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1.
Whilst it is known that Caribbean girls academically outperform boys, much less is known about their experiences of school. This paper, based on qualitative research in Antiguan secondary schools, is concerned with who girls can ‘be’ in their school contexts and the consequences of positioning oneself (or being positioned) within different discourses. Drawing on interview narratives and classroom observations, this paper discusses the stories of six girls to illuminate three broad types of gender performances that were observed: ‘beauties’, ‘geeks’ and ‘men-john’. Using Francis' concepts of gender ‘monoglossia’ and ‘heteroglossia’, the extent to which these girls were able to resist the normative gender–sexual order and the consequences of conformity/non-conformity are examined.  相似文献   

2.
Both Attention-Deficit/Hyperactivity Disorder (AD/HD) and divorce are very prevalent in western societies, and they may occur together. AD/HD is generally viewed as a neurobiological disorder, which has led to a commonly held belief that social-environmental factors play little role in the symptom profile of children diagnosed with the disorder. This study investigated the association between parental divorce, remarriage, multiple transitions, the quality of relationships with family members and the psychological well-being of children and adolescents with AD/HD. First, differences in children’s AD/HD symptom profiles in relation to parents’ divorce status (single/multiple divorce) and family composition (single parent/stepfamily) were examined. Second, the association between the quality of children’s relationships with each family member and parents’ marital status (divorced/non-divorced) and family composition was investigated. In addition, age, gender and AD/HD subtype differences were assessed. Third, the association between the quality of children’s interactions with family members and children’s AD/HD symptom profile was explored. No significant differences in children’s behavioural profiles were found in terms of parents’ divorce status. Living in stepfamilies was associated with greater AD/HD severity and social malfunctioning. Disruptive parent–child and sibling relationships were found to be related to children’s age, gender, AD/HD subtype and parents’ marital status. Further, poor interactions with family members correlated with children’s AD/HD severity and psychological well-being. In summary, divorce, remarriage and the quality of relationships with family members are important correlates of the symptom profile of children with AD/HD, and this emphasises the need for special treatment modules for these families.  相似文献   

3.
北朝时期,鲜卑妇女的爱情和婚姻观念比较放达。她们婚前追求爱情和选择情侣比较自由,婚后专断于家,贞节观念淡薄,不太在意离婚与再嫁,对唐代的婚姻观产生了一定影响。  相似文献   

4.
Nielsen summarizes the research on the impact of parents' divorce and remarriage on elementary- and secondary-school students. By pointing out the shortcomings and discrepancies in the existing research, the author dispels several stereotypes often held by school personnel about students whose parents are divorced or remarried. Specifically, this article addresses the following questions: What factors affect grades and behavior after a divorce? How are children's attitudes toward divorce and family members assessed? In what ways can schools facilitate students' adjustment and academic performance after their parents divorce or remarry?  相似文献   

5.
Teenage pregnancy among school-going youth is a concern worldwide, but in socially–economically challenged environments it is a result of, and contributory factor to, a complex web of social injustice. In South Africa, most of the school-based prevention interventions to date have been adult-designed and imparted, with the voice of the target audience – the youth – being ignored. The purpose of this participatory action research study was to involve school-going youth in the research and development of prevention interventions, tailored to meet their perceived needs. This article focuses on the first cycle where 24 high school participants interrogated their own and their peers’ narratives about teenage pregnancy so as to determine a way forward. Findings indicate that, although the youth perceive parenthood while they are still studying to have a negative impact on their future life goals, the prevention messages mediated by educators and other adults do not take into consideration the needs and lifestyle of teenagers within their specific social context. The implications of the three themes which emerged from the thematic analysis of the interviews, open-ended questionnaires and visual data are discussed to provide guidelines for the design of more youth-friendly prevention education to inform the next cycle of the research. Since teenage pregnancy is a global problem, the findings of this study have international relevance.  相似文献   

6.
LJ Slovin 《Sex education》2016,16(5):520-533
In this paper, I draw on observations from sexual health workshops in an elementary school classroom in Vancouver, Canada and friendship pair interviews with four boys who attended the workshops. I examine how the educators organising the workshops constructed sexual health, highlighting their reliance on both a ‘gay is okay’ and a scientific discourse. I argue that by locating their discussion of homosexuality within a values framework and striving to depict gay relationships as acceptable, they simultaneously constituted homosexuality as requiring acceptance. Likewise, by subsuming references to heterosexuality within their lesson on (hetero)sexual reproduction, they framed heterosexuality as an always already accepted scientific fact. Having set the scene in this way, I then explore the ways the boys both took up and deviated from these discourses when constructing their own narratives.  相似文献   

7.
The trouble with education research is that the research is burdened with trouble before it begins. Working as a poststructural education researcher and engaged in a recent research project that sought to engage with questions of teacher identity, I employed an alternative data elicitation method of literary response groups – similar to that of book clubs. This paper will illustrate a rationale for literary response groups, my experiences of using the method and the subsequent interpretive engagement required, namely, symptomatic analysis. Influenced by poststructural and psychoanalytic theory, I will illustrate the ways in which the literary response groups provoked the participants’ understandings of the normative discourses of “teacher,” their own desires of being and becoming teachers, and the inevitable tensions in which these discourses exist.  相似文献   

8.
In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented.  相似文献   

9.
This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed.  相似文献   

10.
Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice. The tools are shown to individually and jointly aid insight, understanding and action. The participants generated data through narratives and analysed the data with an activity theoretical framework. These were then interpreted as cultural historical artefacts by the researcher. The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.  相似文献   

11.
A beautiful myth? The gendering of being/doing ‘good at maths’   总被引：2，自引：1，他引：2  
This paper draws on a research study into why more boys than girls choose to study mathematics. My starting point is that only four of the 43 young participants, and all of them male, self‐identified as ‘good at maths’. By reading these interviews as narratives of self, I explore the ‘identity work’ accomplished within their talk and within the talk of those who produced themselves/are produced as ‘not good at maths’. I argue that central to this are the ways that young people locate themselves in a series of inter‐related gendered binary oppositions including: fast/slow, competitive/collaborative, independent/dependent, active/passive, naturally able/hardworking, real understanding/rote learning and reason/calculation. I then explore the socio‐cultural context that makes such imaginings a central feature of young people’s relationships with mathematics, discussing the role of the gendered discourses of rationality evident in western enlightenment thinking and in popular culture’s stereotypes of mathematical ‘nerds’ and ‘geniuses’.  相似文献   

12.
Myths about “the Chinese learner” developed from an outsider perspective abound in the Western world. The focus of this article, however, is how discourses of Chineseness were used by the Chinese international students themselves who, as undergraduate students in a New Zealand university, were the subjects of my doctoral research. It examines the students’ notions of Chineseness and how these served in explaining their own narratives, either through identifying with, or distancing themselves from, “Chinese” traits, indicating alternatively a shared experience of the challenges of the new academic culture, or marking themselves out as having a special ability to thrive within it. Whichever way they used them, the discourses seemed to serve a purpose of fortifying their sense of identity and membership. By the end of their study, they were able to reflect carefully on their experiences and discuss new third space identities in which both Chinese and New Zealand values were forging new realities for them.  相似文献   

13.
5.12汶川大地震后,在地震重灾区出现了大量的重组家庭。地震重组家庭不同于一般再婚家庭的显著特点在于,大多数因地震丧偶而重组家庭的个体对自己的原配偶还存有很深的感情,原有的夫妻生活印记很容易造成新家庭的情感隔阂,并引发更为严重的财产、父母、子女等纠纷。研究表明,社会干预能够解决地震重组家庭存在的多种心理问题,有效地阻断影响重组家庭关系的不良情绪,有利于灾区震后重建与社会稳定。  相似文献   

14.
To date, girls and women are significantly underrepresented in computer science and technology. Concerns about this underrepresentation have sparked a wealth of educational efforts to promote girls’ participation in computing, but these programs have demonstrated limited impact on reversing current trends. This paper argues that this is, in part, because these programs tend to take a narrow view of their purpose, ignoring important factors that shape girls’ identities and education/career choices – not least broader narratives around gender, race, and sexuality. This paper focuses on the issue of sexuality – that is, how sexuality discourses are shaping a diverse range of girls’ experiences with technology, their perceptions of themselves, and their ultimate educational and career choices. The paper makes the case for considering these important connections, bringing together research in two disparate areas: (1) sociological research in gender, diversity, and technology and (2) critical cultural studies research in youth sexualities and schooling.  相似文献   

15.
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors.  相似文献   

16.
This article focuses on the methodological use of reflective narratives from discourses and activities of an experienced primary teacher as evidence of her professional identity. The teacher’s reflective narratives emerge from her participation in a 3-year developmental and research project, Learning Communities in Mathematics, conducted at the University of Agder (UiA) in Norway. As background for our study, we firstly present the teacher in action with her sixth-grade pupils in a mathematics lesson, and then analyse selected clusters of reflective narratives from different empirical situations in the project. We have identified four identity indicators, which have been elaborated and organised thematically, related to the teacher’s engagement and critical alignment in the community of participants: (1) Positioning in relation to pupils, (2) Reflecting on developing a workshop model in teaching, (3) Integrating and expanding models of teaching and (4) Challenging positioning in relation to didacticians. These indicators provide evidence of the teacher’s professional identity. We suggest that the emergence of these indicators also gives empirical evidence of professional teacher identity development.  相似文献   

17.
The present paper explores the conceptual limitations of the bully discourses that ground UK anti‐bullying policy frameworks and psychological research literatures on school bullying, suggesting they largely ignore gender, (hetero)sexuality and the social, cultural and subjective dynamics of conflict and aggression among teen‐aged girls. To explore the limitations of bully discourses in practice, the paper draws on a pilot, interview‐based study of girls’ experiences of aggression and bullying, illustrating how friendships and conflicts among the girls are thoroughly heterosexualized, en‐cultured and classed. Drawing on girls and parent interview narratives, I also trace some of the effects of bully discourses set in motion in schools to intervene into conflicts among girls. I suggest these practices miss the complexity of the dynamics at play among girls and also neglect the power relations of parenting, ethnicity, class and school choice, which can inform how, why and when bullying discourses are mobilized.  相似文献   

18.
唐代上层社会妇女婚姻地位探析   总被引：2，自引：0，他引：2  
唐代上层社会妇女的婚姻生活仍然局限在择偶不自主、生育无节制的传统樊篱内,且忍受着一夫一妻多妾制给女性心灵带来的深刻痛苦,并未如人们想象的那样开放、自由,而且由于从一而终的封建伦理道德对心灵的禁锢,虽然政府对离婚和再嫁有了宽松规定,也并未有多少人身体力行。  相似文献   

19.
This paper reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as the deficient other – illiterate, immigrant women. The authors used a critical framework and Chicana/Latina feminist methodologies, namely pláticas y encuentros (talks and encounters), to investigate, reanalyze, and reinterpret the data. Through the process, the authors not only revealed the inner flame of the participants in the study, but through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities. The results speak to the importance of critical examinations of power and discourses in education that often reside unexamined, or perhaps examined but largely unpublished, in our research.  相似文献   

20.
This paper explores geographies of identity of Ghanaian school dropouts. In particular, we investigate how school dropouts in rural communities construct narratives of identity within and outside school. In our analysis we trace how space, power and identity intersect in accounts of dropping out. Focusing on the narratives of four school ‘dropouts’, we start with their accounts of life outside school where they have significant social responsibilities as parents, carers and/or wage-earners. We contrast this with their accounts of their experiences as students in school. After exploring their efforts to gain and sustain access to school, we turn to their accounts of life in school and the ways they navigate the institutional gender and age regimes. These narratives highlight how being ‘over-age’ intersects with polarised student gender identities in a range of variable ways that discourage staying in school. The analysis indicates that the social positioning and identities of drop outs within school spaces were in tension with those they occupied in their homes and communities. More specifically, we suggest that the difficulties in navigating power and identity in these different spatial geographies are critical to understanding the processes of dropping out. In addition, we reflect on the methodological implications of this research which demonstrates the limits of quantitative data on dropout and associated problems with homogenised, deficit accounts of dropout often articulated in dominant development discourses. In turn this has important implications for how we might construct interventions to address dropout and the right to education for all.  相似文献   

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