This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.
Helle Bundgaard and Cecilie Rubow
This article discusses the teaching of anthropological fieldwork during a period of comprehensive educational reforms in Danish universities. We trace widely held conceptions of fieldwork among master’s students of anthropology and the efforts they make to live up to what they assume to be classic fieldwork. We argue that the ideals of classic fieldwork too often fail to support the learning process when fieldwork is squeezed into the timeframe of the curriculum and show how fieldwork as part of an educational programme can be mentored by online feedback. Our suggestion is that cooperative reflection during fieldwork can improve the quality of the empirical material and the analytical process significantly.
Past and Present
Yvonne Friedman and Shulamit Furstenberg-Levi
Based on pilgrimage diaries (Itineraria), this article investigates the roles of historical and contemporary Holy Land guides, looking at how the historical documents, both descriptive and prescriptive, can be viewed as embodying the seeds of the comprehensive roles assumed by current live pilgrimage guides. Our study charted a shift over the centuries from minimal collaboration among separate guides who fulfilled the functions of pathfinder and mentor to closer collaboration among them. In contemporary Catholic pilgrimages, this process has led to a single priest-guide who combines several functions.
Karl Frerichs, Peter Kuriloff, Celine Kagan, Joseph Nelson, Dwight Vidale and John Thornburg
"Reinventing Leadership Training Using a Participatory Research Model" by Karl Frerichs and Peter Kurlioff
"Reading for Masculinity in the High School English Classroom" by Celine Kagan
"Helping Boys Take Flight: A Peer-Mentoring Program for Boys of color at the Riverdale Country School" by Joseph Nelson and Dwight Vidale
"A Relational Approach to Teaching Boys" by John Thornburg
Investigating the Impact of a Father and Son
William John Jennings
This article reports on the impact of a school based father and son, “rites of passage” program on its participants in two Australian Catholic boys’ schools. The author conducted a mixed methodology study investigating quantitative differences between 15- to 17-year-old adolescent participants and non-participants in how they rated their “father relationships” and the impact that specific program elements (the “rite of passage,” planned conversations, and public acknowledgements) had on both program participants. The research found evidence to support the program’s positive impact on father-son relationships. As a result of planned conversations with their fathers in the program, participants reported feeling “older” and more mature.
Neil Amswych, Hillel Avidan, Sami Barth, Tony Bayfield, Francis Ronald Berry, Barbara Borts, Jeffrey Cohen, Bernard Davis, Michal Friedlander, Jeffrey Gale, Guy Hall, Richard Harries, Harry Jacobi, Laura Janner-Klausner, Deborah Kahn-Harris, Charles Middleburgh, Jonathan Magonet, Dow Marmur, Julia Neuberger, Phil Pegum, Danny Rich, Jonathan Romain, Walter Rothschild, Elli Tikvah Sarah, Victor Jeleniewski Seidler, Michael Shire, Judy Smith, Jackie Tabick, Charles Wallach and Andrea Zanardo
In this section we have gathered a range of shorter personal memoirs from former students and colleagues reflecting their immediate responses to the loss of Lionel as a personal friend, colleague, teacher or spiritual mentor.
Rabbi Sheila Shulman z’l was my teacher/mentor and friend. For years I spent many Friday afternoons in conversation with her. This article attempts to capture something of that time, and also something of the cadence and character of a conversation that I continue to have with her.
It is difficult to write this tribute and farewell to Hazel E. Barnes, my friend and mentor for over forty years, simply because I have long been unable to imagine the world without her. She died on March 18, 2008, at the age of ninety-two. I cannot help remembering that when Simone de Beauvoir met Hazel in 1985, Hazel had sent her an essay, “Beauvoir and Sartre: Forms of Farewell.”
Being a writer with a female name in Bulgaria means that, before tackling any gender issue in your book, you have a specific problem of your own—society is not quite pre- pared to consider you as an important and undeniable voice in literature, that is, as a writer. This happens no ma er how many male imitators a woman has. It hasn’t got much to do with the reading audience either—a well-selling female author does not flow as smoothly into the cliché of the national mentor as her male colleagues do.
In honour of the sixty-fifth anniversary of the founding of the Youth Section of the World Union for Progressive Judaism (WUPJYS), the author reminisces about some early events he attended, discusses some of the current changes and developments in the Jewish youth scene due to the paradigm changes such as computers, mobile phones etc. as well as the modern ‘Post’ eras of individualism of the Me generation. He concludes with no specific prognostications, but feels that much can be done by dedicated, committed youth and their mentors.