從《裸命》看陳冠中小説裏的異托邦書寫

陳冠中本是一名文化人，七十年代在港創辦《號外》雜誌，亦曾任電影編劇。小説作品只有《太陽膏之夢》（1978）、《什麼都沒有發生》（1998）等數部短篇。他直到2000年定居北京，才潛心寫作 。其作品計有《盛世：中國2013年》（2009）、《裸命》（2013）、《建豐二年》（2015）及近作《北京零公里》（2020）。這幾部作品均以不同的表現方式構建出一個「具備異質性的場域」，以此觀照在中國共產黨統治之下的新中國，寫出時代的矛盾，並由此想象新中國的未來進路。 《裸命》在2013年出版，以藏人強巴的第一身敍事角度切入，描寫其在漢藏兩地的所見所聞，並滲入大膽的情慾書寫，以此呈現人在當代中國下的生存困局。本文會以該文本為研究對象，透過分析作品中的藏地書寫、情慾隱喻等不同元素，找出陳冠中作品中異托邦圖像的特徵，並歸結出異托邦在當下時代的意義。論文第一章為緒論，將交代研究緣起及研究方法，概述陳冠中數部政治小説的特色，及《裸命》的獨特之處；第二章界定傅柯（Michel Foucault）提出的異托邦概念；第三章以文本細讀的方式，從小説中的性愛描寫、藏地書寫以及裸命的具體呈現等筆法入手，並借用阿岡本( Giorgio Agamben)的政治哲學觀，找出文中異托邦書寫與現實的關係及意義所在；第四章為結論，總結陳冠中以小説回應時代，洞見現實的寫作特點

Towards a global partnership model in interprofessional education for cross-sector problem-solving

Objectives A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available. Methods This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data. Results We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation. Conclusions The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education

Towards a global partnership model in interprofessional education for cross-sector problem-solving

Abstract Objectives A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available. Methods This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data. Results We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation. Conclusions The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education