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Boy Trouble: Rhetorical framing of boys' underachievement 总被引：1，自引：1，他引：1
Jordan J. Titus 《Discourse: Studies in the Cultural Politics of Education》2004,25(2):145-169
This article examines discourse in the United States used to socially construct an “underachieving boys” moral panic. Employing discourse analysis I examine the adversarial rhetoric of claims-makers and the frames they deploy to undermine alternative and conflicting accounts (of females as disadvantaged) and to forestall any challenges to the scientific authority of their own (biological essentialist) account of crisis. I illustrate how this discourse adapts the rhetorical frame of gender equity from the discourse it politically opposes, and uses it to legitimate its own goals. I find that the framing of innocent victimized boys as scientific “truth” is aligned with a broader masculinity politics that blames certain “folk devils”, and a synchronic moral panic about fearsome (black) male youth. I conclude by considering the success of this moral panic as evidenced by changes in educational policies and practices in the United States. 相似文献
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Titus Iloduba Eze 《Research in Science & Technological Education》2013,31(2):119-128
Scholars in technology education are of the view that there should be some relationship between supervised industrial work‐experience and classroom instruction in order that the theory learned at school would have relevance to practice at the work place, especially as supervised industrial work‐experience has become an important component of well‐planned technology education programmes. This study was therefore designed to determine the nature and extent of the relationship between supervised industrial work‐experience and classroom instruction. A research sample of 64 (comprising of 30 mechanical, 20 electrical and 14 civil) engineering technology students were alternatively exposed for three years to classroom instruction and its consequent sessional examinations on the one hand and supervised industrial work‐experience and the consequent performance assessment process on the other. Performance scores‐‐in percentages‐‐were collected from the two research situations. Product moment correlation coefficients were computed for the pairs of performance scores; first all the students’ scores were analysed together and then they were analysed in each engineering specialty. It was found that: (1) generally there was no statistically significant relationship between the students’ performances in classroom instruction and supervised industrial work‐experience; (2) additionally (a) statistically significant relationship did not exist between students’ performances during the different periods of supervised industrial work‐experience and (b) there was a statistically significant relationship between the students’ performances in the classroom‐instruction situation. It was recommended that industries should participate in the preparation of curricula for technology education programmes; and should train students on projects that have educational value and practical utility while more industrial‐work‐related instructions should be provided in technology education programmes. 相似文献
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Titus Stahl 《Ethics and Information Technology》2016,18(1):33-39
Recent disclosures suggest that many governments apply indiscriminate mass surveillance technologies that allow them to capture and store a massive amount of communications data belonging to citizens and non-citizens alike. This article argues that traditional liberal critiques of government surveillance that center on an individual right to privacy cannot completely capture the harm that is caused by such surveillance because they ignore its distinctive political dimension. As a complement to standard liberal approaches to privacy, the article develops a critique of surveillance that focuses on the question of political power in the public sphere. 相似文献
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Tertiary Education and Management - Using an output distance function as an analytic framework, stochastic frontier analysis (SFA), and a generalized true random effects (GTRE) model, this study... 相似文献
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The current study examines costs, measured by educational and general (E&G) spending, and cost efficiency at 252 public master’s institutions in the United States over a nine-year (2004–2012) period. We use a multi-product quadratic cost function and results from a random-effects model with a first-order autoregressive (AR1) disturbance term to calculate economies of scale with regard to undergraduate enrollment, graduate enrollment, and research. We also employ a slightly modified version of Kumbhakar et al. (J Prod Anal 41(2):321–337, 2014) multi-step approach, involving the use of stochastic frontier analysis (SFA) and taking into account spatial interdependency, to decompose cost efficiency into long-term stable (persistent) and short-term (residual) efficiency. The key results of this study include evidence that: (1) regional clustering of costs exists; (2) there are economies of scale in undergraduate education and diseconomies of scale in graduate education; (3) relatively few institutions are cost inefficient; and (4) cost inefficiency tends to be long-term and persistent rather than short-term and residual. This research also identifies public master’s institutions that are the most cost efficient. Our inquiry has implications for future research as it points towards specific institutions, which may be engaged in effective practices to keep costs low, for possible follow-up case studies. Going forward, the techniques used in this study could be applied to examine economies of scale and scope as well as cost efficiency among other types of higher education institutions, such as public or private research universities, baccalaureate institutions, and community colleges. 相似文献