Kate Darian-Smith and Nikki Henningham
The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations…
Abstract
Purpose
The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community.
Design/methodology/approach
The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed.
Findings
This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting.
Originality/value
This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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This chapter explores communication processes within online support groups. Online support group researchers have drawn upon a variety of theories in the decades of empirical…
Abstract
This chapter explores communication processes within online support groups. Online support group researchers have drawn upon a variety of theories in the decades of empirical research that has been conducted within this context. The chapter focuses on motivations for using online support groups, key theoretical frameworks that have been applied to the study of online support groups, supportive messages and communication processes within these groups, and the relationship between social support and health outcomes for online support group participants. The chapter concludes with several key limitations of previous work as well as a number of areas for theory development and future research studies.
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Cristina Alaimo and Jannis Kallinikos
Social media stage online patterns of social interaction that differ remarkably from ordinary forms of acting, talking and relating. To unravel these differences, we review the…
Abstract
Social media stage online patterns of social interaction that differ remarkably from ordinary forms of acting, talking and relating. To unravel these differences, we review the literature on micro-sociology and social psychology and derive a shorthand version of socially-embedded forms of interaction. We use that version as a yardstick for reconstructing and assessing the patterns of sociality social media promote. Our analysis shows that social media platforms stage highly stylized forms of social interaction such as liking, following, tagging, etc. that essentially serve the purpose of generating a calculable and machine-readable data footprint out of user platform participation. This online stylization of social interaction and the data it procures are, however, only the first steps of what we call the infrastructuring of social media. Social media use the data footprint that results from the stylization of social interaction to derive larger (and commercially relevant) social entities such as audiences, networks and groups that are constantly fed back to individuals and groups of users as personalized recommendations of one form or another. Social media infrastructure sociality as they provide the backstage operations and technological facilities out of which new habits and modes of social relatedness emerge and diffuse across the social fabric.
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Coda (2023), Gray et al. (2016), and Lin et al. (2020) recognized that queer teachers have historically been victimized and marginalized in society because of their identity and…
Abstract
Coda (2023), Gray et al. (2016), and Lin et al. (2020) recognized that queer teachers have historically been victimized and marginalized in society because of their identity and sexuality. As a result, “the lived experiences of many queer-identified teachers in schools remain problematic, uncomfortable, and tension-filled” (Mayo, 2020, p. 32). Although there has been a substantial increase in research focused on queer studies in the context of higher education, more discussion and studies that center on the lives of queer teachers, especially in the context of language teaching, should be considered, particularly when it comes to their identity and agency. This chapter provides an introduction to and definition of essential terms that are utilized throughout the book. These include queer pedagogy, teacher agency, and social justice. These terms are absolutely important when it comes to understanding the dynamics that are at play in the classrooms of queer language teachers. While teacher agency is the ability of the teachers to make decisions in their classroom, social justice is the principle of fairness and equality in resource allocation and societal integration, addressing inequity in systems that prioritize certain social groups based on their position (Bell, 2007). It recognizes and dismantles societal disadvantages like racism, classism, sexism, ableism, and heteronormativity (Dyches & Boyd, 2017). In education, social justice aims to help individuals understand oppression and socialization within oppressive systems, appreciating unique qualities and preferences and challenging hierarchies (Bell, 2007; Dyches & Boyd, 2017).
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Abstract
This chapter discusses the control of women's bodies and minds through the daily practices of menstrual control apps. Based on Michel Foucault's concepts (2003, 2006, 2013), the research is based on women's relationship with their own bodies. Still, it is wider than the body per se since the central theme is the construction of subjectivities. This paper embraces power modalities and explores disciplinary and discursive practices and regimes of truth, biopower, biopolitics and governance. The paper frames the fundamental points of Michel Foucault's analysis of power and how they are associated with strategies used for menstrual tracking apps. It looks at how apps act on the subjectivity of being a woman, shaping ways of thinking and acting. It looks at how disciplinary practices, knowledge–power and surveillance, as Foucault tells us, relate to themselves and medicine. The text highlights that monitoring data and corporate surveillance by menstrual apps poses unprecedented challenges to feminist politics. Therefore, we argue that the technology of menstrual tracking apps acts subtly and uninterruptedly to docilise female bodies and make them useful. Trying to find new paths and solutions from a feminist and critical perspective, we offer suggestions for further research on the topic, disregarding liberal approaches which rely on media literacy exclusively rather than a holistic comprehension of technology and women's rights.
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This paper investigates the mechanics of multimedia tie maintenance, with a particular emphasis upon social network sites (SNSs) and their uses and gratifications. We present…
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This paper investigates the mechanics of multimedia tie maintenance, with a particular emphasis upon social network sites (SNSs) and their uses and gratifications. We present results from a national sample of American adults (N = 571) of all ages, investigating the associations of several attitudinal and social variables with multimedia tie maintenance. We find that Facebook is used to maintain social ties at rates comparable to other media and is increasingly used to connect with close ties, contrary to previous literature. We also uncover highly significant patterns of “expressive” and “instrumental” engagement, isolating distinct expressive/instrumental orientations toward digital media in general and Facebook specifically. Respondents who displayed an expressive pattern of engagement with Facebook did not use non-SNS media to maintain ties any less frequently than those who do not use Facebook expressively. Respondents who displayed an instrumental pattern of engagement with Facebook meanwhile, supplemented their lack of SNS use to maintain ties by using other media more frequently for this purpose. This paper contributes to the literatures of media multiplexity, networked individualism, uses and gratifications theory, and social capital through SNSs. It makes a significant contribution to understanding the psychological and social gratifications of digital media, and their relationship to patterns of multimedia tie maintenance.
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Kristen Marcussen and Christian Ritter
This chapter examines the effects of mental health services and stigma on changes in self-concept and well-being for individuals with SPMI.
Abstract
Purpose
This chapter examines the effects of mental health services and stigma on changes in self-concept and well-being for individuals with SPMI.
Methodology/approach
Data for this chapter come from structured interviews and service data for 140 individuals with severe and persistent mental illnesses. We use structural equation modeling to examine the relationship between perceived and internalized stigma, as well as the relationships among stigma, self-concept (self-esteem and mastery), and well-being (quality of life and functioning).
Findings
We find that case management is negatively related to quality of life and psychiatric services are positively related to functioning. Crisis services and assessment are associated with mastery in opposite directions. Internalized stigma is positively associated with self-esteem and mastery, and negatively associated with functioning. We do not find a relationship between services and stigma.
Research limitations/implications
A limitation to this chapter is the sample size, which prohibits us from examining a full range of services and outcomes. Nonetheless, our findings provide information about how services and stigma impact well-being, and may be used as a starting point for considering strategies for improving services and reducing stigma. Future work should consider pairing outcomes with services to determine their effectiveness.
Originality/value
This chapter builds on previous research that examines the relative effects of services and stigma among individuals in community health care by extending measures of both services and stigma, and by examining the relationship between them, in order to better determine their implications for self-concept and well-being.
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Soo-Young Hong, Julia Torquati and Victoria J. Molfese
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood…
Abstract
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.
This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.