Queer Theory & Dietetics Education: Interrupting Heteronormativity

2016 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Jenn Atkins ◽  
Jennifer Brady
Keyword(s):  
Social Context ◽  
Middle Class ◽  
Queer Theory ◽  
Teaching And Learning ◽  
Political Consciousness ◽  
Dietetics Education ◽  
Dietetic Education ◽  
White Middle Class ◽  
Development Of Identity

Schools and their classrooms operate within a larger social context (Lemke, 2000). In spite of the changes in the broader social context they remain unsettlingly rigid in their masculine, white, middle-class, heteronormative foundations. It is the latter point, heteronormativity, that this article takes up for discussion and to which Queer Theory is proposed as a mechanism through which to subvert the ‘norm’ of current pedagogical/curricular heteronormative processes. Specifically, I argue that Queer Theory calls attention to the heteronormative undercurrent of dietetic education and may evoke a political consciousness of teaching and learning among dietetic educators and students that disrupts heteronormativity. Moreover, I contend that transgressing the current constructs of pedagogy that remain informed by and complicit in maintaining heteronormativity within dietetics demands that as educators and students we “dare to know”—that we risk confronting privilege and oppression in our classrooms in light of the potentially unsettling insight that teaching and learning is an embodied and relational process that takes place in (hetero)sexualized spaces. The aim of this paper is to contemplate the intersection between heteronormativity in dietetic curriculum and an embodied, subjective development of identity. An analysis of heteronormativity in dietetic curriculum and the prospect of introducing Queer Theory as a means for “interrupting heteronormativity” delivers great potential for stimulating dialogue and debate around issues of diversity, difference, the role of bodies as vehicles of regulation and organization and the fluid nature of identity, sexuality and bodies.

scholarly journals Why Is There Learning Disabilities? A Critical Analysis of the Birth of the Field in Its Social Context

2010 ◽  
Vol 30 (2) ◽  
Author(s):  
Christine Sleeter
Keyword(s):  
Learning Disabilities ◽  
Social Context ◽  
Middle Class ◽  
Low Income ◽  
Critical Analysis ◽  
Low Achievers ◽  
Social Conditions ◽  
Minority Children ◽  
Degree Of Protection ◽  
White Middle Class

This chapter presents an interpretation of why the category of learning disabilities emerged, that differs from interpretations that currently prevail. It argues that the category was created in response to social conditions during the late 1950s and early 1960s which brought about changes in schools that were detrimental to children whose achievement was relatively low. The category was created by white middle class parents in an effort to differentiate their children from low-achieving low-income and minority children. The category offered their children a degree of protection from probable consequences of low achievement because it upheld their intellectual normalcy and the normalcy of their home backgrounds, and it suggested hope for a cure and for their ability eventually to attain higher status occupations than other low achievers.

scholarly journals Adolescents Talking about Personal Responsibility

2007 ◽  
Vol 1 (1) ◽  
pp. 57 ◽  
Author(s):  
Dr Amanda Mergler ◽  
Prof Wendy Patton
Keyword(s):  
Gender Differences ◽  
Decision Making ◽  
Middle Class ◽  
Focus Groups ◽  
Personal Responsibility ◽  
White Middle Class ◽  
And Control

The role of personal responsibility in the lives of adolescents remains a largely overlooked area in the psychological and educational fields. The present study used focus groups of 20 white, middle-class adolescents to examine how they understand and integrate the notion of personal responsibility into their lives. Key themes, including awareness of thoughts and feelings, behavioural choices and control, and consideration of consequences were found to be important components of the personal responsibility variable. Interesting gender differences were noted, with females and males identifying different emotions as being within or outside their control, and only females said that concern for the feelings of others was a major factor in decision-making. The key themes served to generate parameters with which to define the personal responsibility variable.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

The Role of Source Code Vocabulary in Programming Teaching and Learning

2020 ◽  
Author(s):  
Marcos Nascimento ◽  
Eliane Araujo ◽  
Dalton Serey ◽  
Jorge Figueiredo
Keyword(s):  
Teaching And Learning ◽  
Source Code
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