The Rhetorical Limits of Satire: An Analysis of James Finn Garner's Politically Correct Bedtime Stories

By July 1994, Politically Correct Bedtime Stories had appeared for the third time on the New York Times bestseller list with sales exceeding 100,000 copies. One year later, there were almost 1.5 million copies of Politically Correct Bedtime Stories in print as it continued to excite public commentary. This popular book is an ideal case study for exploring the benefits and limits of satiric humor, the book's primary rhetorical strategy and the focus of this essay. We argue that because of its polyvalent nature, the use of ironic satire as a rhetorical strategy to debunk a position is unpredictable. In fact, as this essay demonstrates, some forms of humor may facilitate audience acceptance of the very ideas the satirist intends to disparage. In this case, Garner's use of satiric humor may have facilitated acceptance of moderate forms of political correctness.     

The Embedded Lesson Approach to Social Media Research: Researching Online Phenomena in an Authentic Offline Setting

For American teenagers, social media participation has become a routine feature of everyday life, with ready access to their online networks via smartphones, tablets, and computers. Despite questions and concerns about its effects, relatively few educational researchers have qualitatively explored how students use social media. Complexities such as parental consent, unintended access to non-consented peers, and privacy rights may be deterrents to this research. In this paper, we describe our embedded lesson approach to studying teenagers’ social media use in a high school setting. We designed and delivered three consecutive lessons about social media to two classes. Embedded within these lessons were opportunities to collect data via surveys, focus groups, and observations, along with member checking as a form of quality assurance. This approach rapidly yielded a rich data set, while also giving students the opportunity to articulate and reflect on their social media activities and experiences.     

Finding a voice? Narrating the female self in mathematics

If mathematics is a male domain, where does this leave women who do mathematics? In a world where there is little or no discursive space in which to be female, women who enter in must do identity work in order to achieve what is often an uneasy presence. This paper builds on recent research which suggests that some undergraduate women are however finding new spaces for belonging in the world of mathematics through critical reflection and collective challenge to dominant discourses. Focussing on an analysis of two women’s narratives of their success in mathematics, it explores their multi-voiced accounts of self through the lens of Bakhtin’s dialogism. It discusses the scope of reflexivity in creating new identity spaces in refigured worlds.     

Appraisal and Distancing Responses to Hurtful Messages II: A Diary Study of Dating Partners and Friends

This study examined the interaction between perceived cancer risk and self-efficacy related to cancer screening on cancer-related information seeking and scanning behaviors (SSB) among the general population. Individuals completed a cross-sectional survey, were classified into 1 of 4 clusters based on their relative risk and self-efficacy belief scores (i.e., high relative risk and high self-efficacy, high relative risk and low self-efficacy, low relative risk and high self-efficacy, and low relative risk and low self-efficacy), and asked about their information SSB related to the colonoscopy, prostate-specific antigen test, or mammogram. A national probability sample of 2,489 adults aged 40 to 70 took part in this study. Individuals who perceived themselves to be at high relative risk for cancer and had high self-efficacy beliefs in performing cancer-screening behaviors generally reported the highest amounts of SSB for cancer-screening information, compared to the others.     

Assessing Middle School Students’ Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites

Cyberbullying and threats of Internet predators, not to mention the enduring consequences of postings, may lead to dangerous, unspeakable consequences. Cyberbullying and threats of Internet predators through social networking sites and instant messaging programs are initiating numerous problems for parents, school administrators, and law enforcement on a national level (McKenna 2007 McKenna, P. 2007. The rise of cyberbullying. New Scientist, 195(2613): 26–27.  [Google Scholar], 60). A 34 item survey was developed to assess Knowledge of appropriate behavior on social networking sites (alpha = .84), Bullying Behavior (alpha = .72), and Internet Use (alpha = .78) of social networking sites for N = 588 grade 7–8 students from an urban and a suburban school. Implications for educators and parents regarding Cyberbullying and Internet Predators are discussed.     

Talking up learning at work: Cautionary tales in co‐opting everyday learning

Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.     

Teaching with new technology: four ‘early majority’ teachers

This paper explores how four good teachers, who do not have a special interest in technology, meet the challenge of introducing the rapidly developing mathematics analysis software (e.g. spreadsheets, function graphers, symbolic algebra manipulation and dynamic geometry) into their classrooms. These teachers’ practice is viewed through the lens of Roger’s framework for the diffusion of innovation and Pierce and Stacey’s pedagogical opportunities map. Data on teachers, views and practices were collected over 2 years. ‘Pedagogical Maps’ give a picture of the teachers’ perception and uptake of pedagogical opportunities. New practices have been added slowly to each teacher’s repertoire and their increasing fluency in practical ability to teach with the technology resulted in some changes to the classroom didactic contract. Overall, new technology seemed to have been absorbed into current practice, more than changing practice. At this stage of their development, these teachers do not identify the distinctive new mathematical capabilities as contributing to the major relative advantage of the innovation. Instead, they see the relative advantage mostly in the incremental improvements to capabilities of earlier calculators, and meeting the need for students to be up to date. One of the current challenges is that significant changes in both software and hardware design have been happening so rapidly that these early majority teachers felt almost constantly hampered by the need to learn and teach new technical skills and so continue to make limited progress in taking advantage of opportunities to approach mathematics concepts in new ways.     

The social costs of academic success across ethnic groups

This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed.