The pleasure imperative? Reflecting on sexual pleasure’s inclusion in sex education and sexual health

This article offers an empirically grounded contribution to scholarship exploring the ways in which pleasure is ‘put to work’ in sex and sexuality education. Such research has cautioned against framing pleasure as a normative requirement of sexual activity and hence reproducing a ‘pleasure imperative’. This paper draws on interviews with sexual health and education practitioners who engaged with Pleasure Project resources and training between 2007 and 2016. Findings suggest that practitioners tend to understand pleasure within critical frameworks that allow them to avoid normalising and (re)enforcing a pleasure imperative. Accounts also show negotiations with, and strategic deployments of, values surrounding sexual pleasure in society and culture. While some accounts suggest that a pleasure imperative does run the risk of being reproduced by practitioners, notably this is when discussing more ‘contentious’ sexual practices. Interviews also demonstrate that practitioners attempting to implement a pleasure agenda are faced with a range of challenges. While some positive, holistic, and inclusive practice has been afforded by a pleasure approach, we argue that the importance of a critical framework needs to be (re)emphasised. The paper concludes by highlighting areas for further empirical research.     

含有pleasure的经典口语

1.With pleasure.主要用来愉快地答应对方的请求或邀请(在美国英语中多用Ok,Sure,Certainly等),意为:好的,没问题,十分愿意。如:A:May I borrow your car?我可以借你的车吗?     

‘It's got to be about enjoying yourself’: young people,sexual pleasure,and sex and relationships education

Pleasure as a component of sexualities and relationships education (SRE) has been subject to much recent discussion. Arguably, academic debate has been more prominent than practitioner perspectives, with theoretical articulations and critique superseding pragmatic attention to integrating pleasure into learning about sexualities and relationships. Though there are exceptions, sexuality education that recognises pleasure and desire for young people remains absent in many contexts, despite calls for its inclusion for more than two decades. This paper offers a synthesis of expert opinion to outline the importance of pleasure and positive SRE to sexual health, rights, equality and safeguarding against coercion and harm. The paper acknowledges the often uneasy associations between sexuality, education and youth by identifying key political and academic debates, before offering a rationale on ways forward that may help persuade curriculum gatekeepers of its merits. Analysis focuses mainly on young women with reflections on current knowledge and the need for more empirically based research and theorising on boys and men. Policy developments relate to the UK, though issues raised have direct relevance for contexts where SRE is similarly contested.     

Further education or continuing education? changes towards vocationalising education and training in Britain

Radical change in systems of schooling and training in a developed country such as Britain take place against a complex background of resistant culture and administrative structures. This paper examines the current changes in control mechanisms within education and training in England with the aim of increasing economic productivity. It suggests that the paradoxical decentralisation of accountability and increased centralisation of direction leave unresolved questions such as the effects of job-training on general education and vice-versa. Is lifelong education creative of radical independence, or an extension of dependency upon the State?     

Vocational education and the binary higher education system in the Netherlands: higher education symbiosis or vocational education dichotomy?

The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates.     

Higher education in further education: delivering higher education in a further education context—a study of five South West colleges

This paper comprises a summary of research into the teaching of higher education (HE) courses in further education (FE) learning environments. A comprehensive study of college management and teaching staff attitudes together with teaching practices, pedagogy and research was carried out with six partner colleges of the University of Plymouth where a substantial amount of HE teaching was delivered. A questionnaire was developed, piloted and distributed to all staff teaching HE in the colleges, with a similar but separate questionnaire being used for management. Five colleges responded. We present data relating to the differences in teaching practice and pedagogy between FE and HE teaching and the problems of realizing these in FE learning environments. We also look at the ways in which independent study and critical reflection among learners are developed. The questions of research and scholarly activity and their relevance to HE teaching are addressed. Considerable challenges are faced by staff teaching mainly FE courses, on standard FE teaching contracts, being expected to deliver HE courses effectively. We also consider the challenges of delivering ‘a real HE experience’ in FE environments and those involved with going on to university afterwards.     

General education. Homogenised education for the globalized world?

Societies need to make sure that the next generation is ready and capable to take over in due time, be it in working life, culture, civil society, politics or families. Therefore, society at large and specifically state governments need to assist the efforts of families and local communities. Such provisions have been the basic premise for general educational theories for centuries, when education was often named Democratic and Comprehensive Bildung. At present, this premise needs re-conceptualization, because societies are moving dramatically towards opening up for interactions and relations with the widest possible area: the globe. Many societal challenges have effects across nations, calling for trans-national coordination, management and solutions,—for homogenized and standard based policy making. At the same time, inspiration from multiple sources produce conflicting visions and rival discourses about what the purposes of and the means for education should be.In this paper we analyze and discuss two contemporary, fundamentally dissimilar discourses on education and their theoretical and societal roots. Our main method is discourse analysis. We argue for inclusion of a global world-view in national education. We shall be critical, however, to the technocratic turn and the homogenization of education per se and argue for a Democratic Bildung perspective in education for world citizenship.     

please,pleased,pleasing,pleasant与pleasure之辨

同学们使用这五个形近、意近的词时容易混淆,下面笔者作一简要归纳以辨析之。1.please 是动词。用作及物动词时,有“使(人)满意,使(人)高兴”之意。如:It's difficult to please everybody.取悦于每个人是困难的。 please常用于祈使语气中,表示“请”,后接动词原形,也可放在句末,表示委婉语气。如:     

Higher education for sustainability: can education affect moral perceptions?

A considerable literature looks at universities’ approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study contributes to this literature by quantifying and measuring the effect of a compulsory sustainability activity on students’ ethical and moral perceptions. Our results show that ESD can indeed affect moral perceptions of what constitutes socially appropriate behaviour, but not in a homogenous way. Instead, the effect varies with background characteristics of the students.     

教育与education探源

“教”字为左右结构．左上是“爻”字，左下像小儿形，右边是一只手持鞭子。按“六书”说法，这是一个会意字。许慎《说文解字》：“上所施下所效也。”《新编说文解字》说是形声。并解释：“在奴隶社会，奴隶主靠鞭杖来施行他们的教育、教化。”（古敬恒、刘利编著．中国矿业大学出版社，1991年8月）     

Does education indoctrinate?

Do states manage to build education systems that produce students with political values they uphold? We test the indoctrination hypothesis using World Value Survey data spanning 96 countries. We devise an empirical strategy that can identify the effects of education on political values by using information about the political regime under which individuals live, and regimes under which they got educated. Our results suggest that state indoctrination is at work. For example, we find that higher education increases voting behavior by at least 45 percent more for cohorts that have studied in a democratic rather than an autocratic country.     

Speech education ‐ ways and means of political education in Germany

This study of the utility of evidence differs from previous studies in its use of a respondent‐generated matrix of information and sources. This matrix comprised three dimensions (expertness × trustworthiness‐acquaintanceship x information type] and was used to produce Q‐statements which subjects sorted according to a most useful‐Jeast useful criterion in three hypothetical decision‐making situations. The Q‐analysis revealed several types of persons, including: types which found directive information most useful, types which preferred unknown but competent sources, and types which depended upon sources who were known and trusted regardless of the kind of information the source offered.     

Monitoring of education for sustainable development in Germany – insights from early childhood education,school and higher education

In Germany, the implementation of the UNESCO Global Action Programme (GAP) on Education for sustainable development (ESD) 2015–2019 aims to implement ESD more profoundly within the structures of Germany’s educational system. In this context, a national monitoring has been set up in order to analyze the extent and quality of ESD implementation in all educational areas. The paper contains the results of an indicator-based desk research comprising a content analysis of key documents in three areas of education: early childhood education, school education and higher education over a period of 5 years (2011–2016). Overall, the main results indicate that, at the level of key documents, the goal of a broad implementation of ESD is not yet achieved, while there are considerable differences among the federal states. ESD and related concepts can be found more frequently particularly in documents that are more recent. At the same time, ESD is increasingly predominating other educational concepts such as environmental education. The results are one component of a comprehensive monitoring process of ESD-implementation on the level of documents and offer important insights relevant for further (political) activities aiming at a mainstreaming of ESD.     

Remapping French higher education: towards a multi-tiered higher education system?

Tertiary Education and Management - The global trend of increasing participation rates, coupled with regional goals to increase participation in higher education, such as the...