Rethinking the marginalizing discourses around teenage pregnancy

ABSTRACT

This article examines the literature on schooling for teenage mothers in order to expose the normalizing discourses that position young mothers as at risk for failure. Through an exploration of the historical and socio-cultural positioning of teenage mothers over the past few decades, the author illustrates the schooled responses to adolescent mothers and the responses of adolescent mothers to school structures and marginalizations. The article concludes with suggestions for further research that would address the achievements and the strengths of young mothers and may provide space for thinking about other groups of students who have traditionally been labeled at risk.     

不一样的成年礼

1983年初春,我正在绥中县第二中学读高二。我18岁生日那天,学校教导主任突然告诉大家一个消息:空军来招飞行员了,条件具备的可以试试。听到消息后,我莫名地高兴,想都没想就把名报了,因为正在学校上课,也没和父母商量。我很怕赶不上,一路小跑来到招飞行员所在的教     

红军“少儿师”谱写的奇迹

它虽是一支主力部队,但全师平均年龄18岁,最小的仅14岁,师长20多岁,师政委萧华只有17岁,被称为"少儿师";它虽屡建奇功,并在决定红军生死的湘江战役中力挽狂澜,但部队减员只剩下1/4,以至于被迫取消番号;它虽仅存在一年多,但其指战员一     

Priorities,identity and the environment: Negotiating the early teenage years

This study focuses on the negotiation of environmental identity by 10 New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focused on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence, and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. First, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools.     

Teachers' views of teenage sexual morality

This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination.     

对青少年短跑运动员选材的研究

主要采用文献法、资料收集法,通过对短跑运动员的身体形态、身体素质以及身体机能等几个方面的调查和资料收集来获得相关的一些数据,以便选择那些将来能在短跑方面发展前途,能创造出优异的短跑运动成绩的青少年进行训练.     

School-based model for preventing teenage pregnancy

Social workers in the schools can take positive and immediate action to address teenage pregnancy through the use of interventive models that help teenagers avoid the risk of unwanted pregnancy. The present article describes and empirically supports 1 such school-based model. The author 1st delineates the major problems associated with teenage pregnancy and then relates the preventive model to prior research and details its implementation in school settings. A discussion of reslults from the model's field evaluation is followed with implications for school social workers. The model reported here is directed to all adolescents rather than focusing on a "high-risk" population. The risk of pregnancy is assumed to be a normal part of adolescent development. Grounded in an intterpersonal conceptualization of teenage pregnancy and in related empirical research, the school-based model helps young men and women acquire the requisite skills for preventing unwanted pregnancy. The program requires school social workers to meet with 12-18 teenage students of both sexes and to provide them with basic information on human sexuality, reproduction and contraception. These topics are covered by lectures, demostrations, discussion and audiovisual presentations. Through instruction, feedback and reinforcement, student learn how to talk about sensitive topics, stand up for their rights and be convincing and effective when carrying out decisions. Homework assignments are designed to develop the students'skills in interactions with dating partners, parents and friends. The clinical applicability and effectiveness of this prevention training model is documented through a study conducted in an urban high school. 36 informed and consenting sophomores of both sexes were randomly assigned either to an interventive group or to a non-treatment control group. Compared to the latter, the former had more accurate knowledge of human reproduction and contraception after the intervention. Buttressing these and other positive results, the students' enthusiastic feedback left little doubt that they enjoyed the group process and were interested in the training. Moreover, analyses of follow-up data on coital activity, the use of contraceptives, and family planning decisions revealed that the training had produced striking effects. Decision making tests, behavioral performance tests, follow-up questionnaires and videotaping of behavior during stressful interpersonal situations were among the evaluation techniques used.     

Peer regulation of teenage sexual identities

This article examines the teenage policing of heterosexuality in schools and contributes to debates about teenage sexual moralities and heterosexual male agency. It reports on a qualitative study in England of the collective sexual values of 12‐ to 13‐year‐olds and 14‐ to 15‐year‐olds. Focus group interviews indicated that pupils developed a consensual sexual morality through collusive sex talk. Homophobic and misogynistic views and verbal abuse were found to be key instruments of teenage peer regulation of sexual identities crossing class and ethnic boundaries. We found that the ‘official’ discourse of sex education did not relate to teenage lives. Anxieties about heterosexual masculinity and girls' sexual agency were conveyed by some boys through verbal sexual harassment—a form of behaviour regarded as intimidating yet normal. While white and Asian boys were more conservative in their views about marriage than girls, white and Asian girls struggled to resist heterosexual masculine power through career aspirations, by questioning marriage and being informed about sexual issues.     

Confucian values in the teenage fiction of Bernard Ashley

Dr. Laina Ho lectures at the English Language Proficiency Unit, National University of Singapore, having taken a doctorate at the University College of Wales, Cardiff researching the reading interets of teenagers in Singapore in American and British adolescent literature with a focus on reader-response criticism and cross-cultural difference.     

给学生的一封感谢信

"故事征集令"难得地收到一位老师的投稿,而且居然是写给学生的感谢信,让小编很是兴奋.究竟这位老师是要感谢什么呢?我们一起瞅瞅吧!     

浅析少年篮球运动员个人防守能力的培养

现代篮球比赛攻守对抗日趋激烈,防守已被摆在了重要的位置.个人防守能力是实施全队防守战术的基础,运动员的个人防守能力在篮球比赛中是极其重要.拼博意识是篮球防守能力的首要因素,良好的身体素质是防守能力的基础,防守技术是防守的核心,防守意识是个人防守战术行为的保障.个人防守能力的提高越来越受教练员的重视,本文就如何培养少年篮球运动员个人防守能力和防守意识作一下探讨.     

当前青少年犯罪心理分析及教育对策

当前青少年违法犯罪是一个严重且复杂的社会现象，其原因是多重的，但心理问题是青少年犯罪的起点，青少年犯罪从心理角度而言，主要产生于不平衡心理、逆反性心理和孤独及空虚心理。基于此，作为“三位一体”教育模式中的学校教育应真正的实现“应试”教育向“素质”教育的转变，强化德育、法制教育及挫折教育，以达到预防青少年犯罪的目的。     

教育行政法律关系中弱势群体的权益保护问题

本文从教育行政法制建设过程中弱势群体的权益难以维护的原因入手，提出了一系列解决问题的方案，包括立法建议、建立中介机构、监督方面加大透明度、强化公民的行政法律意识等。     

浅谈青少年田径运动员的基础训练

运用献法、访谈法对青少年田径运动员基础训练的意义、身心特点、训练方法和手段进行论述，以期为基层青少年田径教练员教学和训练提供参考．     

营养与健康青少年综合实践活动资源包的开发与建设

本文通过参加中国科协组织的课题＂营养与健康青少年综合实践活动资源包的建立与建设＂的介绍和总结,包括背景知识、教材资料、活动组织流程、活动实施的方法技巧、器材工具、评估方法,为科技教师提供科技综合实践活动的资源和技术支持。