scholarly journals 19. THE “HONOURABLE LADIES” OF NASRID GRANADA: FEMALE POWER AND AGENCY IN THE ALHAMBRA (1400–1450)

2018 ◽  
pp. 255-270
Open Theology ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 407-422
Author(s):  
Cat Quine

AbstractRecent research demonstrates that maternal grief functions paradigmatically to epitomize despair and sorrow in the Hebrew Bible. These literary uses of maternal grief reinforce the stereotype of womanhood, defined by devotion to children and anguish at their loss. In 1–2 Kings, narratives about unnamed bereaved mothers are used politically to create a contrast with named biblical queens who lose their sons but never grieve for them. Although 1–2 Kings names the queen mothers alongside the male rulers, these mothers have no agency or when they do, they act more like men than women. Neo-Assyrian inscriptions attest the masculinity of royal female power, and this article argues that conceptions of royal female power in Judah were similar. By contrasting the masculine queens with stereotyped “real men” and “real women,” traditional gender performances literarily overcome the institution of queenship. While the queens are polemicized, unnamed mothers emerge as the female heroes of Kings. Royal female power is demoted beneath reproductive ability and emotional responses to children, while the gender fluidity of royal power is circumscribed.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Maggie Dahn ◽  
Christine Lee ◽  
Noel Enyedy ◽  
Joshua Danish

AbstractIn inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.


2008 ◽  
Vol 37 (2) ◽  
pp. 296-309 ◽  
Author(s):  
Neil Roberts
Keyword(s):  

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