 13.

33) Ma'ud Zavayzadoh, “Theory as Reaietanoe'", op. cit., pp. 45.

34) Richard Ohmann, “Teaching Historically", in Maria -Kegina Kecht, op. cit., p. 174

35) Walter Benjamin, “Thesee on the Philoaophy of Hiatory", in Walter Benjamio, Ilominations, Hannab Arendt, Ed. New York: Schocken Booka, 1969, p. 257.

36) Richard Ohmann, Ibid., p. 187.

37) Richard Ohmann, Ibid., p. 187.

38) Heny A. Giroux, Schooling and the Struggle for Public Lifo. Minneapolis: University of Minnegota Prees, 1988.

39) 参见: John Cliford, A Burkean Critique of Compoaitlon Praris, in Maria-Regina Kecht, op. cit., p.227, 也可参见: Henry A. Ciroux, "Dia turbing the Peace: Writing and Pedagogy in the Cultursl Stodiee Clase room”, College Literature (in PreB8).

40) 我在(Henry A. Giroux) Living Dangerously (New York: Petor Lang Preas, 1993)中提出了写作中要表述清晰的问题。

41) 这一观点在以下文献中论及: Patrick Shannon, Ed. Becoming Political: Beadinge in the Polltics of Literacy Edacation (Portamouth, NE: Helnemann Press, 1992)。

42) Judith Butlex, “Contingont Foundationg: Feminiam and the Queetion of Postmodernism" op. cit., p. 13.

43) Nancy Fraser, Untruly Practicoe: Power, Diacourse, and Gender in Contemporary Social Theory. Minneapolis: U niveraity of Minngota Pr, 1989, P. 118.

44) Gregory L. Ulmer, Applied Grammatology (Baltlmore: The Johns Hopking Univeraity Press, 1985);Patricia Donahue and Ellen Quandahl, Eds. Reclaiming Pedagogy: The Rhetoric of the Cl3sroom (Oarbondale:Southern Illinois University Prea, 1989); Bruco Honrickon and Thais E. Morgan, Eds. Reorientations: Critical Theories and Pedagogies (Urbana: Univeraity of Illinois Press, 1990); Suan L. Gabriel and IBaiah Smithson, Eds. Gender in the Clasroom (Urbana: Univeraity of Ilinois Pres, 1990); Ma'ad Zavarzadeh and Donald Morton, “"Theory Pedagogy Poltics: The Crisia of 'the Subject' in the Humanities", in Mas'ud Zavardeh and DonalaMorton, Eds. Texts for Change; Theory/Pedagogy/Politics(Urbaoa: University of Ilinois Press 1991), pp.1~32.

45) David Shumway, op. cit, p. 94.