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Jennifer Charteris Marguerite Jones Adele Nye Vicente Reyes 《International journal of qualitative studies in education》2017,30(4):340-353
Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discourses. Constructing an affective assemblage of becomings as a heterotopology, the authors deploy poststructural philosophy to re-story academic life experiences and conceptualise agency in the academy. Taking licence with the notion of academicity and heterotopia, the article describes how spaces in the measured university can be deterritorialised through generative lines of flight. An affective assemblage is presented that ruptures the discursive orientation of category boundary work where academics are constituted as ‘productive metric-minded knowledge workers’. The collective biography research approach facilitates a mapping of affective cartographies as a heterotopology and a critique of the discursive production of selves. The subjectivations of identity politics in matricised assemblages may be, even if momentarily, evaded, refused and agentically resisted. 相似文献
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This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of schooling, gender relationships of poverty and also child labour. The article illustrates how the relationship between poverty and education has been differently constructed in different discourses, and concludes by considering the challenges of developing policies to address the education/poverty nexus in the rural areas of post‐apartheid South Africa. 相似文献
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Adele Doran 《Journal of Sport Tourism》2016,20(1):57-80
Women’s participation in adventure tourism is growing, yet few studies have explored this group of tourists. This conceptual paper seeks to extend our understanding of female adventure tourists by examining the empowering journey women can take through constraint negotiation to enjoy the benefits of adventure tourism. Using content analysis to review the literature on women’s adventure experiences in tourism and recreation settings reveals prominent themes that have been consolidated to propose constraint, negotiation and benefit categories. A conceptual model is presented that illustrates the opportunities for women’s empowerment within these categories and examines the interrelationships and interdependency between them. The model shows that constraints, negotiations and benefits can be experienced simultaneously, at different points in a woman’s adventure tourism journey and used as a vehicle for empowerment. Women will also re-evaluate these categories before, during and after their adventure tourism experience. Therefore, the categories are not fixed and evolve each time a woman participates in adventure tourism throughout her life. Suggestions are made for further study in this under-researched area. 相似文献
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OBJECTIVE: The aim of this article is twofold: first, to examine the prevalence of being the victim of actual and attempted rape among a large representative sample of Cape Town high school students; and second, to identify the correlates of sexual assault for both boys and girls, including alcohol, tobacco and other drug use, behavioral problems, and suicidality. METHOD: Data for this study were derived from the 1997 South African Community Epidemiology Network on Drug Use (SACENDU) school survey. A stratified sampling procedure was used to select students in Grades 8 and 11 at non-private high schools in Cape Town. A total of 2,946 students completed a survey consisting of socio-demographic questions and items about substance abuse, sexual activity, and other adolescent health risk behaviors. A subsample of 939 was randomly selected to complete items about sexual violence. RESULTS: The results revealed that 8.4% of respondents were victims of attempted rape, while 5.8% were victims of actual rape. Ordinal logistic regression showed that girls were 3.9 times more likely than boys to have been victims of sexual abuse. Family structure was also significantly related to rape as persons who lived with a single parent (OR = 1.74, CI = 1.00-3.04) and those who resided with one biological parent and one step parent (OR = 2.59, CI = 1.34-5.01) were more likely to have been have been victims of sexual abuse than those living with both biological parents. Alcohol use (OR = 2.0, CI = 1.10-3.62), anti-social behavior (stolen property, caused physical damage to property, bullied others, or been in physical fights) (OR = 1.44, CI = 1.12-1.86), suicidal dialogue (OR = 2.48, CI = 1.19-5.19), and suicidal attempts (OR = 3.2, CI = 1.65-6.30) were also significant predictors of sexual abuse victimization. Racially classified social groups (RCSG), age, drug use, and cigarette smoking were not significant predictors of sexual abuse victimization, while socioeconomic status was found to be marginally significant. CONCLUSION: This study reinforces the importance of multiple factors including alcohol use, anti-social behavior, suicidal thoughts and actions, and family structure with respect to sexual assault of adolescents in South Africa. Establishing and strengthening intervention programs, school based child protective protocols, professional education of teachers and school personnel, community prevention programs, and initiatives could help prevent adolescent sexual violence and reduce the sequelae associated with this problem. 相似文献
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Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique
set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan
and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses,
and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings
suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan,
the international community can provide education assistance more effectively and securely through a low-profile, community-based
approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military
actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and
supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts. 相似文献
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This paper describes the development and use of a tool designed to support educators to use a broad range of professional knowledge to enable inclusive literacy teaching that delivers social justice and narrows the attainment gap associated with poverty. The tool encourages teachers to formally recognise and act on a wide range of evidence about students as learners and to design their literacy curriculum and teaching according to this evidence. The research operationalised a Capabilities approach to inclusion and a design experiment methodology, working with 48 schools, 650 teachers and 12,783 students. A paired sample T-test showed a significant improvement in standardised age scores and that the ‘tail of underachievement’ shortened for all social groups. Goodman and Kruskal's gamma showed a weakening of the relationship between poverty and attainment. This gives cause for cautious optimism that attainment gaps associated with economic disadvantage can be narrowed if educators act on a wider range of evidence in literacy teaching, and if education researchers develop and trial tools to support them. 相似文献
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This article addresses a unique effort to implement a summer residential program that identifies and inspires potential educators by reaching down the pipeline to academically talented high school students. The primary goal of the program was to introduce participants to various dimensions of urban teaching. The research and evaluation for the program was designed to include diverse forms of data (quantitative and qualitative) from both staff and program participants. This study??s findings indicate that participants became more informed about prevalent issues in under-resourced urban schools, better understood the need for teachers?? ongoing professional development and felt more comfortable in urban schools. A number of the focal participants also expressed sustained or increased aspirations for teaching youth in urban schools. 相似文献
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Adele Tobias 《Educational Psychology in Practice》2019,35(1):17-33
Persistent school non-attendance (PSNA) is a widely acknowledged problem. Family coaches work intensively with families where a child or young person (CYP) has persistently poor or no school attendance and there is unemployment or anti-social behaviour. Their work extends across different systems, which gives them a unique, multi-factored understanding of the phenomenon of PSNA in coaching families. The aim of this grounded theory (GT) study was to draw upon the experiences and perspectives of coaches in one UK local authority, to understand what helps and hinders successful intervention. A GT emerged, in which PSNA in coaching families was a red flag, occurring when CYP felt unsafe. This was a product of the home environment not providing a secure base, parents having a diminished capacity and the CYP feeling that their situation was invisible. Successful intervention was relationship-based; improved the visibility of CYP; and increased parenting capacity. Intervention was constrained by conflicting systems that resisted or sabotaged change. 相似文献
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