Race, Gender, and Sexual Orientations in Curriculum

Curriculum studies is a field that addresses the sociopolitical, historical, and cultural norms and values that impact the classrooms and corridors of schools and their interrelated systems of schooling. Questions of curricula, the formal (what is meant to be taught), the null (what is not taught), the enacted (what is learned through interactions), and the hidden (what is learned through cultural norms) are significant to curriculum studies and are entangled with local and less local histories, politics, and cultures. Sociocultural precepts such as race, gender, and sexual orientation are therefore enmeshed with these forms of curriculum. The study of how race, gender, and sexual orientation are related is therefore at once historical and contemporary in its significance. To understand the relationship between these ideas is to follow lines from Title IX, the Meriam Report, the exclusion of certain terms from the Diagnostic and Statistical Manual, redlining, and other significant national policies and practices that impact schools and the curriculum. Finally, while it may be easy to falsely split questions of race from questions of gender or sexual orientation, an attention to how intersectional identities impact the curriculum becomes especially significant to disrupting colonial, sexist, racist, homophobic, and transphobic norms and values that often render the fe-male body as property of the cis-hetero patriarchy. Within these intersectional dialogues, curriculum studies scholars often find the important tools for dismantling and discussing normalized marginalization in schools and across systems of schooling as they touch and are touched by local and less local communities.

The Structure of Split Questions in Mandarin Chinese

This article proposes a pro analysis for split questions (SQs) in Chinese, dissimilar to the biclausal account employing focus movement and deletion in Arregi 2010 and the one employing the silent head in Kayne 2015 and Tang 2015. SQ consists of a wh-clause and a tag clause. We argue that the entire SQ is an information/confirmation-seeking question, represented by a Speech Act Phrase (SAP)-shell structure (Speas and Tenny 2003; Oguro 2017, etc.) with wh-clause in its specifier and the tag in its complement. The tag of Chinese SQ is a base-generated clause, [pro (copula) tag ma/ne], composed of an empty subject pro, an optional copula, a tag, and a final particle, instead of being derived from a fully-fledged structure parallel to the wh-part akin to those of English and Spanish SQs. Such a pro analysis overcomes difficulties encountered in the other accounts regarding the distribution of the final particles and their clause-typing, the optionality of the copula, the ubiquitous uses of tag, the connectivity effects, and the island-insensitivity. Analytically, two seeming variants of SQ imply that the derivation of an SQ depends on whether its tag moves and whether a copula exists.

An Ellipsis Approach to Contrastive Left-Dislocation

This article proposes a novel analysis of contrastive left-dislocation (CLD), according to which the left-dislocated XP is a remnant of clausal ellipsis. This analysis makes sense of the otherwise paradoxical fact that the dislocated XP shows connectivity into the clause it precedes, while other properties betray its clause-external status. The paradox is resolved by analyzing CLD as a juxtaposition of two parallel clauses, the first of which is reduced by deletion at PF. Akin to recent treatments of sluicing, fragment answers, split questions, and other phenomena, the analysis reduces CLD to an interplay of Ā-movement and ellipsis, thereby removing constructional residue from the theory of Universal Grammar.