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Vanessa Cameron-Lewis 《Gender and education》2016,28(4):491-509
Sexuality education and preventative sexual abuse education are often taught as separate subjects in secondary schools. This paper extends the argument against this separation by highlighting flaws in the logic that manifests this separation. Diffracting critical sexuality education theory with the monist logic of new materialism, I rethink sexuality as an array of intra-acting1 bodies that are always in a process of becoming anew. Realising the belonging together of dualist terms [Bergson, Henri. 1896 [1911]. Matter and Memory. Translated and edited by Nancy Margaret Paul and W. Scott Palmer. London: George Allen &; Unwin Ltd.] and how the reductive structure of dualist logic affirms an original ‘One’, I argue that the feminist push for pleasure-based, sex-positive education affirms sex-negative attitudes. Embracing Barad's [Barad, Karen. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press.] notion of ethics as inescapable entanglement woven through all matter(ing), I suggest that rather than any particular ‘aspect’ of sexuality being emphasised in sexuality education it would be more useful to centre classroom discussions on ethics, as inescapable entanglement. 相似文献
114.
ABSTRACTPublic librarians face various factors that can affect professional practice: socio-cultural nuances of diverse information needs, isolation due to system-wide location and/or geography, and systemic disconnection from professional networking and learning opportunities. To address these factors, an inquiry-based professional development model called The Librarians’ Inquiry Forum (LINQ) was devised and employed with a select group of Hawai’i-based public librarians via the cloud-based collaborative workspace platform, Slack, as a means of building a community-of-practice for professional learning and development. This article reports the evolution and early implementation of the LINQ model. Inquiry-based research often reveals data that raises more questions than answers. Questions raised from the reflective research performed with LINQ revealed ways in which the LINQ librarians learned “better” ways/approaches of practice. LINQ was found to be a viable method for enhancing public librarian professional development. 相似文献
115.
Vanessa L. Ochs 《Journal of Jewish Education》2019,85(4):398-407
ABSTRACTWhen Jewish Sensibilities were formulated (2003) as a framework, it was not for the purpose of teaching Jews how or why to be Jewish. Rather, Jewish Sensibilities were a way for Jews to reflect on the Jewish content already in their lives; they also allowed practitioners in the field of health care to think about the Jewish patients and families they were encountering with greater comprehension and compassion. But of late, Jewish Sensibilities have been used in an “off-label way” to teach Jewish wisdom and codes of behavior to those who are unfamiliar with them. This article considers the efficacy of that strategy. 相似文献
116.
Vanessa Joosen 《Children‘s Literature in Education》2005,36(2):129-139
In this article, it is shown how authors of fairy-tale retellings have incorporated ideas of feminist literary criticism into a fictional form. As such, these retellings display the tension between the pedagogic and aesthetic aspects of all childrens literature. Jane Yolens Sleeping Ugly is chosen as a case study: although it can be argued that the book serves as a mouthpiece for the ideology of the emancipation movement formulated in Marcia Liebermans key text Some Day My Prince Will Come, it is suggested that Sleeping Ugly teaches children to read against a texts authority and as such undermines its own didactic potential.Vanessa Joosen (1977)
has a Masters degree
in English and German
Literature from the
University of Antwerp,
and an MA in Childrens
Literature from
the University of Surrey
Roehampton. In 2003,
she received an FWO
scholarship to fund her
PhD at the University
of Antwerp. She researches the interaction
between fairy-tale
retellings and criticism
on fairy tales in the
period from 1970 to
2000. Recent publications include Translating Dutch into Dutch
in Signal 100, and an
article on Belgian
childrens books in Peter
Hunts International
Companion to
Childrens Literature. 相似文献
117.
AbstractWhile there is a growing body of research on sessional staff experiences, there are few published accounts evaluating their professional development. This paper reflects on an evaluation of a university-wide professional development program for tutors at an Australian university. A combination of complementary approaches were used to inform the development of the evaluation, namely: Participatory Action Research, monitoring, evaluation, research and improvement, and Participatory Evaluation. Findings of the evaluation reveal valuable lessons for the academic development of sessional teaching staff. 相似文献
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Margaret M. Flores Vanessa M. Hinton Kelly B. Schweck 《Learning disabilities research & practice》2014,29(4):171-183
The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple‐probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized. 相似文献
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