Following calls to center nation, we analyze sexual violence discourse in the US Peace Corps. The texts we consider deploy three typical dichotomies—public/private, self/other, and agent/victim—that, in this case, reveal inconsistencies at the intersections of race and gender. We argue that these inconsistencies are evidence of lability, counterintuitive discursive shifts necessary to maintain white heteromasculine dominance. Instead of blaming individual victims of rape and assault, the masculinization of victimhood shifts culpability to the Peace Corps. This organizational blame maintains the moral position of the US and legitimates imperialism. By marking these instabilities, we trace the solidity and vulnerability of sexual violence discourse as it organizes global power. 相似文献
Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward. 相似文献
Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is known, however, about the relationship between perceived mattering and marginalization, and how teachers navigate social messages associated with each that they receive while teaching. Role socialization theory has emerged as an approach to studying teachers’ experiences in school environments, and can be used to understand their experiences with marginality and mattering.
Aims: The purpose of this study was to understand how the social environment of schools influences PE teachers’ perceptions of marginalization and perceived mattering, and how these two constructs interact.
Method: The investigation was conceptualized as an interview study, and framed using a social constructivist epistemology. Participants included 30 in-service PE teachers (16 males, 14 females) from the Midwest region of the US. Data were collected using in-depth qualitative interviews, and analyzed through a collaborative approach to data analysis that drew upon both inductive and deductive forms of analysis.
Results: Participants identified experiences with both perceived mattering and marginalization in their work, and noted that sometimes these messages were contradictory. Some participants felt the effects of marginalization as their discipline was viewed as a dispensable commodity that is only meaningful for the service it provides to other teachers (e.g. gives elementary classroom teachers a break for planning). Some of the teachers internalized their marginal status and began to see their primary function as supporting the work of teachers in other subjects. Nevertheless, the participants derived a sense of mattering by building relationships with colleagues, administrators, and students, and by advocating for the discipline. Teachers also felt validated when colleagues acknowledge their attempts to implement effective practices, but struggled when working with colleagues who are resistant to change.
Conclusions: PE teachers experience both marginalization and perceived mattering, which are shaped largely by social interactions within the school environment. This study specifically lends to the view of marginalization and perceived mattering as two constructs at opposite ends of a continuum, rather than a binary conceptualization. This suggests that it could be the summation of marginalizing experiences and those that promote mattering that lead physical educators to develop overall impressions of their role in schools. Furthermore, this study adds to the literature indicating that physical educators may eventually internalize feelings of marginalization when consistently told that they do not matter. This has implications related to the washout effect whereby teachers who no longer feel as if they are making meaningful contributions to children’s education may compromise their teaching practice. 相似文献
Graduate programs in the sciences offer minimal support for writing, yet there is an increasing need for scientists to engage with the public and policy makers. To address this need, the authors describe an innovative, cross-disciplinary, National Science Foundation (NSF)–funded training program in rhetoric and writing for science, technology, engineering, and math (STEM) graduate students and faculty at the University of Rhode Island. The program offers a theory-driven, flexible, scalable model that could be adopted in a variety of institutional contexts. 相似文献
Despite physical education teacher education/physical education sport pedagogy’s (PETE/PESP’s) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars’ expert critiques of current threats, projections of probable and preferable futures, and recommendations for transformation. Data were analyzed through an interpretive approach. Findings included: (a) limitations in physical education policy, teacher preparation, and status as key threats; (b) more of the same conflicts in the probable future and increased cooperation regarding conflicts in the preferable future; and (c) proactively revising the subdisciplinary framework and doctoral studies as transformative recommendations. We interpret issues critiqued as threatening PETE/PESP’s future, and projections of the probable future, as reflective of neoliberal rationality that has renormalized academic work in de-democratizing ways. We interpret that projections of preferable futures and transformative recommendations call for a re-emphasis on ethical academic attitudes to resist neoliberalization and reclaim democracy. 相似文献
Findings are presented on a study of 40 gay father families created through surrogacy and a comparison group of 55 lesbian mother families created through donor insemination with a child aged 3–9 years. Standardized interview, observational and questionnaire measures of stigmatization, quality of parent–child relationships, and children's adjustment were administered to parents, children, and teachers. Children in both family types showed high levels of adjustment with lower levels of children's internalizing problems reported by gay fathers. Irrespective of family type, children whose parents perceived greater stigmatization and children who experienced higher levels of negative parenting showed higher levels of parent‐reported externalizing problems. The findings contribute to theoretical understanding of the role of family structure and family processes in child adjustment. 相似文献
Using the lens of Relational Dialectics Theory, this study sought to uncover how competing U.S. cultural financial discourses are negotiated in people’s everyday conversations with their romantic partner. The investigation uncovered that in multiple and varied ways, participants understood money to be a major source of tension in their romantic relationships. One overarching discursive struggle animated participants’ financial talk with their partners: “money is everything” versus “money isn’t everything.” Within this struggle, participants communicatively negotiated the cultural value of money in an attempt to marginalize its power and potential negative influences on relational and economic well-being. Although money is critical in helping people meet their basic needs, this study suggests that deemphasizing the importance of money as all-consuming and omnipotent has the potential to alter couples’ financial and relational well-being. 相似文献
This study explored relationships between family communication patterns, college students’ expressive suppression, and drinking to cope, aiming to assess whether suppression might represent an indirect effect in the relationship between conformity orientation and drinking to cope. Participants (N = 251) completed an online questionnaire analyzed using CFA and SEM. Results indicated that conformity orientation has a small impact on drinking to cope and that conformity orientation predicts suppression. Specifically, students from protective family types tend to use suppression more and are more likely to drink to cope. Results also demonstrated a small relationship between suppression and drinking to cope. Lastly, college students’ use of suppression acts as an indirect effect in explaining a small part of the association between conformity orientation and drinking to cope. 相似文献
