Stultz, Erma, Ed. (1986). Hands of Knowledge. "Adult Education, Development and Peace." Report of the World Assembly of Adult Education (Buenos Aires, Argentina, November 22-30, 1985). This report, written in popular education style and designed to be readable both by adult educators and by the people with whom they work, describes a week-long meeting of the World Assembly of Adult Education. Under the general themes "Where are we?""Where are we going?" and How to do it" the report provides synopses of the reports of 17 working groups on the following topics: peace and human rights, popular theater and communications, participatory research, rural adult education, adult education and prisons, adult education and indigenous peoples, workers' education, adult education and self-management, adult education and new technology, literacy and post-literacy, history of adult education, adult education and women, adult education and older adults, civic adult education, training of adult educators, adult education and primary health care, and adult education and the disabled. The report also includes comments from numerous participants from around…

Fleming, Margaret, Ed. (1984). Teaching Non-Fiction. Arizona English Bulletin, v26 n2 Win. Noting the general lack of attention to the teaching of nonfiction, this focused journal issue presents 11 articles containing suggestions for ways to incorporate various nonfiction materials into the English class. Article titles and authors in the journal are (1) \A Marriage that Works: Early American Literature in Context\ (S. Bouley); (2) \Teaching Biography and Autobiography in the Arizona Territory\ (J. McGinnis); (3) \Our Heritage of Informational Books: Travels to Dark Continents, Lessons of Caterpillars, and Observations of Marsh Hawks\ (M. G. Ferry); (4) \Teaching the Essay: E. B. White's 'Second Tree from the Corner'\ (S. J. Treharne); (5) \On Being a Scientific Booby\ (N. Mairs); (6) \A Scientist in the Classroom: Applications of Thomas Kuhn's 'The Structure of Scientific Revolutions' for Teachers of English\ (D. H. Roen); (7) \Human Rights: Materials for a Secondary Unit\ (S. Totten); (8) \Aristotle\ (C. Moneyhun and M. Diogenes); (9) \'It Must Be Good': The High Craft…

Killeen, Damian (1987). The European Young Homelessness Group. Final Report of the Symposium on "Shut Out Youth" (Strasbourg, France, October 25-30, 1987). This final report from the symposium on shut out youth concentrates on the problems of homeless young people in European cities. Remarks and recommendations of the symposium are reviewed. Homelessness is a growing trend among young people in Europe and most governments show little recognition of the problem. There is little social policy and legislation that considers the social, housing, and employment needs of youth. The same patterns and lack of concern are seen as homelessness among North American youth is reviewed. The following issues are discussed as prime areas of social policy where these problems may be addressed: (1) human rights; (2) legal status of youth; (3) youth policy; (4) youth participation; (5) education; (6) employment and income; (7) housing; (8) social support for families; and (9) children of the state. Specific recommendations are made for national, regional, and local governments, and for the Council of Europe. The appendices include notes from the workshop…

Daniel, Walter G.; Holden, John B. (1966). Ambrose Caliver: Adult Educator and Civil Servant. A major contributor to the field of adult education, Dr. Ambrose Caliver devoted much of his professional life to adult literacy. While this area continued to occupy his interest and best efforts, he also took an active role in such matters as displaced persons, human rights, public affairs, aging, and professional development of adult educators. Born in 1894, Caliver began his career as a high school principal in Tennessee. Before his death in 1962 he served in the following capacities: faculty member at Fisk University; specialist in the education of Negroes, United States Office of Education; organizer of the National Advisory Committee on the Education on Negroes; implementer of a number of national surveys, including the National Survey of Teacher Education, the National Secondary Education Survey, the National Survey of the Vocational and Educational Guidance of Negroes, and the National Survey of the Higher Education of Negroes; director of a number of workshops dealing with…

Mattimore-Knudson, Russell S. (1981). A Philosophical Analysis of Selected Problems in Adult Education. These 10 papers represent an application of a philosophical theory to resolving a particular problem in adult education or an example of how some of these problems can be examined philosophically. Chapter 1 addresses the myth of the philosophy of adult education. Chapter 2 reports a survey of professors of adult education to determine why they neglect to do research in the area of the philosophy of adult education. In chapter 3 four ways of justifying ethical studies in adult education are discussed. Chapter 4 considers existential consequences of mandatory continuing education. Three evaluation problems in adult education are analyzed in chapter 5: are adult education evaluations of programs or learners?, can evaluations be shown to be valid?, and can evaluation be used to improve adult education programs? Chapter 6 explains the existential concept of evaluation. The focus of chapter 7 is the concept of human rights as applied to discussion of needs in program planning. Chapter 8…

Laws, Ruth M. (1975). Striving for Synergy in Adult Education as Equal Partners. A Position Paper for the Committee on Social Justice in Celebration of International Women's Year to Promote Dialogue, Discussion, and Planning for Elevation of the Status of Women Through Adult Education. In the realm of continuing education, synergy, when used to mean a working together on all phases of human rights, implies the promotion of an adult education vehicle to eliminate the cultural lag in the status of women. Recent United Nations actions (such as the establishment of International Women's Year and the World Plan of Action's pressing for the full reconsideration of women's role in politics, education and training, employment and related economic matters, health and nutrition, family organization and family roles, population, and housing) are encouraging. Some general recommendations designed to implement the World Plan of Action's goals for the 1975-80 period include: special efforts to involve women in public affairs and to make the public at large aware of women's role in politics; target dates for the elimination of illiteracy; special training programs in economic and social development for rural women; free compulsory elementary education for girls and boys;… [PDF]

van Wormer, Katherine (2001). Counseling Female Offenders and Victims: A Strengths-Restorative Approach. Springer Series on Family Violence. This books considers the many aspects of how the criminal justice system can be reshaped to address the needs of victims of violence and offenders who themselves are often the victims of abuse. It presents a new model that offers an integrated framework to combine tenets of social work's strengths framework with the restorative justice model. It looks at the restorative justice of female crime victims and the treatment of women in prison in the context of human rights issues. The book can be used as a text to help prepare students for jobs doing direct practice with offenders and victims. Chapter 1 provides the theoretical and historical overview of a gendered analysis of women's experience in the legal justice system. Chapter 2 delves into the fundamentals of establishing a treatment relationship as preparation for practice of strengths-based therapy with victims and offenders. Chapter 3 looks at the topic of victimization and Chapter 4 presents interventions. Chapter 5 considers…

Kishenkova, Olga (2001). First Teacher-Training Seminar on Civic Education for Teachers from the Chechen Republic (Pyatigorsk, Russian Federation, November 3-9, 2000). Education for Democratic Citizenship, 2001-2004. A seminar was held in November 2001 for 11 teachers of the Chechen Republic. The objectives of the seminar were: (1) presentation of the textbook "Civic Education" to the teachers and educational staff; (2) introduction in methodology and the matter of civic education; (3) working out of active and interactive methods of work in the sphere of civic education; and (4) reintegration of teachers of the Chechen Republic into the European and Russian educational spheres. This report chronicles the activities of the five days of the seminar. The report identifies the following themes of the seminar based on each day's objective: (1) "Teaching of Democracy in Civil Society"; (2) "Culture of Peace, Human Rights, Democracy Are Foundations of Civic Education"; (3) "Anticipation and Resolution of Conflicts Good Conduction of Negotiations"; (4) "Democratization of School Life, Civic Education and Intersubject Integration"; and (5) "Active…

Stover, Lois T., Ed.; Zenker, Stephanie F., Ed. (1997). Books for You: An Annotated Booklist for Senior High. Thirteenth Edition. NCTE Bibliography Series. Designed to help teachers, students, and parents identify engaging and insightful books for young adults, this book presents annotations of over 1,400 books published between 1994 and 1996. The book begins with a foreword by young adult author, Chris Crutcher, a former reluctant high school reader, that discusses what books have meant to him. Annotations in the book are grouped by subject into 40 thematic chapters, including "Adventure and Survival"; "Animals and Pets"; "Classics"; "Death and Dying"; "Fantasy"; "Horror"; "Human Rights"; "Poetry and Drama"; "Romance"; "Science Fiction"; "War"; and "Westerns and the Old West." Annotations in the book provide full bibliographic information, a concise summary, notations identifying world literature, multicultural, and easy reading title, and notations about any awards the book has won. Appendixes present lists of… [PDF]

Gaines, Ruth Ann (1999). Celebrating Diversity in Iowa. This publication highlights the opportunities to celebrate statewide diversity experienced by the 1998-99 Iowa Teacher of the Year, an African-American woman. Section 1 highlights her visits to 16 colleges around Iowa. Section 2 discusses her visits to 400 classrooms in 93 K-12 schools in 50 districts. Section 3 discusses the conferences and workshops at which she spoke, usually on the subject of diversity. Workshop handouts are included. Section 4 describes panels and club talks. Section 5 describes the many committees she participated in as Iowa's education ambassador. Section 6 describes a play in which she acted at a community playhouse. Section 7 describes a performing group called The Voices of Change, which dramatized solutions to the many human rights problems plaguing students at one high school. Section 8 describes a youth diversity conference that she created, including materials from the conference. Section 9 describes her invitation to introduce President Clinton on his… [PDF]

Fullerton, Fred, Ed. (1998). Help, Handout, or Hindrance: U.S. Support for the Developing World. Public Policy Debate in the Classroom. Choices for the 21st Century Education Project. [Student Guidebook and] Teacher's Resource Book. These texts are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. They evaluate the U.S. relationship with poor countries, particularly the effectiveness of foreign aid, trade benefits, and other economic levers; and question the prospects for exporting the U.S. values of democracy, free enterprise, and human rights. The core of the unit is a framework of three distinct options for U.S. policy toward developing countries. By exploring a wide-ranging spectrum of alternatives, the texts hope students will gain a deeper understanding of the values underlying specific policy recommendations. The background reading is intended to prepare students to thoughtfully consider the complexities of U.S. relations toward the developing world. Part 1 presents an overview of the goals, assumptions, and programs that set the tone of U.S. foreign aid during the Cold War….

Mittler, Peter (2004). Including Children with Disabilities. Prospects: Quarterly Review of Comparative Education, v34 n4 p385-396 Dec. The inclusion of disabled children in their local schools and communities is part of the universal struggle of disabled people to claim their basic human rights to equality and participation, and to insist on the necessary changes in society and its institutions to make this possible. Although this movement is still in its infancy, reports from around the world suggest that it is gaining momentum. Each year, more children who would previously have been segregated or denied education altogether are going to their local school and being accepted as members of their local communities. In this article, the author presents some of the strengths of the movement in favour of the inclusion of disabled children, as well as obstacles to inclusion. He also discusses the achievements in the field of inclusive education. He states that a major challenge for the future is to develop a framework within which not only the UN agencies, but also their national ministerial counterparts, can pool their… [Direct]

Singer, Alan, Ed. (2001). Social Science Docket, 2000-2001. Social Science Docket, v1 n1-2 Win/Spr 2000-Sum/Fall. A joint publication of the New York and New Jersey State Councils for the Social Studies, "Social Science Docket" presents K-12 teachers with resources covering the social science disciplines, including history, economics, political science, sociology, geography, anthropology, and psychology. Each issue includes theme-related and non-themed articles; lesson plans; learning activities; book, movie, and museum reviews; and organization, Web site, and print listings. Regular features include teaching with historic places, document-based instruction, local history, using oral history, and addressing controversial issues. Contents of Volume 1 Number 1 include: "Shared History–The Separation of New Jersey and New York"; "Social Studies Standards"; "The Meaning of Freedom in the Modern World" (A. Singer); "Special Section: Great Irish Famine Curriculum" ("Addressing Controversial Historical Issues through the Study of the Great Irish… [PDF]

Fingeret, Hanna Arlene (1991). Literacy in the USA: The Present Issues. Empowering grassroots efforts in literacy is paramount in the literacy education movement. Six issues face literacy work, research, and policy in the United States today: (1) although there are many exciting and innovative literacy projects being conducted, their lessons are unexamined and they are not part of a larger organizing strategy; (2) although there are a number of leaders in the literacy field, their positions are fragile and their work is hindered by reliance on a traditional notion of leadership; (3) participatory research is barely acknowledged in the United States, although it is used in other countries; (4) the literacy experience for most learners is separate from social issues such as racism, sexism, class inequality, and poverty; (5) there is a continuing naive faith in the power of information to transform political structures; and (6) the central policy question has to shift from \how many\ to \how does change happen?\ The literacy field must work cooperatively…

Lefever, Ernest W., Ed. (1977). Morality and Foreign Policy. A Symposium on President Carter's Stance. This monograph contains a critical examination of President Carter's view on ethics and foreign policy as expressed in his commencement speech at Notre Dame University on May 22, 1977. The book is organized into three parts. Part 1 contains Mr. Carter's speech entitled, "Power for Humane Purposes." Part 2 contains nine responses to the speech: "Reflecting the Eastern Establishment" (Robert L. Bartley); "Confusing Domestic and Foreign Policy" (Ronald Berman); "Selective Invocation of Universal Values" (Jeane Kirkpatrick); "The Valor of Ignorance" (Charles Burton Marshall); "Totalitarianism–the Central Challenge" (Daniel Patrick Moynihan); "The March of Defeat" (Michael Novak); "A Lack of Ideological Roots" (John P. Roche); "Ignoring Soviet Realities" (Eugene V. Rostow); and"Ideals, Maxims, and Deeds" (Roger L. Shinn). Part 3 contains three essays which are not direct comments on the…

Laughlin, Margaret A. (1985). An Emerging Institution: The University for Peace in Costa Rica. Discussion Paper Series, No. 73. A new United Nations college, the University for Peace in Costa Rica, is discussed. After providing a brief historical sketch on peace efforts since the Ancient Greeks, the objectives of the United Nations University are identified. The University for Peace is a new international university that is part of the United Nations University network, a decentralized system of affiliated institutions. Costa Rican President Rodrigo Carazo proposed the establishment of the university to the United Nations, which took into consideration the recommendations of United Nations-affiliated bodies, as well as the comments of 10 nations. The following long-range goals for the university were suggested by the United Nations presidential commission: to seek solutions to psychosocial and natural problems that provoke tension, violence, and war in the world; and to contribute content and forms that may be useful in achieving world peace through education, knowledge, and research. Seven topics for…

Gulick, Thomas G.; Merkle, Melanie L. (1983). The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282. An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional organizations. Examples of some of the biases found follow. The core curriculum being taught through the materials is the New International Economic Order (NIEO), which teaches that capitalist nations are exploiting poorer nations and that the solution to this exploitation is the massive redistribution of wealth from the developed nations to the Third World. There is no analysis of the internal problems of developing countries. Other curricula support the U.N. continual condemnation of Israel and South Africa, never mentioning PLO terrorist activities, the training of Angola troops by Soviet advisors, or the extensive U.N. funding of… [PDF]

(1976). Value-Centered Education and Moral Commitment. A policy statement on value-centered education is offered by the American Association of State Colleges and Universities (AASCU). Examples of different types of value-centered education are also identified. It is advocated that colleges provide more effective leadership in the areas of experience that prepare students to make future choices: personal, professional, and political. A key in responding to the needs of students lies in maintaining a strong emphasis upon the values traditionally associated with a liberal education and translating these into the contemporary setting. Curricula should be designed to acquaint students with the ways moral issues have been approached in the past, as well as how this knowledge can be applied to present and future dilemmas. Consideration should be given to developing university-wide interdisciplinary courses that emphasize universal ideas, along with expanded treatment of moral issues in specialized or professional programs. The university…

McCreath, Peter L., Ed. (1981). Multiculturalism: A Handbook for Teachers. This handbook was prepared from presentations made at an inservice workshop for teachers in Nova Scotia, Canada on multicultural education. In an introductory article, Paul Robinson describes his personal experiences in trying to prepare a multicultural curriculum, and the participation of members of Canadian ethnic communities in that activity. In the succeeding essays, Gil Scott explores the historical development of Canadian multiculturalism and multicultural policy; James Morrison examines the multiethnic composition of Atlantic Canada and Nova Scotia as a result of immigration; P.A. Johnstone examines educational implications of multiculturalism and educational approaches used in Nova Scotia; Gerald Boudreau identifies teacher characteristics and policy needs essential to effective multicultural education; Judith Gold outlines family, community, and socioeconomic factors that affect students and their learning; Van Roy Tobitt discusses the prerequisites of effective teaching…

(1978). Compulsory Education: Social Expectations. National Reports on the Theme for 1977 in Their Original Languages. 26th Assembly of Delegates. Reports prepared by various countries for presentation at the 1977 annual assembly of the World Confederation of Organizations of the Teaching Profession (WCOTP) are included in this document. The theme of the assembly was \Compulsory Education: Social Expectations.\ Countries reporting include: Austria, Bangladesh, Brazil, Brunei, Canada, Ivory Coast, Denmark, West Germany, England and Wales, Fiji, Finland, France, Ghana, Israel, Jamaica, Japan, Lebanon, New Zealand, Nigeria, Panama, Taiwan, Korea, Scotland, Spain, Sweden, Thailand, Trinidad and Tobago, United States, and Yugoslavia. Some reports are in the original languages. Each country reported information regarding the scope of compulsory education: they described the extent and time frame of compulsory education, placed compulsory education in perspective with regard to the overall pattern of school attendance, and examined the social expectations concerning compulsory education. In addition, each country commented on their…

Gartner, Alan (1979). Career Ladders and a Training Model for the (Re)Training of Direct Service Workers in Community Based Programs for the Developmentally Disabled. The report addresses the need for retraining direct service personnel in community based programs as a result of deinstitutionalization. The state of the art regarding state practices in job descriptions and classifications for paraprofessionals indicated the existence of few systematic attempts to retrain current instituional staff. Few examples of cooperation between states, municipalities, and institutions of higher education (IHE) were found. The remainder of the document presents information on training models, career development models, and other cooperative actions between agencies, IHEs, unions, and professional organizations. Career development is examined in terms of using task analysis to design career programs, developing job descriptions, and designing career ladders. Sample job descriptions are given for such community based positions as group home managers, production supervisors, and teacher assistants. The focus of the final section is designing inservice and…

Langeveld, Willem (1979). Political Education for Teenagers: Aims, Content and Methods. The problems, practices, objectives, and desirability of political education in the secondary school social studies curriculum is evaluated. The author suggests that political education should be a compulsory subject in junior and senior high schools. The document is presented in eight chapters. Chapter I explores the relationship between adolescents and politics, with emphasis on alienation in modern society, sex differences, and class structure. Chapter II defines socialization, authority, and indirect and direct political socialization. Chapter III focuses on theories and methods of political education and evaluates objectives for various age groups. Chapter IV evaluates the benefits of beginning political education at various ages and concludes that students begin to be receptive to political ideas at the age of 13. Chapter V identifies important components of a child's political socialization, particularly the family, school, peers, and the mass media. Chapter VI stresses the…

Johnson, Broderick H., Ed. (1973). Navajo Stories of the Long Walk Period. Presented by Navajo narrators for the Navajo people, this collection of stories reflects the Navajo perception of Navajo history and the "Long Walk" to Fort Sumner, emphasizing Navajo insight rather than historical events placed in chronological sequence. Collectively, these 40 stories reflect the following Navajo perceptions: events recalled in vivid clarity are typically blurred in time and sequence; the unresolved dilemma of who should be blamed for the "Long Walk" is a central concern, but there is great inconsistancy regarding places, groups, or people blamed (unlike most nations, the Navajo frequently blame themselves rather than others); there are important insights into the Navajo interpretation of specific Navajo historical events which differ significantly from the views of an outsider (e.g., close identification of events with the Navajo religion; an extreme sense of isolation, wherein the Navajo perceive themselves as beset, besieged, and surrounded…

Sigelman, Carol K., Ed. (1974). Protective Services and Citizen Advocacy. Monograph No. 3. Presented are seven papers given at a conference on deinstitutionalization of the mentally handicapped which focus on protective services and citizen advocacy. Carol Sigelman stresses the following four concepts: follow-along (the monitoring of the developmentally disabled person in the community), advocacy, protection, and shelter, Alternatives for the provision of protective legal services for the developmentally disabled are considered by Gerald Bensberg. The present status and implementation of concepts of citizen advocacy in Nebraska are reviewed by Helen Zauha. Marie Moore describes a United Cerebral Palsy Association demonstration project of three models of advocacy programs which take into account demographic variables, differences in service availability and delivery, and differences in organization patterns. Parameters, definitions, and alternatives for protective services in Ohio are examined by Elsie Helsel. Phyllis Emory and William Parks also review aspects of… [PDF]

Olivier, S. F. (1976). The Accommodation of Some Historic Determinants in a Culturally Pluralistic Society. Ways in which pluralistic communities can exist in peace and harmony through consent rather than force are discussed. Historical and sociological determinants, which should be considered when coexistence is sought, are politics, color, religion, nationalism, national aspirations, language, employment, and educational systems. Problems which arise in connection with these determinants are analyzed. For example, freedom of religion is universally desired but has often lead to dogmatism and war, as it did in Ireland, Lebanon, India, and Crete. Although language serves as the most intimate articulation of the individual and his group, it can also serve as a barrier to those who do not speak or understand the official language. Skin color has influenced governments to adopt policies of apartheid or integration, but each policy has encountered problems. Case studies of Rhodesia and South Africa are presented. The problems of dealing with the determinants in a way that fosters human… [PDF]

Harris, Ian M. (2002). Peace Education Theory. During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a corresponding growth in the field of peace education where educators from early child care to adult use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to… [PDF]

Dadzie, Stella; Reisenberger, Anna (2002). Equality and Diversity in Adult and Community Learning. This document is a practical guide to help managers of adult and community education programs in the United Kingdom address equality and diversity in the context of the Learning and Skills Council (LSC) remit and the Common Inspection Framework. The following are among the topics discussed in Sections 1-4: (1) learner-centered approaches (inclusive learning, widening participation, achieving learning goals, equality of opportunity, meeting community needs, meeting learners' needs, a curriculum fit for purpose, staff development); (2) a higher profile for equality and diversity (the LSC remit and the Common Inspection Framework); (3) the changing legal context (the MacPherson report, the Race Relationships (Amendment) Act of 2000, the Special Educational Needs and Disability Act of 2001); and (4) local education agency equality frameworks (neighborhood renewal, best value, Racial Equality Means Quality). Case studies highlighting good practice are included throughout these four… [PDF]

(1994). The Major Project of Education in Latin America and the Caribbean. Bulletin. This bulletin contains information about important educational strategies that have had an impact in South America. In "Current Trends in Educational Reforms," Juan Carlos Tedesco examines the major lessons that educational reforms have produced. "Education and Changes in the Latin America's Social Structure" (German Rama) starts out by recognizing that education in South America has been acknowledged as a process of political sociability of paramount importance in the shaping of the Republic and of its citizens since the Revolutionary Wars. Luis Ratinoff points out in "Educational Rhetoric in Latin America: The Experience of this Century," that proper individual performance rests on a common foundation of knowledge and shared cultural traditions. Bernadette Nwafor reports on class examination an assessment of academic achievement. Rita Dyer examines instructional developments in home economics. Equal educational opportunities for women are reviewed by… [PDF]

Horsthemke, Kai (2004). Knowledge, Education and the Limits of Africanisation. Journal of Philosophy of Education, v38 n4 p571-587 Nov. Africanisation has, during the last few decades, been a buzzword that has enjoyed special currency in South Africa. Africanisation is generally seen to signal a (renewed) focus on Africa, on reclamation of what has been taken from Africa, and, as such, it forms part of post-colonialist, anti-racist discourse. With regard to knowledge, it comprises a focus on indigenous African knowledge and concerns simultaneously legitimation and protection from exploitation of this knowledge. With regard to education, the focus is on Africanisation of institutions, curricula, syllabi and criteria for excellence (in research, performance, etc.). This paper, while sympathetic to the basic concerns that inform the calls for Africanisation, spells out the problems and limits of this project. For one thing, the idea of Africanisation may evoke a false or at least a superficial sense of belonging. For another, it may entail further marginalisation and derogation. Lastly, while it may emphasise relevance,… [Direct]

Dernikos, Bessie P. (2023). 'I Want My [Un]Happy Ending!' Queering "Happily Ever After" With/In a Primary Classroom. Sex Education: Sexuality, Society and Learning, v23 n2 p184-193. In this paper, I explore moments in past research when my sense-making faltered, my confusion/joy/longing proliferated, and my own feelings got the best of me. I discuss the generative potential of these 'analytical conundrums' via a queer map of messy 'complaints'. Within/across these complaints, I playfully attune to the sonic frequencies of "happily ever after" with/in diverse, intersecting dimensionalities. As I imagine them here, "complaint mappings" are provocations that invite us to sense/queer/reimagine educational research/practices/pedagogies that encourage subjects to live in one world–where having 'a life' becomes synonymous with having the right kind of intimate life. Specifically, I map out how literacy events are more-than-human scenes of entanglement, wherein gender/sex/uality/desire do not reside within individuals or things, but rather emerge via complex, entangled, and 'mobile' processes of attaching[left right arrow]relating. It is my hope… [Direct]