Muslim women against FEMEN: Asserting agency in online spaces

ABSTRACT

This essay considers the activist group FEMEN and the online reactions to their “International Topless Jihad Day” protests. Specifically, I analyze the vernacular discourses present in the Facebook group Muslim Women Against FEMEN and their counter-protests as they articulate their dissatisfaction with FEMEN’s imperialist feminism. I argue that online spaces can provide meaningful sites for Muslim women to reassert their agency alongside of, rather than despite of, their Muslim identity. Tensions over the boundaries of feminist activism help us understand how digital spaces can aid in developing a more capacious understanding of agency that actively decolonizes imperialist feminist politics.     

The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK

As many as 90 % of incarcerated children and young people enter the secure setting disengaged from education. The nature of the secure custodial setting compounds the complex and challenging needs of the children, though efforts to understand this are limited. This paper reports on an ethnographic case study in one secure children’s home in England. Findings show that children can be re-engaged with education, relatively easily within a short space of time, given the right conditions. However, the secure setting was a defining feature, shaping the extent of this engagement. The implications of these findings are discussed and recommendation made.     

Community,Self and the Other: Learning Processes in Norwegian Folk High Schools

The Norwegian folk high schools have a legally defined role in the national educational system as a value-based pedagogical alternative without grades, exams or pre-defined curriculums. The roots of the schools can be traced to the theologian N.F.S. Grundtvig and his ideals of a learning that develops not just the mind but the whole student. The empirical study of this article seeks to explore the learning processes of contemporary Norwegian folk high schools. A theoretical development of Etienne Wenger’s social learning theory is applied to analyze 60 student texts. The article describes 3 overarching themes of learning: community as a context where self is developed through identity work and the other is the focus.     

“To Ferguson,Love Palestine”: mediating life under occupation

In Ferguson, Missouri, Palestinian activists and black protesters created a transnational collective identity defined by what some scholars call a “community of feeling” following the murder of Michael Brown in August 2014. This paper focuses on the transnational politics of the Ferguson Movement through a textual analysis of digital media discourse and interviews with local community activists. Findings reveal that activists generated a transnational collective identity based on their shared experiences of oppression and resistance, which activists made visible across various digital platforms, including social media, blogs, and livestreaming. Informed by the literature on social movements, collective identity, and affect, the authors move beyond theoretical analyses that emphasize activists’ communicative practices as strategic; instead, this article underscores the affective linkages that led to the development of a transnational collective identity within the movement.     

School connectedness and high school graduation among maltreated youth

Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth’s school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth’s risk for school dropout.     

青少年身体活动促进模型:理论架构、实践应用与展望

在全球儿童青少年身体活动不足的背景下，对青少年身体活动促进模型（YPAP模型）进行系统梳理与分析，对于我国儿童青少年身体活动促进研究具有重要借鉴意义。研究深入解读了YPAP模型的产生、构架及特点，厘清了模型的内在机制与不足，发现YPAP模型靶向精准、内容关键、结构简单，但涉及因素与深层机制仍有待丰富完善。系统梳理了YPAP模型的国内外实践应用，发现与国外相比我国模型的发展性验证及综合干预方面存在较大差距，并据此从理论、思想、实施3个层面对未来我国儿童青少年身体活动促进研究提出展望。建议根据我国实际情况，进一步加强YPAP模型的本土化研究及推广应用，并积极转变思想教育观念，在全社会联动、多层次环境因素的共同作用下，提高儿童青少年身体活动水平。     

Victimization and traumatic stress: Pathways to depressive symptoms among low-income,African-American girls

Socioeconomic disadvantage is associated with increased exposure to victimization and traumatic stress. The present study evaluates longitudinal pathways linking victimization and trauma to depressive symptoms in a socioeconomically disadvantaged sample of African-American adolescent girls seeking mental health services (N = 177, 12–16 years old at baseline). Girls completed four assessments over the course of three years (T1-T4). Depressive symptoms were assessed at T1-T3 using clinical interviews and questionnaires. At T4, lifetime history of victimization and traumatic stressors was evaluated with in-person interviews. Separate structural equation models tested longitudinal pathways from stressor frequency, severity, and duration to depressive symptoms. In all three models, higher levels of victimization and traumatic stressors were associated with significantly higher levels of depressive symptoms. More frequent stressors prior to T1 directly predicted depressive symptoms at T1 and indirectly predicted depressive symptoms at T2, which, in turn, predicted depressive symptoms at T3. A similar pattern emerged in the stressor severity and duration models. Findings support the idea that victimization and traumatic stressors are associated with higher levels of depressive symptoms and that, among treatment-seeking low-income adolescent girls, these effects occur through both direct and indirect paths. Implications of these findings are discussed in the context of the stress-generation and stress proliferation models of psychopathology.     

浙江青年男子排球运动员备战重要比赛赛前生化指标变化特征分析

目的:研究浙江青年男子排球运动员全运会重要比赛赛前生化指标的变化特征,为浙江省青年排球运动员的培养及优异成绩的延续,提供借鉴与参考。方法:跟踪监测浙江青年男子排球10名主要轮换运动员的生化指标,应用IBM SPSS 20.0软件对备战资格赛、资格赛前、资格赛复赛前和全运会决赛前四次生化测试结果进行统计分析。结果:①准备期运动员血红蛋白(Hb)值显著大于资格赛赛前和决赛赛前;②决赛前运动员的睾酮(T)值显著大于资格赛前;③肌酸激酶(CK)的最高值出现在资格赛复赛前,并显著大于决赛前。结论:①Hb、T、CK、BUN等生化指标可真实反映浙江青年男子排球运动员在重要比赛前的身体机能状况。运动员的关键生化指标状态可作为最终比赛结果的影响因素之一。②初步建立了浙江青年男子排球运动员取得历史最佳成绩的赛前Hb、T、CK、BUN值。可为浙江青年男排运动员训练及比赛过程中的机能调控提供参考。     

体教融合背景下青少年体育活动开展的困境与思考

体教融合是体育强国、教育强国的重要抓手,更是新时代体育和教育部门工作的重点,其内容丰富、内涵深邃,是教育、体育融合发展的指导性纲要文件。但是,目前体教融合还面临着教育和体育发展的分离、主体内生动力缺失、体育功能单一功利化、家庭和社会体育缺失、后备人才培养不畅等问题。要通过全面落实体教融合制度设计,推进青少年体育治理体系和治理能力现代化;强化体教融合主体责任,切实调动其发展内驱力;贯彻落实“教会、勤练、常赛”的理念,融合体育教育的价值功能;落实“家-校-社”联动机制,推动青少年体育活动开展;夯实人才培养的基础,保证高质量的竞技体育后备人才的培养等策略,坚持“一体化设计、一体化推进”原则,制定切实工作举措,有效配置资源,合力推进青少年体育活动的开展,培养德智体美劳全面发展的社会主义建设者和接班人。     

新冠疫情背景下青少年体育活动的开展变化与启示

立足于供给主体视角和行为主体视角,对疫情期间青少年体育活动开展变化进行探析。结果表明:从供给视角来看,在政府层面,政府引领下青少年家庭体育成为疫情阻击的精神旗帜;在学校层面,线上教学的弊端显现出体育活动自主实践能力的缺失;在家庭层面,居家隔离锻炼进一步强化体育活动的代际影响;在社会层面,非医疗健康干预下青少年体育需求的供给场域单一。从行为主体视角来看,青少年体育价值观念在新冠疫情下得到重塑,在后疫情时代的短期运动热潮中迎来发展机遇,青少年体育活动存在主观意识与客观参与之间的矛盾。为此提出相应建议:学校体育应增加健身知识和方法内容,促进体育课程由"练"到"学"的转化;提高青少年体育活动的内生性需求和自组织能力,强化体育运动与科技信息的紧密结合;建立青少年体育服务供给的多元场域融合发展模式。