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Fiona Cullen

Much previous scholarly work has noted the gendered nature of humor and the notion that women use comedy in a different way than do their male peers. Drawing on prior work on gender and humor, and my ethnographic work on teen girl cultures, I explore in this article how young women utilize popular cultural texts as well as everyday and staged comedy as part of a gendered resource that provides potential sites for sex-gender transgression and conformity. Through a series of vignettes, I explore how girls do funny and provide a backdrop to perform youthful gendered identities, as well as establish, maintain, and transgress cultural and social boundaries. Moving on to explore young women and stand-up I question the potential in mobilizing humor as an educational resource and a site in which to explore sex-gender norms with young people.

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Negotiating Identities

Being “Boy,” Being “Filipino,” Being “Other”

Victoria Cann

In this article I draw on data gathered from focus groups hosted in the summer of 2012 and speak to the diverse literature within the field of masculinity studies. More specifically, I explore the role that race and place plays in the performance

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Factors in the Development of Spatial Cognition in Boys and Girls

Assessing the Impacts of Biology and Navigational Experience

Mariah G. Schug

seemed to be more visible in the community and might, therefore, engage in more spatial thinking through navigating outside their homes. This experience, the Munroes thought, might explain boys’ better performance on spatial tasks. With their curiosity

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Assessment rubrics

Thinking inside the boxes

Cary Bennett

for qualitative rating of authentic or complex student work’. There are two general rubric assessment approaches: holistic and analytical. Holistic rubrics are used to engender an overall judgement on the quality of performance, whereas an analytical

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Thebes Troutman as Traveling Tween

Revising the Family Story

Margaret Steffler

take on the voices of others is part of a compulsive performance of trying on cultures, races, ethnicities, ages, and classes outside her own as she strives to reach beyond her identity and limitations as a “little white kid.” Thebes’s language is

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“I Am Trying” to Perform Like an Ideal Boy

The Construction of Boyhood through Corporal Punishment and Educational Discipline in Taare Zameen Par

Natasha Anand

their rhetoric of meritocracy, opportunities for doing boyhood are rather circumscribed, and limited by the quality of a boy’s academic performance. With India taking its place on the global stage as an expanding economic and political power, it becomes

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Jacqui Close

learning outcomes and development of students, and the performance and reputation of the institution ( Trowler 2010: 2 ). The panel comprised five current and former students from Sociology at Newcastle University who were invited to deliver short

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Gust A. Yep, Sage E. Russo, and Ryan M. Lescure

Offering a captivating exploration of seven-year-old Ludovic Fabre’s struggle against cultural expectations of normative boyhood masculinity, Alain Berliner’s blockbuster Ma Vie en Rose exposes the ways in which current sex and gender systems operate in cinematic representations of nonconforming gender identities. Using transing as our theoretical framework to investigate how gender is assembled and reassembled in and across other social categories such as age, we engage in a close reading of the film with a focus on Ludovic’s gender performance. Our analysis reveals three distinct but interrelated discourses—construction, correction, and narration—as the protagonist and Ludovic’s family and larger social circle attempt to work with, through, and against transgression of normative boyhood masculinity. We conclude by exploring the implications of transing boyhood gender performances.

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Eva Infante Mora

Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive account of the reform of a study abroad programme presents how CASA-Sevilla has developed evaluation strategies to inform pedagogical changes in each successive semester to improve student-learning outcomes. The programme’s aim is to achieve a 360-degree assessment by treating students holistically and including all involved faculty, staff, community partners and host families. The aim is also to be transparent in pointing out the problems in the programme’s performance and use them as an impetus for improvement. This section is written to share what we have learned in hopes of starting a more robust dialogue among study abroad programmes about evaluation.

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Learning to Remember Slavery

School Field Trips and the Representation of Difficult Histories in English Museums

Nikki Spalding

Drawing on the fields of education, memory, and cultural studies, this article argues that as important cultural memory products, government-sponsored museum education initiatives require the same attention that history textbooks receive. It investigates the performance of recent shifts in historical consciousness in the context of museum field trip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. Analysis of fieldwork data is presented in order to illustrate some of the complexities inherent in the way difficult histories are represented and taught to young people in the twenty-first century, particularly in relation to citizenship education.