Who Wears the Pants? The (Multi)Cultural Politics of The Sisterhood of the Traveling Pants     

Kate McInally 《Children‘s Literature in Education》2008,39(3):187-200

Novels that prioritise the connectedness and strength of girls’ friendships without employing the pervasive trope of “mean girls”—those who typically divide in order to conquer other girls—are potentially empowering in their refusal to perpetuate limited and binary accounts of adolescent femininity. While Ann Brashares’ cult novel (now film), The Sisterhood of the Traveling Pants (2005a; originally 2002) appears to be representative of this textual shift, underpinning the overt call to value girls’ relationships is a deeply conservative, assimilationist narrative that relies on an acceptance of traditional patriarchal values. This article analyses the ways in which the novel appropriates “multicultural difference” to valorise, sustain and naturalise the central position and authority of patriarchy in the lives of young girls, regardless of their cultural heritage. Kate McInally currently works as a research fellow, and teaches children’s literature at Deakin University, Burwood, Australia. Her particular research interests are feminist, queer and Deleuzean theory, representations of girl–girl desire in young adult fiction, and multicultural children’s fiction.  相似文献   

Disciplinary regimes of ‘care’ and complementary alternative education     

Pat Thomson  Jodie Pennacchia 《Critical Studies in Education》2016,57(1):84-99

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.  相似文献   

Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy     

Phillippo  Kate  Griffin  Briellen  Del Dotto  B. Jacob  Lennix  Crystal  Tran  Ha 《The Urban Review》2021,53(4):591-616

The Urban Review - School choice policy is ubiquitous in urban school districts. Evidence suggests that it has not fully delivered on its proponents’ promises of equitable educational...  相似文献   

Ethics of Internet research: Contesting the human subjects research model     

Elizabeth H. Bassett  Kate O'Riordan 《Ethics and Information Technology》2002,4(3):233-247

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The health and wellbeing of international students at an Australian university     

Doreen Anne Rosenthal  Jean Russell  Garry Thomson 《Higher Education》2008,55(1):51-67

A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant impact on students' wellbeing. This study has revealed that few international students find the experience of studying in an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to, and use of, available counselling and health services.

Doreen Anne RosenthalEmail:

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A psycholinguistic analysis of reading errors made by dyslexics and normal readers     

Michael Thomson 《Journal of Research in Reading》1978,1(1):7-20

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Keiyo Cattle Raiding, Kechui Mathematics and Science Education: What do They Have in Common?     

Norman Thomson  Jepkorir Rose Chepyator-Thomson 《Interchange》2002,33(1):49-83

In the context of globalization, indigenous educational systems of endangered cultures are faced with extinction. Biologists recognize that biodiversity is dependent upon sustaining and promoting knowledge and values of indigenous cultures. Education researchers have a similar responsibility — to promulgate educational diversity before several thousand years of valuable educational knowledge is extirpated. This paper presents the Keiyo of Kenya who have a rich educational system. Its focus is on an indigenous game, Kechui (using calculations to sharpen your mind), based on cattle raiding, and the Keiyos' use of the game for learning mixed strategy-based probabilistic problem solving. Kechui may also have international potential for teaching probabilistic problem solving in contemporary mathematics and science, especially genetics.  相似文献   

Designing STEAM Education: Fostering Relationality through Design‐Led Disruption     

Abbey MacDonald  Kit Wise  Kate Tregloan  Wendy Fountain  Louise Wallis  Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241

A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.  相似文献   

Determinants of Attraction,Retention and Completion for Aboriginal and Torres Strait Islander Higher Degree Research Students: A Systematic Review to Inform Future Research Directions     

Hutchings  Kate  Bainbridge  Roxanne  Bodle  Kerry  Miller  Adrian 《Research in higher education》2019,60(2):245-272

Expanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained. This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications. Using specific search strings (words or phrases of relevance to the topic), a systematic review methodology was employed to search nine databases and grey (non-peer reviewed) literature from 1995 to 2015. The resultant 12 publications were mined with quality assessed and a predetermined framework used to extract and synthesise the characteristics from individual publications. This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.

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Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study     

Katie Finning  Kate Harvey  Darren Moore  Tamsin Ford  Becky Davis  Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.  相似文献