2021年10月,美国舞蹈研究协会(Dance Studies Association,DSA)和美国戏剧研究协会(American Society for Theatre Research,ASTR)分别召开了重要的国际学术年会。笔者基于参会经历,对会议主题、形式、规模、内容等进行梳理,整理分析了...2021年10月,美国舞蹈研究协会(Dance Studies Association,DSA)和美国戏剧研究协会(American Society for Theatre Research,ASTR)分别召开了重要的国际学术年会。笔者基于参会经历,对会议主题、形式、规模、内容等进行梳理,整理分析了美国舞蹈学年会和美国戏剧研究年会中各国学者共同探讨的诸多前沿性舞蹈问题,对会议主题内容反映出的美国舞蹈学术的研究模式、研究理念与研究方法进行了简要述评。同时指出两次学术会议的成果是在全球新冠肺炎疫情暴发、舞蹈传播媒介变化、美国平权运动等社会背景下,生发的对于舞蹈研究视角、方法和格局的新思考。此外,亚裔和亚洲学者也通过不懈努力在会议上集中发声,在西方主导的学术话语体系中正逐步增强对自我文化的代表,成为国际舞台上重要的学术声音。在开放包容的学术环境下,新的跨学科视角、对研究者身份的探讨以及舞蹈研究如何全球化成为2021年的重要议题。展开更多
Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual f...Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.展开更多
文摘2021年10月,美国舞蹈研究协会(Dance Studies Association,DSA)和美国戏剧研究协会(American Society for Theatre Research,ASTR)分别召开了重要的国际学术年会。笔者基于参会经历,对会议主题、形式、规模、内容等进行梳理,整理分析了美国舞蹈学年会和美国戏剧研究年会中各国学者共同探讨的诸多前沿性舞蹈问题,对会议主题内容反映出的美国舞蹈学术的研究模式、研究理念与研究方法进行了简要述评。同时指出两次学术会议的成果是在全球新冠肺炎疫情暴发、舞蹈传播媒介变化、美国平权运动等社会背景下,生发的对于舞蹈研究视角、方法和格局的新思考。此外,亚裔和亚洲学者也通过不懈努力在会议上集中发声,在西方主导的学术话语体系中正逐步增强对自我文化的代表,成为国际舞台上重要的学术声音。在开放包容的学术环境下,新的跨学科视角、对研究者身份的探讨以及舞蹈研究如何全球化成为2021年的重要议题。
文摘Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.
