F-Word Fun Home

Growing up fundamentalist can be challenging for any child, but when you do not fit within the confines of traditional gender norms, when you are masculine, female-bodied or feminine, male-bodied, navigating identity can make you feel like a foreigner within your own family. Certain forms of feminism, too, can feel alienating. In this article, I share personal experiences with both social constructions of feminism and fundamentalism. Borrowing from queer theories, I wrestle with ways of doing, undoing, and redoing religion and gender that may have implications for teaching in a more inclusive and expansive manner

This is What Democracy Looks Like: Art and the Wisconsin Uprising

In February of 2011, an enormous popular political movement came to life in Wisconsin. For many people who were engaged in the month-long occupation of the Capitol in Madison, the Wisconsin Uprising was their first experience with direct political action. For the artists who are the focus of this article, taking part in the Wisconsin Uprising seemed like a natural outgrowth of their many years of socially engaged artmaking. In this article, I offer a brief overview of the Wisconsin Uprising followed by a discussion of the contributions of the artists in the protests in the context of their larger bodies of work. I close with an argument about why art matters in social justice movements and why art teachers have an obligation to include activist art in their curricula

On Oysters and Other Life Lessons: Art Teacher’s Perceptions of Social Class and Schooling

I had to be taught that the world was not my oyster. As a child I was quite sure that I was destined for a wondrous life of adventure and distinction. I was the first born in my family, the first child, the first grandchild, the first niece; everyone was crazy about me. My mother swears that on the day I was born my father floated across the room, so filled with joy and pride that his feet literally glided above the floor as he held me in his arms for the first time. I realize now that this is implausible, of course, but when I was young it was part of our family mythology. I had caused my dad to fly. My family adored me; they made me feel as if I was significant

Big Gay Church: Religion, Religiosity, and Visual Culture

Five academics explore their performed occupations of the National Art Education Association Annual Meetings. They have annually mounted Big Gay Church (BGC) services that deconstruct and question the ways visual culture, media representations, scriptural interpretations, and religious teaching have constructed (at times harmful) depictions of lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ2) subjects. This essay recounts how co-authors have drawn on their multiple experiences with/in churches to play with religious rituals and narratives in ways that queerly comment on the damage or support organized religions offer LGBTQ2 students and educators

(Un)Becoming Queer/(Un)Becoming LGBTIC

This article is one result of an ongoing dialogue among a number of members of the LGBTIC/Queer Caucus. The dialogue has taken place primarily through a torrent of e-mails, but also through a number of emotionally charged telephone calls. It began as a friendly, (perhaps naively) simple idea -to turn members\u27 viewpoints about changing the name of our caucus, from Lesbian, Gay, Bisexual and Transgendered Issues Caucus to Queer Issues Caucus into an article. What began with good will and a fervent hope for understanding, at times turned into vitriol and contention -volleys of world views, personal identities, and philosophies. Although tempers flared occasionally, we feel each of us came to better understandings of the others\u27 points of view. Editors Debbie and Kim have attempted to distill a bubbling pot of various points of view into an imaginary roundtable dialogue: respecting all stances, without silencing anyone, without hurting anyone\u27s feelings, and without privileging anyone viewpoint. All actors in this drama are named above and identified in the text by their initials. We apologize in advance

Complexation of lanthanides, actinides and transition metal cations with a 6-(1,2,4-triazin-3-yl)-2,2’:6’,2’’-terpyridine ligand: implications for actinide(III) /lanthanide(III) partitioning

The quadridentate N-heterocyclic ligand 6-(5,5,8,8-tetramethyl-5,6,7,8-tetrahydro-1,2,4-benzotriazin-3-yl)-2,2’:6’,2’’-terpyridine (CyMe4-hemi-BTBP) has been synthesized and its interactions with Am(III), U(VI), Ln(III) and some transition metal cations have been evaluated by X-ray crystallographic analysis, Am(III)/Eu(III) solvent extraction experiments, UV absorption spectrophotometry, NMR studies and ESI-MS. Structures of the 1:1 complexes with Eu(III), Ce(III) and the linear uranyl (UO22+) ion were obtained by X-ray crystallographic analysis, and showed similar coordination behavior to related BTBP complexes. In methanol, the stability constants of the Ln(III) complexes are slightly lower than those of the analogous quadridentate bis-triazine BTBP ligands, while the stability constant for the Yb(III) complex is higher. 1H NMR titrations and ESI-MS with lanthanide nitrates showed that the ligand forms only 1:1 complexes with Eu(III), Ce(III) and Yb(III), while both 1:1 and 1:2 complexes were formed with La(III) and Y(III) in acetonitrile. A mixture of isomeric chiral 2:2 helical complexes was formed with Cu(I), with a slight preference (1.4:1) for a single directional isomer. In contrast, a 1:1 complex was observed with the larger Ag(I) ion. The ligand was unable to extract Am(III) or Eu(III) from nitric acid solutions into 1-octanol, except in the presence of a synergist at low acidity. The results show that the presence of two outer 1,2,4-triazine rings is required for the efficient extraction and separation of An(III) from Ln(III) by quadridentate N-donor ligand

Influences of Cultural Capital and Internationalization on Global Competence in Higher Education: A Systematic Literature Review

Introduction: In an increasingly global economy, the global competence of students in higher education is a critical area of importance. The purpose of the study was to explore the research on factors that influence an individual’s global competence in both international and Chinese contexts. Methods: Under the umbrella of cultural capital theory and Internationalization, a systematic literature review analyzed and synthesized the empirical studies of global competence from 2013 to 2022. Results: This research revealed that students with higher cultural capital backgrounds obtain more educational opportunities and further exhibit better global competence achievement. Internationalization abroad is a direct and practical pedagogy for global competence acquisition, reflected in student and faculty mobility. Internationalization opportunities in an individual’s home country catalyze global competence. Conclusion: These results highlight that students who have a lower capital background or few opportunities for mobility can reap the potential benefits of global competence attainment through involvement in domestic educational activities