一、試問「符號」之「施指」(signifier)與「所指」(signified)間，往往需歷經哪些過程，始具有溝通之意義，並請進而舉一個實例以說明之。(25%)

四、 Please write down the main ideas of the following passages in Chinese, and comments in Chinese on them based on the educational praxis in Taiwan. (25%)The dominant culture of schooling mirrors that of the larger culture in so far as teachers and students willingly and unwittingly situate themselves within a highly politicized field of power relations that partake of unjust race, class, and gender affiliations. Within such a culture, individuals are differentially enabled to act by virtue of the social, cultural, and institutional possibilities afforded them on the basis of their race, class, gender, and sexual orientations. (in p.6, Multicultural education, critical pedagogy, and the politics of difference by Sleeter and McLaren)

一、試問「符號」之「施指」(signifier)與「所指」(signified)間，往往需歷經哪些過程，始具有溝通之意義，並請進而舉一個實例以說明之。(25%)

相關申論題

相關試卷

一、 試問「符號」之「施指」(signifier)與「所指」(signified)間，往往需歷經哪些過程，始具有溝通之意義，並請進而舉一個實例以說明之。(25%)

相關申論題

相關試卷

一、試問「符號」之「施指」(signifier)與「所指」(signified)間，往往需歷經哪些過程，始具有溝通之意義，並請進而舉一個實例以說明之。(25%)