RECONSTITUTING THE DEMOCRATIC SUBJECT: SEXUALITY, SCHOOLING, AND CITIZENSHIP

A bstract .  In this review essay, Robert Rhoads and Shannon Calderone consider how liberalism, as a guiding principle for school practices and educational policy making, reinforces heteronormativity through a doctrine of professed neutrality that circumscribes sexual expression and subjectivity. Through an analysis of Carol Vincent's Social Justice, Education, and Identity ; Cris Mayo's Disputing the Subject of Sex: Sexuality and Public School Controversies ; and Susan Birden's Rethinking Sexual Identity in Education , Rhoads and Calderone argue that the form of liberalism espoused by schools operates in contradiction to any pluralistic democratic project emphasizing social justice and inclusion of the "other." By highlighting the discursive contradictions and structural conditions of schools that lead to the marginalization and disenfranchisement of lesbian, gay, bisexual, transgendered, and queer students, each book proposes alternative forms of educational praxis that attempt to disrupt the liberal status quo of schools. Such praxis, Rhoads and Calderone argue, offers possibilities for new forms of democratic organization within schools that conform with a more robust and inclusive notion of citizenship.     

Multiculturalism,Diversity, and Social Advocacy: A 17‐Year Content Analysis of Counselor Education and Supervision

The authors summarized (a) data regarding multiculturalism, diversity, and social advocacy represented in Counselor Education and Supervision (CES) over a 17‐year period (1989–2005, Volumes 28–45); (b) type of articles (i.e., research vs. theory) represented; (c) research methodology and applications used; (d) journal editor and related terms; (e) primary contributors and related institutional affiliations; and (f) the breadth and scope of the data regarding key topics represented. Seventy‐eight articles met inclusion criteria. Data indicate the extent to which multiculturalism, diversity, and social advocacy were represented in CES.     

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifth-grade classes participated. The one-group pretest–posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high- and low-targeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment.     

Theorizing Communication Orientations of Privilege: How White Discourses (De) Construct Australian Aboriginals

We conducted a discourse analysis of Australians' conversations about race, exploring communication that (re)produces and decenters whiteness. We identified 23 communication practices, organized into four orientations (unity, separation, monologue, and dialogue), describing how those with power talk about those without power and (fail to) balance tensions between similarity and difference. Orientations of unity, monologue, and separation serve antidialogic functions by obstructing transformative thinking, de-legitimizing Aboriginal experiences, and reifying whiteness. Findings suggest it is possible, but rare, for individuals to engage in intercultural dialogue about race. Understanding communication orientations of privilege is a step towards facilitating talk that disrupts whiteness.     

Need-solution pair recognition by household sector individuals: Evidence,and a cognitive mechanism explanation

Problem-solving by everyday individuals is thought to occur as a two-step process. First, an individual identifies or formulates a problem, followed by entering into a subsequent search to find the best solution. Here, however, we consider an alternative process that everyday individuals may use for solution finding first theorized by von Hippel and von Krogh (2016). Specifically, von Hippel and von Krogh proposed that everyday individuals may sometimes discover a solution and the need it satisfies simultaneously without the need for apriori problem formation, a cognitive process they called “need-solution pair recognition”. Utilizing a rich literature from psychology and neuroscience, we propose that seemingly spontaneous discoveries found by need-solution pair recognition are natural products of the object recognition system and its underlying mechanisms. This view asserts that on encountering an object and reasoning how it might be used (i.e. functional object understanding), an individual's perception of an object may culminate in recognizing the object as a solution, and in some cases, as a solution to a problem previously unknown to him or her, thus bypassing formal problem-formulation and active solution searching entirely. To empirically test this view, we manipulated the ability of everyday individuals to functionally reason about objects while we examined the spontaneous occurrence of solutions found by either need-solution pair recognition or traditional problem-first problem-solving. Consistent with our hypothesized mechanism, our results indicate that need-solution pair recognition occurs more frequently when constraints on functional object understanding are reduced. That is, we found that needsolution pair discoveries outpaced solutions found from traditional problem solving, in environments with unfamiliar objects, where participants were not directed to solve specific problems. Our results provide clear evidence that everyday individuals in the household sector do not always innovate through traditional problem-solving processes, but instead may arrive at solutions as they recognize and reason about objects. Implications for research and practice in household innovation, and for innovation more generally are considered.     

A meta-ethnographic understanding of children and young people's experiences of extended school non-attendance

The views of the children and young people experiencing Extended School Non-Attendance difficulties are scarcely represented in the literature. This systematic literature review provides a much needed overview of the existing research evidence through a detailed synthesis of the lived experiences of persistently non-attending young people, using a meta-ethnographic approach. Ten qualitative, UK-based papers were selected and analysed, each of which focused specifically on the direct views of school non-attenders. Using Noblit and Hare's seven-step approach, the analysis generated seven themes: (1) difficult relationships with peer group; (2) inconsistent relationships with and support from adults; (3) negative experiences of school transition; (4) negative experiences of learning in school; (5) emotional wellbeing and mental health needs; (6) others' negative perceptions of the individual's needs; (7) personal beliefs about attendance. Through reciprocal translation of these themes, the overarching higher-order concept was developed relating to the impact of a sense of school belonging. The implications of this review include an enhanced emphasis on the need to gather young people's views early and to use their preferred terminology when discussing their difficulties. While outside the scope of this paper, further research should look to the translation into policy and practice in this area.     

Science Teachers Without Classrooms of Their Own: A Study of the Phenomenon of Floating

“Floating” teachers, or teachers without their own classroom, experience unique affordances and constraints as they develop professionally. To increase the knowledge in this area, this study looks at how traveling to different classrooms affects beginning secondary science teachers’ development and instruction. The participants in this study were three first-year floating secondary science teachers whose experiences were analyzed through a cultural historical activity theory framework. The data revealed how floating can either support or constrain the development of beginning science teachers, and limit the implementation of standards-based instruction. Finally, this study shows that high levels of human, physical, and social resources are necessary for progress towards standards-based science teaching. It suggests that if science teachers must move to different classrooms, we need to create ways in which to support their instruction and development. Furthermore, this study recommends that all teachers and supervisors work toward a deeper understanding of the school community’s role in the experience of the floating science teacher.     

Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds

In this article, we explore the personal mentoring experiences of two female scholars of diverse ethnic backgrounds across research-intensive institutions. Female faculty of color face substantial barriers to success in academe including mental and emotional discomfort, being treated as symbolically representing their race and gender, and social isolation. There is a distinct paucity of literature that describes the experiences of American Indian women in the Academy. Many women of Western European descent face similar barriers, regardless of racial majority status. This auto-ethnographic comparative study explores the degree to which the experiences of women from differing ethnicities might lend insight into the ways in which barriers to success both converge and differ at the microlevel. These convergent themes of mentorship have the possibility of providing insights for the development of intentional mentorship practice to support junior faculty and doctoral students engaged in scholarship.