Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community

2021 ◽  
Author(s):  
Ashley S. Boyd ◽  
Susan G. Rose ◽  
Janine J. Darragh
Keyword(s):  
Discourse Community ◽  
Teacher Discourse ◽  
Sensitive Topics

For Pity's Sake

2011 ◽  
Vol 4 (2) ◽  
pp. 253-270 ◽  
Author(s):  
Alan Hodkinson ◽  
Chandrika Devarakonda
Keyword(s):  
Global Education ◽  
Affective Commitment ◽  
Belief Systems ◽  
Teacher Discourse ◽  
Cultural Contexts ◽  
Religious Traditions ◽  
Forensic Examination ◽  
Indian Tradition

This paper offers a critique of transnational aspects of ‘inclusion,’ one of those global education buzzwords that as Slee (2009) puts it, say everything but say nothing. It starts off by trying to compare Indian and English usages and attitudes at the level of teacher discourse, and notes the impossibility of any ‘authentic’ translation, given the very different cultural contexts and histories. In response to these divergences, the authors undertake a much more genealogical and ‘forensic’ examination of values associated with ‘inclusion,’ focussing especially on a key notion of ‘pity.’ The Eurocentric tradition is traced from its Platonic origins through what is claimed to be the ‘industrialization of pity’ and its rejection as a virtue in favour of more apparently egalitarian measures of fairness. The Indian tradition relates rather to religious traditions across a number of different belief systems, most of which centre on some version of a karmic notion of pity. The authors both criticise and reject ‘inclusion’ as a colonisation of the global and call for a new understanding of notions like ‘pity’ as affective commitment rather than ‘fair’ dispensation of equality.

A Design of Educational Game to Prevent Cyber-Bullying among Teenagers and An Analysis of Its Effect (Preprint)

2019 ◽  
Author(s):  
Hyung Yoon
Keyword(s):  
Game Design ◽  
Quantitative Research ◽  
Educational Games ◽  
Educational Game ◽  
Quantitative Research Methods ◽  
Prevention Education ◽  
Future Design ◽  
Sensitive Topics ◽  
Mode Of Development

UNSTRUCTURED This paper is a case study on the design of an educational game for the prevention of cyberbullying and an analysis of its educational effect. I selected a game titled “Angry Daddy,” which was developed based on the request of Korean government authority and analyzed the mode of development of the game and its educational effect. For this research, both qualitative and quantitative research methods were used. Moreover, advice regarding the game design was obtained from many experts belonging to various fields. Based on the analysis of the game design and its educational effect, it was confirmed that the following factors are important to design an educational game meant for the prevention of cyberbullying and to enhance its educational effect: First, cooperation between content experts and game development experts is essential to develop an educational game. Second, it should be verified whether the contents and the format of the game are appropriate by analyzing the play test results of the target audience. Third, it is essential to prepare a manual to guide teachers to apply the game to the field. Fourth, it was confirmed that educating students on sensitive topics like cyberbullying is very effective when educational games that make them feel and experience the outcomes of bullying are utilized. This research is expected to be helpful for future design of educational games and the research and development of the format of cyberbullying prevention education.

QUALITATIVE METHODOLOGY OF SENSITIVE TOPICS IN PUBLIC HEALTH CONTEXTS

2017 ◽  
Vol 6 (Especial) ◽  
pp. 31
Author(s):  
Mirliana Ramírez Pereira
Keyword(s):  
Public Health ◽  
Qualitative Methodology ◽  
Sensitive Topics

La subjetividad siempre se encuentra presente en las metodologías cualitativas, en que se vinculan las emociones, sentimientos, cultura e historia de los participantes e investigadores. Esto es especialmente relevante en el área de la salud, donde lo sensible está presente en muchos de los temas estudiados. Según Lee los temas sensibles son aquellos en que la investigación invade la esfera privada, escarba dentro de alguna experiencia personal profunda, hace referencia a la desviación o control social, afecta a los intereses de personas poderosas o el ejercicio de la coerción y la dominación.  Este artículo se divide en dos apartados; el primero tiene relación con la fundamentación teórica del estudio de temas sensibles en salud pública, desde la perspectiva de los participantes y del equipo de investigación, relevando la importancia de la seguridad e integridad física, psíquica, moral y legal de todos los actores involucrados. En la segunda parte, la autora reflexiona en torno a su experiencia en la investigación en temas sensibles, presentando algunas estrategias de abordaje del trabajo de campo. El objetivo de esta investigación fue describir la producción del conocimiento en relación a la investigación de temas sensibles en salud.

scholarly journals A critical investigation of Y7 students’ perceptions of Roman slavery as evidenced in the stories of the Cambridge Latin Course

2020 ◽  
Vol 21 (42) ◽  
pp. 43-54
Author(s):  
Ella Parodi
Keyword(s):  
High School ◽  
English Language ◽  
Slave Trade ◽  
Roman Law ◽  
Public High School ◽  
Human Beings ◽  
Greco Roman ◽  
Sensitive Topics ◽  
Roman Culture ◽  
Introductory Textbooks

In an article, ‘The Slaves were Happy’: High School Latin and the Horrors of Classical Studies, Erik Robinson, a Latin teacher from a public high school in Texas, criticises how, in his experience, Classics teaching tends to avoid in-depth discussions on issues such as the brutality of war, the treatment of women and the experience of slaves (Robinson, 2017). However, texts such as the article ‘Teaching Sensitive Topics in the Secondary Classics Classroom’ (Hunt, 2016), and the book ‘From abortion to pederasty: addressing difficult topics in the Classics classroom’ (Sorkin Rabinowitz & McHardy, 2014) strongly advocate for teachers to address these difficult and sensitive topics. They argue that the historical distance between us and Greco-Roman culture and history can allow students to engage and participate in discussions that may otherwise be difficult and can provide a valuable opportunity to address uncomfortable topics in the classroom. Thus, Robinson's assertion that Classics teaching avoids these sensitive topics may not be so definitive. Regardless, Robinson claims that honest confrontations in the classroom with the ‘legacy of horror and abuse’ from the ancient world can be significantly complicated by many introductory textbooks used in Latin classes, such as the Cambridge Latin Course (CLC), one of the most widely used high school Latin textbooks in use in both America and the United Kingdom (Robinson, 2017). In particular, Robinson views the presentation of slavery within the CLC as ‘rather jocular and trivialising’ which can then hinder a reader's perspective on the realities of the violent and abusive nature of the Roman slave trade (Robinson, 2017). As far as he was concerned, the problem lay with the characterisation of the CLC's slave characters Grumio and Clemens, who, he argued, were presented there as happy beings and seemingly unfazed by their positions as slaves. There was never any hint in the book that Grumio or Clemens were unhappy with their lives or their positions as slaves, even though, as the CLC itself states in its English background section on Roman slavery, Roman law ‘did not regard slaves as human beings, but as things that could be bought or sold, treated well or badly, according to the whim of their master’ (CLC I, 1998, p. 78). One might argue, therefore, that there seems to be a disconnect between the English language information we learn about the brutality of the Roman slave trade provided in the background section of Stage 6, and what we can infer about Roman slavery from the Latin language stories involving our two ‘happy’ slaves.

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