Recognition,responsibility, and risk: Pre-service teachers' framing and reframing of lesbian,gay, and bisexual social justice issues

This paper presumes teachers play crucial roles in making more just societies and teacher educators must decide how they will participate in and/or shape a global dialog about LGB rights with pre-service teachers. This paper utilizes Fraser's theory of justice to consider curricular change. It examines the values and experiences pre-service teachers bring to their university education that shape their interaction with curricula. Analysis of classroom dialog suggests that pre-service teachers have a more complex understanding of structure and transformation than their nascent language around sexuality allows them to articulate. These optimistic findings lead to proposals for transforming how we teach about sexuality.     

My Wildest Dream: A Letter to My Black Son

Abstract

This article is a letter to my son. In this letter I tell him the truth of my reality in theological education, as one filled with sexism, racism, and various other experiences. I express my fears for him in this world as a black boy who will grow into a black man. I also discuss my hope for his future and the future of theological education. I discuss how I believe that playing, changing the rules, and having good friends to play with could aid in creating a better future not only for him but theological education as well.     

Bullying: teachers’ views and school effects

Fifty‐one teachers completed a questionnaire and 20 teachers were interviewed about bullying. The teachers taught at two Outer London schools with high proportions of ethnic minority pupils where pupils had previously reported significantly different incidences of bullying. Analyses of the teachers’ responses indicated that at the school where pupils had reported a higher incidence of bullying, teachers were significantly more likely to perceive behaviour as bullying, observe bullying and have pupils report bullying to them. The majority of teachers interviewed endorsed gender differences in type of bullying. Only a minority of teachers believed that there were clear‐cut bully typologies but most believed that there were typical victim personalities. These results are discussed within a phenomenological approach to bullying.     

The Conceptualization of Models

In this paper, the theoretical basis and practical alternatives of critical pedagogy are applied to graduate courses in physical education. An autobiographical sketch is used to illustrate how critical pedagogy tries to affirm the “personal” and bridge it to the “political.” The faulty paradigmatic assumptions on which physical education in higher education is based are then analyzed and deconstructed. These paradigmatic assumptions are important factors for the crises facing physical education and society at large. Finally, an example of implementing critical pedagogy in the university classroom is provided, relating how students and the instructor can (a) connect the content and the objectives of courses to the broader social issues, (b) scrutinize and try to eliminate conventional relations of power in the classroom, and (c) bring the personal and the political into the learning process.     

Research Abstracts

Abstract

Retention and relearning of five novel gross motor skills after a long period of no practice were studied. College women were classified into high, average, and low skill groups in a previous experiment, and this classification of 36 of the original subjects was retained in the present retesting study. A high degree of skill was retained after approximately one year of no practice. Relearning to previously attained skill levels was rapid. There were significant differences among classified high, average, and low skill groups in learning, retention, and relearning.     

Bringing together monitoring approaches to track progress on adult learning and education across main international policy tools

International Review of Education - This article critically examines how monitoring strategies currently track progress on country commitments to adult learning and education (ALE). These...