Substance abuse and behavioral correlates of sexual assault among South African adolescents

OBJECTIVE: The aim of this article is twofold: first, to examine the prevalence of being the victim of actual and attempted rape among a large representative sample of Cape Town high school students; and second, to identify the correlates of sexual assault for both boys and girls, including alcohol, tobacco and other drug use, behavioral problems, and suicidality. METHOD: Data for this study were derived from the 1997 South African Community Epidemiology Network on Drug Use (SACENDU) school survey. A stratified sampling procedure was used to select students in Grades 8 and 11 at non-private high schools in Cape Town. A total of 2,946 students completed a survey consisting of socio-demographic questions and items about substance abuse, sexual activity, and other adolescent health risk behaviors. A subsample of 939 was randomly selected to complete items about sexual violence. RESULTS: The results revealed that 8.4% of respondents were victims of attempted rape, while 5.8% were victims of actual rape. Ordinal logistic regression showed that girls were 3.9 times more likely than boys to have been victims of sexual abuse. Family structure was also significantly related to rape as persons who lived with a single parent (OR = 1.74, CI = 1.00-3.04) and those who resided with one biological parent and one step parent (OR = 2.59, CI = 1.34-5.01) were more likely to have been have been victims of sexual abuse than those living with both biological parents. Alcohol use (OR = 2.0, CI = 1.10-3.62), anti-social behavior (stolen property, caused physical damage to property, bullied others, or been in physical fights) (OR = 1.44, CI = 1.12-1.86), suicidal dialogue (OR = 2.48, CI = 1.19-5.19), and suicidal attempts (OR = 3.2, CI = 1.65-6.30) were also significant predictors of sexual abuse victimization. Racially classified social groups (RCSG), age, drug use, and cigarette smoking were not significant predictors of sexual abuse victimization, while socioeconomic status was found to be marginally significant. CONCLUSION: This study reinforces the importance of multiple factors including alcohol use, anti-social behavior, suicidal thoughts and actions, and family structure with respect to sexual assault of adolescents in South Africa. Establishing and strengthening intervention programs, school based child protective protocols, professional education of teachers and school personnel, community prevention programs, and initiatives could help prevent adolescent sexual violence and reduce the sequelae associated with this problem.     

Politics,Poverty and Education in Rural South Africa

This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of schooling, gender relationships of poverty and also child labour. The article illustrates how the relationship between poverty and education has been differently constructed in different discourses, and concludes by considering the challenges of developing policies to address the education/poverty nexus in the rural areas of post‐apartheid South Africa.     

Le modele de l'acquisition des competences et la formation des personnes agees

Résumé La formation des personnes âgées se trouve présentement fortement influencée par le modèle de l'acquisition des compétences qui prévaut dans la culture pédagogique. L'auteure de cet article expose et illustre le modèle dans sa forme première et sa direction actuelle, puis elle cherche à voir s'il convient de le retenir pour la formation des personnes âgées.

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The training of the elderly is at present strongly influenced by the competence acquisition model that currently prevails in pedagogical culture. The author of this article examines and illustrates this model in its original form and its current direction. She then addresses the question of whether it is appropriate to retain this model for training elderly people.

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Zusammenfassung Die Seniorenfortbildung wird von dem zur Zeit in der pädagogischen Kultur vorherrschenden Modell des Erwerbs von Kompetenzen sehr beeinflußt. Die Autorin dieses Artikels untersucht und beleuchtet dieses Modell in seiner ursprünglichen Form und der gegenwärtigen Zielsetzung. Sie diskutiert anschließend die Frage, ob eine Aufrechterhaltung dieser Art von Fortbildung für Ältere sinnvoll ist.

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Resumen La formación de personas mayores está fuertemente influenciada por el modelo de adquisición de competencias que suele prevalecer en la cultura pedagógica. La autora de este artículo examina e ilustra este mdoelo en cuanto a su forma original y a la dirección que actualmente toma. Finalmente, plantea el interrogante de si es apropiado o no mantener este modelo para la formación de personas mayores.

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Cet article développe les thèmes d'une communication intitulée Les lecompétences et l'éducation des personnes âgées,présentée lors de la 22e réunion scientifique et éducative annuelle de l'Association canadienne de gérontologie, Montréal, 30 octobre 1993.     

A heterotopology of the academy: mapping assemblages as possibilised heterotopias

Heterotopias are counter-sites of enacted utopias through which reality is simultaneously represented, contested and inverted. They are physical or mental spaces where, although norms of behaviours are suspended, there are connections with a plethora of other spaces. This article constructs a collective biography as a heterotopology of the academy. Academic subjectivities are produced and often constrained within powerful Higher Education discourses. Constructing an affective assemblage of becomings as a heterotopology, the authors deploy poststructural philosophy to re-story academic life experiences and conceptualise agency in the academy. Taking licence with the notion of academicity and heterotopia, the article describes how spaces in the measured university can be deterritorialised through generative lines of flight. An affective assemblage is presented that ruptures the discursive orientation of category boundary work where academics are constituted as ‘productive metric-minded knowledge workers’. The collective biography research approach facilitates a mapping of affective cartographies as a heterotopology and a critique of the discursive production of selves. The subjectivations of identity politics in matricised assemblages may be, even if momentarily, evaded, refused and agentically resisted.     

人文科学和博物馆：定义和联系

通常在文章的开头要首先阐明自己的态度 ,以使读者准确了解你所要谈论的问题。这篇文章关注两方面内容 :一个机构———博物馆和一个抽象的概念———人文科学。首先我想探究一下我们所说的人文科学和博物馆的含义 ,然后再把两者结合起来考虑。我要声明我并不是博物馆专家 ,而是国家人文科学基金会所称之为“人文学者”的那类人 ,意思是教某种人文学科课程的大学教师。我所涉及的领域是美国的文学和历史。对于博物馆 ,我有限的经历主要来自于大学博物馆和国家历史博物馆。我下面要谈的某些问题可能对博物馆教育工作者来说已经过时了 ,但对我…     

Literacy,social justice and inclusion: a large-scale design experiment to narrow the attainment gap linked to poverty

This paper describes the development and use of a tool designed to support educators to use a broad range of professional knowledge to enable inclusive literacy teaching that delivers social justice and narrows the attainment gap associated with poverty. The tool encourages teachers to formally recognise and act on a wide range of evidence about students as learners and to design their literacy curriculum and teaching according to this evidence. The research operationalised a Capabilities approach to inclusion and a design experiment methodology, working with 48 schools, 650 teachers and 12,783 students. A paired sample T-test showed a significant improvement in standardised age scores and that the ‘tail of underachievement’ shortened for all social groups. Goodman and Kruskal's gamma showed a weakening of the relationship between poverty and attainment. This gives cause for cautious optimism that attainment gaps associated with economic disadvantage can be narrowed if educators act on a wider range of evidence in literacy teaching, and if education researchers develop and trial tools to support them.     

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.     

A grounded theory study of family coach intervention with persistent school non-attenders

Persistent school non-attendance (PSNA) is a widely acknowledged problem. Family coaches work intensively with families where a child or young person (CYP) has persistently poor or no school attendance and there is unemployment or anti-social behaviour. Their work extends across different systems, which gives them a unique, multi-factored understanding of the phenomenon of PSNA in coaching families. The aim of this grounded theory (GT) study was to draw upon the experiences and perspectives of coaches in one UK local authority, to understand what helps and hinders successful intervention. A GT emerged, in which PSNA in coaching families was a red flag, occurring when CYP felt unsafe. This was a product of the home environment not providing a secure base, parents having a diminished capacity and the CYP feeling that their situation was invisible. Successful intervention was relationship-based; improved the visibility of CYP; and increased parenting capacity. Intervention was constrained by conflicting systems that resisted or sabotaged change.