School leadership in the Caribbean: perceptions,practices, paradigms

This paper will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy. The preceding 20 years (1974–1994) were characterised by defiance of the subjugation of teachers’ voices, and the need to find agency amongst teachers. The shifting agenda of the strong teacher union movement during these resistance years and within the post-apartheid 20 years (1994–2014) is the subject of this paper. The attempt to generate a focus on teacher professional quality agendas is presently becoming increasingly challenging. Has the teacher agency agenda produced a disregard for teacher professional development? Are teachers protective of their own inadequacies to enact the transformation for which they campaigned? Are the new educational authorities reverting to yet another form of earlier accountability and performativity regimes to regulate teachers? The paper traces a critical account of these shifting historical trends in activating teacher voice. It argues for ‘deliberative action’ to reassert teacher voice.     

Childhood trauma,dissociation, and the internal eating disorder ‘voice’

Many individuals diagnosed with eating disorders describe their disorder as being represented by an internal ‘voice’. In line with cognitive models of voice-hearing, previous research has identified associations between voice appraisals and eating psychopathology in anorexia nervosa. Whether these findings generalise to other eating disorder subtypes remains unknown. The aetiology of the internal eating disorder voice also remains unclear. Traumatic-dissociative models of voice-hearing, which link such experiences to decontexualised material arising from early traumatic events, might also be relevant to eating disorder groups. To determine whether cognitive models of trauma and voice-hearing apply across eating disorder subtypes, 85 individuals fulfilling ICD-10 criteria for an eating disorder completed self-report measures regarding eating disorder cognitions, voice-related appraisals, childhood trauma, and dissociation. The relative power of the eating disorder voice was found to be positively associated with experiences of childhood emotional abuse, and this relationship was partly mediated by dissociation. In addition, eating disorder voices appraised as powerful and benevolent predicted more negative attitudes towards eating across diagnostic groups, but were unrelated to disordered eating behaviours or weight. These findings suggest that the eating disorder voice plays a meaningful role in eating pathology across diagnoses and that this experience might be related, in part, to experiences of childhood maltreatment. Therapeutic implications are discussed.     

Youth voice and HIV prevention: discursive opportunities,limitations and productive impossibilities

This paper draws on engagements with ‘voice’ in youth studies and ‘student voice’ work in order to interrogate the limits and opportunities of the call to ‘youth voice’ in HIV prevention discourses. Building on the limitations and opportunities within the debates of the ‘who’, ‘what’ and ‘how’ of speaking and the construction of the youth subject, the author argues that, unless there is commitment to working within the contradictions and instabilities inherent in these debates, ‘youth voice’ risks becoming a powerful discursive technique whereby the blame for failing to prevent HIV is put onto an essentalised category of ‘youth’ as ‘other,’ allowing ‘us’ (the researcher, international development practitioner, technical advisor, policy maker, donor) to escape blame. The author concludes by returning to the notion of an uncertain dialogue and ways in which ‘youth voice’ can begin to work productively within the discursive spaces of HIV prevention.     

Transformative approaches to student voice: theoretical underpinnings,recalcitrant realities

This article explores some of the theoretical underpinnings of radical approaches to student voice and examines a number of practical issues we need to address if we wish to move towards a more transformative future. The framework within which the notion of voice is explored and critiqued falls primarily into two categories. The first, Deconstructing the presumptions of the present, explores the largely ignored problematic of much student voice work. (1) ‘Problems of speaking about others’, (2) ‘Problems of speaking for others’, and problems of (3) ‘Getting heard’ reveal a range of issues that need to be better understood and acknowledged. The second, On the necessity of dialogue, attempts a resolution, exploring the possibility of (4) ‘Speaking about/for others in supportive ways’ before offering the preferred (5) ‘Dialogic alternative: speaking with rather than for’ and further developing that line of enquiry through (6) ‘Students as co/researchers’. Finally, (7) ‘Recalcitrant realities, new opportunities’ offers some ambivalent, but still hopeful thoughts about current realities and future possibilities.     

Architects, captains, and dreamers: Creating advisor roles that foster youth-adult partnerships

While research has documented the many ways in which student voice can enable educational change, the process of how adults can help to enable student voice is less clear. This article examines how adults new to working as advisors of student voice initiatives begin to develop partnerships with young people. Using a Youth-Adult Partnership continuum as a framework, three cases represent a range of beliefs of student leadership. Using the archetypes of Captain, Dreamer, and Architect, the cases indicate how the adults began their work with youth with adult-centered, a student-centered, and an equilibrium approach, respectively. While the article highlights that adults must learn how to scaffold youth participation to help them to develop the leadership skills necessary to share in the work of the partnership, little training and materials exist for adults to learn how to scaffold learning. Part of this training includes the willingness for adults to recognize that they themselves need to change as well in order to facilitate youth leadership.     

Voice in the agentic assemblage

Abstract

In this article, we explore how a posthumanist stance has enabled us to work a different consideration of the way in which voice is constituted and constituting in educational inquiry; that is, we position voice in a posthuman ontology that is understood as attributable to a complex network of human and nonhuman agents that exceed the traditional understanding of an individual. Drawing on the work of Deleuze and Guattari, Barad, and Bennett, we present a research artifact that illustrates how this posthuman voice is productively bound to an agentic assemblage. The reconfiguration of a posthuman voice with/in an educational research artifact further enables us to explore various analytic questions: What happens when voice exceeds language and is more than (un)vocalized words emanating from a speaking subject? If the materiality of voice is not limited to sound (i.e. self-present language emitted from a human mouth), how do we account for it? That is, how might the materiality of voice be located in the space of intra-action among human and non-human objects? We conclude with implications for thinking qualitative methodology in education differently.     

Education for transformation: an evaluative framework to guide student voice work in schools

In the context of neoliberal and neoconservative educational reforms, student voice work is faced with a number of potential difficulties in creating the conditions, skills and dispositions necessary for student empowerment. One of the key challenges is evaluating whether student voice initiatives are effective, relevant and transformative. Through a systematic literature review of contemporary student voice literature from the past 10 years, the article proposes an evaluative framework to measure the extent to which student voice contributes to socially transformative educational practices in primary and secondary schools This framework suggests that transformative voice work should be dialogic, intergenerational, collective and inclusive, and transgressive. It argues that the interaction of these four themes forms a set of principles or building blocks which collectively underpin transformative student voice work. The purpose of such an evaluative framework is not to provide a normative benchmarking tool, but rather, to serve as a reflective dialogical tool that could guide teachers and students towards genuine transformation of institutional structures and individual practices as well as informing policy makers, practitioners and researchers.     

广西方言研究专栏——广西贺州八步鹅塘八都话入声的语音分析

以实验语音学方法讨论广西贺州八步鹅塘“八都话”特点是凹调。阴入的嘎裂声性较强，在音节中的出现位置偏后，音节中的出现位置偏前，能量在音节中的分布重心偏后。的入声。指出它是一种“嘎裂声”（creaky voice），其调形能量在音节中的分布重心偏前；阳入的嘎裂声性较弱，在音节中的出现位置偏前，能量在音节中的分布重心偏后。     

广西贺州八步鹅塘八都话入声的语音分析

以实验语音学方法讨论广西贺州八步鹅塘“八都话”的入声,指出它是一种“嘎裂声”(creakyvoice),其调形特点是凹调。阴入的嘎裂声性较强,在音节中的出现位置偏后,能量在音节中的分布重心偏前;阳入的嘎裂声性较弱,在音节中的出现位置偏前,能量在音节中的分布重心偏后。     

基于双网融合的话音无堵塞可视电话系统设计

现有的可视电话系统将话音及视频数据通过IP宽带数据网络进行传输。由于IP数据网络所固有的流量突发特性,将对实时性要求很高的话音数据造成间续性的话音堵塞延时,使话音质量难以得到保证。基于网络融合技术将话音数据在PSTN网络上传输、将视频数据在IP数据网络上传输,并通过同步协议保证话音与视频的同步,可以在保证话音数据无延时传输的同时得到相对稳定的视频流。测试结果表明,话音与视频数据同步延时小于50ms。     

嗓音的音色音域与歌唱声部的研究

人类的嗓子是一种最富有表现力的乐器,人声按着音色的差异和音域的高低去划定声部嗓音,可分为六个声部,有女高音、女中音、女低音、男高音、男中音、男低音,每个声部都有自己的歌唱方法和表现艺术的特点。     

Preparing for the First Birth: Mothers' Experiences at Home and in Hospital in Australia

The aim of this research was to explore the experiences of a group of first-time mothers who had given birth at home or in hospital in Australia. Data were generated from in-depth interviews with 19 women and analyzed using a grounded theory approach. One of the categories to emerge from the analysis, “Preparing for Birth,” is discussed in this article. Preparing for Birth consisted of two subcategories, “Finding a Childbirth Setting” and “Setting Up Birth Expectations,” which were mediated by beliefs, convenience, finances, reputation, imagination, education and knowledge, birth stories, and previous life experiences. Overall, the women who had planned home births felt more prepared for birth and were better supported by their midwives compared with women who had planned hospital births.     

Rhizovocality

In this conceptual paper, the author offers a rethinking of the concept of voice in qualitative research informed by feminist, postcolonial, and poststructural theories. Using Deleuze & Guattari's (1987) figuration of the rhizome, the irruptions of voice in feminist and postfoundational qualitative research are mapped to invent a concept of voice, rhizovocality, that signifies voice as excessive and transgressive yet interconnected. This mapping begins with early feminist emancipatory research that assumed an authentic, silent woman's voice in need of liberation. Then, the author moves into dilemmas of power that emerged from critiques of problematic representations of voice within feminist research. The third section of the paper is a postcolonial feminist response to imperial uses of voice in feminist research, and the final part is a feminist deconstructive critique of voice in qualitative research. The article concludes with an argument for rhizovocality as a conceptual, deconstructive tool for working the limits of voice in qualitative research.     

Vulnerable Voices: An examination of the concept of vulnerability in relation to student voice

Vulnerable student voices are a matter for concern in contemporary higher education, but that concern is directed more towards identifying vulnerable groups, and seeking to widen their participation in higher education. It is less to do with the vulnerability of certain modes of voice when students are there.

The concept of student voice may be anatomised into three constituent elements: an epistemological voice, or a voice for knowing, a practical voice, or a voice for doing, and an ontological voice, or a voice for being and becoming. A voice for being and becoming is less valued and validated in contemporary higher education, and more vulnerable, than voices for knowing and doing. Developing an ontological voice is deemed less important than developing epistemological or practical voices, yet an ontological voice is fundamental to those two other voices.

The concept of vulnerability needs to be extended from referring to certain under‐represented groups in the student body to indicating the strength or weakness of certain modes of the student voice. Vulnerability is not only about the vulnerability of the presenting student, but also about his voice yet to be uncovered. Reinterpreting vulnerability fosters modes of recovering ontological voices at risk of being lost.     

Finding her way: a beginning teacher's story of learning to honour her own voice in teaching

This article examines the ways in which a collaborative action research design became the lens by which a classroom teacher and two university teacher educators examined the practice of a novice during her second year of teaching. Together the three authors tell a story of a young woman's struggle to find and honour her voice as a new teacher. Three overarching themes were identified from the date, including university preparation, formal/informal support networks and finding and honouring her voice. Findings revealed that the collaborative nature of this research provided for unintended praxis for all researchers. Ultimately, the teacher's quest for voice and ultimate articulation of self-as-teacher emerged as a result of her participation in this collaborative inquiry.     

Healthy Birth Practice #3: Bring a Loved One,Friend, or Doula for Continuous Support

All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007.     

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.”     

Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction

Despite the debate among writing researchers about its viability as a pedagogical tool in writing instruction [e.g., Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12 (3), 245–265; Stapleton, P. (2002). Critiquing voice as a viable pedagogical tool in L2 writing: Returning spotlight to ideas. Journal of Second Language Writing, 11 (3), 177–190], voice remains one of the constructs commonly addressed in learning standards and assessed in high-stakes English Language Arts tests. It is assumed, therefore, that the presence of a strong authorial voice plays an important role in the evaluation of the overall quality of students’ writing. In reality, however, there is a critical lack of empirical research that explores the nature and characteristics of the relationship between voice and overall writing quality. The present study builds on and extends the work of Helms-Park and Stapleton [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12 (3), 245–265] and examines such a relationship in the context of an L1 high-stakes academic writing assessment. Results show a positive and significant relationship between voice intensity and writing quality, which contradicts what Helms-Park and Stapleton [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12 (3), 245–265] found in the context of L2 argumentative writing. This study therefore contributes to the exploration of the role of voice in writing instruction and assessment.     

广东阳山土话的语音特点初探

阳山土话来自乐昌黄圃,当地居民称之为"燕子声"或"猫仔声"。文章归纳了阳山土话的声韵调系统,简要分析其主要的语音特点,并与乐昌(黄圃)话进行比较,显示阳山土话之变异特点。     

浅议钢琴演奏的声音技巧

在钢琴演奏中,想要弹奏出好的声音,就要学会用脑“听”,运用和调节自然重量,要注意指间触键,发挥钢琴之所长,并协调好掌、腕、臂、身体诸部位与声音的关系。