Modern political theory, while defining a democratic political regime, puts an emphasis on institutions and procedures. According to this view, whether a particular country is democratic or not depends on the ability of the opposition to oust the incumbent government without leaving the framework of existing institutions and procedures. Cultural values that sustain the democratic polity, including the spirit of political equality, are given much less attention. These values are assumed to be already present, either as a reflection of our similar physical constitution or as a reflection of the presence of democratic political regimes. This research challenges both the monopoly of the procedural understanding of democracy and the lack of particular interest regarding the construction of egalitarian political culture. I claim, first, that the rise of an egalitarian political culture contributes to the establishment of a democratic political regime and, second, that the establishment of modern schools in the late sixteenth century contributed to the construction of this egalitarian political culture.
Exploring Black Male Youths’ Motivation to Participate in Sports
Deborwah Faulk, Robert A. Bennett III and James L. Moore III
greater popularity males have among their peers ( Holland and Andre 1994 ; Shakib et al. 2011 ). Joining a sports team or organized sport, therefore, allows for social passage and acceptance relative to dominant gender practices. Schools play a role in
Elizabeth C. Macknight
On 2 May 1903 in the village of Bey-sur-Seille (Meurthe-et-Moselle), parents, children, and nuns gathered to mark the twentieth anniversary of an école libre for the primary education of girls. Antoine de Metz-Noblat (1850-1914), the school’s
Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans
Mathilde Lind Gustavussen
’t certified and have no idea of the culture of this city. This quote is from a community engagement meeting I attended in October 2014 at McDonogh 35 Senior High School in the New Orleans neighborhood of Tremé. The meeting was organized by a citizen
Bullying, Privilege and the Schooling of Hegemonic Masculinity
Brett G. Stoudt
In order to better understand the socialization and (re)production of privilege, most especially gendered privilege, within elite independent schools it is important to examine the masculine performances of its students enacted through bullying as well as the masculine environments in which these enactments are produced. This paper will begin explicating the messages received and the representations shaped by Rockport’s hegemonic masculine curriculum and the embodiment of these dynamics through research on bullying conducted with students and faculty at an elite, single-sex independent boys school, Rockport. The data revealed that bullying between boys at Rockport helped to discipline and reproduce hegemonic masculine boundaries; it was as much an expression of Rockport’s culture as it was a vehicle for policing and reproducing its culture. However, not only were the boys within Rockport gendered, the faculty and even the institution itself was gendered. In this way, it was systemic, both students and faculty acted within this institutional culture and held and managed expectations about their gender.
Components of Vocational Training for University Tutors
Nikolai Neustroev, Anna Neustroeva, Tuyaara Shergina and Jenanne K. Ferguson
years, primary schools have had some experience this implementing the new standard, and the pedagogical community of primary school teachers has also had the opportunity to understand the new paradigm of education and upbringing aimed at obtaining an
The Construction of Masculinity among German Students
This article discusses strategies of constructing masculinity among German school boys and shows the close interrelation of social status, social and symbolic value, and the success or failure of playing with male gender orders. It highlights the important role of the body in these processes. Based on data from ethnographical research the article shows that the body is an actor as well as target in the subordination strategies, which often includes the feminisation of other boys
Deevia Bhana and Emmanuel Mayeza
In this article we focus on sixty South African primary schoolgirls’ experiences of male violence and bullying. Rejecting outmoded constructions of schoolgirls as passive, we examine how girls draw on different forms of femininity to manage and address violence at school. These femininities are non-normative in their advancing of violence to stop violence but are also imbued with culturally relevant meanings about care, forgiveness, and humanity based on the African principle of ubuntu. Moving away from the discursive production of girls’ victimhood, we show how girls construct their own agency as they actively participate in multiple forms of femininity advocating both violence and forgiveness. Given the absence of teacher and parental support for girls’ safety, we conclude with a call to address interventions contextually, from schoolgirls’ own perspectives.
In the post-war period, numerous Jewish schools and other educational institutions emerged throughout Europe. Some of these were recreated from old institutions of learning while others were brand new, catering for a new population in the post-war era. Each country and city grappled with the provision of Jewish education of its young in its own way. The national governments in Europe have different attitudes to funding and controlling religious education, and this has shaped formal Jewish education. Countries like England have incorporated Jewish day schools into their national schooling system, which require certain conditions on governance and curriculum provision to be met, but thereby provide free, accessible Jewish schools to all. Other countries like France and Germany offer a different model where Jewish religious education is handled outside the core curriculum of state schooling. Other factors that influence the differing models are the availability and training of teachers and madrichim as well as the funding possibilities for new schools, kindergartens and youth programming. Often new educational initiatives were sponsored by a single individual or were nurtured by Israeli or international Jewish organisations such as ORT or the Joint. In this last decade we are beginning now to see more systemised attempts to provide Jewish education, including more centralised training and cooperation.
Intergenerational Relations and Models of Social Order
The aim of this study is to draw out the structural logic of high school graduation ceremonies in general-and in Israel in particular-in order to understand their cultural meaning. The article analyzes 55 accounts of ceremonies held at Israeli-Jewish secondary schools just before the students' conscription into the army. Analysis shows that these events are organized around competing intergenerational models of the social order. Each generational unit locates itself differently vis-à-vis the state order, suspending familial loyalties in the face of loyalty to generational interests. The adults position themselves as representatives of the hegemonic order, while the students demonstrate its arbitrariness and the possibility of resisting it. Thus, the graduation ceremony structurally regulates the intergenerational encounter and the basic conflict between the family and the state on the eve of the students' enlistment.