Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls

ABSTRACT

Secondary schoolgirls’ experiences of persisting at school in rural Cambodia were the focus of this study. The study worked with 43 schoolgirls from two state-run schools. This paper reflects on how reciprocity and visual methods enabled the work of hearing the schoolgirls’ voices across language and cultural barriers. Reciprocity was a central concern and took the form of collaborative knowledge building to establish trustworthiness, as well as various reciprocal acts that ‘gave back’ to those involved in the study. The use of visual methods, such as visual narratives, self-managed video interviews, and advice posters sought to mitigate power differentials, address language barriers, and recognise schoolgirls as experts in girls’ education. The paper discusses the advantages and constraints of this innovative approach, and proposes that cross-cultural research that provides girls with autonomy during the research process is necessary if those working with girls seek to valorise girls’ voices and experiences.     

“Un-Irish and un-Catholic”: sports,physical education and girls’ schooling

ABSTRACT

This article charts the development of physical education and sports in girls’ schools in Ireland during the late nineteenth and early twentieth centuries. It notes how early developments were undoubtedly influenced by traditions and practices in English public schools, with games such as hockey and cricket becoming popular in Irish girls’ schools. The “Swedish” gymnastics movement, which became popular the 1870s, led to the introduction of callisthenics and drill in many Irish schools. By the turn of the twentieth century, drill and dance displays had become a highlight in the convent school calendar of events. Official policy following the introduction of the Revised Programme for National Schools (1900) placed unprecedented emphasis on the importance of physical education. While many embraced these developments, others were critical of girls’ involvement in competitive games and sports, particularly those considered “foreign” and “un-Irish”. Drawing on convent school archives, official sources, and newspaper articles, this article provides new insights into the evolution of physical education and sports in Irish girls’ schools.     

Exploring Cambodian schoolgirls’ educational persistence: a community cultural wealth perspective

This study draws on a community cultural wealth framework to discuss how materially and socially disadvantaged girls in rural Cambodia negotiate barriers to attending secondary school. The study explored the schooling experiences of 43 secondary schoolgirls and 23 young women in higher education, using a variety of art-based activities and more traditional qualitative methods, including interviews and questionnaires. The girls’ and young women’s narratives about persisting in education revealed the agentic ways in which they drew on manifold resources in order to stay in school. We argue that strong relational ties, particularly friendships, foster Cambodian schoolgirls’ resistant identities, expanding their mobilities and possibilities for action in relation to educational persistence. We examine how supportive family members, resourceful friends, caring teachers, and knowledgeable staff from non-governmental organisations, enabled schoolgirls and young women to develop aspirations, resilience, and coping strategies that allowed them to overcome barriers to education. We consider girls’ educational persistence in relation to Yosso’s familial, social, navigational, aspirational, and resistant capitals, and identify altruistic capital as an additional resource that the girls and young women referred to when describing their schooling experiences.     

Technology Evolution and Citizen Activism: The Net and the Rebirth of Limited Government

Stuart Nagel's scholarship often focused on how technology shaped policy. This link constantly evolves as political activists seek new advantages. The Internet has greatly altered today's activism by sharply reducing information costs. This transformation is well illustrated in school politics and tax avoidance. Disgruntled parents no longer need to fight the education establishment directly—non-public school alternatives such as home schooling are now far easier thanks to the Net. The Net has also greatly facilitated tax avoidance by "democratizing" offshore banking. These options now constrain Washington and thus restore a degree of limited government once almost unthinkable.     

It Doesn't Matter: Some Cautionary Findings About Sex and Representation From School Committee Conversations

One of the most important findings in the field of gender and politics is that women elected officials at the state and national levels do a better job than men of representing the interests of women, children, and families. This paper uses school committees to ask the same question about women elected officials at the local level. Thus the question that guides this paper is: Does it matter for women if women are elected to this local political institution? If it does matter, then we should “hear” women's distinct ways of participating through their discussions at committee meetings. The study finds, in contrast, that in this political institution women and men behave in remarkably similar ways when separated by committee roles, and that women elected officials in this political institution spend very little time addressing issues affecting girls in public education.     

A Vietnamese Flag and a Bowl of Australian Flowers: Recomposing racism and sexism

This paper looks at the relationship between the discourses of racism and sexism and the configuration of school space in an Australian high school. I argue that school space is proliferative of racialised and sexualised divisions. Divisions can be identified between groups of 'Asian' girls, between 'Asian' girls and 'Asian' boys, and between 'Asian' students and 'non-Asian' students. While these divisions are legislated by discourses of racism and sexism, this paper focuses attention on 'Asian' girls response to this situation. I argue that against the experience of social marginality 'Asian' girls tactically reproduce differences. By highlighting the changing dynamics of spatial-social divisions in school, I show how 'Asian' girls contest and rework racialising/sexualising discourses to recompose 'Asian'/femininity.     

Former le citoyen de la république naissante retour sur une controverse aux origines de l’école républicaine

This paper looks at the original conflicting approach of the republican school, understood as a traning ground for citizenship. The separation between those who wish to develop a truly democratic school, and those who do not see in this objective a political priority for the emerging republic, embodies the most profound debate of this moment of political foundation of the Republican school. Behind the two visions of the Republican school (education vs instruction), two visions of Republican society are opposed. Further, in the controversy surrounding the nature of the school an opposition, later amplified, emerges between social Republicans and liberal Republicans     

‘We’re not very good at soccer’: gender,space and competence in a Victorian primary school

ABSTRACT

This paper draws on findings from a pilot project conducted at an inner city primary school in Melbourne, Australia. Inviting grade six girls and boys (aged eleven and twelve) to focus on spaces of their schoolground, we learned about the ways in which gender, age, ethnicity, language ability and sporting competence influenced active play and belonging. Informed by the understanding that schoolgrounds, gender and active play are socially constructed, and children are active agents in these constructions, the paper examines how girls and boys consider and negotiate spatial politics. The methods of participant-led photography, focus groups and thematic analysis, reveal how children understand gendered spatialities. A strong story emerged of girls’ experience of exclusion from active play spaces in particular, providing a perspective on the spatial and social performance of gender. The findings highlight the value of integrating a spatial analysis of schoolgrounds – and the gendered dynamics therein – for health, education and equity programmes.     

新课改后体育课的几点思索

随着我国中学体育新课程标准的全面展开,崭新的体育课已经完全摈弃了原有的模式,替代它的是创新了教学内容和形式的更加富有时代气息和地域特点的新型体育课,意味着体育课堂教学形式在中国中小学体育课堂正式向多元化、开放性的方向发展。     

Mothers and Non‐Mothers: Gendering the Discourse of Education in South Asia

This essay brings together and complicates three stories within South Asian education history by gendering them. Thus modern education was actively pursued by mothers for their sons; indigenous education should be understood as continuing at home; and women were crucial actors in men's reform and nationalism efforts through both collaboration and resistance. Gendered history should go beyond the separate story of girls and women, or the understanding of women as mothers and mothers as the nation, to see these three processes as gendered. The paper argues for the coming together of historical and anthropological arguments and for using literature imaginatively.     

浅谈素质教育形势下高中体育教学的开展

学校教育正在全面推行素质教育,作为学校教育重要组成部分的体育,既是素质教育的重要内容,又是实施素质教育的重要手段,具有其它学科不可代替的作用。如何在中学体育教学中实施素质教育,促进学生全面发展,本文以素质教育的本质特征及内涵为基点,从体育教学的角度,对实施素质教育的基本要求、基本内容进行阐述。并对体育教学体制应如何适应素质教育这一根本问题提出一些看法。     

Private School Enrollment and Public School Performance

Advocates of education privatization often take two general approaches to denigrating commonplace public school monopoly service provision assignments. One general argument is that public school administrators are self-interested rent-seekers, which is evidenced by the ever-enlarging bureaucracies they operate. This argument has been roundly criticized by Kevin Smith and Kenneth Meier (1994, 1995) in two methodologically rigorous analyses. The second general argument is grounded in the assumption that public school student performance will improve if public schools are forced to compete for enrollment with private school alternatives. The evidence regarding this claim of privatization advocates has been contested in a systematic study of North Carolina school districts, but requires further analysis to determine if these findings can be generalized to school districts writ large. Such a replication study is presented here, with findings reported that are in agreement with those of Newmark (1995).     

Spatial and temporal patterns in primary school enrolment and exam achievement in Rural Uganda

Using a mixed-methods approach, including qualitative, quantitative and Geographic Information Science methods, we assessed the primary school landscape around a protected area in Western Uganda. Data from a household survey, interviews and standardized school examinations were mapped to visualize spatial patterns in enrolment and academic achievement. We found children on average were starting school at age nine, but started to dropout as early as age 14; especially orphaned boys. Twenty of 36 schools demonstrated improving examination results from 2004 to 2013, although in one district improvements were lacking. Girls traditionally perform poorer than boys on exams in Uganda, but we found girls’ exam scores were catching-up. Support from one non-governmental organization with a long-term local presence was improving academic achievement. The use of Geographic Information Science provided spatially explicit recommendations to guide local policy actions for primary school education.     

Renegotiating the Primary School: Children's Emotional Geographies of Sport,Exercise and Active Play

The current UK policy concern with children's health has led to primary school practices of sport, exercise and active play aimed, in particular, at constructing children's bodies as ‘healthy’. Qualitative explorations of children's own values and experiences however, reveal that their understandings of sport in school differ considerably from its potential to be healthy, instead emphasising emotional geographies of pleasure and enjoyment. This article aims to develop a better understanding of children's ability to modify and reconstitute discursive corporeal regimes through their own agency, thus highlighting the fluid nature of the primary school as an institution. Adult discourses and children's bodily challenges to these mingle and intersect, creating spaces of competing values and discourses that work to transform and renegotiate the primary school. Although this article focuses particularly on the UK context, the findings will be relevant for any country in which child obesity is of current concern for social and education policy.     

Whig Party Fortunes in the Yorkshire County Election of 1708

Abstract

The impact of State intervention in rural education was not to supplant the role of the aristocracy and gentry in providing schooling for those who lived on their estates. Rather it brought about a partnership between evolving State policy on the one hand and continuing propertied paternalism on the other. This article argues that the point of conjunction in the partnership occurred through the acquisition of government grants that were, throughout the period, linked to evolving conditionality. The responsibility for obtaining and maintaining school grants expanded the roles of landowners, as they became school managers as well as benefactors. Through the use of school logbooks these dual roles will be illustrated to show the complex relationship that some landowners in Northumberland had with their village schools which primarily focused on fulfilling the criteria for gaining government finance.     

Creating twenty-first century Korean bodies: public movement education practice,cultural policy and therapeutic ethos

This article focuses on the public movement education practices of a group of middle-class, Korean dance instructors at the Korea Laban Movement Institute (KLMI), a recently established civil institution in Seoul, South Korea. The KLMI classes promote self-directed and well-rounded Korean bodies through student-centered and egalitarian movement instruction. In recent years, these classes received public funds from the culture and arts foundations supported by the state’s cultural policies, as well as attention from Korean public media. This research introduces the public movement education practices that have aligned well with the state’s early twenty-first century cultural policies by making culture and arts education more accessible to the average Korean. In addition, the study shows the broader impact of KLMI’s public movement education practices, which have merged into the political and social landscapes of contemporary South Korea.     

Education for Social Change: Girls’ Secondary Schooling in Eritrea

One central pillar of the Eritrean revolution is the modernization of gender roles within Eritrean society, through education. This article, based on ethnographic style research, looks at the personal experiences of young women in Eritrean secondary schools. These girls’ journeys are discussed in terms of gender resistance, exemplifying modernity, and gender accommodation, exemplifying tradition. It is argued that these categories are not as dichotomous as claimed by the education policy agenda: in contrast, many young women strive to find a balance between the two. Ultimately, the success of the Eritrean model of the modernization of gender roles should be measured in terms of having created an environment in which women are able to strive to fulfil their aspirations.     

Promoting the Advancement of Women: Baha'i Schools for Girls in Iran, 1909–35

In the early twentieth century, Iranian Baha'is were at the forefront of efforts to promote modern schooling for girls in Iran. Using previously untapped published primary sources and archival records, this article examines the history of the Baha'i schools for girls in the context of modern schooling of Iranian girls and assesses their contribution to female education in Iran. This contribution was significant and all the more remarkable considering the Iranian Baha'is’ numbers and resources and the restrictions under which they operated. Most notably, in the spring of 1933, less than two years before the forced closure of Baha'i schools by the Pahlavi state, 4 percent of all females in Iran's accredited schools were enrolled in Baha'i schools. The Baha'i community's most prestigious school, Tarbīyat-i banāt in Tehran, was by this time Iran's largest girls’ school. Outside Tehran, in some localities, the only girls’ schools were run by Baha'is, and in others a significant portion of all female pupils were enrolled in Baha'i schools.     

The Corporeal Empire: Physical Education and Politicising Children's Bodies in Late Colonial Bengal

This article deploys children's bodies as an analytical lens to examine the political significance of knowledge production and childhood in British colonial projects in late colonial India. Scholars have theorised the ‘body as method’ of history to argue that bodies are imbued with meanings, become stakes in power struggles and are sites of knowledge and power. I examine this theme by investigating a key locus of knowledge production for children – the colonial school and its curriculum, specifically physical education. To underline the multi‐stranded processes and loci of colonial knowledge production, I examine nationalist pedagogies of two Bengali children's magazines (Amaar Desh and Mouchak) as a form of informal schooling. I argue that the colonial state's engagement with physical education in schools stemmed from anxieties to both discipline native children's bodies, and to discourage students’ ‘seditious’ political activism. Second, I demonstrate that for Bengali educated elites, children embodied a political space for contestation and undertaking their projects of re‐masculinising the youth. These nation‐building projects placed a premium on masculinity, influenced boy cultures to imitate adult male cultures, and inscribed gender roles on the bodies of Bengali boys and girls. By doing so, these colonial encounters restructured and redefined childhood in crucial ways.