The controversies triggered by the Netflix adaptation of Jay Asher’s young adult novel Thirteen Reasons Why (2007) have focused on suicide and downplayed discussions of rape as a central plot device. Making use of stereotypical characters (such as the cheerleader and the jock) and archetypal setting (including the high school), 13 Reasons Why delves into the reassuring world of the suburban town; it deals ambiguously with the entwined notions of gender and power encapsulated in the teenpic genre. A detailed analysis of the series indeed reveals that its causative narrative reinforces the rape myth by putting the blame on girls for events that happen to them. In this article I explore the tensions of a TV series that endorses the rape myth through the entertaining frame of the teenpic.
Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day
Paolo Bianchini and Maria Cristina Morandini
both within and outside of the school system, using various tools that, though in some cases innovative, were often questionable. These ranged from the State Textbook ( Libro di Stato ) to military parades and service, and from actions regarding family
Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans
Mathilde Lind Gustavussen
’s traditional public school system, transforming it into a decentralized, market-based system of autonomous “charter schools”—schools that are publically funded but privately managed independent of a democratically elected school board ( Buras 2010 ). The
Military Service by Religious Israeli Women as a Process of Social Legitimation
high school system in Israel enlist each year ( Matzav HaRuach 2015 ; Shvi’i 2015 ). Perhaps the answer to this puzzle lies in the social process that conscription for religious women has undergone in Israel. In the past decade, the number of
A Critical Realist Approach
operation of party politics within the Taiwanese school systems. The following four parts will elaborate on (1) the planning and practice of school anti-bullying policy in Taiwan, (2) the explanation of the methodology and approach to the empirical research
Rhymes for Young Ghouls (2014), written and directed by Mi’kmaq filmmaker Jeff Barnaby, is primarily presented as a residential school “revenge fantasy.” Some critics and reviewers of the film value it for its pedagogical possibilities, arguing that the film occasions opportunity for dialogue between Indigenous and non-Indigenous audiences about the legacies of the residential school system. Yet, numerous decolonial scholars and activists understand that dialogue alone cannot effect the quality of decolonial justice needed in the wake of genocide. This article approaches the film as a saturated phenomenon and examines the kinds of radical phenomenological transformation that must occur, especially among non-Indigenous audiences, for decolonial imperatives to become legible. Beyond developing a more comprehensive historical panorama of the violence and legacies of the residential school system, this article calls for a kind of translation of experience occasioned by the film, one that dramatically subverts and transforms modalities of consciousness on which coloniality is predicated.
A Guilt-Free Explanation
It is becoming widely recognized that far fewer young males than females are entering university. Blame is directed, for example, to the school system, feminism and parenting, but the fundamental reason is not something for which anyone should be blamed; rather, it is a mathematically inevitable result of the relentless expansion of the university system. Other factors might be important, and some are very important, but they accentuate, rather than cause, the imbalance. The true root cause has to be recognized and tackled if we are to make progress concerning what is becoming a massive social problem.
Corporatisation of universities and restructurings of K-12 schooling in the United States occurred during a period of broad economic, social and political restructurings, which have transformed the lives of middle-class Americans. Community and individual level investments in education are frequently represented as antidotes to increased insecurities confronting these subjects. This paper draws upon my interactions within both the school system and the university in which I work to explore how such practices continue to make sense to students, parents, and policy makers despite the lack of evidence demonstrating that such strategies overcome declining economic security and to suggest possibilities for alternative practices to produce collective mobilisations against inequality.
Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction
Gerrit F. Gorter, Hilda T. A. Amsing, and Jeroen J. H. Dekker
Essential Economics, the influential economics education textbook written by Arnold Heertje for use in Dutch secondary schools in the 1970s, was characterized by a previously unknown and internationally exceptional degree of abstraction. Its users justified this degree of abstraction by arguing that it fulfilled the needs of mental schooling (in line with the formal education argument upheld by defenders of humanism) and that it would enhance the rigorous status of the new type of school known as athenaeum A. In the 1970s, this economics education design was criticized by Herman Hartkamp, who strove to ground economics education on pupil-centered and social meliorist principles. By explaining this struggle and its outcome, this article exposes the various educational ideologies found in textbooks in the segmented Dutch school system.
A Journey with the Yiddish Textbook
This article deals with the secular Yiddish textbooks, which have not been a focus of research so far. Yiddish textbooks emerged in the twentieth century together with the Yiddish school system. Based on a comprehensive bibliography of Yiddish textbooks, the article traces the development of the Yiddish textbook, shows the most important phases and centres of the Yiddish textbook production, as well as its development due to historical-political changes. In many countries, those books have been produced independent of any governmental support or control and thus are primarily an image of the respective Yiddish-speaking community. As such, this paper will introduce the most important factors for creating an identity in the context of the textbooks, namely the Yiddish language, the Jewish religion and die alte heym. In the history of the Yiddish textbooks different target groups can be observed, including teachers and students learning Yiddish as a mother tongue, as a parallel or as a foreign language