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1.
Richard Mora 《Gender and education》2013,25(3):340-356
Employing social constructivist theories and the concept of abjection from gender studies, this article examines how and why a group of low-income, USA-born Dominican and Puerto Rican middle-school boys constructed masculine identities by invoking and repudiating homosexuality. Ethnographic data from a 2.5-year study indicate that the abjection of homosexuality was a place of performativity wherein the boys utilised their bodies, cultural referents, and bilingualism to delineate masculinity, reiterate heteronormativity, and distance themselves from homosexuals, who they perceived as a threat to their sexuality, personal safety, and physical dominance. At school, the boys enacted a hypermasculine, heteronormative variant of their ethno-racial identities. As a result, their gender construction was heavily influenced by dominant gender practices present in their neighbourhoods and in segments of the broader US, Dominican, and Puerto Rican cultures. Together, these cultural influences shaped the gender regime within the boys' school peer group. This article concludes with a call for additional research examining the intersection of ethno-racial identity, sexuality, gender, and class. 相似文献
2.
林荣松 《重庆第二师范学院学报》2014,(4):65-68
冰心小说是一种个人化的叙事文本,性别认同与儿童情结构成其小说自我言说的两个维度,体现了现代女性人格建构的鲜明特征。在中国小说现代化进程中,冰心小说的自我言说不只是一个体式的问题,还有着更为深刻丰富的文化精神与审美意义。 相似文献
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4.
Carolyn Dixon 《Gender and education》1997,9(1):89-104
ABSTRACT The paper explores the 'interactional work' of one boy in a technology lesson as he elaborates, through 'play' with workshop tools, a sexual fantasy of masturbation and penetration. This action is contextualised by his relations with others, and by the dominance of a prevailing myth of male sexuality in his construction of a masculine identity in the classroom. The role of the teacher in interpreting pedagogic style is considered. It is suggested that the dominance of hegemonic masculinity does not erase differences amongst boys; that it is 'taken up' differently by groups and individuals in the interplay of other cultural texts/discourses. It is suggested that viewing the work of identity as both a personal and a social project, in which individuals act distinctly and yet 'within pattern', provides a starting point for understanding the contingent but committed construction of heterosexual gender relations of domination. 相似文献
5.
Stacey K. Sowards 《Communication quarterly》2013,61(2):295-315
This essay focuses on the letters that Dolores Huerta wrote to César Chávez in the 1960s and 1970s to better understand her role in the United Farm Workers (UFW) union and the functions of letter writing for individuals such as Huerta, who faced constraining ideologies of race, ethnicity, gender, and class. Huerta used these letters to establish dialogic collaboration with Chávez. These letters also had a more personal function through affirmation and catharsis, enabling Huerta to affirm her role within the UFW by noting her accomplishments and sacrifices for the union and by expressing both her personal and professional problems. These rhetorical functions of her letter writing contributed to Huerta's identity consciousness, enabling her to build an identity that emphasized social justice issues related to race, ethnicity, class, nationality, and gender. 相似文献
6.
Juliet Christine Perumal 《Gender and education》2012,24(1):57-71
This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice. 相似文献
7.
Bin Ai 《Changing English: An International Journal of English Teaching》2015,22(3):294-306
Writing is often a massive challenge for the learners who study English as a Foreign Language (EFL). Many EFL practitioners are searching for solutions to help learners improve the level of their writing. In this auto-ethnographic study, two narratives are discussed. In the first narrative, the primary challenges of EFL writing encountered by a cohort of Chinese international students studying in Australia are narrated and then examined from the perspective of a Chinese EFL researcher. In the second narrative, the author’s personal experiences of EFL writing are recounted, with a focus on dialogical awareness and identity construction of an EFL writer. The interactive relationship for EFL learners between English learning and identity construction is discussed. In conclusion, the author reflects upon a dialogic model of EFL teaching and learning in the Chinese cultural context and calls for the setting up of interactive contact zones to help the identity construction of Chinese learners in their EFL writing practices as well as in EFL teaching and learning. 相似文献
8.
This article is a summary of comprehensive units on gender and sexuality diversity that the authors have used in teacher education courses in undergraduate and graduate social foundations of education classes over several years. The course lesson plan includes a five‐part analysis of the following categories: biological sex; gender identity/sexual identity; gender roles; sexual behavior; and sexual orientation. The authors have experienced much success and positive student evaluation by using this approach. This is true even in religiously and politically conservative universities. The authors introduce the complexity of biology, gender roles, and gender identity, before addressing human sexuality. This helps to diffuse many stereotypes and misconceptions in the initial lessons. 相似文献
9.
Maria J. Veri 《Quest (Human Kinetics)》2013,65(4):443-464
This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural studies, critical pedagogy, and critical sport studies in order to demonstrate how autobiographical writing exercises can provide students with an additional forum through which to express their individual voices and to link their personal experiences to course content as they prepare to enter a 21st century sport industry characterized by increasing diversity and globalization 相似文献
10.
Elizabeth Atkinson 《Sex education》2013,13(2):119-132
In spite of recent significant changes to the National Curriculum in England and Wales, including the introduction of personal, social and health education and citizenship, the subjects of sexuality and sexual identity remain virtually untouched in English primary and secondary schools. While diversity of sexual orientation is acknowledged in new government guidance on sex and relationship education, it receives no explicit recognition elsewhere in the curriculum. In this article, the author examines the current social, political and legal context within which this curriculum is situated, and its often contradictory intersections with popular culture. Drawing on current research into sexuality, gender construction and heteronormative forces in education, the author outlines a complex and contradictory network of forces which simultaneously exploit and undermine non-heterosexual lifestyles and relationships, and examines the way in which these discourses permeate both the school and wider society. The author considers ways in which these intersections and contradictions might be used as a means of challenging compulsory heterosexuality within and beyond the school. 相似文献
11.
Elizabeth R. Boskey 《American journal of sexuality education》2014,9(4):445-463
Many sexuality educators and professionals, even those involved in program development and planning, are not aware of the biological and social factors involved in gender identity development in youth. As such, this topic is often not as well addressed in whole life educational curricula as better understood topics, such as reproductive anatomy, puberty, and contraception. This review article is intended to provide an overview of gender identity development in childhood and adolescence, in order to encourage better integration of comprehensive understandings of gender identity into new sexuality education curricula through the inclusion of specific information about transgender and other gender nonconforming identities. 相似文献
12.
AbstractThis paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed back against gender and sexuality norms even in a restrictive climate. Some transformations are already happening in public schools and some backlash, too, is being felt. Laws and policies in some locations are encouraging students, teachers, school leaders and community members to collaborate in making schools more educationally concerned about trans student success and teaching the school community about gender diversity. In shifting among scales and experiences of youth thinking and working on gender, we aim to emphasise youth agency and outline young people’s frustrations at the obstacles related to trans, gender dissidence and sexuality. In conclusion, we point to changes that can be made in schools to help professionals understand how policy and curricular innovation can bolster the openings that trans, gender creative and gender non-binary youth are already creating, whether or not those opportunities are officially recognised. 相似文献
13.
Tiffany Jones Elizabeth Smith Roz Ward Jennifer Dixon Lynne Hillier Anne Mitchell 《Sex education》2016,16(2):156-171
Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students', with particular consideration of recognition of their gender identity in documentation, experiences of puberty and sexuality education, treatment by staff and students, and other forms of provision. It reports on the findings of a 2013 study which combined a survey of 189 transgender and gender diverse Australian students aged 14–25 years, with 16 online interviews with members of this group. The study was informed by a community advisory group which included a range of transgender, gender diverse and intersex people. Findings include both quantitative and qualitative data, detailing a trend towards more disruptive, fluid and inconsistent identifications by members of this student group, and a diversification of their needs at school. Student advocacy on topics including sexuality and puberty education was shown to be common and also useful in improving individual well-being and social outcomes. We offer some reflections towards more useful school practices and future research. 相似文献
14.
This paper addresses how educational and cultural contexts incorporate lessons around sexuality, particularly sexual and gender identity, and how these contexts impact on identity construction of gay men in Mexico City. We analyse the experiences of 15 gay men reported through semi-structured in-depth interviews and how they incorporate sexuality through socialisation with primary social institutions in Mexico's contemporary educational political context. The sample was divided into three generations, and was selected through maximum variability. Results show that men incorporate negative meanings around same-sex sexuality, and themselves from institutions such as school and family. Men are able to deconstruct these meanings through interactions with educational tools such as the Internet and interactions with gay friends. These results are discussed using post-structuralist perspectives to understand how identity is fluid and changing constantly, as well as the need to incorporate stigma-free curricular content in educational contexts. 相似文献
15.
Bin Ai 《高等教育研究与发展》2019,38(4):661-673
ABSTRACTOver the past decade, an increasing number of overseas Chinese PhD graduates have returned to China to develop their career. For these academic returnees, one of the challenges is to (re)construct an academic identity in a familiar context that is also strange because they have been absent for a few years. In this autobiographical paper, the researcher describes and reflects upon the pains and gains experienced when re-entering and working in Chinese universities as a PhD returnee, revealing the process of his academic identity (re)construction when adjusting to different academic assessment policies. This writing offers an individual perspective on the challenges to returnees’ academic identity (re)construction and argues for the need to set up in-between spaces for inter/cross-disciplinary academic discourse between returnees and local scholars at Chinese universities. This paper aims to contribute to pedagogic debate on the development of more open research practices in Chinese universities. 相似文献
16.
Lee Schaefer 《Teachers and Teaching》2013,19(3):260-274
While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting. 相似文献
17.
The last decade identity is often and very fruitfully conceptualized as “narrative identity.” Neither for individuals nor for groups is identity a given beforehand anymore. On the contrary, identity has to be constructed in an inductive way continuously. Three qualitative research methods are applied to explore in an inductive way the school's narrative identity, combining the individual and the group processes of narrative identity construction. Our data reveal a close relationship between autobiographical critical incidents in teachers' and principals' commitment to the school's identity. 相似文献
18.
Telling and writing personal stories is a powerful means of fostering teachers' professional growth. However, little attention has been paid to the professional and personal growth of teacher educators/researchers who engage with students and research participants in personal storytelling and autobiographical writing. This article explores the contribution of writing to the development of personal narratives of practice among teacher educators/researchers, and considers the potential of the writing workshop as a space where diverse voices can find expression. Drawing on phenomenological and narrative methods, we examine work with both pre-service and experienced teachers, describing the ways that space was created for a 'dialogue within difference' where participants could express themselves fully. The main questions addressed are: how does personal writing enable teacher educators to understand the experience of students; how do we as teacher educators/researchers learn about ourselves through the mirror of our students' writing and our response to it; and how do the institutional contexts of university and college affect the processes by which stories are told, reflected on and re-storied? 相似文献
19.
Elisabeth L. Woody 《Equity & Excellence in Education》2013,46(2):148-160
This article examines heterosexist assumptions and the role of homophobia in students' experiences in California's public "Single Gender Academies," in an effort to include issues of sexuality in current discourses on adolescent gender identity and public school reform. Interviews with students, conducted as part of the most comprehensive research on public single-sex schooling in the U.S. to date, reveal a critical link between students' notions of sexuality and definitions of masculinity and femininity. Alongside dichotomous, static notions of gender, the ideology and structure of the Single Gender Academies largely promoted heterosexist assumptions of students' sexuality. Such assumptions pervaded school policies and practices as well as peer relations and students' sense of gender identity. Students, in turn, both actively constructed and resisted a theory of gender which framed boys and girls in opposition and promoted heterosexuality as the norm. This article provides an analysis of homophobia among students and the influence of academy assumptions on students' attitudes. Such a focus allows for an investigation of gender and sexuality at both individual and institutional levels. While the research is based on data collected at public single-sex schools, the findings provide insight into students' articulations of gender and sexuality across a variety of school contexts. 相似文献
20.
在叙事心理研究的视角下,对自传体推理的探讨存在两个维度:即自我-事件关联度与意义建构的精炼度。基于这两个维度的考察分析,学者们发现自传体推理的两个关键心理功能,即促进人格健康发展与增强幸福感。此外,自传体推理能力的发展是具有连续性的同时也有阶段性,并受到社会-文化因素的制约。 相似文献