“Everyone Needs a Class Like This”: High School Students' Perspectives on a Gay and Lesbian Literature Course

Abstract

This article offers insights on how students experienced and made sense of their learning in a trimester-long high school Gay and Lesbian Literature course. Drawing on questionnaires and interviews that the students completed as part of a larger ethnographic study of this class, the author shows how a queer-themed literature curriculum is relevant for both LGBTQ-identifying and straight–identifying students and contributes to a better school climate.     

An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality

Both the Dearing Report and the UK government's recent Green Paper on lifelong learning—The Learning Age—have made explicit references to an inclusive system of higher education and its contribution to a more inclusive society. This paper begins by examining the understandings of inclusivity displayed in The Learning Age and discusses the limitations of discourses that restrict the inclusion debate to matters of access. It argues that inclusivity rests on not only access but also the experience of higher education and it points to the need for both structural and cultural change. The paper then presents acase study of gay and bisexual male higher education teachers that draws on in-depth interview-based material from a UK study. It explores how inclusive higher education is with respect to gay and bisexual men and considers structural inequalities that remain, for example, in relation to equal opportunity policies and pension entitlements. The paper also considers the cultural practices of the gay and bisexual male teachers, for example, their engagement in cultural production through teaching and research and their attempts to wrestle control over identity construction in day-to-day interactions. The paper concludes by considering how a relational understanding of difference might offer possibilities for the diverse ‘voices’ of different groups to be reconciled with a collective view of what constitutes the ‘higher education community’ as a whole.     

Doing the Public's Business: Florida's Purge of Gay and Lesbian Teachers, 1959–1964

In this article, I argue the proposition that educators ought to be including a serious consideration of intelligent design as a counterexample to the scientific explanations of human origins. The article first distinguishes between three different ways people ask “why”: the Scientific Why, the Ultimate Why, and the Teleological Why. Although science answers the first Why with a high degree of confidence, it does not answer the second or third Why at all. An exclusive focus on questions with empirical answers reduces the education experience, eliminating much of value from it, especially a sense of wonder at unanswerable questions.     

Following a map from the skies

The secret of a pigeon’s amaz-ing ability to find its way home has atlast been uncovered:they follow theroads and railways just like we do.鸽子即使远隔千山万水也能找到回家之路,这个一直令人惊诧不已的秘密终于被揭开了:它们像我们人类一样沿着公路和铁路回家。A homing pigeon’s natural so-lar and magnetic compasses are oftenless important than its knowledge of human transport routes,according toresearchers at Oxford University,UK.英国牛津大学研究者的调查表明,对于信鸽而言,自然界的指南针(来自太阳能和…     

Hanging a Horseshoe over the Door

马蹄铁一直被视为一种吉祥物。有人说是因为马蹄铁呈半月形,而半月又是幸运的象征。人们通常把马蹄铁悬挂在房门或谷仓门的上方以求保护。尤其当一个朋友搬进新居时,人们通常送给他/她一个马蹄铁做礼物。据说它可以带来好运。     

Is the Door-in-the-Face a Concession?

The Door-in-the-Face (DITF) sequential message strategy was investigated in a three-study analysis of existing experimental findings. The current study predicted there would be a positive relationship between concession size and compliance rates in DITF studies. Study 1 included 25 comparisons where size of concession was quantifiable as measured by percentage reduction from initial to target request in the DITF condition. Study 2 data relied on a panel of undergraduate students to provide an index of concession size in 12 additional observations. A third study validated the panel procedure of rating concession size and also provided 9 additional independent observations from the pool of published studies on DITF. Results from each study indicated a positive relationship between concession size and effect size (r = 0.35, 0.55, 0.68, respectively). Study findings provide support for reciprocal concessions explanation for DITF effects.     

When the Teacher Is a Non-native Speaker

One item in the questionnaire inquired whether the participants thought the NEST or the non-NEST was a better teacher. While an approximately equal number of votes went for either option （27 percent for NESTs and 29 percent for nonNESTs）, 44 percent inserted “both,” an alternative which had not even been supplied in the questionnaire. The proportion of participants who chose non-NESTs as their favorites is high, especially given their linguistic inferiority. It follows from this that non-NESTs should be in possession of certain unique features that NESTs Jack. But what are they？ What gives non-NESTs their competitive edge？ What assets enable them to make up for their linguistic handicap？     

a number of≠the number of

a number of与the number of两个比较容易混淆的短语，尤其是当它们作主语时，其谓语的单复数形式很容易被弄错。要解开他们之间的疙瘩，其中的奥妙就在下面。     

Cocking a Snook at the Communicative Approach

In this article, I will look at the situation in India where generalist primary school teachers have recently been required to teach a language in which they are not fluent. I suggest that, in this context at least, there are compelling reasons for teacher-resistance to currently fashionable methods of language teaching.     

When the Teacher Is a Non-native Speaker

In “When the Teacher is a Non-native Speaker,” Medgyes examines the differences in teaching behavior between native and non-native teachers of English, and then specifies the causes of those differences. The aim of the discussion is to raise the awareness of both groups of teachers to their respective strengths and weaknesses, and thus help them become better teachers.     

Taking a Taxi in the United States

<正>Because visitors to any country are unfamiliar with public bus or sub-way systems, they are likely to travel by taxi when they first arrive. In most     

most,the most与a most

一、most通常有三种用法: 1.在“most+副词或形容词”结构中,most是副词,意为“很,非常,十分”。例如: I shall most certainlygo there.我十分肯定会到那里去。     

‘In the sunshine’: a case study exploring the impact of a CETL award scheme

This article explores the impact of an award scheme provided by one of the Centres for Excellence in Teaching and Learning (CETLs). The award scheme provides financial and other support for lecturers teaching higher education in colleges of further education. Award schemes are common to most of the CETLs and have also been provided in some institutions. The article discusses findings from a focus group discussion held with recipient practitioners. The focus group discussion was part of a study of the impact of the CETLs on reward and recognition for teaching, funded through the Higher Education Academy. The article locates the award scheme in the wider context of the national CETL initiative and in the changing structure and function of further education. The impact of the award is examined in terms of the opportunities and benefits experienced by the individual lecturers and also in terms of the impact on the wider policy agenda of the CETL initiative to improve reward and recognition for teaching.     

most, the most与a most

一、most通常有三种用法: 1.在"most+副词或形容词"结构中,most是副词,意为"很,非常,十分".例如:     

Taking a Taxi in the United States

Becausevisitorstoanycountryareunfamiliarwithpublicbusorsubway(地铁)systems,theyarelikelytotravelbytaxiwhentheyfirstarrive.InmostcitiesintheUnitedStates,taxisareconsidereda“luxury(奢侈)”.Inaddition(此外),itisoftendifficulttofindataxiatthebusiesttimeofaday,orwhentheweatherisbad.Telephoneinadvance(事先)forataxiispossible,butyoumayfinditeasier,quicker,andlessexpensivetostopthemonthestreetorfindthemattaxistandsnearlargehotels,railroadstations,orairports.Generally(通常地),taxischarge(要价)passeng…     

文化回应教学理论：背景、思想与实践--华盛顿大学多元文化教育中心Genev a Gay 教授访谈

文化回应教学作为一种教学取向以及一种行动方案,有其提出的理论背景、思想脉络和实践意向。教学忽视了学生的文化差异,没有关注他们的生活经历和文化背景,仍是以主流文化的标准及方式要求他们,因而造成少数民族学生学业低落。教师应该理解学生成长的母文化、学生文化行为所暗示的文化意蕴以及学生之间的文化差异,将学生的母文化作为学习的桥梁,而不是学习的障碍,学校教育应适度反应学生的母文化,使学生的学习经验更具脉络意义。教师需要关怀学生、与学生建立多种沟通方式、开发多元文化课程以及保持教学与文化一致性的教学架构。