scholarly journals EDUCAÇÃO, DEMOCRACIA E DIVERSIDADE CULTURAL: das concepções aos aprendizados

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Aloirmar José da Silva ◽  
Edna Gusmão de Goés Brennand ◽  
Maria Da Luz Olegário
Keyword(s):  
Cultural Diversity ◽  
Educational Process ◽  
Gender And Sexuality ◽  
Gender Inequalities ◽  
Sexual Identities ◽  
Descriptive Approach ◽  
Pedagogical Treatment ◽  
The Many ◽  
Empirical Material ◽  
Methodological Strategy

Este artigo analisa os principais aprendizados que o componente curricular Educação e Diversidade Cultural possibilitou aos estudantes do 3º Período do Curso de Licenciatura em Pedagogia, da Universidade Federal da Paraíba, sobretudo no que diz respeito às concepções de gênero e sexualidade. A estratégia metodológica utilizada foi a abordagem qualitativa, do tipo exploratória e descritiva. O material empírico foi produzido a partir de relatos extraídos da avaliação final realizada pelos estudantes. Os resultados evidenciaram como aprendizados a desconstrução de uma visão biologicista de gênero e de visões religiosas que naturalizam e essencializam as desigualdades de gênero. Quanto a sexualidade, os aprendizados incluem os muitos modos de vivê-la, o seu caráter transitório, a não identificação de gênero com comportamento sexual e a quebra de preconceitos em torno das identidades sexuais não hétero. De modo geral, os conteúdos estudados e debatidos em sala de aula foram reconhecidos como pertinentes ao universo escolar  e  cruciais ao processo educativo, ao trato pedagógico das diversidades e ao aprofundamento da democracia.Palavras-chave: Educação. Democracia. Diversidade Cultural.EDUCATION, DEMOCRACY AND CULTURAL DIVERSITY: from conceptions to learningAbstractThis article analyzes the main learning that the curricular component Education and Cultural Diversity made possible to the students of the 3rd Pedagogy Period Degree of Paraíba Federal University, especially with regard to conceptions of gender and sexuality. The methodological strategy used was the qualitative, exploratory and descriptive approach. The empirical material was produced from reports extracted from the final evaluation carried out by the students. The results evidenced the deconstruction of a biologicist view of gender and religious views that naturalize and essentialise gender inequalities. For the sexuality, learning includes the many ways of living it, its transitory character, the non-identification of gender with sexual behavior and the breaking of prejudices around non-heterosexual sexual identities. In general, the contents studied and debated in the classroom were recognized as pertinent to the school universe and crucial to the educational process, the pedagogical treatment of diversity and the deepening of democracy.Keywords: Education. Democracy. Cultural Diversity. EDUCACIÓN, DEMOCRACIA Y DIVERSIDAD CULTURAL: de las concepciones a los aprendizajesResumen Este artículo analiza los principales aprendizajes que el componente curricular Educación y Diversidad Cultural posibilitó a los estudiantes del 3º Período del Curso de Licenciatura en Pedagogía, de la Universidad Federal de Paraíba, sobre todo en lo que se refiere a las concepciones de género y sexualidad. La estrategia metodológica utilizada fue el enfoque cualitativo, del tipo exploratorio y descriptivo. El material empírico fue producido a partir de relatos extraídos de la evaluación final realizada por los estudiantes. Los resultados evidenciaron como aprendidos la deconstrucción de una visión biologicista de género y de visiones religiosas que naturalizan y esencializan las desigualdades de género. En cuanto a la sexualidad, los aprendizajes incluyen los muchos modos de vivirla, su carácter transitorio, la no identificación de género con comportamiento sexual y la quiebra de prejuicios en torno a las identidades sexuales no hetero. En general, los contenidos estudiados y debatidos en el aula fueron reconocidos como pertinentes al universo escolar y cruciales al proceso educativo, al trato pedagógico de las diversidades ya la profundización de la democraciaPalabras clave: Educación. Democracia. Diversidad cultural. 

Integrating Theories of Gender and Sexuality With Deviance: The Case of Prescription Drug Misuse during Sex

2021 ◽  
pp. 089124322110098
Author(s):  
Laura C. Frizzell ◽  
Mike Vuolo ◽  
Brian C. Kelly
Keyword(s):  
Prescription Drug ◽  
Prescription Drugs ◽  
Minority Stress ◽  
Sexual Minorities ◽  
Deviant Behavior ◽  
Gender And Sexuality ◽  
Drug Misuse ◽  
Identity Conflict ◽  
Prescription Drug Misuse ◽  
Sexual Identities

Social scientists have expended substantial effort to identify group patterns of deviant behavior. Yet beyond the ill-conceived treatment of sexual minorities as inherently deviant, they have rarely considered how gendered sexual identities (GSIs) shape participation in deviance. We argue for the utility of centering theories of gender and sexuality in intersectional deviance research. We demonstrate how this intentional focus on gender and sexuality provides important empirical insights while avoiding past pitfalls of stigmatizing sexual minorities. Drawing on theories of hegemonic masculinity, emphasized femininity, and minority stress together with criminological general strain theory, we demonstrate how societal expectations and constraints generate strains among GSI groups that may lead to distinctly patterned deviance, using the case of prescription drug misuse during sex. We employ thematic analysis of 120 in-depth interviews with people who misuse prescription drugs, stratified by GSI. We identify six themes highlighting distinct pathways from strain to misuse during sex for different GSI groups: intimacy management, achieving sexual freedom, regulating sexual mood, performance confidence, increased sense of control, and managing sexual identity conflict. In this article, we demonstrate the empirical and theoretical importance of centering gender and sexuality in deviance research and provide a roadmap for theoretical integration.

scholarly journals Turkey’s queer times: an introduction

2021 ◽  
pp. 1-14
Author(s):  
Cenk Özbay ◽  
Kerem Öktem
Keyword(s):  
Knowledge Production ◽  
Gender And Sexuality ◽  
The Body ◽  
Sexual Rights ◽  
Public Attention ◽  
State Institutions ◽  
Sexual Identities ◽  
Queer Culture ◽  
Muslim Majority ◽  
And Gender

Today Turkey is one of the few Muslim-majority countries in which same-sex sexual acts, counternormative sexual identities, and expressions of gender nonconformism are not illegal, yet are heavily constrained and controlled by state institutions, police forces, and public prosecutors. For more than a decade Turkey has been experiencing a “queer turn”—an unprecedented push in the visibility and empowerment of queerness, the proliferation of sexual rights organizations and forms of sociabilities, and the dissemination of elements of queer culture—that has engendered both scholarly and public attention for sexual dissidents and gender non-conforming individuals and their lifeworlds, while it has also created new spaces and venues for their self-organization and mobilization. At the point of knowledge production and writing, this visibility and the possible avenues of empowerment that it might provide have been in jeopardy: not only do they appear far from challenging the dominant norms of the body, gender, and sexuality, but queerness, in all its dimensions, has become a preferred target for Islamist politics, conservative revanchism, and populist politicians.

Semantics and Pragmatics: Blurring Boundaries and Constructing Contexts

2018 ◽  
Author(s):  
Sally McConnell-Ginet
Keyword(s):  
Gender And Sexuality ◽  
Sexual Identities ◽  
Competing Interests ◽  
Semantics And Pragmatics ◽  
Linguistic Practices

Semantics and pragmatics are increasingly seen as inextricably interwoven in understanding linguistically conveyed meaning. Scholarship on gender and sexuality now mostly considers cultural and bodily/biological concerns as enmeshed, not clearly separable. Gender and sexual identities and practices are also changing. Many contexts no longer support familiar assumptions about what “goes without saying”—for example, marriage is between a woman and a man, someone pregnant must be a woman (or girl), not protesting sexual overtures constitutes consenting to them, and many more. As the landscape surrounding gender and sexuality changes, so do linguistic actions and attitudes in that landscape, constructing new contexts. Familiar labels for sexual identities and activities shift and are often contested, new labels arise for possibilities once unrecognized (sometimes non-existent), people police others’ linguistic practices and jockey for semantic authority. Semantic and pragmatic approaches to language and sexuality show indeterminacy, change, and (sometimes competing) interests of language users.

scholarly journals Discurso y resistencia: la cultura de la deportación de los migrantes mexicanos

2021 ◽  
Vol 12 ◽  
pp. 0
Author(s):  
Ana Luisa Calvillo Vázquez ◽  
Guillermo Hernández Orozco
Keyword(s):  
United States ◽  
Political Behavior ◽  
The United States ◽  
Border Crossing ◽  
Attitudes And Beliefs ◽  
Educational Approach ◽  
The Public ◽  
Depth Interviews ◽  
Empirical Material ◽  
Methodological Strategy

It was sought to know the meaning of deportation for Mexicans who were returned from the United States in the last decade, based on their ideas, attitudes, and beliefs, from the educational approach and the analysis of content as a methodological strategy. Empirical material consisted of 25 digital narratives from the public archive “Humanizing Deportation,” six in-depth interviews conducted between 2016 and 2017 in Tijuana, Baja California, and five historical testimonies located in bibliographic sources. Findings show that post-deportation irregular re-emigration underlines a political behavior of resistance that suggests the existence of a culture of deportation, which differs from the culture of migration and the culture of clandestine border crossing, even though the current penalty for illegal reentry has inhibited or postponed these practices.

Use of projects methods in study of second context line of computer science

2021 ◽  
Vol 47 (2) ◽  
pp. 217-223
Author(s):  
A. Azizova ◽  
Keyword(s):  
Computer Science ◽  
Cognitive Abilities ◽  
Functional Model ◽  
Science Research ◽  
Educational Process ◽  
Project Method ◽  
Methodological Research ◽  
The Many ◽  
Procedural Components

The relevance of the topic is justified by the many existing interpretations of the cognitive interest of students. The authors note the lack of scientific and methodological research on the problem of the development of the cognitive abilities in the study of computer science and propose to focus on only one aspect of the research. The aim of the study is to develop the content and procedural components of the educational process using the project method to develop the cognitive interest of students in teaching the omputer science. Research objectives: determination of the psychological and pedagogical foundations of the project method for the development of students' cognitive interests in teaching and studying computer science; development of a structural and functional model of the project; development of a methodology for organizing project activities of students in teaching computer science. The article presents the results of the experiment, which testify to the successful use of the project method in teaching informatics.

African Masculinities

2019 ◽  
Author(s):  
Ndubueze L. Mbah
Keyword(s):  
Social Contexts ◽  
Gender And Sexuality ◽  
Power Dynamics ◽  
Men And Women ◽  
Male And Female ◽  
Sexual Identities ◽  
Biological Sex ◽  
Social Traits ◽  
Socially Constructed ◽  
Gender System

As a system of identity, African masculinity is much more than a cluster of norms, values, and behavioral patterns expressing explicit and implicit expectations of how men should act and represent themselves to others. It also refers to more than how African male bodies, subjectivities, and experiences are constituted in specific historical, cultural, and social contexts. African masculinities, as historical subjects embodying distinctive socially constructed gender and sexual identities, have been both male and female. By occupying a masculine sociopolitical position, embodying masculine social traits, and performing cultural deeds socially construed and symbolized as masculine, African men and women have constituted masculinity. Across various African societies and times, there have been multiple and conflicting notions of masculinities, promoted by local and foreign institutions, and there have been ceaseless contestations and synergies among the various forms of hegemonic, subordinate, and subversive African masculinities. Men and women have frequently brought their own agendas to bear on the political utility of particular notions of masculinity. Through such performances of masculinity, Africans have constantly negotiated the institutional power dynamics of gender relations. So, the question is not whether Africans worked with gender binaries, because they did. As anthropologist John Wood puts it, African indigenous logic of gender becomes evident in the juxtaposition, symbolic reversals, and interrelation of opposites. Rather, one should ask, why and how did African societies generate a fluid gender system in which biological sex did not always correspond to gender, such that anatomically male and female persons could normatively occupy socially constructed masculine and feminine roles and vice versa? And how did African mutually constitutive gender and sexuality constructions shape African societies?

scholarly journals Cultural Diversity and African Language Education: The Role of Urbanization and Globalization

2016 ◽  
Vol 6 (1) ◽  
pp. 160 ◽  
Author(s):  
Lydia Nyati-Saleshando
Keyword(s):  
Cultural Diversity ◽  
Economic Status ◽  
Language Education ◽  
Language Diversity ◽  
African Languages ◽  
Economic Exploitation ◽  
Policy Frameworks ◽  
Long Time ◽  
State Of Affairs ◽  
The Many

<p>The African Union has been committed to the development and promotion of African languages for a long time. This is in cognizance of the fact that, language is the DNA of culture and its vehicle of expression. The Languages Plan of Action which was first adopted in 1986 and reviewed in 2006 outlines clear goals to be achieved by member states in the promotion and recognition of African languages. The Plan for all its intents and purposes has good will for the development and use of African languages in critical social domains such as education, trade, government and media. The Policy Guide on the Integration of African Languages and Cultures into the Education systems adopted in 2010 and Aspirations 3 and 5 on Agenda 2063 are clear examples of such good intentions.  On the other hand, practice continues to show very little, if any, improvement in the development and use of African languages in these critical domains. Scholars have explored several reasons why African languages continue to have low socio-economic status (Bamgbose (2011), Batibo (2013), Nyati-Ramahobo (2011), Chebanne, 2010). Globalization and urbanization have been described to be among the many factors responsible for this state of affairs. This paper aims to explore these two factors to see how they contribute to language under-utilization and the inherent loss of African languages.  Are globalization and urbanization by nature detrimental to language diversity resulting in language loss? The paper concludes that urbanization and globalization are facilitators of language and cultural diversity. However, it is policy frameworks operating on and in Africa which shape values and attitudes against the use of African languages. These policy frameworks are politically driven by multi-national corporations for economic exploitation of Africa.</p>

Stigma and Status

2012 ◽  
Vol 26 (2) ◽  
pp. 165-189 ◽  
Author(s):  
Amy C. Wilkins
Keyword(s):  
Black Men ◽  
Interracial Relationships ◽  
Gender And Sexuality ◽  
Black College ◽  
Black College Students ◽  
Gender Inequalities ◽  
Racial Boundaries ◽  
Predominantly White Universities ◽  
Race And Sexuality ◽  
Gendered Stereotypes

In this article, I use in-depth interviews with Black college students at two predominantly white universities to investigate the coconstruction of race, gender, and sexuality, and to examine intersectional identities as a dynamic process rather than bounded identity. I focus on Black college men’s talk about interracial relationships. Existing research documents Black women’s angry reactions to interracial relationships, but for Black men, interracial relationships present both problems and opportunities. I examine how Black men use two distinct forms of interracial talk— “player” talk and “intimacy” talk—to negotiate racialized gendered stereotypes of Black men’s heterosexuality. By moving between forms of talk, Black men negotiate the identity tensions they face as Black upwardly mobile men. Player talk and intimacy talk both respond to and use racialized stereotypes, reworking the relationship between gender, race, and sexuality. In this case, disrupted racial boundaries uphold gender inequalities between men and women.

MODERN TRENDS IN EDUCATION

2019 ◽  
Vol 10 (2) ◽  
pp. 223-233
Author(s):  
Miroslav Gejdoš
Keyword(s):  
Teaching Methods ◽  
Learning To Teach ◽  
Educational Process ◽  
Innovative Teaching ◽  
Approach To Learning ◽  
Teaching Content ◽  
The Many ◽  
Education Process

The author of the study explores new trends and technologies in the education process. This suggests the suitabil-ity of introducing innovations not only to teaching methods and forms, but also to change the concept of teaching content, and to change students' approach to learning, to teach them (Petlák E., 2012, pp. 18-19). Of the many approaches to innovative teaching, humanistic principles are considered as a key. They try to present the view on neuropedagogy and neurodidactics, their common feature is the desire to increase the level of pro-gress and the results of the educational process.

Brown’s Later Biographers and Reception, 1949–2000s

2019 ◽  
pp. 536-555
Author(s):  
Elizabeth Jane Wall Hinds
Keyword(s):  
Twentieth Century ◽  
Digital Humanities ◽  
First Generation ◽  
Charles Brockden Brown ◽  
Gender And Sexuality ◽  
Global Context ◽  
Race And Class ◽  
The Many

Biography and reception of Charles Brockden Brown since the mid-twentieth century was marked by efforts to canonize him and to recover primary and related texts. The first generation of this era typically practiced formalist readings and focused primarily on Brown’s first four novels. Often psychobiographical, these studies created a “Gothic” and proto-Romantic Brown. Later generations have expanded the canon to include Brown’s work over his lifetime, including the many genres he worked in; have practiced more cultural and poststructuralist methodologies with an eye to gender and sexuality, geography, race, and class; have placed Brown in a more global context; and have brought Brown studies into the era of digital humanities.

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