Gendered Harassment as Concept and Experience in Educational Spaces

The article presents an overview and analysis of the state of research in the field of design and exploitation of modern educational spaces in universities around the world, namely areas with flexible planning, called informal learning space. According to the research conducted, the general characteristic and classification were developed and the basic principles of designing this space were revealed. The study identified several problems that arise during its exploitation, which should be taken into account in the designing process. There is described the experience of educational design of interuniversity cultural centres with the application of the developed theoretical bases of designing of informal educational space.

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Reflections on student power: An absurdist viewpoint

Power and Education ◽

10.1177/1757743820984179 ◽

2020 ◽

pp. 175774382098417

Author(s):

Brad Bierdz

Keyword(s):

Higher Education ◽

Social Interaction ◽

Social Identity ◽

Power Relations ◽

Social Power ◽

Relevant Research ◽

Educational Spaces ◽

Student Power ◽

Attention To Students

This exploration takes a look at how students in higher education are disempowered through regimes of social power that are always already extant and ubiquitous within educational regimes. Moreover, this exploration pays particular interest and attention to students in higher education because in many cases throughout relevant research, these student populations are conceived as being the most empowered students within a broad educational landscape, which this piece foundationally challenges. Fundamentally, this article uses a Camusian or Absurdist notion of power and social identity to make sense of how students in higher education take up space within seemingly disempowered educational spaces only to insistently and futilely call to themselves and other students as empowered, although such insistences are empty fallacies of specific social humanities hailing towards their only perceived means of ‘valuable’ social interaction defined by modern conceptions of humanity always already within power relations.

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Gender, Sexuality and Violence in South African Educational Spaces

10.1007/978-3-030-69988-8 ◽

2021 ◽

Keyword(s):

South African ◽

Educational Spaces

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Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

Teachers College Record ◽

10.1177/016146811912101305 ◽

2019 ◽

Vol 121 (13) ◽

pp. 1-22

Author(s):

Zeus Leonardo ◽

Blanca Gamez-Djokic

Keyword(s):

Teaching And Learning ◽

White Women ◽

The United States ◽

Race And Gender ◽

Modern Education ◽

Critical Knowledge ◽

Educational Spaces ◽

Critical Understanding ◽

And Gender ◽

The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

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HE IMPACT OF COLOUR ON STUDENTS’ PERCEPTION IN LEARNING SPACES

Tikrit Journal of Engineering Sciences ◽

10.25130/tjes.28.2.03 ◽

2021 ◽

Vol 28 (2) ◽

pp. 33-43

Author(s):

Salahaddin Baper ◽

Husein Husein ◽

Sazgar Salim

Keyword(s):

Human Development ◽

Learning Outcomes ◽

Survey Method ◽

Background Color ◽

Learning Spaces ◽

Quantitative Survey ◽

Interior Spaces ◽

Color System ◽

Educational Spaces ◽

The Impact

Color has a crucial impact on students’ perception. It encourages the learning atmosphere to be affiliated with the anticipated learning outcomes. The purpose of this study is to investigate the impacts of contextual colors on student’s perception of interior spaces and to validate previous related studies that emphasize on colors as a media to convey meanings that affect behaviors and students’ perception as well. Accordingly, the objective of this study is to determine and validate previous related studies regarding the impact of background color on student’s perception. Meanwhile the study evaluates the previous relevant models in order to validate or reject previous assumptions. The study concentrates on quantitative survey method using in depth questionnaire to determine student’s perception at UHDUniversity of Human Development, Sulaimani. Seven Colors from Munsell color system (yellow, green, blue, purple, white, and black, grey) are applied in the test in order to indicate the students’ perceptual status. The results show that cool colors like white, green and blue are mostly recommended for educational spaces. These colors affected positively the perception of respondents and add feeling of hope, curiosity and satisfaction to the group. In contrast dark colors (black and grey) are indicated as colors of worry and fear. The findings demonstrate that environments colors play an important effect on student’s perception. The study concluded that colors affect the behavior, performance and mood of the space users.

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Longitudinal Effects of Gendered Harassment Perpetration and Victimization on Mental Health Outcomes in Adolescence

Journal of Interpersonal Violence ◽

10.1177/0886260517723746 ◽

2017 ◽

Vol 35 (23-24) ◽

pp. 5997-6016 ◽

Cited By ~ 11

Author(s):

Sarah J. Rinehart ◽

Dorothy L. Espelage ◽

Kristen L. Bub

Keyword(s):

Mental Health ◽

Sexual Harassment ◽

Health Outcomes ◽

Mental Health Outcomes ◽

Depression Symptoms ◽

Negative Outcomes ◽

Cross Sectional ◽

The Impact ◽

Homophobic Name Calling ◽

Gendered Harassment

Gendered harassment, including sexual harassment and homophobic name-calling, is prevalent in adolescents and is linked to negative outcomes including depression, anxiety, suicidality, substance abuse, and personal distress. However, much of the extant literature is cross-sectional and rarely are perpetrators of these behaviors included in studies of outcomes. Therefore, the current study examined the effects of longitudinal changes in gendered harassment perpetration and victimization on changes in mental health outcomes among a large sample of early adolescents. Given that these behaviors commonly occur in the context of a patriarchal society (males hold power), we also investigated the impact of gender on gendered harassment. Participants included 3,549 students from four Midwestern middle schools (50.4% female, 49% African American, 34% White) at two time points (13 and 17 years old). Results indicated that increases from age 13 to 17 years in sexual harassment perpetration and victimization and homophobic name-calling perpetration and victimization predicted increases in depression symptoms and substance use. Gender did not moderate these pathways. These findings highlight that negative outcomes are associated with changes in gendered harassment among adolescents and emphasize the importance of prevention efforts. Implications for school interventions are discussed.

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Non-formal spaces of socio-cultural accompaniment: Responding to young unaccompanied refugees – reflections from the Partispace project

European Educational Research Journal ◽

10.1177/1474904117716368 ◽

2017 ◽

Vol 17 (2) ◽

pp. 305-322

Author(s):

Janet Batsleer ◽

Björn Andersson ◽

Susanne Liljeholm Hansson ◽

Jessica Lütgens ◽

Yağmur Mengilli ◽

...

Keyword(s):

Civil Society ◽

Third Space ◽

Colleges And Universities ◽

Refugee Crisis ◽

Local Regulation ◽

The Third ◽

Educational Spaces ◽

The Uk

Drawing on research in progress in the Partispace project we make a case for the recognition of the importance of non-formal spaces in response to young refugees across three different national contexts: Frankfurt in Germany; Gothenburg in Sweden; and Manchester in the UK. It is argued that recognition of local regulation and national controls of immigration which support climates of hostility makes it important to recognise and affirm the significance of non-formal spaces and ‘small spaces close to home’ which are often developed in the ‘third space’ of civil society and arise from the impulses driven by the solidarity of volunteers. In these contexts it is important that practices of hospitality can develop which symbolically reconstitute refugees as hosts and subjects of a democratic conversation, without which there is no possible administrative solution to the refugee crisis. It is essential that educational spaces such as schools, colleges and universities forge strong bonds with such emergent spaces.

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