Education and affinity? pedagogies of sexual citizenship in LGBTIQ youth support videos

ABSTRACT

This article provides an analysis of some of the ways in which educational resources for youth frame identity, sexuality and normativity within broader contexts of support and sexual citizenship. It focuses on online video resources for young people produced in Australia by the LGBTIQ support and curriculum advocacy organisation Safe Schools Coalition Australia and by the Minus18 Foundation. Developed as part of the larger All of Us educational package, these videos are explicitly pedagogical, presenting the viewer with ‘real life’ experiences from a range of young Australians. We consider the work the All of Us videos do in engaging with concepts of sexual citizenship, particularly as they seek to help young people navigate multiple forms of belonging and support. Of special interest is a series of tensions between normalising tendencies and the complexification of identities, communities, intimacies and belongings. While the videos may be perceived to operate within largely normative conceptualisations of sexuality, they explore ways of building affinity, peer support, and alternative ways of being that extend well beyond the logics usually offered by these frameworks.     

教师在多媒体英语教学中的作用

多媒体英语教学在现阶段是更新教学方法、改进教学模式、提高教学质量等方面最具有优势的教学手段。作为英语教师如何发挥这些优势,需要作进一步的摸索和探讨。     

Body and Management Pedagogy

In this article I explore the impact of bodies in management education — why they have been ignored and what possibilities may be created when we understand them better. Bodies — including gestures, stature, posture and voice — shape and constrain how teachers and students act, what they think and what is taken away. The bodies of male and female teachers and students occupy different spaces and carry contrasting significations, resulting in different repertoires of embodied and disembodied pedagogical styles. Drawing on feminist scholarship, organizational research and my own bodily experiences and observations in management teaching, and despite the myth of disembodiment in rational classrooms, I suggest management pedagogy increasingly assumes and celebrates particular bodily performances. Rather than lament the constriction of stereotypical body regimes, I argue that making bodies more visible in management pedagogy has liberating possibilities for teachers and students and their learning.     

Class and Other Identifications in Managerial Careers: The Case of the Lemon Dress

This article responds to concerns that research in the field of careers needs to bring together an action perspective with a recognition of the continuing impact of structural and cultural imperatives. To do so this article presents a symptomatic study. Through the concept of pedagogies of the everyday, this combines an action orientation with a recognition of how such pedagogies operate within networks of power. Specifically, the article argues that the development of new gendered understandings of management careers requires greater recognition of the continuing, though now relatively neglected, saliency of class. The article offers a summary of contemporary theorizations of class and concludes with a discussion of possible future directions for this field of research.     

Culturally responsive online design: learning at intercultural intersections

Abstract

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. Intercultural understanding is now a recognised core learning outcome in a large majority of Canadian public universities; however, supporting design methodology is underdeveloped, especially in online contexts. Our search for valid intercultural learning design criteria began with two questions: What is the research evidence for learning design practices that support intercultural learning? In what ways do current course design rubrics address intercultural learning? For answers, first we explored recent literature reviews, articles, books, professional discourse on cultural aspects of learning, and the related internationalisation and Indigenous literatures on formal learning. Next, we examined three course design rubrics commonly used in Canada to identify practice supports and gaps in relation to the literature. Various research-indicated supports are present in these rubrics; however, major gaps include critical and holistic pedagogies, explicit intercultural learning outcomes, and intentional diversity group work. The proposed guidelines synthesise key research-indicated supports for intercultural learning and show how they can be integrated in core online course design components. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.     

外语教学中的文化意识与新流派方法的引入

英语教学的本质到底是什么?这个问题的答案是动态的:在不同的历史时期人们对这个问题的认识也不尽相同。随之产生的各种流派也反映出人们对这个问题的认识的发展。现代语言学的发展给英语教学也带来了发展的契机,交际功能法的发展似乎引入新的力量支持,比如话语的分析使功能分析更加系统,而分析的对象已经从纯语言转变到文化的层次。     

Socially Engaged Art and Social Work: Reflecting on an Interdisciplinary Course Development Journey

This article shares key questions guiding our process of building interdisciplinary bridges between social work and art to contribute to social justice-oriented education. Through a focus on socially engaged art, we discuss the purpose and forms that these practices take and the role of the audience/participants when working for social change with communities. We then present a proposed course outline that brings social work and socially engaged art together. Our hope is that this discussion will guide others interested in working through interdisciplinary collaborations, as can be seen by the growing interest in the mix of art and social work in practice and education.     

Tongue Sandwiches and Bagel Days: Sex,Food and Mind‐Body Dualism

The substantive content of our paper is that of mind‐body dualism, which we explore through food metaphors. However, our primary aim is to use these food metaphors to explore the difficulties in going beyond dualistic thinking. We do this by focusing on dualism as a learnt state of being. Accordingly, and using an analysis of pedagogies of the everyday that takes account of particular communities of practice, we seek to demonstrate the (re)production of dualistic frameworks in organizational life. Our conclusion returns to a political agenda that is concerned to go beyond the inevitable hierarchization implicit in dualistic construction. Here we present the case for the retention of the binary and we indicate the work that now needs to take place if we are interested in developing interpretations that express the fluidity of gendered identities.     

感悟毛泽东的教学美

在毛泽东大量的教育教学实践与活动中，处处闪烁着教学美的思想光辉。感悟和汲取其精华与旨趣，对于追求和创造诗意盎然的教学，避免使教学成为无情乏美的理性过程，具有重要现实意义。     

从学科教学知识到标志性教学法:高校新任教师专业发展的有效途径

学科教学知识(PCK)和标志性教学法是舒尔曼提出的两个核心概念。学科教学知识注重教师个人的专业发展,而标志性教学法则注重学科专业知识、技能和优秀教师经验的传承。高校新任教师在入职后通常直接进入课堂实施教学,缺乏专业发展和提升教学技能的机会。标志性教学法可以帮助高校新任教师深化对专业知识结构的认识,丰富教师的学科教学知识,弥补高校新任教师在教学技能和教学方法上的短板。在此理论框架下,以英属哥伦比亚大学土地与食品系统学院的助教专业发展项目为例,通过明确和"外化"可持续发展食品系统专业的标志性教学法,从设计、实施和评估等方面探寻促进助教专业发展的有效途径。研究结果表明,以标志性教学法的使用和反思为主要内容的专业发展项目,强调标志性教学法的核心理念,能够以教学实践为中心,赋能助教,在不过多占用课外时间的情况下增进助教对学生学习困难的了解,提高其教学技能,增强助教与任课教师间的合作意识,促进学科专业知识与标志性教学方法的结合,最终达到丰富和完善学科教学知识、提高教学技能、促进教师专业发展的目的。通过建立和加强学科教学知识与标志性教学法的联系,为高校新任教师专业发展提供了新的实践路径。