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林文静 《华侨大学学报(哲学社会科学版)》2014,(1):118-124,168
美国非裔女作家格罗丽亚·内勒在小说《布鲁斯特街的男人们》中塑造了布鲁斯特社区的黑人男性形象。通过解读几位代表性的黑人男性形象,试定义黑人男性气质,进而探讨黑人男性在种族主义男权文化的压制下如何走出身份建构的迷津。 相似文献
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Ingólfur Ásgeir Jóhannesson Bob Lingard Martin Mills 《Scandinavian Journal of Educational Research》2013,57(4):309-325
Recognising that there is now a globalised educational discourse about “failing boys” circulating in the privileged nations of the global north, this article provides a comparative perspective on educational policy responses to the “boy turn” in Australia and Iceland. Specificities of the responses to the boy turn in the two societies offer interesting insights into this policy domain. For instance, Australian policy has been state‐centric with the media playing a significant role in backlash politics and with federal government funding interventions for boys, and Iceland was the only nation in which girls outperformed boys in all areas of mathematics in the PISA 2003 study. The article concludes by arguing the need for a renewed feminist and profeminist agenda to challenge dominant constructions of masculinity and for the establishment of a more equal gender order. 相似文献
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Andrew Philip Smith 《Pastoral Care in Education》2013,31(4):345-357
A perception that some boys are performing poorly both socially and academically is evident in the research literature. This perception has been linked to broader concerns around the transition of boys to manhood. Schools are increasingly paying attention to their role in this transition. This paper discusses the implementation of a rites of passage programme to a New Zealand all-boys secondary school. Experiences of staff and students involved in the programme are reported using their own words as far as possible. Of particular note is the impact of the programme on the teacher–student relationship. The study raises some significant points for consideration, applicable beyond the specific programme discussed and relevant to all schools concerned about supporting boys. 相似文献
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David C. Bischoff 《Quest (Human Kinetics)》2013,65(1):14-17
Scholars have sought to identify the complexity and multidimensionality of the phenomenon of sexual identity formation since the American Psychiatric Association declassified homosexuality as a mental disorder in 1973 (Bayer, 1981). This article addresses the manner in which the needs of lesbian, gay, bisexual, transgender, and queer [LGBTQ] students can be addressed against the backdrop of Kleinman's phenomenological objectives of physical education. I argue for expanding the movement landscape in physical education to include alternatives to sport that lead to self-realization and acceptance of self. I promote the spirit of the content of significant movement including heightened awareness, sensitivity and acceptance, and realization of self as opposed to the spirit of sport. In this sense, LGBTQ students can come to know self as subject through meaningful movement experiences rather than power and performance sports. I also argue that the physical educators examine teaching practices that promote hegemonic masculinity and femininity, as well as individual views toward LGBTQ students. 相似文献
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19世纪上半叶的美国社会里,“走自力更生之路”的男性精神逐渐取代旧式的依赖家族的男性精神。在这种社会背景的影响下,霍桑本人和他的小说中的一些男主人公也挣扎在这样的一条成长道路上：一方面独立自主、走自力更生之路,依靠自己的努力在社会上立足和成功,另一方面要遭遇旧的等级制度和新社会里的竞争的压力下产生的精神空虚感和孤独感。霍桑笔下的男主人公的故事记录了19世纪上半叶的“走自力更生之路”的美国男性精神的构建过程。 相似文献
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Latino men, part of the nation’s largest and fastest-growing minority group, stand to benefit from new knowledge related to factors that positively influence college persistence. In this study, the investigators examined whether machismo—a multidimensional and gendered social construct—was directly and indirectly associated with three outcomes associated with postsecondary success: connectedness at school, ethnic identity, and support-seeking behavior. Hierarchical moderated regression analysis on data from 140 mainly Mexican American undergraduates partially supported the hypotheses. Implications for college counselors and program coordinators are discussed, along with limitations of the study and areas for future scholarship. 相似文献
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The strabismus conception of masculinity and power with its manipulation as reflected in the consequences of actions endorsed and demonstrated by leaders, followers, citizens as individuals and groups at different times in the past, and present has been a major source of the seemingly quiescence and underdevelopment in Africa. Masculinity has often been associated with being athletic, breadwinner, objective, sexually aggressive, unemotional, dominating, etc.; while power is frequently construed as a tool of dominance, authority, superiority, influence, and governance. This inapt perception was borne out of Africa＇s nictitating and ignorance. The consequences of the misconception include abuse of power, intolerance, intimidation, militancy, humiliation, insecurity, inadequate dialogic tools and opportunities, etc. These result in the Climate of Fear as being experienced in the Niger-Delta of Nigeria, Kenya, and other parts of Africa. Thus, this paper examines the concepts of masculinity and power with exemplification from Africa with Wole Soyinka＇s Climate of Fear. The research methodology employs a combination of critical discourse analysis and Halliday＇s systemic functional theory of grammar with sociolinguistics approaches for the analysis. The study posits that the root of the problems that abound in Africa is traceable to the lack of precise socio-cultural, political and philosophical ideologies by Africans. The research opines that these fundamental problems of Africa can be resolved through orientation with education for all, which is one of the challenges of the millennium development goals. Thus, the paper examines the contrivance of open distance learning and its role in the education of African citizenry. It concludes on the ground that open distance learning as a recent and welcomed information technological development in Africa, if properly channeled and adequately funded would enhance sustainable development in Africa by its elimination of some of the aforementioned obstacles. 相似文献
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Sexual harassment is a serious organizational problem. Despite the burgeoning of research over the past 30 years, there has been less attention provided to male victim voices. The current study qualitatively explores the experiences of two male victims of sexual harassment who were harassed by male perpetrators. The study explores the interplay of uncertainties, threats, and negotiation of masculine, heterosexual identities. We also highlight the differences and similarities between the men’s communication practices during what we call the build up, the realization, and others’ responses to the men’s narratives. Theoretical implications are offered for hegemonic masculinity and liminality in relation to the experiences of male victims. 相似文献
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Weijian Wang 《International journal of qualitative studies in education》2019,32(7):947-961
This article uses a queer lens in an intersectional analysis of students’ schooling experiences in rural China. I argue that a queer perspective has been largely neglected and issues related to sexuality have not been carefully investigated in Chinese educational contexts. Drawing on queer theory and an intersectional framework, I re-interpret one of my earlier qualitative studies ‘queerly’ and examine the different ways that the discourses of sexuality and gender shape rural Chinese students’ schooling lives. Findings reveal that these discourses marginalize both effeminate boys who demonstrate ‘too little’ masculinity and male ‘troublemakers’ who perform ‘too much’ masculinity. This queer route of rereading also disrupts other constructions of normalcy associated with class- and place-based identities, such as students’ ‘half-rural identity.’ The analysis shows the importance of foregrounding the intersectional dimensions of inequalities and embracing a queer theoretical framework in understanding rural education in China. 相似文献