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1.
Heather D. Blunt-Vinti Sarah E. Stokowski Brooke M. Bouza 《American journal of sexuality education》2018,13(2):245-265
Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education. 相似文献
2.
Teresa Dobson Rebecca Luce‐Kapler 《Changing English: An International Journal of English Teaching》2005,12(2):265-277
This paper considers how two related texts—one in print and one in hypertext—are locations for adolescents to undertake the work of ‘literary anthropology’ in considering questions of gender and subjectivity. The first text is Mary Shelley's Frankenstein, which invites readers to grapple with questions of how adolescents negotiate relations with their parents and others, of how masculinity and femininity are produced and construed, and of how cultural mores inform both processes. The second is Shelley Jackson's Patchwork Girl, a hypertext novel that parodies the former. Both texts offer a multilayered reading experience for adolescents juxtaposing print and digital technologies, themes of boundary and displacement, and issues of identity and sexuality. 相似文献
3.
Ruth Duck 《Religious education (Chicago, Ill.)》2013,108(3):330-333
Traise Yamamoto, a professor of English and a scholar of biographical studies, made the following remark in her book Masking Selves, Making Subjects (1999). She wrote, “Nisei (second-generation Japanese American) women's autobiographies are frustratingly un-autobiographical” (103). Yamamoto, who is a Japanese-American woman herself, saw the lack of personal disclosures and intimate self-reflections in many such works. This grounded-theory research on a group of elderly Nisei Christian women uncovered five oppressive influences from their life journeys, which may have discouraged the Nisei women from expressing and addressing human being's most basic concerns such as one's self worth and one's central philosophy of life. 相似文献
4.
Kellie Sanders 《Gender and education》2015,27(7):887-908
Relationships between girls and women have typically been explored through the lexicon of ‘friendship’ or, where there is a presence of sexual desire, ‘lesbian’. This article suggests the complexity and impact of female (same-sex) sociality, and its relationship to heteronormativity and power dynamics between girls and women runs deeper than the terms ‘friendship’ or ‘lesbian’ give rise to. Exploring social and power dynamics amongst girls and women, this article explores how gender is policed and negotiated within a framework of homosociality. Drawing on empirical research within a women's Australian Rules football team, I explore the complexity of female same-sex bonds, the negotiation of gender embodiment and performance within female homosocial spaces, and the emergence of women's own lexicons in making sense of their relationships with other women in this particular social sphere, further considering how this might be applied to other female homosocial spaces, including same-sex educational and sporting sites. 相似文献
5.
The aim of this study was to describe women''s experience of pregnancy. The setting was the Alternative Birth Center at Sahlgrenska University Hospital in Göteborg, Sweden, from 1996 to 1997. Anonymous diaries were written by 12 women and analyzed using a hermeneutical/phenomenological approach. The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown,” which includes three themes: (1) meeting one''s life situation, (2) meeting something inevitable, and (3) preparing for the unknown.The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown” … 相似文献
6.
DSIRE WEBER 《Journal of Philosophy of Education》2019,53(4):688-700
This article establishes a pedagogic reading of Wittgenstein's later work, which explores the significance of teaching and learning themes through close textual analysis and archival work on his Nachlass. I argue for the prevalence and importance of Wittgenstein's references to teaching, learning and training by showing the role these references play in the structure and central points of his later works. The opening passages of the Philosophical Investigations and the Brown Book about how we learn language are a framing device for arguments later in the texts; one to which Wittgenstein repeatedly returns at crucial junctures. Learning is the process that weaves together our practices and their expected outcomes, which in turn shapes and reshapes the norms operative in our shared forms of life. Reading Wittgenstein with sensitivity to pedagogic themes thus undermines interpretations that rely on rule‐following as the explanatory mechanism by which linguistic use generates meaning. Instead, we learn to use language that carries meaning by being taught the patterns, norms and judgements that come with particular uses. I thus argue that these references to learning and teaching are far from incidental and are instead central to understanding major concepts such as rule‐following, experience and judgement. 相似文献
7.
ActionAid International implemented an action-research programme on women's unpaid care work in rural Nepal from March 2011 to December 2012. This social empowerment methodology, Reflect, enabled 106 women to gain recognition for their unpaid care work through their own collection of time-use data. The literacy skills women acquired facilitated greater representation in community meetings calling for a reduction in their unpaid care work rather than shifting this work to girls. The article draws on Fraser's model of gender justice to explore how women's literacy, girls’ education and a more equitable balance of care work are needed to improve women's status. 相似文献
8.
Cornelius A. O'Connor 《Irish Educational Studies》2013,32(1):103-119
Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, Letters for literary ladies discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book Practical education advocates an inquiry approach to teaching science and also using scientific practices, such as observation and data collection, to examine and plan children's education. They emphasised the importance and the role of experimentation, observation and critical thinking in the development of children's knowledge, skills and attitudes towards learning. However, the history of science education has to date ignored this seminal work and Maria's contributions to women's science education. 相似文献
9.
Özlem Sensoy 《Gender and education》2010,22(3):295-311
Deborah Ellis’s The Breadwinner is a popular young adult novel about Muslim girls. In this paper, we offer an analysis of the representation of Muslim girls and women in the book as well as responses from undergraduate students enrolled in a children’s literature course to these constructions. Building on the work of postcolonial feminism (specifically the concept of paternalistic care) and critical pedagogy (the role of popular cultural texts as education), we argue that The Breadwinner, and similar historical fictions aimed at youth, wittingly or unwittingly focus on the real and/or imagined plight of ‘other’ girls/women. These representations build upon a care ethic central to the project and history of schooling in the West that in turn results in the stabilisation of colonial relations of domination between white women/girls and colonised women/girls. 相似文献
10.
Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars. 相似文献
11.
Contextual religious education and the interpretive approach 总被引：1，自引：1，他引：0
Robert Jackson 《British Journal of Religious Education》2008,30(1):13-24
This article responds to Andrew Wright's critique of my views on the representation of religions. Using various literary devices – associating my work closely with that of others whose views are in some ways different from my own, referring very selectively to published texts and exaggerating, and sometimes misrepresenting, what I actually say – Wright presents my work as dualistic, nominalist and as not genuinely hermeneutical. Wright contrasts what he sees as my extreme idea of religions as ‘constructions’ with his own view of them as ‘social facts’. My reply illustrates and responds to Wright's account of my work, clarifies my own position and raises questions about Wright's views, especially in relation to those of Gavin Flood, whom he cites with favour. My conclusion includes the suggestion that, although our epistemological positions are different in some ways, they spawn pedagogies utilising some common principles and values. 相似文献
12.
Adolescent girls and young women in urban slum areas in developing countries face a myriad of challenges regarding education, sexual health, livelihoods and gender-based violence. One way of understanding how these challenges interact with each other is through the Asset Building Framework, which posits that girls need a combination of social, health and economic assets in order to make a healthy transition from childhood to adulthood. This study sought to examine barriers and facilitators to health behaviour change and economic activity for girls within the context of this framework. It involved a combination of focus group discussions and in-depth interviews with 128 young women who were in the age range of 18–25 years, living in various slums in Nairobi, Kenya. We found that economic assets reduce young women's dependence on others (especially parents and relationships with men) so that they are able to make positive changes in health behaviour. Social networks, self-esteem and financial literacy all played important roles in positively positioning girls to make the transition to economic activity safely and successfully. We suggest that programmes that seek to improve girls’ and young women's health behaviour or economic activity include elements of asset building within all three categories of assets. 相似文献
13.
Roy Corden 《English in Education》2000,34(2):35-44
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts. 相似文献
14.
Kate Pahl 《English in Education》2006,40(1):20-35
This article draws on an ethnographic research study of children's text making in the home, as well as interviews with visual artists in South Yorkshire, to explore the idea of affordance as cultural (Kress 1997; Kress and van Leeuwen 2001). The article draws on Kress and van Leeuwen's concept of the affordance of a mode, and argues that in the case of children's meaning making, affordance has to be seen as being shaped by culture. This means attending to children's cultural and physical spaces, their worlds, in order to trace back and understand meanings inside their texts. The article takes particular instances of practice and then traces back their meaning, in order to show how cultural meanings sediment into texts. The article argues that English teachers can use this lens of texts as traces of practice to make sense of the multimodal texts children produce in classrooms. 相似文献
15.
Black girls and women in the west reside at the nexus of racism and sexism, pinned down by a vitriolic hate for the black feminised body that is wedded to legacies of slavery. Dominant discourses configure these bodies as animalistic and other (than human), thus informing a range of (educational) policies, practices, and programmes. These narratives shape teachers’ curricular and pedagogical practices in ways that potentially objectify and wound black girls. In this paper, we use Andrea Lee’s Sarah Phillips [Lee, Andrea. 1984. Sarah Phillips. Boston, MA: Northeastern University Press] and Danzy Senna’s Caucasia [Senna, Danzy. 1999. Caucasia. New York: Riverhead] to trouble said dominant discourses by engaging in ‘reparative readings’ [Sedgwick, Eve. 2003. Touching Feeling: Affect, Pedagogy, Performativity. Durham: Duke University Press Books] of the texts’ black female protagonists. We re-read these main characters' bodies as sites of pleasure and possibility, not singularly or solely harm. In doing so, we show how curriculum theorising can be mobilised for repair, and can function to humanise othered and marginalised bodies. 相似文献
16.
Neriko Musha Doerr Richard Suarez 《Educational Studies A Journal of the American Educational Studies Association》2018,54(2):183-197
This article investigates how the use of the term immersion to describe one's experience abroad performatively interpellates individuals and reproduces power relations. A collaboration between an anthropologist (Doerr) and a study-abroad student (Suarez), it analyzes the student's interpretation of three types of experience he had in Spain: staying with his uncle, an immigrant from Colombia (his first month), studying abroad (his second month), and backpacking (his third month). Suarez described the experience of his second and third months, but not the first, as immersion. Drawing on Louis Althusser and Judith Butler, we argue that his calling a particular experience immersion (or not) defined the meaning of the act and settings, performatively interpellated people involved, and suggested the nature of Suarez's relationship to them. Also, comparing it with his interpretation of his immigrant parents' experience of assimilation in the United States, we analyze how these naming acts reproduce what we call regimes of learning that hierarchize learning experiences by the learners' background and contexts, and show the ways the game of immutability perpetuates relations of power through the performative use of apparently neutral yet loaded terms; we suggest how to avoid this. 相似文献
17.
Amanda Fulford 《Educational theory》2016,66(4):519-534
In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome‐driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed “technologies” of writing — “handbooks” for students that address issues of academic writing — that systematize, and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of “writing” and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's Walden and through Stanley Cavell's reading of that text. In making a distinction between writing‐as‐plowing and writing‐as‐hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost (in one's subject and one's work) and finding one's own way out. These “lessons” are illustrated with reference to Thoreau's text Walden and to American literature and film. 相似文献
18.
《欧洲教育》2013,45(3):67-81
Although the topic "the upbringing of girls" is one that crosses cultural boundaries, socialization into specific sex roles, nonetheless, varies quite widely from culture to culture. The decision to deal with the topic of girls' upbringing in the context of the Turkish folksong results from the fact that there is almost no literature on girls' upbringing in Turkey, while on the other hand there are folksongs which are sung and played frequently. The contents of these songs show a definite concern with sex roles, as well as the types of relations desired between the sexes. It is a generally known fact that, in the tradition-bound society of Turkey, girls are prepared not merely for their later roles as women, but also specifically for their roles in marriage and the family. The question is to what extent the topic of girls' and women's roles are touched upon in folksongs, and with what potential for any development. The notions, feelings, and wishes communicated in the texts of folksongs portray women and girls as as they are seen by the broad population throughout the country and reveal how this picture is conveyed from adults to children. 相似文献
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20.
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