In the field of modern photography, aesthetic recreations to varying degrees through the content of the images presented by photography, while forming a certain degree of philosophical aesthetic awareness, can awaken people's emotions and philosophical cognition. As a modeling language, the tone in photography is crucial in embodying the contrasting relationship between light and shade, virtual reality, and the different levels of black and white in black and white portrait photography. It is the most basic factor that constitutes a character's (...) image. Based on the unique performance characteristics of the art of black and white portrait photography, and based on the art of tone in photography and cognitive and aesthetic perspectives in philosophy, this article discusses the role, classification, and influencing factors of tone in black and white portrait photography, and expounds the different philosophical concepts of the East and the West represented by the differences in tone in black and white portrait photography. By analyzing the philosophical concepts and expressions of tone in black and white portrait photography, it can be seen that black and white portrait photography has simple and highly generalized artistic characteristics. It represents the characteristics, connotations, and aesthetic characteristics of black and white portrait photography with a unique art, and at the same time builds a bridge between the photographer and the viewer at the philosophical and aesthetic levels. (shrink)

This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be disqualified from (...) attending public schools. Segregated schooling for them was legally ordered and therefore unquestioned. It was a discursive practice implemented on their bodies by dint of a mechanism of a spatial division. This article reveals the shifting dominancy of discourses regarding Asian-American children. Rather than accepting the given historical facts, I intend to reread historical texts in order to rethink the education of Asian-American children through a Foucaultian encounter with critical race theory. Acknowledging different interpretations of the past events is a way of rethinking them and interrogating the history through the revelation of different histories in the education for Asian-American children. (shrink)