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1.
ABSTRACT

In this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies.  相似文献   

2.
Abstract

Girlfriend Theology is a method of religious education by which women who have found power, voice, and authority might nurture resilience in adolescent girls within faith communities. This essay relates one portion of a larger project involving ethnographic research with fifteen females. These females gathered in small groups and followed a four‐part method that began with one person telling a story from her life. This paper shares one of these ninety‐minute story sessions in which a religiously diverse group engages in God‐talk. From four such Girlfriend Theology sessions arose seven theological assertions—statements about God, humanity, and communities of faith—that sometimes affirmed and sometimes challenged traditional interpretations. These assertions reflect emancipatory theological motifs when analyzed through the lens of womanist, mujerista, and Asian‐feminist theology. This essay draws connections between the story session reported and two of the seven theological assertions of Girlfriend Theology.

What would it mean for a girl—against the stories read, chanted, or murmured to her—to choose to tell the truth of her life aloud to another person at the very point at when she is invited into the larger cultural story of womanhood—that is, at . . . adolescence?

—Lyn Mikel Brown, Telling a Girl's Life  相似文献   

3.

This article explains how Julie Laible's "loving epistemology" has implications for practitioners' research-based activities. Laible's view of the Other provides guidance for the research of those striving to be both feminist in approach and respectful toward research subjects.  相似文献   

4.
Abstract

This article examines the 2013 apostolic exhortation Evangelii Gaudium by Pope Francis in terms of its significance for addressing LGBT?+?issues in Catholic learning environments. Using the 10 capabilities necessary for human flourishing as outlined by Martha Nussbaum in her capability approach to civil society and questions of social justice, I argue that the implications of Evangelii Gaudium for Catholic learning environments are significant and provide necessary guidance for addressing LGBT?+?social justice issues where these issues have often been ignored or insufficiently addressed. In Evangelii Gaudium Pope Francis is challenging the global community of Catholics to consider what kind of society the Church is producing, and I argue that a capabilities approach provides a fruitful way in which to consider and respond to this challenge. Although written with Catholicism in mind, the challenges presented by Pope Francis are pertinent for consideration by other faith communities and educators more generally.  相似文献   

5.
ABSTRACT

The child‐centred theme of natural development in Rousseau's Emile has exercised a powerful and benign influence on education. Rousseau's proposed curriculum for girls, however, seems extraordinarily illiberal, requiring as it does a rigorous preparation for playing the traditional female role in a male‐dominated society.

It is argued here that such a conservative policy on the education of girls is inevitable in an educational theory which makes a virtue of its empirical foundations. Observational studies of the female's nature and of her needs and interests portray her as society permits or requires her to be rather than as she could or should be. This is a dangerous weakness in influential twentieth‐century versions of child‐centred theory which have embraced a scientific approach in the hope of enhancing their credibility. The full educational development of girls, however, requires a distinctive vision of how things ought to be, a willingness to defend such value judgments, and a determination to intervene positively in the classroom.  相似文献   

6.
Abstract

Applying the critical lenses of feminism, autographical theory and literary analysis, this essay performs a triple reading of Vera Brittain’s multi-genre writings about gender, war,and university education. Focusing specifically on The Dark Tide (1923), Testament of Youth (1933) and The Women of Oxford (1960), the essay argues that Brittain (de)constructs competing views of academic work and war work in order to reveal and critique competing definitions of women’s duty in wartime. Over the course of her life and writings, Brittain’s attitudes toward academe changed from euphoric feminist possibility to anti-spinsterish paranoia. Ultimately, Brittain was unable to reconcile these conflicting perspectives and instead chose a new, modern path in pacifism. Looking at a diverse body of her work reveals how much gender, education and the war impacted on Brittain’s perceptions of her self, her work and her writing.  相似文献   

7.
《The Educational forum》2012,76(4):497-509
Abstract

This study draws on ethnographic data from a year-long multimodal media production (MMP) course and the experience of an African American female adolescent who used the production of multimodal Hip Hop texts to express her creativity and growing socially conscious view of the world. The study demonstrates how students made meaning multimodally and how media production, in combination with participating in community-based research, provided powerful opportunities for youth to develop new literacies, especially critical media literacies.

[Supplementary materials are available for this article. Go to the publisher's online edition of The Educational Forum for the following free supplemental resources: Figure 1 and Figure 2, which show pictures of Gina and her group, the lyrics to the raps, gestures used with the raps, and other pertinent information.]  相似文献   

8.
《学校用计算机》2013,30(3-4):227-236
Summary

With current advancements in hypermedia, innovative software is being developed with educators in mind. A prime example is HyperStudio, where the user has the ability to manipulate and control the union of sounds, graphics, and automation. In this article, we describe the interactions of a grade-one HyperStudio expert teaching a novice HyperStudio classmate how to use the program as a means to publish her story.

Data were collected through videotaping, QuickTime movies, and observations. The data were analyzed to discover emerging patterns between the two students, the researcher, and the computer. The two students evolved from an unequal power structure of peer tutoring to a more collaborative structure, where the once novice became an equal partner in the publishing process.  相似文献   

9.

The following text is an extract from Nightgowns from Cuba, a novel-in-progress. The novel is a mix of autobiography, ethnography, and fiction. It examines the lives of three generations of women in a Jewish-Cuban family as seen from the perspective of an Afro-Cuban woman who was employed by the family as a domestic worker in the years before the Cuban revolution of 1959. The extract focuses on the delicate relationship that developed between Regla, the maid, and her employer Naomi, a Jewish immigrant and socialist from Poland, as the two women encountered each other in a small rural town in Cuba in the late 1930s. In the last section, Regla comments on the return to Cuba, in the 1990s, of Fanny, the granddaughter of Naomi, who is in search of her family's history and believes that Regla has access to memories that no one in her own family can pass on to her. The theme of the narrative is the transcultural exchange of stories between women and how memory travels and is conserved in strange and unexpected ways. The religion of Santeria is the cosmological setting of the story and the deity of Olokun, who inhabits the depths of the ocean and cannot be represented in visual form, haunts the narrative, which ties together Jewish-Cuban and Afro-Cuban histories and desires.  相似文献   

10.
ABSTRACT

In her recent book, All Must Have Prizes, Melanie Phillips makes several claims about the ‘disastrous’ influence that John Dewey had on education in the UK. The problem is that Phillips gets Dewey quite wrong. She is, of course, not alone in her misreading of Dewey. Using Phillips as a point of departure, I present several misinterpretations of Dewey. Specifically, Phillips and others make the following claims: (1) Dewey promoted ahistoric and cultureless education; (2) Dewey sacrificed knowledge, facts, and subject matter to skills and processes; (3) Dewey rejected the authority of teachers. I point out how Dewey speaks explicitly to each of these assertions.  相似文献   

11.
ABSTRACT

In Fun Home, Alison Bechdel recounts a version of her family’s history through moments of meaningful textual exchange. This paper takes up one such moment, when Alison’s father Bruce offers his daughter a queer text, which she uses both to understand her own sexuality and to broach the the queer connection she has just learned they have. I read this exchange as a case study for considering what happens when we share our meaningful books with others. Here I map the way literary works function in this text both developmentally, following Grumet’s reading of Winnicott, and erotically, following Bechdel’s own narration. I read the act of sharing books as an act of love that helps build the world worth noticing, core relationships, and individual identities, reading too how literature functions as ‘currency’ in the difficult father-daughter relationship at hand in this graphic memoir.  相似文献   

12.
‘Good faith’ refers to the existentialist concept of living and acting in harmony with one’s innermost values. An educator who teaches in good faith will fully actualize her philosophy of teaching in the classroom, which leads to greater job fulfilment and a higher likelihood of retention in the profession. Currently, much of the extant literature refers to teachers needing greater emotional support, but this original phenomenological study uncovered the need for deep supports, defined as adaptive methods for helping educators define, develop, and enact their values and beliefs in the classroom. The study hypothesizes that the need for deep supports has never been fully explored because the language of the educational industry does not fully attend to this aspect of teaching. To that end, this study explored the relationship between school environment and the development of good-faith teaching in first-year educators with the goal of providing language and a conceptual framework to understand the ways in which first-year teachers enact their emerging identities in the classroom. Ultimately, the study links good faith teaching to teacher retention and provides indicators of school environments that provide deep supports for teaching in good faith.  相似文献   

13.
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14.

Dotti researched how students in her tertiary dance class ascribed personal meaning to her use of different dance pedagogies. Jane was involved in the supervision of her thesis within the research process. However, what they discovered was a tension between researching and writing about artistic experiences within the confines and limitations of traditional academic scholarship. In this article each tells her story and shares how these tensions were or were not addressed. They then look at what a thesis is and what different forms of thesis presentation have been used. Finally, some suggestions are offered as to how both academic scholarship and artistic integrity might be maintained in a formal research process. The authors suggest that as an academic community there is a need to seek new ways of researching creative fields, such as dance, so that the academic process does not strangle the artistic endeavor.  相似文献   

15.
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16.
Abstract

The Underground Railroad is the first racially integrated civil/human rights movement in the United States. The basic concepts of escape and travel that undergird the movement offer a way of envisioning the teaching/learning exchange as leaving behind unhealthy ideologies, and as journeying with students from one place of understanding to another. The primary participants and select aspects of the movement also offer a way of understanding teaching/learning in the classroom. Benefits of religious educational programming utilizing the proposed model include: developing awareness of the interrelatedness of race/racism/religion/power and a countercultural, counterhegemonic perspective that is informed by faith and evidenced by praxis.  相似文献   

17.
ABSTRACT

This paper explores the interactive quality of memories and how they lived on in the dataset of a two-year study conducted several years ago, in which a group of women engaged in close reading and memoir-writing practices, unpacking their personal memories to gain insight into their lived experiences. In the process of analysing the data from the study, the researcher realised that the data resisted reductive interpretation and categorisation. Despite the differences between the researcher and the participants in relation to socio-cultural backgrounds and life experiences, the data from the seemingly distant worlds, was both ‘alive’ and interacted with her across time. The researcher found that she shared memories with the participants which evoked a strong reaction within her. These shared memories set her on a path of becoming.  相似文献   

18.
Abstract

Carole Adamsbaum died on October 4, 2019. She worked for decades as a sexuality educator at the high school and college levels, along with providing training for other educators. Carole also worked as a psychiatric nurse and for many years opened her home to teens as a foster mother. This article includes tributes to her from family and friends and a reprint of her autobiographical essay from How I Got into Sex…Ed.  相似文献   

19.
Abstract

Secular pluralism in contemporary culture and current theological divisions within churches have important implications for Christian education. This paper addresses the question of how religious commitments can be made and convictions held outside of polarizing and exclusionary understandings of truth, and without the presence of uncontested doctrines. What habits, practices and dispositions should Christians cultivate in this context? It brings resources from postmodern theology and philosophy into conversation with the Anglican tradition, in order to propose ways that Christian education can foster faith commitment in the midst of pluralism and disagreement.

The best lack all conviction, while the worst Are full of passionate intensity.—W. B. Yeats, The Second Coming

Out beyond ideas of wrongdoing and rightdoing, there is a field. I'll meet you there.—Rumi  相似文献   

20.

This article presents an autobiographical qualitative study. A former elementary school teacher describes how her work as a university supervisor gave her an opportunity to examine her own construction of self as a teacher and teacher educator during two semesters of undergraduate student teaching. Research related to teacher individualism and isolation provides a lens through which to explore socialization experiences of both the author and her students. The analysis finds that some programs and schools do not allow for or value the critical dialogue and narrative discourse essential for the formation of the self. The author makes several suggestions for teacher education programs which will help prepare teachers to take advantage of agentive moments, creating spaces for discourse and collaboration.  相似文献   

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