Negotiating queer and religious identities in higher education: queering ‘progression’ in the ‘university experience’     

Emily Falconer 《British Journal of Sociology of Education》2017,38(6):782-797

This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014 Rumens, N. 2014. “Queer Business: Towards Queering the Purpose of the Business School.” In The Entrepreneurial University: Public Engagements, Intersecting Impacts, edited by Y. Taylor, 82–104. Basingstoke: Palgrave Macmillan.[Crossref] , [Google Scholar]) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity.  相似文献   

Reviews     

《British Journal of Educational Studies》1997,45(1):83-116

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education  相似文献   

构建导学群教学模式的支撑体系     

杨怀恩 《山西广播电视大学学报》2006,11(2):3-4,53

导学群作为山西电大在实践中不断探索、总结、创新的一种开放教育管理模式，需要全新的教育理念作为其思想支撑；具有多方面知识和技能的教师队伍作为其智力支撑；高质量的多媒体教学资源作为其资源支撑；交互式网络平台系统作为其技术支撑；全面质量管理作为其管理支撑；提倡“尊重人性、热爱教育、团结协作、追求创新”的文化建设作为其文化支撑。  相似文献   

中国共产党与阎锡山集团统一战线的形成     

潘印 《雁北师范学院学报》2006,22(4):4-7

华北事变后,日本帝国主义加快了灭亡中国的步伐。山西军阀阎锡山怀着对日、蒋、共三方力量的恐惧,转向“联共抗日”,中国共产党对阎锡山集团所进行的以斗争求团结的争取工作,促进了山西抗日民族统一战线的形成。  相似文献   

略论体育教学中的创新教育     

雷帮齐  余静 《铜仁学院学报》2004,6(3):86-88

现代体育课堂教学就是要体现创新，创新是人类社会发展的动力，根据创新教育理论及学校体育教学的特点，本分析了体育教师在课堂教学中应怎样培养学生创新能力?体育教学创新有何特征?应处理好哪些关系?  相似文献   

英语的全球化与语言的多样性   总被引：9，自引：0，他引：9  

李丽生 《云南师范大学学报(哲学社会科学版)》2005,37(1):104-107

伴随全球化进程，英语已成了当今世界的主导性语言，并在全球范围传播和普及。英语的全球化给世界语言多样性的生态样式带来了极大的破坏。因此，及时采取措施对策，反对英语的霸权，保护世界语言多样性的生存样式已是刻不容缓。  相似文献   

小寨子沟自然保护区步甲科多样性研究   总被引：2，自引：0，他引：2  

杨丽红  赵杰 《绵阳师范学院学报》2005,24(2):66-69

笔者于2002年7—9月在小寨子沟自然保护区共采到步甲标本720号，已初步鉴定出27属。以锥须步甲属Bembidion个体数量最多，199头，占总数的27．64％，婪步甲属Harpalus次之，124头。占17．22％。这些步甲采于六种环境下：地被物、腐木、灯下、草堆下、水边，腐烂物等，以地被物中步甲的多样性指数最高。  相似文献   

Meet Them Where They Are: An Outreach Model to Address University Counseling Center Disparities     

Brea M. Banks 《Journal of College Student Psychotherapy》2020,34(3):240-251

ABSTRACT

Although University Counseling Centers continue to report increased rates of served students, those who hold marginalized identities continue to be underrepresented. Many factors may contribute to such discrepancies, including stigma, access, and trust in providers. College students across the nation have recently called for an increase in the number of professionals who identify as racially/ethnically diverse. The current article reviews one university’s response to their own students’ call for action, and particularly explores how the program was implemented and its associated costs and benefits. Considerations for other university administrators seeking to employ similar methods are discussed.  相似文献   

瑰玮俊迈诙诡恣肆--曾国藩对桐城派阳刚文风之张扬     

张静 《湖南第一师范学报》2005,5(3):16-19,33

师法韩愈雄奇之文风,是桐城派标举的一条文统.曾国藩真正实现了几代人的夙愿,其文学理论,“阳刚”之论独具特色.首重“气盛”,从着字、造句、分段、谋篇诸多方面进行探究.曾国藩的作品,是阳刚之文成功的典范,字里行间洋溢着浓烈的雄浑浩然之气,从一个侧面表现出那个剧变的社会的时代风貌.  相似文献   

The Journey Toward Transformational Learning in a Statewide Doctoral Program     

Meredith Mountford 《Innovative Higher Education》2005,30(3):213-227

This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others who are interested in fostering higher levels of transformational learning outcomes within their programs. Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D. Cohort Program in educational leadership at the University of Missouri—Columbia.  相似文献