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181.
Research analysing the operation of power within sport and physical activity has exposed the marginalisation and exclusion of women's sport in explicit and institutionalised ways. However, for women in recreational and alternative physical activities like surfing, sporting experiences lie outside institutionalised structures, thus requiring alternative surfing of conceptualising the processes of exclusionary power. In this paper, we focus on the voices of women recreational surfers to explore the changes which may or may not be occurring at smaller, more localised levels of women's engagement with surfing culture. An ethnographic methodology was employed to ask women how and why they engage in surfing and what it means for them, rather than asking questions based on existing assumptions. In presenting the data we draw upon the double meaning afforded by the term ‘to patronise’ as a means of framing the complex ways that women continue to be differentiated in surfing culture, and the ways they respond to this. In the final section, we employ a Foucauldian analytic lens to explore the subtle normalising practices in which women are incited to recognise and undertake the practices of the valued masculine ideal of the ‘good surfer’ through caring acts and advice offered by male surfers. This post-structuralist perspective offers space to think outside of simple resistance and reproduction, instead considering a complex space where women and men negotiate power in a range of ways from contextual, subjective positions. In conclusion, we argue that women recreational surfers are enacting alternative ways of operating within the power relations that circulate in the waves, creating ever-changing spaces for new ways of doing and knowing surfing to emerge. 相似文献
182.
Louise Mifsud 《Learning, Media and Technology》2014,39(1):142-149
The use of socio-material perspectives as a perspective for understanding new technologies in education has experienced a resurgence. At the same time, mobile learning as a concept is growing fast. This paper takes up the notion of mobile learning and classroom practices from a socio-material perspective, and looks at what socio-materiality has to offer for the understanding of mobile learning and classroom practices. 相似文献
183.
Mary Louise Gomez James R. Carlson Jennifer Foubert Shameka N. Powell 《Teaching Education》2014,25(3):334-347
In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do. 相似文献
184.
Primary school provides an appropriate opportunity for children to commence comprehensive relationships and sexuality education (RSE), yet many primary school teachers avoid teaching this subject area. In the absence of teacher confidence and competence, schools have often relied on health promotion professionals, external agencies and/or one-off issue-related presentations rather than cohesive, systematic and meaningful health education. This study examines the implementation of a 10-lesson pilot RSE unit of work and an accompanying assessment task in two primary schools in South-East Queensland, Australia. Drawing predominantly from qualitative data, the research explores the experiences of primary school teachers as they engage with RSE curriculum resources and content delivery. The results show the provision of a high-quality RSE curriculum resource grounded in contemporary educational principles and practices enables teachers to feel more confident to deliver RSE and minimises potential barriers such as parental objections and fear of mishandling sensitive content. 相似文献
185.
Jenny Louise Hallam Des Hewitt Sarah Buxton 《The International Journal of Art & Design Education》2014,33(2):195-207
Despite the numerous benefits art has for children, research suggests that there is a lull in the development of expression in children's drawings during the primary school years and that many children give up on art between the ages of 10 and 12. Research investigating this phenomenon has taken an educational focus and aimed to identify potential shortcomings in the primary education system which could impact negatively on children's artistic development and interest in art. This article builds on previous educational research by exploring children's perceptions of the art education they receive. In this small exploratory study semi‐structured interviews were conducted with six children in each of the Key Stages of English compulsory education: Key Stage 1 (5–6 year olds); Key Stage 2 (7–8 year olds); Key Stage 3 (11–12 year olds) and Key Stage 4 (14–15 year olds). A qualitative thematic analysis is used to explore children's experiences of art in the classroom, the kinds of support they receive in art lessons and how art lessons can be improved. It is hoped that the exploration of children's experiences of art in the classroom will enable movement towards an engaging and relevant approach to art education. 相似文献
186.
Louise Hayward Jo-Anne Baird Simon Allan Thomas Godfrey-Faussett Carolyn Hutchinson Ellen MacIntosh Ashmita Randhawa Ernest Spencer Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system. 相似文献
187.
We draw upon transformational leadership theory to develop an instrument to measure transformational parenting for use with adolescents. First, potential items were generated that were developmentally appropriate and evidence for content validity was provided through the use of focus groups with parents and adolescents. We subsequently provide evidence for several aspects of construct validity of measures derived from the Transformational Parenting Questionnaire (TPQ). Data were collected from 857 adolescents (M(age) = 14.70 years), who rated the behaviors of their mothers and fathers. The results provided support for a second-order measurement model of transformational parenting. In addition, positive relationships between mothers' and fathers' transformational parenting behaviors, adolescents' self-regulatory efficacy for physical activity and healthy eating, and life satisfaction were found. The results of this research support the application of transformational leadership theory to parenting behaviors, as well as the construct validity of measures derived from the TPQ. 相似文献
188.
Louise Marlow 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(3):279-313
This essay examines the career of the Shafi?ī jurist and logician Sirāj al-Dīn Urmavī (1198–1283), who combined his scholarly and judicial activities with ambassadorial appointments to Frederick II, King of Sicily and Holy Roman Emperor, and the Ilkhan Hülegü. Originally from Azerbaijan, Sirāj al-Dīn spent most of his professional life in Ayyūbid Cairo and, from 1257, in Seljuk Konya, where he spent the final decades of his life as chief qadi. Through a contextualised reading of the extant biographical information for Sirāj al-Dīn, the article draws particular attention to two aspects of his physical and professional trajectory. First, the essay situates Sirāj al-Dīn's career in the context of processes of cultural change in thirteenth-century Anatolia. It seeks to demonstrate both the transfer and adaptation to the Anatolian urban milieu of social–cultural patterns attested for the a?yān in neighbouring predominantly Muslim societies, and the shaping of the social and cultural functions of immigrant scholars to Anatolia by local conditions. Second, the article identifies Sirāj al-Dīn as a prominent participant in an intellectual community engaged in inter-cultural exchange across political and confessional boundaries in the thirteenth-century eastern Mediterranean. 相似文献
189.
Critical Race Theory: The Cutting Edge. Richard Delgado (Ed.), Philadelphia: Temple University Press, 1995, 592 pages, $29.95 (softcover). ISBN 1–5663–9348–5. Dreamseekers: Creative Approaches to the African American Heritage. Anita Manley and Cecily O'Neill (Eds.), Portsmouth, NH: Heinemann, 1997, 175 pages, $24.50 (softcover). ISBN 0–4350–7045–2. Places of Memory: Whiteman's Schools and Native American Communities. Alan Peshkin, Mahwah, NJ: Lawrence Erlbaum Associates, 1997, 150 pages, $22.50 (softcover). ISBN 0–8058–2469–3. 相似文献
190.
Möller Bernhard Torrance E. Paul Hahn Walter Kruszewski Krzysztof MacIntosh P. de Landsheere Gilbert Vexliard Alexandre Tyler Louise Bemmerlein Anton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(4):499-511
International Review of Education - 相似文献