Read, Write and Think Gender History: Making Over the Comic Landscape

For the Love of Nature: Ecowriting the World brings together a series of essays that address the power and magic of writing about the natural world. The array of authors, from Melbourne to Los Angeles to Rome, share their expertise in literacy and passion for nature. They offer ideas and examples of ecowriting, through various media and genres such as: videos, journals, letters, comic strips, poetry, and more. Their reflections on writing demonstrate a love of nature and concern for education that promotes social and environmental justice for students of all ages. This book was written for and by educators and students, as the essays offer numerous examples and descriptions of ways for interacting with the environment. For the Love of Nature includes many entry points for ecowriting, from theoretical explanations to practical step by step applications. The essays, student examples, lesson plans, and lists of resources provide everything a teacher needs to engage their students in reflecting on, participating with, and writing about the natural world.

Reading the Media: Media Literacy in High School English by Renee Hobbs. New York: Teacher’s College Press; Newark, DE: The International Reading Association, 2007, 190 pp. Reviewed by Myrna Goldstein Are You in Your English File?® Second Language Learning Research Center, Milan, Italy This book, written by national expert in media literacy education and com- munications professor at Temple University, Dr. Renee Hobbs, is a highly scien- tific, reflective and exhaustive account of the inception and outcome of one year of a pioneering project in Grade 11 high school media literacy in Concord, New Hampshire. The project, already in its ninth year, was created by teachers with the help of Hobbs. The project’s goals focus on empowering students to effect meaningful social change by developing the skills to receive, decipher, analyze, and put to productive and creative use the daily media bombardment that all of us face. Hobbs’ research goal is to use micro- and macro-analyses to lead to gen- eralizations about the usefulness of media literacy within the context of English language arts education. The book is written in a scientific but quite readable, down-to-earth style. Therefore, the information it contains is highly accessible for all types of profes- sionals interested in the topic, including those who may be interested in conceiving a similar program in their own institutions, but perhaps may not be interested in pursuing scientific research. This volume, a joint publication effort of the International Reading As- sociation and Columbia University’s Teachers College Press, traces the project’s development and outcome, capturing the complex kinds of learning that students experienced. The in-depth research includes valuable quantitative and qualitative data including over 700 pages of teacher and participant interview transcripts, classroom observations, four handwritten field notebooks, and nearly 200 differ- ent samples including student writing, videos, lesson plans, and assignments. The qualitative data was used to help Hobbs understand the contextual details of local practice, and the quantitative data was examined in order to better comprehend the program’s impact on student performances, attitudes, behaviors, and literacy practices. Hobbs gathered quantitative data from both Concord High School and a matched control group school to map changes in students’ interpretation of media texts, in print, visual, electronic, and audio formats. The research included 200 variables culled from nearly 400 students at two points in time, resulting in almost 16,000 pieces of data. Sixteen questions about four focused categories served as the inquiry springboard: teacher, students, program, and community. For example, Issues in Applied Linguistics © 2009 Myrna Goldstein ISSN 1050-4273 Vol. 17 No. 2, 167-168

Book Title - Learning to Teach Business in the Secondary School A Companion to School Experience 1st Edition Chapter Author - Limara Pascall Chapter Number & Title - chapter 2 Designing an effective business curriculum This chapter aims to encourage beginning teachers of business to engage in debates around the aims and purpose of business as a secondary school subject. It delves into how the subject can be defined and the content that makes up business as an area of study. The purpose of this is to encourage beginning teachers to plan long-term business curriculums using schemes of work that are underpinned with clear aims and a purpose. Following this, a model for long-term planning is discussed, which is then related to how medium-term plans (units of work) and short-term plans (lesson plans) can be constructed. For each of these, the beginning teachers are prompted to engage in long-, medium- and short-term curriculum planning during their practical teaching placements so that they become familiar with the value and key features of each.

In this paper, we present an analysis of the change processes of a Turkish EFL teacher who participated in an Online Professional Development (OPD) program that included online lesson study procedure and webinars. The aim of the study was to uncover the short term and long term changes of this teacher through the use of Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth (IMTPG). As part of the OPD program, this teacher attended six webinars about language teaching methodology and the use of technology in language teaching. In a period of 13 weeks, she also became part of online lesson study procedure with three other teachers. To this end, they met online once a week to do lesson planning for a research lesson and to later discuss about the effectiveness of that lesson by viewing its video recording. In this case study, the data collection tools comprised a background questionnaire, interviews, group meeting extracts, pre-and post-observations, lesson plans prepared by the group, video recordings of the research lessons and group meetings. The findings showed that various short term changes were initiated by different domains including personal domain, the lesson study discussions and webinars in the external domain with various pathways of change. More long-lasting changes, on the other hand, came about when she integrated her learning from the webinars into her classroom teaching and reflected on the student outcomes of these new practices, which promoted changes in her ear lier beliefs and attitudes towards some aspects of teaching. It was also revealed that the changes in her cognition and teaching behavior were related to her increased knowledge and skills about incorporating web 2.0 tools into language classes.

Book Review| February 01 2023 Review: Masculinity, Identity, and Power Politics in the Age of Justinian: A Study of Procopius, by Michael Stewart Michael Stewart, Masculinity, Identity, and Power Politics in the Age of Justinian: A Study of Procopius. Social Worlds of Late Antiquity and the Early Middle Ages. Amsterdam: Amsterdam University Press, 2020. 246 pp. Color and black-and-white figures. ISBN: 9789462988231. €99. Robin Whelan Robin Whelan University of Liverpool Search for other works by this author on: This Site PubMed Google Scholar Studies in Late Antiquity (2023) 7 (1): 162–166. https://doi.org/10.1525/sla.2023.7.1.162 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Robin Whelan; Review: Masculinity, Identity, and Power Politics in the Age of Justinian: A Study of Procopius, by Michael Stewart. Studies in Late Antiquity 1 February 2023; 7 (1): 162–166. doi: https://doi.org/10.1525/sla.2023.7.1.162 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentStudies in Late Antiquity Search The sixth-century historian Procopius of Caesarea has often been an author of first resort for students of gender in Late Antiquity. His violently misogynistic account of the empress Theodora in Anecdota (Secret History) is a classic recourse for modern historiography (and university survey courses). Yet, as Michael Stewart rightly notes, gendered discourse permeates Procopius’s various experiments in historiography in much more fundamental ways than a focus on “the carnal escapades and political misdeeds of puissant women” suggests (71). In this sense, Stewart’s book is best understood as the product of various central concerns in the wider discipline of gender history: not least, the effects of hegemonic masculinity (always anxious, often in crisis; cf. 25). Chapter 1 is less a standalone introduction than an overture sounding the book’s central theme: the role of gendered discourse in Procopius’s view of sixth-century Mediterranean politics and—in particular—the late fifth-century “loss” of (and... You do not currently have access to this content.

This chapter reviews the social scientific evidence demonstrating how stereotypical images affect media audiences. Psychologists call the cognitive structures schema and believe that schema help simplify a complex social environment by quickly and efficiently processing incoming stimuli based on the presence of a few relevant characteristics. Stereotypes are schema that helps organize our knowledge and beliefs about social groups. P. G. Devine found that there were important differences between knowledge of the stereotype and endorsement of it, and between high- and low-prejudiced individuals. Although relatively small compared to the body of work studying the stereotypes present in media content, a growing area of media studies uses psychological research to examine the effects of such images on audiences. Psychologists D. L. Hamilton & T. K. Trolier defined a stereotype as "a cognitive structure that contains the perceiver's knowledge, beliefs, and expectancies about some human group".

Light in August in Light of Foucault: Reexamining the Biracial Experience Bethany L. Lam (bio) Comparatively Little Current Criticism of Foucauldian racial theory exists, primarily because Foucault never formulated a full-blown racial theory. Some critics, such as Robert J.C. Young and Ann Laura Stoler, have successfully used Foucauldian principles to inform their views of race studies. Foucault himself said little directly pertaining to race studies, admits Young: “Foucault had a lot to say about power, but he was curiously circumspect about the ways in which it has operated in the arenas of race and colonialism. His virtual silence on these issues is striking” (57).1 This silence does not deter Young and a few other critics from extrapolating Foucauldian thought into various areas of race studies. Young focuses his discussion on racism; he evaluates Foucauldian influence on colonial studies, particularly on Edward Said’s Orientalism, before applying Foucauldian commentary on ethnology, power, and sexuality to a theory of racism.2 Like Young, Ann Laura Stoler relies heavily on Foucault’s History of Sexuality in her applications of Foucault to colonial studies. Stoler has authored two of the more extensive explorations of Foucauldian thought as it pertains to race studies, Race and the Education of Desire: Foucault’s History of Sexuality and the Colonial Order of Things and Carnal Knowledge and Imperial Power: Race and the Intimate in Colonial Rule. Both of these works deal with race primarily in the context of sexuality in colonialism, neglecting the larger picture of Foucault and racial identity. One element that has been noticeably lacking in the theory thus far is a thorough application of Foucault to the study of multiracialism. [End Page 49] But Foucault has much insight to offer in explaining the attitudes of society towards the multiracial, the attitudes of the multiracial towards himself, and the resulting interaction between society and individual. The viability and value of these explanations become evident when applied to literary characters and their social (albeit fictional) contexts. Foucault deepens our understanding of the multiracial in society, showing not just how the individual and society affect each other, but—more importantly—why they view and treat each other as they do; merging his theory with literary criticism sheds new light on the tensions between multiracial characters, such as Faulkner’s Joe Christmas, and their societies, moving our explanations beyond mere “identity confusion” to the underlying causes of the confusion. Before applying Foucault directly to Faulkner, let us spend several moments tracing the outlines of a Foucauldian theory of multiracialism. To understand society’s perception of multiracialism, we must begin with the racial hierarchy, one of the many ways by which society orders subjects. In order to do this effectively, we should first look at Foucauldian thought regarding power, knowledge, and discourse. Foucault describes discourse as “an instrument and an effect of power, but also a hindrance, a stumbling-block, a point of resistance and a starting point for an opposing strategy. Discourse transmits and produces power; it reinforces it, but also undermines and exposes it, renders it fragile and makes it possible to thwart it” (History 101). “It is in discourse,” he states, “that power and knowledge are joined together” (100). Discourse is both product and producer of power, the place where power and knowledge intersect. In a Foucauldian paradigm, one might view race as a visual discourse. Its power emanates first of all from the prevalence and potency of race-based societal stereotypes. These racial stereotypes act as self-ful-filling prophecies, continually producing and reproducing themselves. The stereotypes lead to a second source of power in the discourse of race: the race-based ordering of society. These stereotypes and ordering feed off the knowledge aspect of racial discourse, knowledge based both on visual perception of skin color and the expectations created by the stereotypes themselves. Society uses its knowledge to assign a place in the racial hierarchy to each person. Race, then, becomes an indicator of societal expectation for a person, to which that person more or less conforms. [End Page 50] Multiracialism problematizes this visual discourse through its nonconformity, both to the visual code and to traditional racial categories. A mixed-race individual...

Historic Royal Palaces researches and interprets histories of gender and sexuality in the palaces it cares for. Work on LGBTQ (Lesbian, Gay, Bisexual, Trans, and Queer) histories and identities has increased in museums and heritage sites recently. There is a pressing social need for this work, as LGBTQ people continue to experience various kinds of discrimination and prejudice. Evidence suggests that the work of museums and heritage organisations can have a positive impact on LGBTQ lives and rights. There are many examples of queer lives and identities in British royal history, but this paper shows that beyond the ‘usual suspects’ (such as James VI & I and Queen Anne), the histories of courtiers, servants, artists, and designers around the royal court are rewarding areas of study. This paper suggests that material culture studies could be used more effectively, and histories of creative queering of monarchy can inform perceptions of the institution itself.

George Bernard Shaw has been neglected, even sometimes actively rejected by post 1970s feminist and gender historians writing about the women's emancipation movement in late Victorian and Edwardian England. This neglect is documented and contrasted with the views of feminists prior to the Second World War and with those of Shaw scholars. The very significant role Shaw played in the campaigns to combat patriarchy, redefine gender roles, change the marriage laws and achieve female suffrage during this period is then described. It is shown that the arguments he used and the language he employed have many similarities with those used by Germaine Greer. Finally, the reasons for the historical neglect of Shaw are critically considered. It is argued that, while the political views Shaw expressed in later life make his rejection understandable, far from deserving neglect he should be regarded as an inspirational influence.