共查询到20条相似文献，搜索用时 31 毫秒
1.
Jessica A. Nodulman 《Sex education》2016,16(6):649-662
Although sex education is often provided to young people, there is a lack of spaces where adults can go to learn more about sex from experts in a free and welcoming environment. One place that provides an opportunity for adult sex education is adult sexual retail stores. While these stores aim to be commercially successful, they also fulfil a role of educating adults about sex and sexuality. This study explains how Good Vibrations (GV), a sex-positive adult sexual retail store company in the USA, disseminates sexuality education for adults. Using qualitative methods including observations, interviews and textual analysis, I show how GV serves as a coach to its patrons. The coaching framework described here promotes shared responsibility through inclusive and accessible education, highlighting communication and focusing on pleasure and positivity. This paper provides one of the first evidence-based accounts of how an adult sexual retailer educates its customers and provides a model for sexuality educators for all ages. 相似文献
2.
3.
4.
5.
Lyn Tett 《British Journal of Sociology of Education》2016,37(3):427-444
The impact of participation in adult literacy programmes on learners’ identities is examined through an interrogation of their past and current experiences and the assessment of the effect of particular pedagogies. The findings show how learners’ positive experiences in their programmes had caused them to re-evaluate their previous understandings and enabled the construction of new identities as people that are able to learn. These changes had come about through the challenging of negative discourses, the creation of new figured worlds and imagined futures, and the use of a learning curriculum where learners’ experiences were utilized as positive resources. 相似文献
6.
《伊犁师范学院学报》1995,(4)
Ch ief Editor:Kahap·Aren Manasing Editor: Yan Ruorong Editorial BOard:Waflg Jue Wu XiaOZhi Liu Jia0Challg Wu Xiaocheng Xu Hongwu Cao Llhons EDeCudye Edi Ior:Yan Ru。r。ng Ellgl;Sh Tfsflslstof:Shi Yill C ONTENTConcentrate on the Constrisc【ion of the Chinese Communist Party ””’”””’””“””’”’”’“·”…··”…·’………··wu Xiaocheng(1)Literary and Artistic Talen二and Philosophical Thought ’”“·’”’…··’·’…………………………Zeng Yaonons(s)yivid … 相似文献
7.
Peter J. Hemming 《Ethnography and Education》2018,13(2):154-171
Since the Children Act 2004 in both England and Wales, schools are expected to give due attention to the issue of children’s rights, particularly respect for the views of pupils in matters that affect them, as outlined in Article 12 of the UNCRC. However, one theme that has been relatively unexplored in the literature on children’s rights and education is religion and the role it plays in everyday school life, an issue that has relevance for Article 12, but also Article 14, which refers to freedom of thought, conscience and religion. This article approaches the topic of religion, schooling and children’s rights empirically, through a focus on rural church schools. It draws on in-depth qualitative research with pupils and other stakeholders from two case study schools in order to explore the significance of ethos values and experiences of religious practices for debates in this area. 相似文献
8.
Poetry is one of the most feared and least understood literary genres in our public schools. Boys, in particular, are frequently perceived to be resistant to poetry instruction; a view that often stems from a limited vision of what poetry is and a misread of masculinity. Nevertheless, the study of poetry provides many benefits in the journey to becoming a competent and expressive writer. In this study, the writing practices of 20 fourth- and fifth-grade boys in a low socioeconomic US urban school were investigated as they engaged in the writing and performance of poetry across a 4-week poetic genre study. Audio-recordings of interview responses, video-recordings of poetry performances, drafts of participants’ original poems, and other relevant classroom artifacts were analysed using interpretive analytic methods to identify themes in and across data sources. Analyses revealed that it was possible to create an environment in which these elementary-aged boys were willing (and sometimes even eager) to engage with poetry. This engagement with and enjoyment of poetry appeared to originate from several sources. First, through the freedom and choice afforded by poetry, participants were able to give voice to those experiences, thoughts, and feelings that were important to them. Second, through the use of mentor texts and role models of visiting poets, participants appropriated and transformed the voices around them to create poems which arguably incorporated some sophisticated language and literary devices. Third, through poetry performance, participants found a space in which their voices could be heard and valued. 相似文献
9.
Riyad A. Shahjahan Clara Morgan David J. Nguyen 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):700-711
Amid growing debates around international assessment tools in educational policy, few have critically examined how students themselves are cast in policy tool production processes and discourse. Drawing on Stuart Hall's concept of representation, we show how higher education (HE) ‘students’ are constructed, fixed and normalized by the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education Learning Outcomes (AHELO) initiative. Based on an analysis of AHELO texts, we argue that the OECD, during the early stages of test production, fixes and circulates the meaning of ‘students’ as represented objects. We identify and analyze two distinct representational practices at work in AHELO texts: classifying and organizing, and marking. We posit that by fixing images of the student as an object of learning and as a consumer–investor subject, the OECD creates ‘usable’ representations of ‘students’ to claim jurisdiction over teaching and learning in HE and to justify intervention through standardized testing. 相似文献
10.
This article addresses the issue of teacher educators’ emotion display when teaching and interacting with students. Little is known about this phenomenon in higher education generally, and teacher education specifically. An empirical study was conducted to address this gap by investigating teacher educators’ views on appropriate and inappropriate emotion display and its functions in the process of teaching. The study also examined how teachers used emotion regulation strategies to manage the intensity of their experienced emotions. The participants (six male, nine female) were from two public Australian universities and were all teaching first-year students in pre-service education. Data were collected through in-depth, semi-structured face-to-face interviews. Qualitative analyses revealed that these teachers viewed the open expression of positive emotions as an integral aspect of their teaching practice. In terms of negative emotions, they reported the criticality of controlling such experiences, and the occasional need to completely conceal them. Some reflected on the instrumental functions and conscious use of emotion display and emotion suppression. Findings are discussed in light of prior research; limitations of this exploratory study are addressed, and directions for future research are outlined. 相似文献
11.
12.
Nikki Aharonian 《Teacher Development》2016,20(2):213-228
As governments the world over continue to advocate the importance of teacher professional learning, researchers and practitioners continue to explore ways to enact that learning in meaningful ways. The value of narrative for teacher education has been widely discussed and several studies show that learning is significant when teacher–writers engage in written dialogue. This article is a critical, narrative-based account of the professional learning of Orly, an Israeli teacher. Written reflection and narrative play a crucial mediating role in her learning. This practitioner inquiry explores narrative writing as a means of learning, empowerment and professional renewal for Israeli educators. The author presents multiple ways in which language from a professional learning context can connect with classroom practice and discusses the dialogical nature of this kind of learning. 相似文献
13.
In the last decade, educational scholars have studied various aspects of adolescents’ citizenship narratives. This paper reports on a qualitative study into the narratives about democracy of 27 adolescents from an urban area in the Netherlands. The aim of the study was to gain an insight into the type of democratic engagement that Dutch adolescents develop. Fourteen vocational and 13 pre-university students were selected. Each student was interviewed twice. Narrative thematic data analysis revealed that only five students had developed a strong conception of democracy. Our findings suggest that few students had spent time developing and challenging their narratives about democracy, and that few students have developed a greater sense of democratic engagement. Our paper concludes with several suggestions for furthering the study and practice of democratic citizenship education. 相似文献
14.
George and his wife had a small bar (酒吧). The bar often kept open until after midnight because people came to drink there while they were waiting for trains. 相似文献
15.
Ewart Keep 《教育政策杂志》2013,28(6):457-471
This article reviews the current enthusiasm for an individual approach to creating a Learning Society in the UK, particularly as typified by the Royal Society of Arts (RSA) Campaign for Learning. While accepting that there are good reasons for policy makers wanting to place a greater emphasis upon the role of the individual learner, the article warns that major problems confront a more learner‐centred approach. These difficulties are reviewed on three fronts. First, parts of the vocational education and training (VET) system's institutional framework are not geared to meeting the needs of the individual user, and their governance structures afford little weight to the views of individuals and their representatives. Second, the economic case for individual upskilling is much weaker than many policy makers wish to believe. Third, an undue emphasis upon individual responsibility for learning runs the risk of ignoring the major structural and societal barriers that confront many adult learners. The article concludes that while an individual focus is important, it needs to go hand in hand with wider structural change ‐‐ aimed at reforming the VET system, stimulating greater demand for skill in the UK economy, and at tackling structural barriers that impede access to learning opportunities. 相似文献
16.
Mother’s Day is coming.I write the followings for my respected mother,for I once misunderstood and even hated her for a very long time.When I was very young,Mother had only one child and she loved me very much.I was always spoiled(被宠爱)byher.ButthingsbegantochangewhenIwasoldenoughtogotoschool.Motherbecameseriousandstrictwithme.WhenIdidsomethingwrong,shescoldedmeseriously.Astimewenton,thingswentfrombadtoworse.WhenIwastenyearsold,myyoungerbrothercametotheworld.ItbroughthappinesstoMother,andIfeltgladtoo.ButIcam... 相似文献
17.
18.
Fred DERVIN Anu HÄRKÖNEN Mei YUAN Wan ZHANG Ning CHEN 《Frontiers of Education in China》2020,15(4):588
Research on international students’ experiences abroad has tended to rely on models of adjustment, integration and/or acculturation to describe their (mis-)encounters with different kinds of people (e.g., co-nationals, locals and other international students). This paper proposes to use the more fluid concepts of imaginaries and hospitality, leaving behind stages and phases of adaption and acculturation, and focusing on the influence of the Structure on their experiences. Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university, the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their (mis-)encounters. Culturalist, differentialist and essentialist imaginaries (static and fixed views of Chineseness) are often used to justify the lack of encounters and the “segregation” and somewhat “positive discrimination” that they experienced. However, the paper shows that, amongst others, the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion. Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China, some recommendations are made to solve, at least in part, misconceptions about what interculturality and hospitality entail in the internationalization of higher education. 相似文献
19.
20.
Susan Jones Joanna McIntyre 《Changing English: An International Journal of English Teaching》2014,21(4):322-333
The lived experiences of young people are becoming increasingly marginalised within the narrowly defined curricula of neoliberal contexts. Many young people are also cast within the media according to deficit discourses of youth, which contributes to the fragmentation of communities and the limitation of interaction between generations. This article describes a film project in which young people living in an ex-mining community in the Midlands of England worked in and with their community to create a representation of where they live. As part of the process, the young filmmakers did more than connect to other people’s memories as repositories of information; both as process and as product, their film can be seen to connect shared narratives of people and place, across time and space. We argue that this project offers a timely opportunity to reflect upon the ways in which we understand learning in and out of English classrooms. 相似文献