Reflections from University Students in a South African Gay and Lesbian Society

This exploratory study examines the experiences of 20 gay and lesbian students and their involvement in a gay and lesbian Society at Stellenbosch University in South Africa. This study occurred under the theoretical framework of McCarn and Fassinger’s (1996) model of sexual minority identity formation. Participants ranged in age from 20–31 years old and included 17 men and three women. Eighteen were White, 1 was Colored, and 1 was Euro-Asian. Participants discussed positive and negative effects of belonging to the Society, counseling services available on campus, patterns of victimization, and cultural norms regarding gay men and lesbians in South Africa. Recommendations for counselors, staff, educators, and administrators are provided.     

Lesbian and gay teachers and sex/uality education policy enactment in schools

ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.     

Best Not Forget Lesbian,Gay, Bisexual,and Transgender Themed Children's Literature: A Teacher's Reflections of a More Inclusive Multicultural Education and Literature Program

For many years, educational practitioners have been implementing multicultural literature about African-American, Asian, and Latino families. Teachers have also presented literature about great leaders, such as Martin Luther King Jr. and Helen Keller. However, the same cannot be said about literature depicting lesbian, gay, bisexual, and transgender (LGBT) families and heroes. In this article, the author's experience of teaching a multicultural literature program and students' responses to LGBT-themed literature are presented and discussed.     

Making It Better for Lesbian,Gay, Bisexual,and Transgender Students through Teacher Education: A collaborative self-study

Teacher education programs have a critical role in helping incoming teachers develop a deeper understanding of lesbian, gay, bisexual, and transgender (LGBT) issues and their moral and legal obligations to counter homophobic bullying. In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Canadian city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. In particular, they consider (1) their commitment to this work; (2) why they taught the way they did; (3) the impact their approach had on teacher candidates in the workshops; and (4) what the study revealed about their teacher education practices.     

Lesbian teachers,harassment and the workplace

Drawn from a larger study examining the experiences of lesbian teachers working in high schools across New South Wales (NSW), Australia, this article explores the ways in which interpersonal anti-lesbian harassment marginalises lesbian teachers. It relays some of the impacts harassment has on individuals, yet also shows that many of these teachers display instances of power, resistance and challenge to the surveillance, policing and regulatory regimes they encounter. Although anti-lesbian harassment can silence individuals, this paper illustrates that it also serves to catalyse the active embodiment and expression of sexual subjectivity.     

性别身份、社会文化和翻译——兼谈凯斯·哈维《同性恋身份与文化转换》中同性恋语言特征及其翻译

英国著名学者凯斯·哈维在《同性恋者的身份与文化转换》一文中通过对英法文学作品中出现的同性恋语言及其翻译的比较研究,从一个新的角度一同性恋者中的男性持女性气质的视角对性别身份、社会文化及其语言三者的关系进行了研究探讨,并提出了自己对同性恋语言的翻译,进一步探讨了性别身份、社会文化及翻译三者的互动关系,为以后的翻译的研究带来一定的启示作用.     

A Study of Homophobia Among HBCU Undergraduate Students Toward Gay and Lesbian Adoption

While recent research examines homophobia among social work majors, there is limited research devoted to social work students enrolled in a historically Black college and university (HBCU). Social workers are not immune to possessing homophobic attitudes; therefore, diversity training is important. This research explored whether there were any differences in the attitudes of undergraduate social work students enrolled in a HBCU in the South toward gay and lesbian adoption in relation to the students’ gender, age, religious affiliation, and religious participation. This quantitative study used a nonrandom convenience sample of 94 students using the Attitudes Toward Lesbians and Gay Men Scale and the Attitudes Toward Homosexuality Scale. The data were analyzed utilizing one-way and two-way chi-square procedures.     

Including All Voices in the Classroom: Teaching Lesbian,Gay, and Bisexual Students

Abstract

A collaborative research project. which was offered as an alternative to traditional undergraduate independent study courses, is discussed. The authors describe the characteristics of traditional independent study courses and how collaborative research efforts differ from them. Such projects provide an in-depth exposure to the topic under study, produce outcomes of a scholarly paper or presentation at a professional meeting, and facilitate authentic interactions between student and teacher. Specific guidelines for establishing a collaborative research project are provided. The authors, a college faculty member and an undergraduate student, outline the benefits of collaborative projects and specific lessons learned from their experiences executing a project.     

Lesbian,gay, and heterosexual adoptive parents' experiences in preschool environments

Little research has examined the school experiences of lesbian/gay (LG) parent families or adoptive parent families. The current exploratory study examined the experiences of 79 lesbian, 75 gay male, and 112 heterosexual adoptive parents of preschool-age children with respect to their (a) level of disclosure regarding their LG parent and adoptive family status at their children's schools; (b) perceived challenges in navigating the preschool environment and advocating on behalf of their children and families; and (c) recommendations to teachers and schools about how to create affirming school environments with respect to family structure, adoption, and race/ethnicity. Findings revealed that the majority of parents were open about their LG and adoptive family status, and had not encountered challenges related to family diversity. Those parents who did experience challenges tended to describe implicit forms of marginalization, such as insensitive language and school assignments. Recommendations for teachers included discussing and reading books about diverse families, tailoring assignments to meet the needs of diverse families, and offering school community-building activities and events to help bridge differences across families.     

女性的永恒悲剧——论现当代女作家的女同性恋书写

现代女作家的女同性恋书写既是对男权文化的逃避与批判,又是异性爱的替代品,难逃男性意识与审美趣味的窠臼。当代女作家的女同性恋书写,是女性的一种深刻自恋,无意中满足了男性的窥淫欲,陷入了消费社会的商品陷阱中。女同性恋书写表现了男权文化下女性的永恒悲剧。     

Diversity and inclusivity at university: a survey of the experiences of lesbian,gay, bisexual and trans (LGBT) students in the UK

The extent to which UK universities are ‘gay friendly’ has received some attention in the press. Whilst there are a number of published studies exploring campus climate for lesbian, gay, bisexual and trans (LGBT) students and/or staff, these are primarily localised studies undertaken in State Universities and Baccalaureate Colleges in the US. The present study is a nationwide UK study of campus climate, based on survey data collected from a sample of 291 LGBT students from 42 universities across the UK. The findings show that despite the increased implementation of an equality agenda (e.g. equal access; widening participation) in UK Higher Education, homophobia on campus is still a significant problem and therefore universities are not perceived nor experienced by LGBT students as ‘safe spaces’ in which to be open about sexual orientation/gender identity. The implications of the findings for university policy and practice in relation to LGBT (and indeed all) students is also explored.     

嫘斯嫔情结与女性“乌托邦”的建构——陈染小说姐妹情谊解读

在菲勒斯中心主义统治下的中国文学,导致了姐妹情谊书写的“空白之页”。90年代的中国,女性主义写作高潮迭起,女作家们冲破了种种男权中心话语的压制,勇敢地正面抒写了确实存在的女性情谊。全文通过对陈染小说所蕴涵的姐妹情谊的论述,高度肯定了陈染为突破男权中心话语和建构女性话语所作出的努力和探索;同时分析了由于文化的禁忌,其姐妹情谊的书写带有拒绝社会认同的边缘人格色彩。     

Critical Consciousness-Based HIV Prevention Interventions for Black Gay and Bisexual Male Youth

Black gay/bisexual male youth are one of the groups most affected by HIV in the United States, but few behavioral interventions have been created specifically to address this health inequity. Oppression related to these youths’ multiple social identities—including racism, heterosexism, and HIV stigma—contribute to increased health risks. Primary and secondary HIV prevention interventions created specifically for Black gay/bisexual male youth that address the negative impact of oppression are urgently needed. We present empowerment as a framework for understanding how oppression affects health, and critical consciousness as a tool to be utilized in behavioral interventions. This approach helps to move Black gay/bisexual male youth from a place of oppression and powerlessness that leads to elevated health risks to a position of empowerment that promotes feelings of control and participation in healthy behaviors. Finally, we present a case example of our own critical consciousness-based secondary HIV prevention intervention created specifically for Black gay/bisexual male youth.     

Let's Make Better Use of Our Libraries

Teachers concerned with issues of social justice are sometimes confronted by classroom incidents that compel them to take action. This article draws on an incident in a primary school setting where deprecating language, used toward a child of lesbian parents, challenged the teacher to confront the issue of homophobic language. The teacher worked in consultation with the school community to provide a real-life learning opportunity about diverse family structures. Written in a narrative style, the teacher's voice is used to articulate the incident and the dilemmas he confronted. To explore the issues, this article shows that “difference” in an educational setting can be both positive and problematic; educators can challenge the unjust use of homophobic language; and the need for visible gay role models extends not only to students but also to gay educators.     

在《品德与社会》课程中实施生态教育的策略与思考

生态文明以自然和谐理念为指导,倡导人与自然的和谐相处,这是人类社会文明的重要组成部分,也是人类文明前进的方向。小学《品德与社会》教学课程大纲中有向生态方面的教学内容,生态教育成为了该课程的主要教学目标之一,其集中表现为培养学生热爱自然、形成情感、保护自然生态环境的意识。通过对《品德与社会》教材进行详细分析和研究,同时结合多年品德课程教育实践,提出一个生态教育的基本框架,并探讨生态教学的具体实施策略。     

Teaching students to estimate complex probabilities of board game events through simulation

Students are typically introduced to probability through calculating simple events like flipping a coin. While these calculations can be done by hand, more complex probabilistic events, both in class and in the real world, require the use of computers. In this paper, we introduce a new tool—an R shiny web app and associated CRAN package based on the board game “CamelUp”—to help students explore these probability calculations through simulation in a fun context. Through this app and in conjunction with the board game Camel Up, we present some sample activities for helping students better understand and make in-game probabilistic decisions.     

Two daddy tigers and a baby tiger: promoting understandings about same gender parented families using picture books

There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers’ interpretations of children’s responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children’s thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be ‘difficult’ or ‘dangerous’. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about ‘family’ outside of normative boundaries.     

游戏、游戏精神与体育教学

游戏在体育教学中一直有着举足轻重的作用,在体育与健康课程的教学中,应更好地利用游戏的作用,将游戏真正融入体育教学中。从游戏本身出发,寻找游戏与体育教学、游戏精神与体育和健康课程教学的诸多关联,将为体育与健康课程的顺利实施提供一种有效的途径和方法。     

艺术类网游设计专业课程体系及教学研究

网游行业是一个快速发展的朝阳产业,游戏美术设计人才紧缺,游戏美术设计专业教育还没有成熟的体系。本文介绍了当前网游设计专业的培养现状和存在的问题,本校通过和网游公司团队引入课堂进行教学和实际游戏项目并行和穿插的全新教学模式,破解传统教育中长久以来存在的教学和就业脱节的老大难问题,做到学以致用,提出了艺术类高职网游设计专业新的课程体系与教学内容设置,新的课程体系对培养合格的游戏美术师具有重要的现实意义。     

社会/情感策略与英语听力教学

听力理解能力直接影响英语学习的效果,其过程是一个复杂的心理过程,受到诸多个人心理因素的影响,与社会/情感学习策略的运用有着密切联系.在听力教学中教师运用及引导学生有效运用社会/情感策略是极其重要的.