El imaginario pornográfico como pedagogía de la prostitución (Pornographic Imagery as a Pedagogy of Prostitution)

El marco interpretativo feminista será el enfoque teórico que utilizaré en este texto para analizar la pornografía. Desde este planteamiento argumentaré que el porno mainstream es una producción ideológica propia de los patriarcados más duros, pero su configuración material también es una producción económica del capitalismo neoliberal. La pornografía es un fenómeno social que muestra al mismo tiempo la peor cara de las sociedades patriarcales, pero también el rostro más brutal de las sociedades capitalistas. Desde este análisis, por tanto, el debate sobre la pornografía no es de naturaleza moral sino política. El objetivo último de este texto es explicar que la pornografía es un fenómeno funcionalmente vinculado a la prostitución hasta el extremo de convertirse en su auténtica pedagogía. This article uses the feminist interpretative framework as a theoretical approach to analyze pornography. From this approach, it is argued that mainstream porn is an ideological production typical of the hardest patriarchy, but its material configuration is also an economic production of neoliberal capitalism. Pornography is a social phenomenon that shows at the same time the worst face of patriarchal societies, but also the most brutal face of capitalist societies. Therefore, from this analysis, the debate about pornography is not a debate of a moral nature but of a political nature. The final objective of this article is to explain that pornography is a phenomenon functionally linked to prostitution to the point of becoming its authentic pedagogy.

Teaching gifted students through authentic instruction: Reflections from the EFL teachers

The review of literature highlighted that gifted students may gain a lot from authentic instruction in that this methodology may serve well to their needs for inquiry, meaning-making and higher level thinking. Therefore, this qualitative study realized in a phenomenological design aims to provide an in-depth analysis of the EFL teachers’ ways of integrating authentic pedagogy into their teaching situations with gifted students. Thus, part of the aim of this study is to investigate how foreign language teaching and gifted education could be linked to one another and in this way it also aims to propose an interdisciplinary focus of research. The participants were six EFL teachers that were sampled from those teaching gifted language learners at Science and Arts Centers (BILSEMs) in one geographical region of Turkey and asked to share their experiences about the implementation of authentic instruction in their gifted classrooms. The results showed that the EFL teachers mostly followed the firmly established standards of the authentic instruction in the literature and they believed that authentic instructional practices enhance gifted learners’ learning and intellectual capacities. However, there were some problems or barriers such as class size and time constraints against the better implementation of authentic instruction in their gifted EFL classrooms as reported by these teachers.

Preparing physically educated citizens in physical education. Expectations and practices (Preparar ciudadanos fisicamente bien educados en Educación Física. Expectativas y prácticas)

Since physical education (PE) became a compulsory school subject, its objectives have often been related to the expectations of society. Since the turn of the new millennium, this has resulted in PE being increasingly linked to the promotion of physically active lifestyles. In this paper, we try to determine whether practitioners have the capacity to reach recent objectives for the subject or should reconsider their work on this issue. Moreover, we propose to extend the current focus on physical literacy to encompass the concept of societal transfer, underlining the need for an authentic pedagogy of PE.Resumen. Dado que la educación física (PE) se convirtió en una asignatura escolar obligatoria, sus objetivos han estado a menudo relacionados con las expectativas de la sociedad. Desde el cambio del nuevo milenio, esto ha dado lugar a que la Educación Física esté cada vez más vinculada a la promoción de estilos de vida físicamente activos. En este trabajo, tratamos de determinar si los profesionales tienen la capacidad de alcanzar los objetivos recientes para el tema o deben reconsiderar su trabajo en este tema. Además, proponemos ampliar el enfoque actual de la alfabetización física para abarcar el concepto de transferencia de la sociedad, subrayando la necesidad de una auténtica pedagogía de la educación física.

Belongingness and Pedagogy

In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic pedagogy. As practitioners and researchers continue to examine the factors related to African American student achievement, empirical research should highlight the importance of teacher warmth and instructional relevance in the experiences of students of color in middle grades and secondary mathematics classes.