Feminine sexual desire and shame in the classroom: an educator’s constructions of and investments in sexuality education     

Lisa Saville Young  Dale Moodley  Catriona Ida Macleod 《Sex education》2019,19(4):486-500

ABSTRACT

Within the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education.  相似文献   

Computer Aided Assessment and Development of Basic Skills∗     

Iain Macleod  Don Overheu 《International Journal of Disability, Development & Education》1977,24(1):18-35

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Epistemology,metacognition, and self-regulation: musings on an emerging field     

Barbara K. Hofer  Gale M. Sinatra 《Metacognition and Learning》2010,5(1):113-120

The contributors to this special issue explore the connections between metacognition and personal epistemology. This commentary on the five articles addresses definitional concerns regarding both epistemology and metacognition, discusses the conceptual relation between the constructs, critiques methodological approaches, and suggests developmental considerations in this type of research.  相似文献   

Toleration, Children and Education     

Colin  Macleod 《Educational Philosophy and Theory》2010,42(1):9-21

The paper explores challenges for the interpretation of the ideal toleration that arise in educational contexts involving children. It offers an account of how a respect-based conception of toleration can help to resolve controversies about the accommodation and response to diversity that arise in schools.  相似文献   

Contrasting concepts of learning and contrasting research methodologies: Affinities and bias   总被引：1，自引：0，他引：1  

Phil Hodkinson  Flora Macleod 《British Educational Research Journal》2010,36(2):173-189

This paper analyses the conceptual significance of different methods of researching learning. Based largely upon our own experiences, we briefly compare the use of mini‐ethnography, life history, cross‐sectional surveys and existing panel survey data. We argue that there are strong affinities between each of these methods and significantly different ways of understanding the nature of learning: mini‐ethnographies with learning as participation, life history with learning as construction and both types of survey with learning as acquisition. Three things follow. The first is that decisions about how to research learning are related to decisions about how to conceptualise and theorise learning. The second is that there is no foolproof empirical way to adjudicate between different conceptualisations of learning, though empirical evidence can and should play a significant part in informing such decisions. The third is that though mixing methods (including mixing more than one different qualitative approach) can bring advantages, the integration of the findings of mixed methods in relation to learning requires careful and sometimes difficult conceptual work.  相似文献   

A reassessment of civilization     

Gale  George 《Metascience》2018,27(3):507-511

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Using LOGO with Infant School Children     

Martin Hughes  Hamish Macleod  Cathie Potts 《教育心理学》1985,5(3-4):287-301

Abstract The recent introduction of micro‐computers into schools is opening up many new avenues for developmental psychologists interested in studying how children learn. Of particular interest at present are approaches in which children program computers themselves, using languages such as LOGO and PROLOG. This paper describes a study in which a simplified version of LOGO was introduced to a group of six‐year‐olds in a severely deprived area of Edinburgh. The children used a special touch‐sensitive keyboard (Concept Keyboard) to control the movements of a floor‐crawling robot called a Turtle. The sessions with the Turtle were marked by high levels of concentration, collaborative problem‐solving and the use of mathematical language. Pre‐ and post‐tests on the British Ability Scales revealed statistically significant gains on the sub‐scales concerned with number and shape: these gains, however, were found only in the boys.  相似文献   

Sailing into the Wind: New disciplines in Australian higher education     

Trevor Gale  Simon Kitto 《British Journal of Sociology of Education》2003,24(4):501-514

Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard.  相似文献   

Announcing two new features: Book review essay and books of note     

Gale Seiler 《Cultural Studies of Science Education》2008,3(1):217-225

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Visual materials on local television news programs     

Gale R. Adkins  Peter Haggart 《广播与电子媒介杂志》2013,57(3):227-232

When sight was added to sound, the problems of presenting the news of the day multiplied, as did the cost of such coverage. Nevertheless, few news directors are satisfied with the strict “man‐on‐camera” approach; they prefer to use the additional information channel for a certain amount of visual augmentation of the audio channel's content. Beacuse television stations in a given market rarely have a chance to examine the output of stations in other markets, the survey reported in the following article was made'. Both the sources of visual news materials and their uses are studied in a sample of midwestern stations. It is interesting to examine this report after a review of William Hazard's study for the Radio‐Television News Directors Association, “Adequacy of Coverage by Still Picture and Film Services” published in the Journal of Broadcasting, Vol. IV, No. 1, pp. 64–76, Winter, 1959–60.  相似文献