El docente de bachillerato como sujeto-supuesto-a-saber de Lacan

El presente trabajo es un intento de ligar la idea de sujeto-supuesto-a-saber de Lacan con lo educativo, donde el goce del docente de bachillerato es producto de la fuerza invisible del discurso de lo político sobre su actuar. El estudio se realizó en un bachillerato rural de la comunidad del Ocotal en Puebla, México, compuesto por tres docentes a quienes se entrevistaron de forma individual y posteriormente, después de ver 5 spots de la Reforma educativa se entrevistó de forma grupal. Los resultados mostraron que hay un choque entre los supuestos de los docentes (enfocados en la disciplina) y los de la Reforma (enfocados a la actualización permanente y dar lo mejor de sí). This paper is an attempt to link Lacan's idea of subject-supposed-to-know with education, where the enjoyment of the high school teacher is the product of the invisible force of the political discourse on his actions. The study was carried out in a rural high school in the community of Ocotal in Puebla, Mexico, made up of three teachers who were interviewed individually and later, after seeing 5 spots of the Educational Reform, they were interviewed as a group. The results showed that there is a clash between the assumptions of teachers (focused on the discipline) and those of the Reform (focused on permanent updating and giving their best).

Socio-Cultural Gender Norms and Economic Barriers in The Context of Rural High School Girls’ Dropout in Bangladesh: A Qualitative Study

While attending high schools, in Bangladesh, rural school girls face the pressure of socio-cultural gender norms and the barriers of economic deprivation. This paper aims to analyze the multifaceted connection between gender norms and economic deprivation of families in rural Bangladesh; and how the dynamics of the connection affect high school girls’ opportunities of further education. The paper identifies the major factors that lead girls to drop out of school. In-depth qualitative interview sessions were conducted with 5 rural high school dropout girls. The analysis incorporates both thematic and narrative analyses. The study finds that gender norms, socioeconomic realities, deprivation and poverty work as barriers; and affect girl’s future education by restricting girl’s opportunities and social mobility with the support of discriminatory gender norms and practices. Parents compromise on girls’ education by giving gender norms a priority. Instead of encouraging girls’ future education parents tend to ensure their daughter’s future in an early marriage. Among the financially challenged families, girls’ domestic duties are prioritized over their aspiration of getting education. Most parents are concerned about the sexual security/chastity of their girls, which also force girls to drop out of high schools. Few parents/guardians who encourage and support girls’ education usually take the initiative to bring changes by resisting social norms that obstruct and limit girls’ opportunities. The paper concludes that in the context of persistent socio-cultural gender norms, resistance against regressive gender ideologies and social norms are needed to bring positive changes in gender socialization.

How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.

INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF TEENAGE MOTHERS RESILIENCY IN OVERCOMING ADVERSITIES IN PREGNANCY AND EARLY MOTHERHOOD IN SOUTH AFRICA

The phenomenon of teenage motherhood is a major concern worldwide. The teenage mothers endure many challenges that could affect their academic goals and successes if there is insufficient support. However, some teenage mothers manage to develop certain forms of flexibility to manage these adversities. This study explored the teenage mothers' resiliency in overcoming adversities in pregnancy and early motherhood at a rural high school in South Africa. Within the Interpretative Phenomenological qualitative paradigm, an exploratory case study research design was adopted. 10 participants (N=10) were selected from a rural high school district using a purposive sampling technique. The study employed semi-structured interviews to collect data. The findings demonstrated that teenage mothers were resilient to continuing and completing their schooling by adopting self-motivation and school and family support. This study suggested that the South African Department of Education should develop a training programme for teenage mothers on psychosocial adjustment mechanisms to help them cope with their situations. Keywords: interpretative phenomenological analysis, rural high school, teenage motherhood, teenage mother resiliency, teenage pregnancy