Therapeutic and Material <Victim> hood: Ideology and the Struggle for Meaning in the Illinois Death Penalty Controversy     

Bryan J. McCann 《传播与批判/文化研究》2013,10(4):382-401

This article analyzes the struggle over the <victim> ideograph following former Illinois Governor George Ryan's decision to commute all state death sentences in 2003. A therapeutic rendering of the <victim> ideograph typified mainstream opposition to Ryan's move. This approach personalized the death penalty at the expense of discussing its social and political implications. In contrast, the discourse of George Ryan and his supporters offered a material <victim> hood grounded in political, historical, and economic contextualization. By performing a historical materialist critique of this dialogue, I conclude that rhetorically deploying the figure of a material <victim> is an indispensable strategy for the abolitionist movement in that it allows activists to capitalize on the ideological constraints of liberalism while maintaining an awareness of capital punishment's implications in a capitalist society.  相似文献   

A Cross-cultural Exploration of Children's Everyday Ideas: Implications for science teaching and learning     

Bryan Wee 《International Journal of Science Education》2013,35(4):609-627

Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores.  相似文献   

An Integrated Knowledge Framework to Characterize and Scaffold Size and Scale Cognition (FS2C)     

Alejandra J. Magana  Sean P. Brophy  Lynn A. Bryan 《International Journal of Science Education》2013,35(14):2181-2203

Size and scale cognition is a critical ability associated with reasoning with concepts in different disciplines of science, technology, engineering, and mathematics. As such, researchers and educators have identified the need for young learners and their educators to become scale-literate. Informed by developmental psychology literature and recent findings in nanoscale science and engineering education, we propose an integrated knowledge framework for characterizing and scaffolding size and scale cognition called the FS2C framework. Five ad hoc assessment tasks were designed informed by the FS2C framework with the goal of identifying participants' understandings of size and scale. Findings identified participants' difficulties to discern different sizes of microscale and nanoscale objects and a low level of sophistication on identifying scale worlds among participants. Results also identified that as bigger the difference between the sizes of the objects is, the more difficult was for participants to identify how many times an object is bigger or smaller than another one. Similarly, participants showed difficulties to estimate approximate sizes of sub-macroscopic objects as well as a difficulty for participants to estimate the size of very large objects. Participants' accurate location of objects on a logarithmic scale was also challenging.  相似文献   

The Indian and the researcher: Tales from the field     

Bryan McKinley Brayboy 《International journal of qualitative studies in education》2013,26(4):415-426

Conducting research in "native" communities is difficult. This article examines the tensions faced by an Indigenous researcher attempting to balance his identity as an Indian with his identity as an academic. Relying on field journals and personal experiences of change, the researcher explores how his attitudes toward the research participants and theories of authenticity changed over a period of time. Ultimately, there must be a way for Indigenous people to conduct rigorous research and maintain their Indigenous sense of self.  相似文献   

The Civil Contract of Photography     

Bryan Thomas Walsh 《Quarterly Journal of Speech》2013,99(4):468-473

A climate of political repression, formed by the Pitt Government in response to agitation by so‐called “radical” societies, surrounded debate on the Habeas Corpus Suspension Bill of 1794. Pitt employed rhetorical tactics such as manipulating evidence and disparaging motives in order to secure passage of this repressive measure. Pitt's tactics appear unjustified in the light of available historical evidence.  相似文献   

Cant in language     

George S. Bryan 《Quarterly Journal of Speech》2013,99(3):79-82

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THE FUTURE OF RELIGION     

Louis L. Mann 《Religious education (Chicago, Ill.)》2013,108(6):511-514

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As a beginner sees it     

Mary Bryan 《Peabody Journal of Education》2013,88(6):370-372

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Aesthetics and the Middle School Learner     

Sandra L. Bryan 《Clearing house (Menasha, Wis.)》2013,86(1):41-44

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Middle years and middle schools: an analysis of national policy     

Ken Bryan  Ken Hardcastle 《Education 3-13》2013,41(1):5-10

The terms ‘primary education’ and ‘primary schools’ were in use long before 1945. However, it was not until 1 April 1945 that primary education became the first of three statutory stages of the English education system. At that time, primary education faced an uncertain future because of the enormous problems it had inherited from the elementary school tradition. This article charts the early challenges that were faced during the years of World War II and immediate post-war period.  相似文献