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Sara L. McKinnon 《Quarterly Journal of Speech》2013,99(2):178-200
Extending an important rhetorical tradition of investigating women's positioning/positionalities in the national imaginary, in society, and in the law, this essay examines how non-US citizen women and their experiences are deployed toward objectives of the US state. Specifically, I analyze the rhetorical significance of two precedent-setting gender-based asylum cases, those of Fauziya Kassindja and Rody Alvarado, to understand the different ways non-US women are positioned by the state. These cases reveal that women claimants, depending on the nuances of their claims, are incorporated into the state as “good” women, pushed to the margins because their rhetoric is “threatening,” or appropriated by the state because their “otherness” provides an image that the United States can deploy in demonstrating itself as the “good” state that protects and supports women. 相似文献
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Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning and processes of becoming teachers. In this paper we explore technologies of power/knowledge and technologies of self that inform understandings of gender and the constitution of PE teacher subjectivities. Data were drawn from semi-structured interviews conducted with pre-service teachers studying at an Australian university. Foucault's theoretical perspectives around the constitution of subjects were drawn on to analyse data. Findings reveal that discursive practices frame particular ‘truths’ around gender and, hence, possibilities for being teachers of PE. Discourses of sport were significant in establishing a male norm for bodies and subjectivities. This was problematic for female participants who also turned to discourses of nurturing in constituting their subjectivities. Implications are raised for PE teacher educators with regard to disrupting hegemonic discourses as means for developing pedagogies for greater justice. 相似文献
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Kirsty Best 《传播与批判/文化研究》2013,10(3):214-237
How can we understand and evaluate the relationship between democracy and recent global protests in response to economic globalization? Criticisms of this type of activism understand democratic communication to be primarily a public process. I argue that instead, we need to develop a more fully cultural understanding of democracy and communication, one which would take into account important characteristics of contemporary democratic practice and experience. That is, as a resonant but unstable compound of meanings, democracy is integrated into individual subjectivities and collective identities through a whole variety of lived experiences, particularly in relation to mediated and symbolic practice. 相似文献
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Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as ‘bodies at risk’ because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of ‘health’ and ‘(un)healthy bodies’. This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10–15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what ‘health’ and the notion of a ‘(un)healthy body’ meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen–Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education. 相似文献
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Elizabeth Birr Moje Eli Tucker-Raymond Maria Varelas Christine C. Pappas 《Cultural Studies of Science Education》2007,1(3):593-601
In this piece, Elizabeth Moje discusses with the authors of FORUM: Giving oneself over to science: Exploring the roles of
subjectivities and identities in learning science (Tucker-Raymond, Varelas, & Pappas) the challenges and potentials of theorizing
about the role of identities in learning science. The authors debate how identities and subjectivities should be conceptualized,
and whether learning science requires people to change identities and/or subjectivities. In particular, the authors discuss
the potential for thinking about how identities are enacted in practices, and how teachers might construct practices that
evoke the identities associated with science as a way of developing opportunities for deep science learning.
Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies, a Faculty Associate in the Institute
for Social Research and a faculty affiliate with Latina/o Studies at the University of Michigan, Ann Arbor. Moje teaches undergraduate
and graduate courses in secondary and adolescent literacy, cultural theory, and qualitative research methods. Her research
interests revolve around the intersection between the literacies and texts youth are asked to learn in the disciplines and
the literacies and texts they engage outsIDe of school. Moje also studies how youth construct cultures and enact IDentities
via their literacy practices outsIDe of school.
Eli Tucker-Raymond is a doctoral student in the Literacy, Language, and Culture program at the University of Illinois at Chicago. He sees his
evolving status as a social scientist fraught with similarities and differences between himself and social scientists “out
in the world.' He is working toward a designated researcher and teacher IDentity that includes a focus on critical media
literacy, collaborative action research, and developing praxis-oriented, critically-conscious learning communities in urban
K-8 school settings. One evolutionary, co-constructed step toward that IDentity are these publications, his first.
Maria Varelas is Professor of Science Education at the University of Illinois at Chicago. Her research, teaching, and service are highly
interrelated, focusing on classroom-based teaching and learning of science in urban settings with linguistically and socio-culturally
diverse populations, collaborative teacher action research, discourse in science classrooms, integration of science and literacy,
and science education reform in elementary school and college science classrooms. She currently co-leads with colleagues in
Education, Natural Sciences, and Computer Science, three US NSF multi-year grants. Her research has appeared in a variety
of journals and edited books.
Christine C. Pappas is Professor of Language and Literacy at the University of Illinois at Chicago. Her teaching and research focus on classroom
discourse, genre (especially informational and science ones), teacher inquiry, collaborative school-university action research
(CSUAR), and the development of culturally responsive pedagogy. She is a co-author of the 4th edition of An Integrated Language Perspective in the Elementary School: An Action Approach, which emphasizes the use of language and literacy and other modes of meaning as tools for inquiry and learning across the
curriculum. She has co-edited two volumes on a Spencer-sponsored CSUAR project, Working with Teacher Researchers in Urban Classrooms: Transforming Literacy Curriculum Genres and Teacher Inquiries in
Literacy Teaching-Learning: Learning to Collaborate in Elementary Urban Classrooms, and her research has been published in book chapters and various journals. 相似文献
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