Queering the Art Classroom: Queering Matters     

Tabitha Verity Patience Millett 《The International Journal of Art & Design Education》2019,38(4):809-822

Since 2003, successive British governments have taken steps to develop legislation supporting lesbian, gay, bisexual, transgender, questioning / queer, intersex, asexual and those who are gender / sexuality non‐conforming more generally (LGBTQIA+). In doing so, they have foregrounded the need for educational institutions to respond proactively to this legislation. There is evidence to suggest that homophobia is prominent in UK schools, yet measures to address the issue have largely rested on schools and LGBTQIA+ charities, reducing discussions of homosexuality to anti‐bullying discourses and introducing curriculum modifications that are overwhelmingly homonormative. The limitations of these current approaches ignore the societal and institutional power structures that help to produce homophobia, which is often referred to as heteronormativity. Drawing on aspects of new materialist and queer theoretical perspectives, this article follows the findings of a research project that focused on developing an intervention at GCSE level, exploring non‐normative genders and sexualities in the art curriculum. The research project was based on a class in a secondary school in North London from 2017 to 2018. Through the application of a pedagogy rooted in queer theory, the study explores the possibilities of disrupting heteronormativity and didactic learning by investigating student responses to the interventions. For this article, I focus on one student’s artwork and her reactions to the process of making her artworks during the project. As such, the study is an exploration of an attempt at moving beyond the homonormative inclusion of LGBTQIA+ content, towards a deeper exploration of gender and sexuality within the curriculum cultivated through making.  相似文献   

The school parade as a text: the management of diversity on national commemorations in Greece     

Luciana Benincasa 《Ethnography and Education》2019,14(2):170-191

The paper approaches school parades on national commemorations in Greece as a ‘text’ for storing and transmitting cultural meanings and value hierarchies. The study is based on policy documents and participant observation. The detailed Ministry instructions on how schools should select students for the parade may be viewed as instructions on how to manage dimensions of diversity. Two such dimensions are tallness and achievement, established by law as selection criteria. The latter could point to both intellectual abilities and effort. However, because of the dominance of effort in Greek educational rhetoric, achievement comes to be perceived mainly as an indicator of moral qualities, e.g. hard work. The selected students are distributed along the body of the parade according to ‘syntactic’ rules, i.e. mainly ‘firstness’. Skilful management of bodily and moral ‘diversity’ makes underlying value hierarchies explicit, thus producing cultural meanings and turning the parade into a text about the nation.  相似文献   

论民族地区高校学报特色栏目的策划     

邓崇亮 《南宁师范高等专科学校学报》2011,(4):140-142

民族地区高校学报要办出特色,必须从特色栏目入手。在特色栏目的策划中,充分挖掘凸显区域性、注重民族性、保持先进性的文化资源,重视多方协调,加强区域合作,做到以特色求发展,以改革求活力。  相似文献   

推动书籍形态演变的核心因素探究     

张容容 《南昌教育学院学报》2011,26(3):193-194

本文主要探讨了书籍的形态是如何顺应人们阅读需求的变化而发展的。文章将书的装帧形态概括为卷筒装、折页装、册页装三大类,分析了由一类向另一类形态转变过程中,阅读需求所起的决定性作用,并且以此为思路,展望未来书籍形态的发展方向。  相似文献   

生态视角下网络教学资源的开发     

蔡会霞 《江苏广播电视大学学报》2011,(6):29-32

面对网络教学资源相对陈旧、种类单调,资源的重复建设现象严重的情况,可以将网络教学资源、网络环境、开发人员、学习者作为一个生态系统,从生态学的视角出发,运用生态理论来研究网络教学资源建设过程中的问题,指导开发优质网络教学资源,创建远程学习的生态学习环境。  相似文献   

幂等矩阵与秩幂等矩阵的充要条件     

刘小川  何美 《雁北师范学院学报》2011,27(1)

满足A2=A的n阶方阵A称为幂等矩阵,它是矩阵环Mn（F）的一个幂等元;满足r（A）=r（A2）的n阶方阵A称为秩幂等矩阵。它们与空间的分解、不变子空间的研究有密切关系。利用线性空间的理论方法研究幂等矩阵与秩幂等矩阵的性质,分别得到与它们等价的一些充要条件。  相似文献   

文化多元化视域下马克思主义大众化及其实践路径     

崔越 《许昌学院学报》2011,30(3):109-111

文化多元化是当前我国马克思主义意识形态文化建设的基本文化生态。文化多元化在对人类文明进步产生巨大推动作用的同时,也对马克思主义主导意识形态文化建设带来了消极影响和认同危机。面对文化多元化负效应的影响,加快推进马克思主义大众化,就要坚持社会主义核心价值体系的引领,坚持主流文化的主导,正确对待传统文化的继承与弘扬,善于学习和借鉴人类文明的共同成果,同时坚持党领导下的理论创新等。  相似文献   

关于中等职业学校数学课堂教学策略的探索与实践     

郑玲 《科教文汇》2020,(10):120-122

在中职学校数学课堂教学中,合理有效的数学教学策略,包括根据不同专业需求灵活处理现有教材中的教学内容,合理有效的教学设计,适合学生的教学方法、途径与教学评价等。教学策略对优化课堂教学过程、培养学生的学习兴趣、提高课堂教学效率起着重要作用。  相似文献   

Genomic consequences of population decline in critically endangered pangolins and their demographic histories     

Jing-Yang Hu  Zi-Qian Hao  Laurent Frantz  Shi-Fang Wu  Wu Chen  Yun-Fang Jiang  Hong Wu  Wei-Min Kuang  Haipeng Li  Ya-Ping Zhang  Li Yu 《国家科学评论(英文版)》2020,7(4):798

Pangolins are among the most critically endangered animals due to heavy poaching and worldwide trafficking. However, their demographic histories and the genomic consequences of their recent population declines remain unknown. We generated high-quality de novo reference genomes for critically endangered Malayan (Manis javanica, MJ) and Chinese (M. pentadactyla, MP) pangolins and re-sequencing population genomic data from 74 MJs and 23 MPs. We recovered the population identities of illegally traded pangolins and previously unrecognized genetic populations that should be protected as evolutionarily distinct conservation units. Demographic reconstruction suggested environmental changes have resulted in a population size fluctuation of pangolins. Additionally, recent population size declines due to human activities have resulted in an increase in inbreeding and genetic load. Deleterious mutations were enriched in genes related to cancer/diseases and cholesterol homeostasis, which may have increased their susceptibility to diseases and decreased their survival potential to adapt to environmental changes and high-cholesterol diets. This comprehensive study provides not only high-quality pangolin reference genomes, but also valuable information concerning the driving factors of long-term population size fluctuations and the genomic impact of recent population size declines due to human activities, which is essential for pangolin conservation management and global action planning.  相似文献   

Speed bumps,roadblocks and tollbooths: how culturally and linguistically diverse parents navigate the highways and byways of giftedness in Ontario     

Cam Cobb 《British Journal of Special Education》2012,39(1):12-20

In reviewing literature on culturally and linguistically diverse (CLD) parental inclusion and disproportionality, Cam Cobb, assistant professor at the University of Windsor, Ontario, illustrates how CLD giftedness – and especially CLD giftedness in Canadian settings – represents an area in need of further research. In part, this article begins to address that need. Drawing from a larger critical qualitative inquiry, he details the stories of two CLD Canadian mothers as they sought to become involved in gifted identification and decision‐making processes. Knowledge and language arose in the data as two core themes of robust parental inclusion. These core themes, along with associated recommendations for policy, practice and research, are outlined in a discussion of the findings. While this article focuses on the gifted domain of special education in Ontario, the findings have wider implications for robust CLD parental inclusion in special education in general.  相似文献