Becoming Ryan: lines of flight from majoritarian understandings of masculinity through a high school reading and mentoring program. A story of possibility     

Mandy Rogers  Leonie Rowan  Rachel Walker 《The Australian Educational Researcher》2014,41(5):541-563

Within literature relating to the broad field of boys’ education attention is regularly drawn to the significant difference between essentialist and anti-essentialist accounts of “the boy problem” and the limitations of gender-based educational reforms which rely upon deterministic notions of what boys are ‘really’ like and, by extension, what they ‘really’ need. While these deterministic interventions have been widely critiqued in academic literature they nevertheless continue to dominate school and media based discussions about how to best support alienated, disengaged and at risk boys. This raises questions about the extent to which anti-essentialist approaches can be made more accessible and meaningful to teachers in schools. It further suggests the value of developing detailed accounts of real world interventions that have had a demonstrably positive impact upon the boys involved without reinforcing essentialist notions of masculinity. Adopting an attitude of “educated hope” (Giroux, http://www.units.muohio.edu/eduleadership/anthology/OA/OA03001.html, 2003) and drawing upon the resources of (Deleuze and Guattari, A thousand plateaus: Capitalism and schizophrenia, Minneapolis, University of Minnesota Press, 1987), this paper examines one such case of anti-essentialist reform involving three Australian schools. It explores one particular boy’s experience of an intervention known as Boys with Books and argues that Ryan’s journey can be conceptualised as a line of flight away from traditional forms of masculinity: a journey in progress that has impacted positively upon his relationships with peers and teachers and changed his beliefs about his possible future options. The paper, therefore, illustrates the capacity for teachers and schools to display anti-essentialist understandings about masculinity while responding in practical and ‘do-able’ ways to the needs of at risk, alienated and underperforming boys in schools.  相似文献   

'Celebrating Families': an Inclusive Model of Family-Centred Training     

Barry Carpenter  Mandy Addenbrooke  Elizabeth Attfield  Sally Conway 《British Journal of Special Education》2004,31(2):75-80

This article describes an innovative week of training days, entitled 'Celebrating Families', which took place at Sunfield, Worcestershire, in July 2002. The week, for and around families of children with special needs, arose from a shared vision and philosophy held by three host organisations. Representatives of all three organisations have contributed to this article. Barry Carpenter is chief executive of Sunfield, an independent school which provides education and care for children with severe and complex learning needs, and Sally Conway is the school's co-ordinator of family services. Mandy Addenbrooke is currently working as an independent consultant in communication and autistic spectrum disorders, and, at the time of the training week described here, was regional development officer for Contact a Family in the West Midlands. Elizabeth Attfield is children's services training and advisory officer for Autism West Midlands.
The week of events was underpinned by the notion of the self-defined, extended family. T he format and content of the week were designed to highlight and celebrate the vital roles that extended family members play in supporting one another, and in educating professionals. Workshops and a conference were planned to explore common themes and illuminate unique contributions, and family members were actively involved as 'trainers' as well as delegates. Outcomes were highly positive. Evaluations from participants not only validated the inclusive training model, but also inspired a series of further events for families at Sunfield during 2003 and 2004. 'Celebrating Families' week delivered a clear message: families of children with special needs must be recognised, involved and celebrated.  相似文献   

The significance of atomic entities in modern atomic structure     

W.F.G. Swann 《Journal of The Franklin Institute》1938,225(3):289-308

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Evidence,argument and social responsibility: first‐year students’ experiences of information literacy when researching an essay     

Mandy Lupton 《高等教育研究与发展》2008,27(4):399-414

This paper describes a phenomenographic study of undergraduates’ experiences of information literacy when researching an essay in a first‐year environmental studies course. Three hierarchical categories were identified that represented students’ experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social responsibility. The critical variation that delimited the categories included students’ focus on learning, focus on the essay task, use of information in the course, use of information in the essay, use of contrasting perspectives and development of argument. Strategies for designing curricula are suggested based on the educationally critical aspects that the study reveals, and the nature of information literacy as a ‘generic’ skill is questioned. The study has significance for students, teachers, librarians, academic skills advisers and academic developers in higher education.  相似文献   

Application of Liouville's theorem to electron orbits in the Earth's magnetic field     

W.F.G. Swann 《Journal of The Franklin Institute》1933,216(2):249-252

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Classical electrodynamics and the conservation of energy conservation of energy     

W.F.G. Swann 《Journal of The Franklin Institute》1931,212(5):563-576

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The variation of mesotron intensity with altitude and latitude,together with allied phenomena,and the bearing of these matters on the nature of the primary particles     

W.F.G. Swann 《Journal of The Franklin Institute》1943,236(2):111-139

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Report on the work of the Bartol Research Foundation, 1929–1930     

W.F.G. Swann 《Journal of The Franklin Institute》1930,210(6):689-792

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An endeavor to detect a corpuscular current entering the earth     

W.F.G. Swann  A. Longacre 《Journal of The Franklin Institute》1929,208(2):275-282

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Showers produced by penetrating rays and allied phenomena. Part one. An apparatus for recording showers produced by penetrating rays     

W.F.G. Swann 《Journal of The Franklin Institute》1940,229(5):670-674

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